Abstract
This survey reports results and findings related to the perceptions of English language teachers from Gulf universities pertaining to the impact of effective online strategies practiced during corona pandemic. A validated self-developed 5-point survey instrument has been used to collect data for this comparative investigation. The instrument was pilot tested after determining its content validity and reliability. Cronbach alpha (α) reliability test was run to determine reliability. The final version of the questionnaire consisting of 51 items was generalized and uploaded on Google forms to record the participants' responses. One hundred forty-four responses were recorded including 94 (n = 94) from Saudi universities and fifty (n = 50) from other Gulf countries including UAE, Bahrain, Oman and Kuwait. The participants of the study have seen eye to eye with each other in majority of questionnaire items and ranked 'asking comprehension questions', teacher-student interaction' and 'teachers' oral feedback' as the most preferred teaching strategies in enhancing content understanding, students' motivation, mutual interaction, teacher-student rapport and active engagement in learning. The findings have also revealed that lecturing, written assignments, individual projects have been perceived least effective teaching strategies in producing positive results during online teaching. Among the most important pedagogical skills needed to deliver successful online courses, 'communication skills' and 'patience' have been perceived the most effective. The remaining skills have also been assigned high mean values indicating their positive role in online teaching. Results generated by independent-samples T-test have accepted 6 null hypotheses and rejected one hypothesis. Findings and recommendations have been presented based on the results of this survey.
Highlights
1.1 Background of the StudyThe pandemic of corona virus has been on the rise around the world and its effects have changed the normal life in all countries
It has been reported that WHO declared covid-19 as ‘a global public health emergency’ on 30-1-2020, called for an immediate international concern and on 11-3-2020, it was declared as a pandemic by Cucinotta & Vanelli [1]
What differences exist in the perceptions of English language teachers from Saudi universities (Sus) and from other Gulf universities (OGUs)?
Summary
The pandemic of corona virus has been on the rise around the world and its effects have changed the normal life in all countries. It has been reported that WHO declared covid-19 as ‘a global public health emergency’ on 30-1-2020, called for an immediate international concern and on 11-3-2020, it was declared as a pandemic by Cucinotta & Vanelli [1]. This all-encompassing change and its impact have been phenomenal in term of maintaining social distancing and educational organizations have suffered from its negative impact. Have come closer to exploit on-line facilities instantly to handle this crisis It seems that this emerging crisis will lead to more future possibilities and opportunities to use digital platforms for teaching/learning process along with the traditional ways of pedagogy
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