E-learning Challenges Faced by the Primary School English Teachers of Taif City in Saudi Arabia

Abstract

Aims: The ultimate aim of this research project is to find out the adverse effect of COVID 19 on the learning environment in the Kingdom of Saudi Arabia (KSA). Furthermore, considering the impact of the corona virus on the education sector across the globe, especially at the primary level, this research addresses whether primary school English as foreign language (EFL) teachers faced challenges in dealing with online/virtual classes. To achieve the objectives and answer the research questions of the present study, the researcher elicited teachers’ perceptions regarding the challenges they face in the process of learning via virtual mode- the only alternative e-learning strategy available at the time of social distancing during Covid-19. The research method was quantitative, as data was collected from teachers’ questionnaires (adapted). The study relied on the primary school context of Taif region, Saudi Arabia. The study took around 7 months from conception to completion towards the last phase of the master’s level. The sample comprised 154 EFL Primary School teachers aged 25 to 35 years (104 females and 50 males) in Taif, Saudi Arabia. The adapted tool (a questionnaire) included different components such as attitude towards e-learning, readiness, challenges, infrastructure etc. It was found that e-learning tools were more effective for more female teachers. Hence, the year of experience did not significantly affect e-learning materials with reference to two groups of teachers. The study also revealed that the age of male and female teachers does not contribute to the use of e-learning materials. Moreover, digital material exploitation is more easily done by the younger generation than the traditional teachers. The research findings are beneficial in redefining e-learning/virtual learning and redesigning compatible curricula, especially teaching strategies that would incorporate blended learning. In addition, teacher development activities will be initiated, keeping the teachers’ needs in view. Extension research at the doctoral level may be conducted to further support the findings by undertaking research with a larger sample. A tool should also be developed and employed to study online learning and associated factors, especially in the Taif region.