Abstract
With the innovation of technology, the nature of learning and teaching English as a Foreign Language (EFL) has been changed, and instead of traditional learning and teaching, e-learning has emerged as a new way to meet the demands of the ‘iGeneration’ who can easily roam around the knowledge domain just with a smartphone at anytime from anywhere. This research aims to find out the challenges of e-language learning that will help establish a more sophisticated Virtual Learning Environment (VLE) by implementing the latest version of the Learning Management System (LMS). E-learning is ‘constructive learning’ or ‘self-regulated learning’ where the learners work as ‘knowledge generators’ and teachers as ‘facilitators’ and so, the learning should be accomplished in a platform that ensures interaction, communication, and collaboration. This research will be provocative of establishing such an environment where online foreign language learners and instructors can adapt easily to the new pedagogical approach to learning for successfully attaining the target learning outcomes. A survey was conducted at the department of English, Najran University (Girls’ section), the Kingdom of Saudi Arabia, and the findings show the necessity of improving teachers’ efficiency in selecting e-learning tools to design learning materials and contents of the course considering cultural context and the modern-day learners’ capacity as well as the goal. It also discusses various implications regarding the need for e-language learners’ skill development that vigorously affects the learning process. The paper finally recommends some possible steps that can be adopted by a university for the successful implementation of e-learning to widen the realm of knowledge for the learners of English as Foreign Language (EFL).
Highlights
The magical touch of technology has converted this world into a ‘global village’ in the real sense of the term; as a result, today’s generation of learners has become dynamic and is considered the ‘whole child’
With the innovation of technology, the nature of learning and teaching English as a Foreign Language (EFL) has been changed, and instead of traditional learning and teaching, e-learning has emerged as a new way to meet the demands of the ‘iGeneration’ who can roam around the knowledge domain just with a smartphone at anytime from anywhere
A survey was conducted at the department of English, Najran University (Girls’ section), the Kingdom of Saudi Arabia, and the findings show the necessity of improving teachers’ efficiency in selecting e-learning tools to design learning materials and contents of the course considering cultural context and the modern-day learners’ capacity as well as the goal
Summary
The magical touch of technology has converted this world into a ‘global village’ in the real sense of the term; as a result, today’s generation of learners has become dynamic and is considered the ‘whole child’. The ‘whole child’ refers to the concept of ‘oneness’ as they are living in a strong networking era. Considering this revolutionary behavioural and attitudinal changes among the new generation, more research is being conducted for discovering a dynamic learning environment in order to bring all the EFL learners under one knowledge domain where they can merge through interaction and attain both formal and informal learning. Many researchers opine that these are the four newly set learning outcomes and they can fully be achieved by developing modern-day language learners’ anatomy to enable them to work in four steps: organizing their own learning, forming their own judgements, deciding on a point of view, and defending their own position in an area of knowledge set and designed by the teachers who play the role of the designer as well as the guide. The main important thing is to increase learners’ engagement so that all the learners can improve their four skills- reading, writing, listening, and speaking
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