The paper titled "EFL Learners' Perspectives Towards Online Reading Module of IELTS: A Study at Tertiary Level" focuses on understanding the attitudes and challenges faced by Saudi undergraduate students in an online setting of the IELTS reading module. The primary research question investigates the difficulties students encounter during online IELTS reading classes compared to traditional face-to-face instruction.
The purpose of the study is to explore the specific challenges Saudi students experience in online IELTS reading modules and to propose solutions for overcoming these difficulties. The study aims to fill a gap in existing literature by focusing on the online learning environment, which has become increasingly relevant due to the shift from traditional classroom settings.
The research employs a survey methodology, using a questionnaire administered to 40 male and female students enrolled in a BA English program at a public university in Saudi Arabia. The participants, aged between 18 and 25, responded to a 16-item questionnaire designed to assess their experiences and perceptions of the online IELTS reading module.
Key findings reveal that students generally find online IELTS reading classes more challenging than face-to-face classes. The study highlights that students struggle with maintaining concentration, applying reading strategies, and engaging in group discussions in the online format. The lack of direct interaction with instructors and peers further exacerbates these challenges, leading to lower motivation and a sense of isolation among students.
The study concludes that while online classes offer convenience, they are not ideally suited for high-stakes exams like IELTS, which require rigorous training and face-to-face interaction. The findings suggest that online learning can be beneficial in certain contexts but may not provide the necessary environment for effective preparation for the IELTS reading module. The authors recommend that teachers provide more training in online reading strategies and encourage greater student participation in online discussions to mitigate the challenges of online learning.