Open AccessPost pandemic Era: English Language Teachers’ Perspectives on Using the Madrasati E-Learning Platform in Saudi Arabian Secondary and Intermediate Schools
Author(s) -
Muneer Hezam Alqahtani
Publication year - 2022
Publication title -
world journal of english language
Language(s) - English
Resource type - Journals
eISSN - 1925-0711
pISSN - 1925-0703
DOI - 10.5430/wjel.v12n2p102
Subject(s) - autonomy , mathematics education , independence (probability theory) , face (sociological concept) , pandemic , covid-19 , english language , psychology , positive attitude , subject (documents) , school teachers , pedagogy , computer science , sociology , political science , medicine , world wide web , mathematics , social science , statistics , disease , pathology , infectious disease (medical specialty) , law , social psychology
Despite numerous studies on the sudden need to switch from conventional classroom-based education to e-learning during the COVID-19 pandemic, general agreement on the method’s efficacy, advantages, disadvantages, challenges, and opportunities has not yet been reached. Investigating the perspectives of a wide range of teachers on this subject is therefore important. This study investigates the perspectives of English language teachers who use the Madrasati online teaching platform in secondary and intermediate schools. Its data was gathered via a questionnaire survey which was distributed to 24 male and female teachers. The findings showed that, while most teachers’ initial response to online learning was negative, over time, their views became more positive. The teachers reported that the Madrasati platform built pupils’ independence and provided major advantages to the educational system. It made marking homework faster and more efficient and facilitated communication with school administrators and pupils’ parents and helped the personal development of teachers and pupils. The study found that the Madrasati platform provided opportunities for self-education, learner autonomy, and acquiring English outside the conventional face-to-face classrooms which can be built upon.