Abstract
The purpose of this research paper is to explore Saudi foundation-year teachers and students’ perceptions of the use of virtual classes for teaching or learning English as a Foreign Language (EFL) at the English Language Institute (ELI) in King Abdulaziz University (KAU). The data for this study was collected through questionnaires from a total of 20 teachers and 22 students. The survey was conducted during the second semester of the academic year 2019-2020, and the data was analyzed quantitatively. The overall results of the questionnaires demonstrate that the majority of teachers and students held positive attitudes towards EFL virtual classes, however, they prefer face-to-face classrooms. Additionally, some participants admitted the huge role virtual classes play in improving learners’ autonomy.
Highlights
Advancements in technology and internet usage continue to increase the techniques that can be used for teaching and learning
Al-Qahtani (2019) conducted a study on fifteen students and fifteen teachers to elicit their perceptions on the experience of using virtual classes for the learning and teaching of English as a Foreign Language (EFL). 57 percent of the student respondents reported a positive experience with virtual classes with 43 percent indicating that they preferred face to face classes
In an attempt to explore the perceptions of foundation-year Saudi teachers and students of EFL virtual classes at the English Language Institute (ELI) in King Abdulaziz University (KAU), this quantitative study examined teachers and students’ views on virtual classes and its relation to learner autonomy
Summary
Advancements in technology and internet usage continue to increase the techniques that can be used for teaching and learning.
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