Teachers' Perspectives on English Language Online Teaching During Covid-19 Pandemic

Abstract

The study explores the perceptions of EFL teachers in Saudi Arabia regarding the transition to online English language teaching during the COVID-19 pandemic. Utilizing a quantitative approach, data was gathered through a questionnaire administered to 122 educators, with subsequent analysis conducted using descriptive statistics. The findings revealed that a majority of teachers favored online teaching and exhibited positive attitudes towards its various attributes. However, challenges emerged, categorized as situational and technical difficulties, which teachers managed based on their circumstances and experience.

The study emphasizes the importance of teachers in effectively delivering course content, encouraging creative approaches, and highlights the significant role of parental support in maintaining student engagement and motivation in the online learning environment.

The study shows that although online teaching improved teachers’ skills in lesson development and student engagement, challenges like negative student attitudes, limited internet access, poor home environments, and difficulties transitioning from traditional methods persist. The aim is to inform stakeholders and policymakers, offering insights to refine current policies and improve the curriculum for a more integrated educational approach.