English K-12 Teacher Experiences in Saudi Arabia in the Pandemic Era: A Follow-up Study of One Khbrat University Program

Daraghmeh, Ahlam; Mead, Hilary; Copeland, Kathleen

doi:10.24093/awej/covid.1

Cited by 8 publications

(9 citation statements)

References 10 publications

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“…Or else, boredom, fatigue, and stress reduce the effectiveness. The challenges of online teaching presented by Daraghmeh et al (2021), Al-Samiri (2021) and are similar to the present study. As the social work education faculty of Australia felt, the faculty working in KSA also felt that there are issues with course delivery and active engagement of students.…”

Section: Discussionsupporting

confidence: 89%

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Perceptions of University Faculty of Saudi Arabia towards Online Classes Conducted During the Covid-19 Pandemic

Chatta¹

2022

AWEJ

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The study aims to find out the perceptions of university faculty who taught the courses online during the Covid-19 pandemic in March 2020. The purpose is to highlight the issues of students and faculty involved in the new context of teaching and learning and prepare them to face the technical and academic challenges. A questionnaire is circulated among the faculty of universities in the Kingdom of Saudi Arabia. The majority of the university faculty who taught the courses online from the middle of the semester are satisfied with their teaching. However, they prefer face-to-face instruction to online instruction. A few of them are in favor of blended learning. The faculty accepts technical and academic issues and issues related to the trust and the value of online instruction. The study is helpful for all the educational institutions, teachers, and students across the world to understand how to conduct online education during crises and calamities to eradicate the technical and academic problems present in the online mode of teaching, and to update and accept the changing trends and developments in the field of education. The article is original because it studies the perceptions of the regular university faculty who taught half of the course face-to-face and the other half online. The novelty lies in finding out how they participated in online teaching during the lockdown period of the Covid-19 pandemic.

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Section: Discussionsupporting

confidence: 89%

“…There were also some positive outcomes like flexibility of place and time. Daraghmeh, Mead, and Copeland (2021) examined the impact of the pandemic in K-12 English instruction in the MENA region of Saudi Arabia. The study explored technological, institutional and socio-cultural factors faced by Khbrat English teacher graduates.…”

Section: Literature Reviewmentioning

confidence: 99%

Perceptions of University Faculty of Saudi Arabia towards Online Classes Conducted During the Covid-19 Pandemic

Chatta¹

2022

AWEJ

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“…Conversely, online learning has yielded negative results for the teachers, students, and parents who have all experienced sudden unpreparedness in using online technologies, which is a matter that impeded effective learning worldwide (Al Salman et al, 2021). Furthermore, Daraghmeh et al (2021) found the need to leverage virtual technology and acquired knowledge and skills of Khbrat English teacher graduates to deliver EFL professional development with a more pedagogical focus and to build coalitions among EFL educators to sustain the forward movement of innovation in English education in post-pandemic Saudi Arabia.…”

Section: Difficulties In Online Language Learning and Teachingmentioning

confidence: 99%

Contributing Stressors to Online Language Learning Difficulties at King Saud University: Basis for Adaptive Teaching Methodologies

Alkhatnai¹

2022

ELT

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The application of technology in education has become a trend in teaching and the focus of interest in multiple studies because of its various means of implementation. The COVID-19 pandemic has even amplified the need to adapt to different digital-related modalities, one of which is online learning. Although online learning has many benefits for teachers and students, it still poses numerous challenges for education stakeholders. The current study aims to analyze the stressors contributing to difficulties induced by online language learning as experienced by both the students and teachers at King Saud University (KSU). The study also aims to serve as a basis for developing adaptive teaching modalities. This study uses a mixed-descriptive quantitative and qualitative research method, with an open-ended question and a 5-point Likert scale questionnaire. The findings suggest that both the teachers and students frequently felt stressed by the identified contributing stressors and felt that online language learning was difficult for both clusters of respondents. Furthermore, the study concludes with the suggestion that the administrators should consider the needs of the teachers and students and offer them the necessary support to help alleviate the stress and difficulties they are experiencing with online language learning.  

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“…Arab World English Journal www.awej.org ISSN: 2229-9327 81 To start with, Daraghmeh et al (2021) aimed to examine the effect of the shift to virtual learning in Saudi Arabia during the COVID-19 pandemic on the experiences of 35 English teachers who completed a professional development program at one U.S. university. Results showed different ways to empower virtual technology and acquired knowledge and skills of English teacher graduates to deliver EFL professional development with a more pedagogical focus and to build a kind of partnership and cooperation among EFL educators in Saudi Arabia.…”

Section: Literature Reviewmentioning

confidence: 99%

Professional Development and Teaching Practices of EFL Palestinian Teachers during COVID-19 Pandemic: A Case Study of Three Female Teachers

Dweikat¹,

Zyoud²

2021

AWEJ

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The current study investigated the activities and practices used by three female EFL teachers during the coronavirus pandemic between March 2020 till February 2021. The study also explored the difficulties and obstacles faced by the three teachers during that period. To achieve these objectives, a qualitative approach utilizing a case study design was employed using three tools: teachers’ written reflections, content analysis of teachers’ posts on the social media, and a focus group meeting via Zoom. The significance of the study emerges from its objectives to contribute to EFL teachers’ professional development during the emergency cases. Results revealed that the three teachers were able to cope with the new situation by adopting new methods of content delivery and new forms of communication as well. These teachers used online technologies such as Facebook, YouTube, and Microsoft Teams to communicate with their students and the parents as well. However, some challenges emerged, including the financial situation of the families and its impact on students’ access to internet connection and family affordability. Under these conditions, teacher training programs are in demand for using appropriate technologies that engage the students and attract their attention.

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English K-12 Teacher Experiences in Saudi Arabia in the Pandemic Era: A Follow-up Study of One Khbrat University Program

Cited by 8 publications

References 10 publications

Perceptions of University Faculty of Saudi Arabia towards Online Classes Conducted During the Covid-19 Pandemic

Perceptions of University Faculty of Saudi Arabia towards Online Classes Conducted During the Covid-19 Pandemic

Contributing Stressors to Online Language Learning Difficulties at King Saud University: Basis for Adaptive Teaching Methodologies

Professional Development and Teaching Practices of EFL Palestinian Teachers during COVID-19 Pandemic: A Case Study of Three Female Teachers

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