How EFL teachers at an international university in Riyadh have adapted to online teaching during the pandemic.
Introduction
Ali (2020) asserts that the global decision for the closure of educational institutions, although rational to implement social distancing protocols to limit the spread of COVID-19, prompted shifts to online teaching through platforms such as TV channels, YouTube channels amongst others. In this respect, scholars such as Benson (2002) and Ally (2004) argue that online teaching became possible, thus helping avoid major disruptions to the teaching curriculum.
Whereas some countries were able to instantly switch to online teaching (Adnan and Anwar, 2020), it is not clear whether the same could be applicable in impoverished countries. Nonetheless, institutions in countries such as Saudi Arabia promptly adjusted to the global changes, which was characterised by the widespread use of blackboard tools for distance learning or even teaching general or elective courses (Mahyoob, 2020).
There is little knowledge, however, on whether online teaching is an effective approach for EFL teaching, particularly when it comes to the Saudi’s education system. This study seeks to examine EFL teachers’ views or opinions regarding the switch to online teaching, including the opportunities and challenges faced in the process.
The results of this study would be crucial for policymaking in Saudi education system by identifying whether online teaching is effective for delivering content during crises. Also, the results of the study will provide significant insights into the current literature by outlining whether online teaching can be incorporated for EFL learners.
Research Questions
What are the views of EFL teachers regarding online teaching during the pandemic?
How did the COVID-19 pandemic influence EFL learning process?
What are the challenges and opportunities of switching to online teaching for EFL teachers during COVID-19?
How can EFL teaching be improved through online platforms?
Hypotheses
EFL teachers perceive online teaching as an effective approach for delivering instructions to students during a pandemic.
There are more opportunities in switching to online teaching compared to challenges during crises.
Aim/Objectives
Hence, this study aims to explore the views of EFL teachers concerning online teaching during the Pandemic. The study will be guided by a set of objectives as outlined below.
To examine the influence of COVID-19 on EFL learning processes.
To examine the implications of online teaching during the Pandemic.
To determine EFL teachers’ perceptions (positive and negative) on switching to online teaching during the Pandemic.
To identify challenges EFL teachers faced switching to online teaching and strategies applied in overcoming them.
