System

Online EFL Learning Experience in Saudi Universities during Covid-19 Pandemic

--Manuscript Draft--

Manuscript Number:

Article Type: Full Length Article

Keywords: Online Environment; EFL Learner; Covid-19 pandemic; Online learning

Corresponding Author: Elham Alzain, Ph.D

King Faisal University
Al Hufūf, SAUDI ARABIA

First Author: Elham Alzain, Ph.D

Order of Authors: Elham Alzain, Ph.D

Abstract: The worldwide COVID-19 pandemic has changed the norms of the educational
systems worldwide, including English language learning. The move from face-to-face
classes to online classes has influenced English language learning. The study intends
to explore the Online EFL Learning Experience in Saudi Universities during Covid-19
Pandemic. It investigates how the online environment adopted by the universities in
KSA sustains EFL online classes. The study employed the quantitative research
method, as a questionnaire survey was conducted to collect data. The analysis method
is a descriptive statistical analysis. The target population for this study is the students
in the undergraduate programs majoring in English. The findings reveal several
positive and practical aspects of the online university environment (the Blackboard) in
helping the participants learn English skills. Furthermore, the findings show that the
online platform enhances student learning and facilitates interactions between
students, teachers, and peers. However, despite exuding the efficiency in online
teaching, some technical issues are reported, such as losing signal during sessions,
communicating with the technical service centre, interruption of online sessions, and
delay in online texting.

Suggested Reviewers: Mohammed Mohammed Ja’ashan, Ph.D

Assistant, University of Bisha
mngafshan@ub.edu.sa

suhaib1998@yahoo.com

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Title Page (with Author Details)

Online EFL Learning Experience in Saudi Universities during Covid-19 Pandemic

Elham Alzain
King Faisal University
ealzain@kfu.edu.sa or elhamalzain@gmail.com
ORCID: https://orcid.org/0000-0002-6330-3100
Manuscript (without Author Details) Click here to view linked References

Online EFL Learning Experience in Saudi Universities during Covid-19 Pandemic

Abstract

The worldwide COVID-19 pandemic has changed the norms of the educational systems worldwide, including
English language learning. The move from face-to-face classes to online classes has influenced English language
learning. The study intends to explore the Online EFL Learning Experience in Saudi Universities during Covid-19
Pandemic. It investigates how the online environment adopted by the universities in KSA sustains EFL online classes.
The study employed the quantitative research method, as a questionnaire survey was conducted to collect data. The
analysis method is a descriptive statistical analysis. The target population for this study is the students in the
undergraduate programs majoring in English. The findings reveal several positive and practical aspects of the online
university environment (the Blackboard) in helping the participants learn English skills. Furthermore, the findings
show that the online platform enhances student learning and facilitates interactions between students, teachers, and
peers. However, despite exuding the efficiency in online teaching, some technical issues are reported, such as losing
signal during sessions, communicating with the technical service centre, interruption of online sessions, and delay in
online texting.

Keywords
Online Environment, EFL Learner, Covid-19 pandemic, Online learning

Introduction

The Corona pandemic has imposed a new reality in all aspects of life. Siren voices have sounded all over the
world after the outbreak of the COVID-19 pandemic in Wuhan, China, as the pandemic has caused the death of many
people worldwide (Chen et al., 2020). From the outset of the pandemic, efforts have been made to limit the spread of
COVID-19. Governments have taken tough decisions and rules worldwide to curb the spread of the pandemic. The
World Health Organization (WHO) and other organizations have recommended preventive measures, required safety
equipment, and protocols for social distancing/physical distancing. These measures are also known as non-
pharmaceutical interventions implemented by many countries to control coronavirus, leading to partial or complete
lockdown (Pei et al., 2020; Imai et al., 2020; Alshebami, 2021). Applying non-pharmaceutical interventions in many
countries led to social distancing, and as a result, this has included school closures, remote working, and quarantine
(Viner et al., 2020). Moreover, other measures such as hygiene measures and the use of masks have been implemented
(WHO, 2020).
Across the globe, the COVID-19 pandemic has led rapidly to shut down universities, colleges, schools, and
institutions in an attempt to slow the spread of the infection and reduce fatalities from the coronavirus (M. P. A.
Murphy, 2020; Weeden & Cornwell, 2020). Consequently, Education systems around the world have urged protocols
for online learning to ensure learning continuity. Beteille et al. (2020) reported that many countries had implemented
e-learning systems as schools were closed due to COVID-19. Countries worldwide have implemented as many e-
learning systems (digital and distance learning) as possible to prevent the spread of the COVID-19 pandemic and
ensure education continuity for students.
At the early stage of the pandemic, the KSA officials have been urging preventive precautions such as quarantine
and closing schools, colleges, and universities, fearing that they would become hotspots for the pandemic outbreak
as they are overcrowded with students, teachers, and professors. Such social distancing is one of the crucial
interventions emphasized in the World Health Organization’s latest Global Influenza Strategy 2019 to 2030.
Therefore, the Saudi Ministry of Education has called for online learning as an alternative solution to continuing the
educational process. Speaking to Al Arabiya (08 March 2020), Dr Hamad Al Alsheikh, the Saudi Arabian Minister
for Education, called for ‘virtual schools’ and distance learning during the suspension period. “… As per universities,
the decision to call up administrators or faculty will be left to university directors as they will need to continue online
courses and see what fits their curriculum” (Desk, 2020). Responding to the officials, all universities, colleges,
institutions, and schools in KSA quickly shifted from the regular traditional classrooms to online learning (Al
Shammari, 2021; Alzain, 2021; Almekhlafy, 2020). In addition, students started to use technological resources to
take part in online classes. Thus, in cooperation with the Integrated Telecom Company, the Saudi Research and
Innovation Network (Maeen) has worked to improve access to national digital services and the quality of virtual
classrooms and learning platforms.
Facilitating distance learning for students, the Ministry has worked to provide many electronic technical
solutions such as the iEN TV Channel, The National iEN Portal Platform, the iEN YouTube, the Unified Education
System, the Future Gate Platform, the Blackboard platform, and the virtual kindergarten platform (The Saudi MOE,
2020).
This new reality has changed the norms of education in general and English language learning in particular, i.e.,
the learning has changed its mode from traditional to online or virtual (Fansury et al., 2020; Alzamil, 2021). However,
the situation with English language learning is different from the other traditional type of teaching, as English
language learning is always an engaging activity and entails interaction and practice. The interaction of teachers and
students in classrooms is very important not only for teachers’ classroom organization but also for students’ language
learning (Liu & Le, 2012).
However, several previous studies have revealed that technology provides a high-quality education as
technology has a positive impact on the learning process, increases students’ learning potential, and can be used in
different ways, such as providing the students with educational materials from various sources, organizing interaction
between students, teachers and parents anytime and anywhere, and thereby resulting in life-long learning (Ahmed &
Nasser, 2015; Keppell et al., 2015; Ji et al., 2022). Furthermore, Laurillard et al. (2009) considered digital
technologies as media of intellectual expressiveness and creativity with an inherent educational value. Thus, it is
assumed that implementing technology in e-learning enhances and motivates student interest in learning English
during the COVID-19 pandemic. Similarly, other studies have shown how online learning has provided students with
a new environment that can increase students learning potential because it is a student-centred type (Rashid & Asghar,
2016; Levy, 2009; Dhawan, 2020). Therefore, the online e-learning experience has given EFL learners a new
experience acquiring English during COVID-19, as they cannot attend traditional face-to-face classes. Therefore, the
circumstances imposed by the Covid-19 pandemic have placed EFL learners in reality with effects and implications
that ought to be investigated by scholars and researchers.
 Concerning studies related to the EFL teaching and learning during the pandemic, some research has been
conducted in different countries and different contexts, such as Indonesia, Malaysia, India, and China (Bashori et al.,
2021; Rosyada & Sundari, 2021; Ong et al., 2020; Dhawan, 2020; Han et al., 2021; Coman et al., 2020). However,
in the context of Arab countries, few studies have been conducted tackling EFL learning during the COVID-19
pandemic (Alqarni, 2021; Oraif & Elyas, 2021; Ja’ashan, 2020; Alahmadi & Alraddadi, 2020). Reviewing the
existing literature, these studies, due to limitations such as the targeted population, study sample size, data collection
instruments, and gender, have urged further investigations that will contribute to a better understanding of EFL online
experience during the COVID-19 pandemic. This study, however, attempts to investigate the use of online classes to
maintain and continue the teaching and learning process of the English language during the COVID-19 pandemic in
Saudi Universities. That is to say, online classes and communication have become the sole media for universities to
carry out their academic and educational activities, including teaching/learning process, teacher-student interaction,
activities and discussions, evaluation and assessment, student support, and other academic and educational purposes.
More specifically, this study aims at exploring the Saudi university EFL learners’ experience during the pandemic
keeping in mind the following questions.
1. What is the students’ perception of the online educational environment provided by universities in the context
of online learning during Covid-19?
2. What is the students’ perception of the EFL online classrooms provided by universities in the context of
online learning during Covid-19?
3. How does universities’ online environment help sustain the EFL learning practices, interactions, and
academic communication?
4. What challenges and difficulties are faced by EFL students during the online classes during the COVID 19
pandemic?

2. Literature Review

2.1. EFL and Technology

Over the span of sixty years, technology has seamlessly provided the educational system with a variety of
educational-technological tools. In the late 1950s and 1960s, behavioural analysis, in an attempt to solve learning
problems, resulted in the implementation of Computer-Assisted Instruction (CAI) into the teaching-learning process
through programmed instruction (PI) initiated by B. F. Skinner (Cooper, 1991; Molenda, 2008). One of the original
CAI projects is Programmed Logic for Automatic Teaching Operations (PLATO) which emerged in 1960 at the
University of Illinois. This project is a monotonous landmark in CALL development (Marty, 1981). Following the
Illinois University project was the Stanford Project in 1963. Warschauer (1996) classified the historical development
of CALL into three phases. The early phase of CALL was known as behaviouristic CALL. The early CALL programs
were a sequence of repetitive drills where the text was displayed in monochrome on a computer screen, and the role
of the learner was to use the keyboard to enter the answer in letters or numbers (Molenda, 2008). The second phase
in the development of CALL is Communicative CALL. This phase was marked by the advent of the microcomputer
and the declined costs of computing technology in the late 1970s and 1980s, and the use of CAI began to expand and
led to the development of many CALL programs (Sanders, 1994). In this phase, the computer was used (a) for skill
practise such as discussion, critical thinking, and writing, and (b) as a tool for spelling and grammar checkers, word
processors, and concordance programs (Davies, 2006). When the World Wide Web reached the public in 1993 and
became mainstream, a new CALL phase started. According to E. Murphy, 2000, the third CALL phase is based on
the previous two phases of CALL, behaviouristic and communicative CALL. This phase is known as Integrative
CALL and is characterized by Multimedia personal computers and the Internet (Warschauer, 1996). These two
important technological developments offer much potential and play an increasingly significant role in language
teaching and learning (Davies, 2006; Levy, 2009).
 Moreover, with the turn of the twenty-first century, the Web has shifted the conception of CALL from seeing
the computer as a learning tool to a virtual learning environment that facilitates learners’ interaction and collaboration
with peers and a wide variety of native speakers (Schwienhorst, 2002). In this regard, many previous studies have
shown the effectiveness of a virtual learning environment in learning English as a Foreign Language (EFL). For
example, Mroz (2014) mentioned a preference for integrating a virtual language learning environment (VLLE) in the
foreign language curriculum. The preference is that virtual EFL classes help create an environment that provides a
space for interactive and collaborative learning (Bianchi et al., 2019). There are two modes of virtual EFL,
asynchronous and synchronous; both can be creatively implemented to provide learners with more opportunities to
succeed in foreign language learning (Gill, 2006). Examining the synchronous mode, Sotillo (2000) showed that the
interactions in synchronous discussions are not less important than in face-to-face conversations, which is necessary
for language learning. In addition, other studies have reported that live texting on online platforms enhances students’
writing skills (Batianeh, 2014; Almelhi, 2021).

2.2. Online experience during COVID-19

The spread of the COVID-19 pandemic has caused the classroom to be suspended, resulting in online e-learning
needs (Moorhouse, 2020). M. P. A. Murphy (2020) considered the shift from regular traditional classrooms to online
classrooms as an appropriate strategy used in this global epidemic. Thus, e-learning has become the panacea and the
only possible way to ensure the continuity of education in the COVID-19 pandemic (Dhawan, 2020).
Studies from different parts of the world have investigated this sudden shift from traditional learning to online
learning and reported many views, perspectives, advantages, and disadvantages. For example, comparing the
perceptions of high school students and university students from Romania, (Butnaru et al., 2021) concluded that
students’ reactions to online education vary depending on their skills in using online tools, their ability to access
online courses, and the manner teachers conduct the learning activities.
A study conducted by (Bataineh et al., 2021), examining the effectiveness of online education in Jordanian
universities amid Covid-19, revealed that the majority of students were not satisfied with the online learning
experience, as most of the students faced some obstacles such as technical difficulties, and the content design. In
Argentina, Coolican et al. (2020) investigated the impact of the novel coronavirus (COVID-19) pandemic on four
educational and technical colleges. The study concluded that although teachers and educators could move from face-
to-face learning to online teaching, they faced many challenges, including the lack of technology and the inability to
use e-learning platforms to get the tasks done. Similarly, (Byun & Slavin, 2020), investigating responses to school
closures in South Korea during the COVID-19 pandemic, states that despite the situation bringing some challenges
such as lowering the quality of education, distance learning has been an effective alternative for South Korean schools
during the COVID-19 pandemic.
However, Jacques et al. (2020), seeking to assess the learning tools that have been taken up during the COVID-
19 crisis to ensure continuity and quality in higher education at the University of Tours, France, concluded that online
classes do not downgrade the learning experience or students’ performance. In the same way, Chen et al. (2020)
examined the students’ perceptions at the Open University Australia. Their study revealed that students’ perceptions
were positive as online learning tools help in learning engagement, interactions, knowledge sharing, feedback
exchange, and virtual community building. Finally, examining the response to the administrative decisions of the
University of the West Indies in Trinidad and Tobago regarding preventive measures, closures, and the transition to
online learning during the COVID-19 pandemic, Kalloo et al. (2020) discovered that the process of switching to
online learning and quick adaptation of instructions during the COVID-19 crisis were smooth and easy. In addition,
their study showed several factors that facilitated effective learning during the crisis period, such as connectivity
through technological readiness, creativity as the ability to respond, and a sense of belonging to the community based
on observations, documents, and informal discussions with faculty members.
 Saud Arabia, like other countries globally, has called for virtual classes and online education since the beginning
of the COVID-19 pandemic to sustain learning continuity and protect communities from the pandemic (Alzain, 2021).
Thus, all public universities were closed during the suspension period, and educational activities were shifted to
online platforms (Desk, 2020) . Consequently, all public universities in KSA have put Blackboard as the leading
learning management system (LMS) in the context of the COVID-19 crisis (Al-Nofaie, 2020; Al Shammari, 2021).
Furthermore, Elsamanoudy et al. (2020) noted that online classrooms via the Blackboard successfully substituted
face-to-face classrooms during the lockdown due to COVID-19 and concluded that the virtual classes were beneficial
as students could join using their devices anytime, anywhere. Other studies also reported how information
technologies contribute to Saudi universities’ teaching/learning process during the global health crisis due to COVID-
19 (Almelhi, 2021; Khafaga, 2021). However, despite the positive role achieved by online learning, a number of
studies indicate that some students’ perceptions of the Blackboard were negative (Al-Nofaie, 2020; Almekhlafy,
2020; Moawad, 2020). However, Alturise (2020) conducted a study on the Blackboard platform by learners and
teachers at Qassim University, KSA. The study results indicated that e-learning is progress in education; however,
the study recommended the need to improve online learning applications.

2.3. EFL Online experience during COVID-19

Studies on e-learning and EFL online classes during COVID-19 are on the rise. Many studies have been carried
out on the role of e-learning during the COVID-19 pandemic. Investigating the impact of COVID-19 on EFL Saudi
learners in a high school, a high level of engagement among EFL learners is noticed (Oraif & Elyas, 2021). Virtual
EFL classes and online learning enable learners to interact and communicate with peers and teachers (Alahmadi &
Alraddadi, 2020). At the higher education level, Almelhi (2021) reported that the Blackboard platform had been
successfully implemented in EFL online classes: creating effective instructor-students interaction, facilitating
students’ understanding, engaging them in interactive learning, boosting their motivation, and establishing instructor-
student rapport due to easy convenience of use, availability, and system quality.
Similarly, Khafaga (2021), examining students’ perceptions on the language teaching tools used during the
COVID 19 pandemic, mentioned that the online tools proved their effectiveness in maintaining learning/teaching
process continuity and motivating students to improve language acquisition. However, investigating EFL online
classes challenges, Hazaea et al. (2021) sought to explore the unprecedented challenges that EFL teachers have
faced in online classes during the Covid-19 pandemic and how they managed to make online learning learner-friendly.
Finally, Al Shlowiy (2021) reported that though students faced several problems and ambiguities, they gradually
acquired experience to overcome their frustration.

3. Research Mythology

The aim of this study is to explore the Online EFL Learning Experience in Saudi Universities during Covid-19
Pandemic. The study employed the quantitative research method as a questionnaire to collect data. The analysis
method is a descriptive statistical analysis, where the SPSS version 26.0 is employed. The target population for this
study is the students in the undergraduate programs majoring in English.

3.1. Participants

This study is concerned with the online environment provided by the public higher education universities in
KSA, namely the Blackboard. The sample for the study was comprised of 605 students: 254 male and 351 female
students at the undergraduate level majoring in English. Due to the study restrictions, four universities were selected:
King Faisal University, Northern Border University, Taibah University, and King Khalid University.
 Table 1. The Participants’ Profiles

Frequency Percentage
Male 254 42.0
Gender
Female 351 58.0
King Faisal University 167 27.6
Northern Border University 156 25.8
University
Taibah University 147 24.3
King Khalid University 135 22.3

3.2. The Research Instrument and Procedure

A preliminary questionnaire was prepared based on an extensive literature review—mainly (Alqarni, 2021; Al
Shlowiy, 2021; Alzain, 2021; Almelhi, 2021; Coman et al., 2020). First, it was sent to three experts who suggested
some minor changes. Then, it was piloted for 30 respondents to ensure appropriateness. After that, all agreed that the
research instrument was valid for measuring what it was meant for—the Online EFL Learning Experience in Saudi
Universities during Covid-19 Pandemic. Section one was for demographic data, i.e., gender and the university. The
other sections consist of items corresponding to the research questions. Section two (consisting of eight items related
to opinion toward the online educational environment provided by universities during Covid-19) was meant for the
first research question. For the second research question, section three (consisting of seven items related to opinion
towards the EFL online classrooms provided by universities during Covid-19) and section four (six items related to
opinion towards the EFL Online English Materials) were used. For the third research question, section five (consisting
of six items related to the frequency of using the online tools for EFL learning during Covid-19), section six
(consisting of seven items related to the frequency and condition of the teachers’ technical skills of the online tools
for EFL learning during Covid-19), and section seven (consisting of six items related to the frequency of the
teachers/students interaction during the online EFL learning) were used. For the fourth research question, section
eight (consisting of five items related to challenges and difficulties faced by EFL students during the online classes
during the COVID 19 pandemic) was used. The questionnaire’s statements were rated on a five-point Likert-type
scale.
The data were analysed using SPSS version 24. First, Cronbach’s Alpha was used to test the study questionnaire's
reliability and verify the overall reliability of its items. The correlation of the questionnaire axes was also measured.
Table 2 shows the stability coefficient of the questionnaire’s axes. For data analysis, descriptive statistics were used
(mean and standard deviation).

Table 2. Cronbach's Alpha

Axis Number of items Alpha Cronbach

The Online Environment 8 0.805
The Online English Learning 7 0.947
The Online English Materials 6 0.865
Online Platform Tools 6 0.772
Teachers’ Technical Skills 7 0.796
Interactions 6 0.844
Challenges and Difficulties 5 0.807
Total 45 0.944
4. Result

4.1. What is the students’ perception of the online educational environment provided by universities in the context
of exclusively online learning?

During the last two years, universities have been experiencing online learning and teaching. Though the
universities in KSA have used some of the online platforms as complementary tools, not all the students were aware
of such online learning platforms before COVID-19. The low score (mean = 2.95, SD = 1.34) regarding using the E-
learning platform before the COVID-19 pandemic for learning means that the online learning environment is a new
experience for most students in universities. However, table 3 and Figure 1 show that the students have utilized the
online learning environments provided by the universities. The weighted mean of this section is high as the mean
score is (3.89), with a standard deviation of (0.77). The results also showed the majority of the students have
considered the online environment provided by the university an appropriate environment for learning; easily
accessible (mean = 4.34, SD = 0.88), easy to navigate (mean = 4.32, SD = 0.84), and flexible (mean = 4.00, SD =
1.25). Students also prefer online classes (mean = 3.75, SD = 1.33) or Blended courses (mean = 3.33, SD = 1.37).
Figure 1 shows that most participants responded ‘strongly agree’ and ‘agree’ for all aspects of this part of the study
questionnaire.
Table 3. Descriptive Statistics for the Online Environment

Section Items Mean Std. Deviation Rank

1. Online learning is enjoyable. 3.99 1.36 5
2. I like the flexibility that comes with online learning. 4.00 1.25 4
3. The university provides an online platform that is easily accessible. 4.34 0.88 1
4. The online platform is easy to navigate. 4.32 0.84 2
5. I have used online platforms before the COVID-19 pandemic for learning. 2.95 1.34 8
6. Gained experience in learning in a new online environment. 4.25 0.95 3
7. Prefer to have courses delivered using online mode only. 3.75 1.33 6
8. Prefer a combination of online and face-to-face courses. 3.33 1.37 7
Weighted mean 3.89
Standard Deviation 0.77

The Online Environment

60

50

40

30

20

10

0
1 2 3 4 5 6 7 8
Strongly disagree Disagree Don't Know Agree Strongly agree

Fig. 1. The Online Environment

4.2. What is the students’ perception on the EFL online classrooms provided by universities in the context of online
learning during Covid-19?

The questionnaire sections three and four are analysed to investigate the students’ perception of universities’
EFL online classrooms during Covid-19. It is found that the EFL online environment adopted during online learning
is useful and practical at a high level. Table 4 and Figure 2 show the participants’ responses to EFL online classrooms.
The weighted average of this section is high (3.90) with a standard deviation of (1.06). The responses reveal several
positive and practical aspects of the university platform (the Blackboard) in helping the participants learn English
skills. The weighted average of this section is high (mean = 3.90, SD = 1.06). Most participants stated ‘Strongly
agree’ and ‘Agree’ with almost high mean scores in all aspects: a suitable alternative to the traditionally-based
learning (mean = 4.15, SD = 1.04), well-designed online courses (mean = 4.01, SD = 1.07), provided with multiple
tools (mean = 3.90, SD = 1.23), and useful to motivate, practice and improve language learning.
Table 4. Descriptive Statistics for the Online English Learning

Section Items Mean Std. Deviation Rank

9. The platform has multiple tools that help EFL learners. 3.90 1.23 3
10. E-learning helps me to improve my English skills. 3.83 1.24 6
11. Online classrooms allow me to practice English better. 3.84 1.23 5
12. The online classroom motivates me to learn English. 3.88 1.23 4
13. Online lectures are more effective than traditional/live classroom lectures. 3.67 1.41 7
14. The EFL courses keep pace with the online environment. 4.01 1.07 2
Online classrooms are a suitable alternative for students who have difficulty
15. 4.15 1.04 1
learning in the traditional classroom.
Weighted mean 3.90
Standard Deviation 1.06

Online English Learning

50
45
40
35
30
25
20
15
10
5
0
9 10 11 12 13 14 15

Strongly disagree Disagree Don't Know Agree Strongly agree

Fig. 2. Online English Learning

Table 5 and figure 3 also show that the online study material provided during online learning was generally
useful and at a high mean score (mean = 3.96, SD = 0.81). The online courses and materials were suitable for online
learning. Most students chose ‘Strongly Agree’ and ‘Agree.’ The responses also explore that the online learning helps
the learners to review learning materials repeatedly (mean = 4.19, SD = 0.97), to manage time (mean = 4.08, SD =
1.07), and to receive the teachers’ comments faster (mean = 4.07, SD = 1.08).
 Table 5. Descriptive Statistics for the Online English Materials

Section Items Mean Std. Deviation Rank

16. English language courses in e-learning meet students’ needs. 4.05 0.99
17. The English language courses in e-learning are more theoretical. 3.66 1.05
18. English language courses in e-learning combine theory and practice. 3.70 1.15
The online course format helped me manage time and pace myself to meet 4.08 1.07
19.
required deadlines.
20. Online learning allows me to review learning materials repeatedly. 4.19 0.97
21. Online learning allows me to receive teachers’ comments faster. 4.07 1.08
Weighted mean 3.96
Standard Deviation 0.81

Online English Materials

50

40

30

20

10

0
16 17 18 19 20 21

Strongly disagree Disagree Don't Know Agree Strongly agree

Fig. 3. Online English Materials

4.3. How does universities' online environment help sustain the EFL learning practices, interactions, and academic
communication?

The results elicited from sections five, six, and seven of the study instrument reveal that several useful and
practical features of the online environment provided by universities help in sustaining the EFL classes, i.e., the online
platform tools (mean = 4.17, SD = 0.81), the Teachers’ technical skills (mean = 4.20, SD = 0.79), and interactions
(mean = 4.46, SD = 0.71). Table 6 and Figure 3 present the participants’ responses that most students stated ‘Always’
in all features of the online tools and with high mean scores; audio conferences (4.63), live video sessions (4.51),
documents posted (4.24), creating chat and discussion sessions (3.90), and creating forum discussions (3.81).

Table 6. Descriptive Statistics for the Online Platform Tools

Section Items Mean Std. Deviation Rank

22. English language courses are presented in live video sessions. 4.51 1.04456
23. The courses were carried out in audio conferences. 4.63 0.88100
24. Documents posted on the platform (Word, Pdf, PowerPoint) 4.24 1.08359
25. Forum discussions are created to share ideas. 3.81 1.37896
26. Chat and discussion sessions are created in the e-learning platform. 3.90 1.37314
27. A list of English vocabulary and terms is created in the e-learning platform. 3.93 1.29144
Weighted mean 4.17
Standard Deviation 0.81
 Online Platform Tools
100

80

60

40

20

0
22 23 24 25 26 27
Never Rarely Sometimes Often Always

Fig. 4. Online Platform Tools

Regarding the teachers’ technical skills, Table 7 and Figure show that most students reported almost the same
high mean scores that teachers ‘Always’ present topics through screen sharing (mean = 4.78, SD = 0.71), use
synchronous chat (during presentations) (mean = 4.46, SD = 0.97) (4.46), use the video conference, (mean = 4.41,
SD = 1.20), and encourage the teamwork among students (mean = 3.98, SD = 1.32). Moreover, the students asserted
that teachers post various links on the platform (mean = 3.73, SD = 1.36) and make short videos for certain sessions
(mean = 3.63, SD = 1.47) to enhance language learning.
Table 7. Descriptive Statistics for the Teachers’ Technical Skills

Section Items Mean Std. Deviation Rank

28. Teachers present topics through screen sharing. 4.78 0.71
29. Teachers use video conferences. 4.41 1.20
30. Teachers use synchronous chat (during presentations). 4.46 0.97
31. Teachers offer students the possibility to work in teams during sessions. 3.98 1.32
32. Teachers post various links on the platform to enhance language learning. 3.73 1.36
33. Teachers make short videos for certain sessions and post them on the platform. 3.63 1.47638
34. Teachers use tools available on the platform. 4.41 1.00673
Weighted mean 4.20
Standard Deviation 0.79

Teachers’ Technical Skills

100

80

60

40

20

0
28 29 30 31 32 33 34
Never Rarely Sometimes Often Always

Fig. 5. Teachers’ Technical Skills

 Platforms are powerful applications that have emerged to enhance student learning and facilitate interactions
between students, teachers, and peers. In Table 8 and Figure 6, the students’ responses explored high mean scores in
the online learning interaction, as students ‘always’ receive their teachers’ tasks’ and assignments’ feedback and
comments (mean = 4.59, SD = 0.88), teacher/students’ interaction is active (mean = 4.56, SD = 0.88), and teachers
urged concentration during the online classes (mean = 4.49, SD = 0.92). Students also were encouraged to and
participated during the online sessions (mean = 4.46, SD = 0.93), and to text answer using the chatting box (mean =
4.29, SD = 1.03).
Table 8. Descriptive Statistics for Interactions

Section Items Mean Std. Deviation Rank

35. Teacher/students interaction is active. 4.56 0.88
36. Students answer live during a videoconference. 4.46 0.93
37. During online sessions, answers are provided on the forum/chat. 4.29 1.03
38. Teachers urge concentration in the online environment. 4.49 0.92
39. Teachers offer them support for their problems concerning English language 4.39 1.04
learning.
40. Teachers upload the tasks’ and assignments’ feedback and comments to the 4.59 0.88
platform.
Weighted mean 4.46
Standard Deviation 0.71

Interactions
90
80
70
60
50
40
30
20
10
0
35 36 37 38 39 40
Never Rarely Sometimes Often Always

Fig. 6. Interaction

4.4. What challenges and difficulties are faced by EFL students during the online classes during the COVID 19
pandemic?

Moving to the fourth question, Table 9 and figure 7 show that students experienced moderate and low challenges
that hindered the online classes (mean = 2.66, SD = 1.05). These challenges were related to technical issues such as
losing signal during session (mean = 2.87, SD = 1.29), communicating with the technical service centre (mean = 2.87,
SD = 1.67), interruption of sessions (mean = 2.64, SD = 1.29), and delayed in online texting communicated on the
platform (mean = 2.27, SD = 1.35).
 Table 9. Descriptive Statistics for the Challenges Difficulties

Section Items Mean Std. Deviation Rank

41 Difficulties while connecting to the platform. 2.63 1.38
42. Losing signal during the session. 2.87 1.29
43. The sound is not clear (there are interruptions). 2.64 1.29
44. Delay in online texting communicated on the platform. 2.27 1.35
45. Difficulties in communicating with the technical service centre. 2.87 1.67
Weighted mean 2.66
Standard Deviation 1.05

The Challenges Difficulties

50

40

30

20

10

0
41 42 43 44 45
Never Rarely Sometimes Often Always

Fig. 7. The Challenges Difficulties

5. Discussion

The Corona pandemic has led to many changes. One of the most prominent of these changes is the reliance on
e-learning platforms, which in turn contributed greatly to the continuation of the educational process in various fields
of education, supporting the learning process, supporting students, and engaging them in scholarly communication
(M. P. A. Murphy, 2020; Alzain, 2021; Rosyada & Sundari, 2021). Nevertheless, studies focused on the sudden shift
from face-to-face classes to online education as the only way to continue the education process. Therefore, this study
aims to explore the Online EFL Learning Experience in KSA Universities during Covid-19 Pandemic. The result
presents that the online educational environment provided by the universities in KSA during the Corona pandemic
was appropriate, and the EFL students appreciated its benefit and flexibility, which made the majority of the students
enjoy learning in virtual classes and prefer online classes or a combination between online and face-to-face courses.
This finding is consistent with Han et al. (2021); and Khafaga (2021) that EFL learners have positive attitudes toward
the online learning experience.
Regarding Online English Learning, the results reveal several positive and practical aspects of the online learning
platform (the Blackboard) in helping the EFL learners practise and improve language learning. This goes in line with
Almelhi (2021) that digital platforms used during the pandemic were beneficial and useful in language learning.
Furthermore, the results also indicate that the move toward online classes helps sustain the EFL classes by
successfully utilizing the affordances provided in the online environment. Likewise, Khafaga (2021) mentioned that
the online environment (the Blackboard) adopted during the COVID 19 pandemic proved its effectiveness in
maintaining learning/teaching process continuity and motivating students to improve language acquisition.
The current study’s findings reveal the benefits of online classes in helping enhance student learning and
facilitate interactions between students, teachers, and peers. These findings are commensurate with (Alahmadi &
Alraddadi, 2020) that Virtual EFL classes and online learning enable learners to interact and communicate with peers
and teachers. Likewise, with Almelhi (2021), online classes create effective instructor-student interaction, facilitating
students’ understanding and engaging them in interactive learning.
The results show that the online environment supports EFL learners by getting the course materials and other
supplementary materials (e.g., slides, audio/video materials, or online websites). This result is consistent with Al-
Nofaie (2020) and Alzain (2021) that all learners can access the platform anytime and anywhere to get the materials
accordingly. A further result is the students’ utility of the practical features of the online environment, such as audio
conferences, live video sessions, and creating chat and forum discussions. These help increase their engagement,
motivate them, and strengthen their language learning abilities. The study results seem to be in line with the
conclusion by (Ji et al., 2022) that online facilities such as providing language learners with additional materials and
sessions recordings increased their engagement, and with Chen's et al. (2020) conclusion that online classes enhance
students’ learning.
The result also showed that online classrooms are a suitable alternative for EFL learners who have difficulty
learning in the traditional classroom. This reconciles with Alqarni (2021) that EFL learners tend to be more willing
to communicate during online classes than in face-to-face ones. Similarly, Bashori et al. (2021) found that learners'
being in online learning settings reduced their learning anxiety, and thus, their levels were significantly improved.
Concerning the shortcomings of the online environment, the findings indicate that students experienced some
challenges that hindered the online classes. These challenges were related to technical issues such as losing signal
during online sessions, communicating with the technical service centre, interruption of sessions and online texting
delays. These negative findings seem to be in line with the conclusion by Bataineh et al. (2021) that students faced
some obstacles such as technical difficulties, and with Al Shlowiy (2021), that students faced several technical
problems and ambiguities.

6. Conclusion

The present study aims to explore the Online EFL Learning Experience in Saudi Universities during Covid-19
Pandemic. The results show that the EFL learners are aware of the benefits of the online learning environment and
have considered it an appropriate environment for learning; easily accessible, easy to navigate, and flexible. The
findings reveal several positive and practical aspects of the online university environment (the Blackboard) in helping
the participants learn English skills: a suitable alternative to the traditionally-based learning, provided with multiple
tools, and useful to motivate, practice and improve language learning. Furthermore, the findings show that the online
platform enhances student learning and facilitates interactions between students, teachers, and peers. Though the
students’ responses show several useful and practical features of the online environment provided by universities
help in sustaining the EFL classes, students experienced some issues that hindered the online classes, such as losing
signal during sessions, communicating with the technical service centre, interruption of online sessions, and delay in
online texting.
This study came up with findings that could have implications for higher education policymakers, faculty
members, and students. These implications will enhance and increase the quality of education in the online
environment. Though the officials in KSA have responded quickly to the COVID-19 pandemic by shifting from the
regular face-to-face classroom to online learning, the new online learning culture needs actions that can promote and
facilitate its use. In this regard, policymakers in higher education could develop training programs for helping teachers
stimulate their performance and develop strategies for helping students cultivate independent learning. The study’s
positive findings show how the learners utilized the affordances provided by the online university environment;
however, they need to recognize that the success of the online classes depends mainly on their role as independent
learners.
Furthermore, it is advisable to provide and implement training programs that include technology skills to meet
the faculty members’ needs and help them improve their technical skills and adapt suitable teaching style to the online
environment. Improving teachers’ technical skills and good knowledge of online teaching style would develop
teachers’ performance and help teachers find creative ways to interact with the students to achieve active learning
and sustain synchronous teaching sessions. Finally, the online learning environment showed efficiency in online
education; however, there are some technical issues that distract the learners and may lead to demotivate them.
Therefore, technical issues should be addressed in order to enhance the efficiency of online education and its quality.

Declaration of competing interest

None.

Acknowledgements

This work was supported by the Deanship of Scientific Research, ……[grant number ].

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