This dissertation investigates the effects of the COVID-19 pandemic on Saudi EFL learners’ motivation, anxiety, and online language learning experiences. Using a mixed-methods approach, the study gathered data from 211 Saudi university students through online questionnaires and interviews. Findings show that students initially experienced heightened anxiety and reduced motivation, largely due to unfamiliarity with online learning platforms, technological challenges like unstable internet connections, and concerns over academic integrity in online assessments. Over time, however, students reported increased autonomy and flexibility, appreciating online resources for expanding learning opportunities beyond the classroom.
The study highlights contrasting attitudes toward online and face-to-face learning, with students generally preferring in-person classes for better engagement but acknowledging online learning as an essential mode in the future. The results suggest potential revisions to teaching methods, assessment strategies, and curriculum design for online education to improve the learning experience. The research advocates for incorporating more technology-focused training and structured support to ease the transition to online learning, offering insights for future pedagogical adjustments beyond the pandemic context.