Maximizing learning management systems in online college English education: Views from France and Saudi Arabia

Abstract

This study investigated the perceptions of faculty in France and Saudi Arabia regarding the adoption of e-learning in mandatory settings during the COVID-19 pandemic. It aimed to identify differences in behaviors, intentions, and readiness for e-learning during emergencies. The study used a mixed-methods approach to collect quantitative and qualitative data from 126 TESOL teachers, 96 Saudi faculty members, and 30 French teachers from two universities in Saudi Arabia and France. The findings provide insights into the advantages and challenges of e-learning in both contexts. The t-test results revealed no significant differences in preparedness for using e-learning platforms in English education between Saudi and French faculty. French faculty were more likely to use online learning LMSs during emergencies, while Saudi faculty had a lower acceptance level. However, French faculty perceived online English education more usefully than Saudis. The study also revealed faculty preparedness during and after the pandemic, suggesting further research is needed to improve readiness in Saudi Arabia. Furthermore, the study demonstrated that course attributes, ease of use, usefulness, content quality, and self-efficacy all had an impact on the two samples' perceived intentions and readiness for e-teaching. The study ended with analysing the two samples' perceptions of the challenges and benefits of e-learning systems in both contexts and the pedagogical implications of these findings.