Kindergarten Teachers' Use of Language ‎Communication Skills in E-Learning ‎Platforms

Abstract

The purpose of this study was to determine the extent to which ‎kindergarten teachers use language communication skills when ‎instructing students via online learning platforms. The ‎quantitative descriptive method was utilized, and data were ‎collected using a classroom observation form that includes four ‎skills: listening, speaking, and learners' preparedness to read ‎and write. The observation was carried out during online ‎teaching using a kindergarten online platform in the first ‎semester of 1443 AH.. The sample was randomly selected and ‎consisted of 36 female teachers in public kindergartens in Al ‎Baha City, Kingdom of Saudi Arabia. The results indicated that ‎kindergarten teachers employed language communication skills ‎at a medium level in all skills (listening, speaking, and learners' ‎readiness to read and write). The results also demonstrated that ‎there were statistically significant differences in relation to the ‎educational qualifications in favor of teachers who hold ‎bachelor's degrees. Furthermore, there were significant ‎differences in writing readiness skills and in the total degree of ‎language communication skills in favor of teachers who ‎specialized in kindergarten. Finally, there were no significant ‎differences that can be attributed to the differences in the years ‎of teaching experience.‎ (Keywords: Skills, Language Communication, Distance ‎Education, E-learning Platforms, Kindergarten Platform)‎