English Language Teaching in Saudi Arabia in Response to the COVID-19 Pandemic: Challenges and Positive Outcomes

Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: [email protected]; e-mail: [email protected]; Web site: https://awej.org/

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13

Foreign Countries; COVID-19; Pandemics; English (Second Language); Second Language Instruction; Barriers; Higher Education; School Closing; Online Courses; Educational Technology; Electronic Learning; Student Motivation; Technological Literacy; Educational Environment; Mental Health; College Students; College Faculty

2229-9327

The pandemic of 2020 was a watershed moment for all educators worldwide as schools and universities were forced to close their doors to avoid the spread of COVID-19. Thus, a new movement towards widespread e-learning emerged with unknown consequences for learners and educators alike. The situation in Saudi Arabia was no exception. The purpose of this study is to explore how English as a foreign language (EFL) teaching and learning at the tertiary level in Saudi Arabia was impacted negatively and positively by the move to online learning. It reviews research published since the onset of the pandemic, with a specific focus on English language teaching at Saudi universities, to analyze the challenges faced by Saudi EFL teachers and learners since the shift to e-learning. One of the biggest challenges observed was students' lack of motivation, which upon further review was found to be linked to other contributing factors, such as technological issues, inapt learning environments, and students' mental health. This paper also examines the unforeseen positive outcomes resulting from the digital transformation, including the benefits of the flexibility of place and time and promotion of particular language skills. The current research synthesis will help contribute to the knowledge of online English teaching in the Saudi context.

As Provided

2021

EJ1311319