Challenges Faced by EFL Teachers in Online Education During COVID-19 in Saudi Arabia

What is it about?

The article explores the challenges faced by English as a Foreign Language (EFL) teachers in online teaching environments during the COVID-19 pandemic. The study focused on EFL teachers at King Abdulaziz University in Jeddah and used qualitative interviews to understand their experiences. It identifies four main areas of difficulty: issues related to student engagement and motivation, institutional support, teachers' adaptability, and technological or system limitations. (1) Student Engagement: Teachers found it challenging to gauge students’ understanding and maintain their motivation in an online setting. Problems with students' accountability and higher levels of cheating during assessments were also noted. (2) Institutional Constraints: The research highlights how limitations in institutional support impacted teachers' ability to effectively adapt to online methods. For example, transferring traditional classroom techniques to virtual settings often fell short without adjustments or extra support. (3) Teacher Adaptability: Teachers expressed difficulty in adapting to online teaching methods and the increased workload, particularly when trying to engage students remotely without the immediate feedback available in physical classrooms. (4) Technology and Systems: System-related challenges, such as learning management software limitations, further complicated the teaching experience. The lack of face-to-face interaction made it harder to address individual student needs, which is typically easier in traditional settings. Overall, this article highlights the broader implications of online education and the complexities that accompany it. It challenges us to think about how education can evolve in the future, especially in regions where access to resources and technological literacy may differ. It also serves as a call to action for institutions to invest more in professional development for teachers, ensuring they are equipped with the tools and strategies necessary to thrive in a digital learning environment.

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Photo by Mr. Bochelly on Unsplash

Photo by Mr. Bochelly on Unsplash

Why is it important?

The article provides insightful perspectives on the challenges faced by English as a Foreign Language (EFL) instructors during the rapid transition to online education. This shift, which occurred as a result of the COVID-19 pandemic, forced many educators to adapt quickly to new technological tools and methods of instruction. This research provides insights that could help educational institutions develop better support mechanisms for teachers adapting to digital environments. The article also touches on the importance of teacher support and professional development, areas that are often overlooked in the rush to implement online teaching. For me, the emphasis on the need for ongoing training and the development of pedagogical strategies that are suited for online environments stands out. Many teachers, especially those with limited prior experience with online platforms, struggled to adapt, making it clear that the success of online learning is not only about technology but also about the preparedness and adaptability of educators.

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