The paper titled "Investigating the Significance and Benefits of Incorporating Innovative Educational Technology in Teaching the English Language to Saudi Learners at the Tertiary Level: The University Faculty's Perspectives" primarily focuses on exploring the perspectives of faculty members at King Khalid University regarding the integration of innovative educational technology in English language teaching for Saudi EFL students at the tertiary level.
The purpose of the study is to assess the significance and benefits of incorporating innovative educational technology into English language instruction at the tertiary level in Saudi Arabia. The study also aims to examine how these technologies are perceived and utilized by the faculty and to identify the challenges faced during their implementation.
The research employed a descriptive-analytical approach and utilized a questionnaire as the primary research instrument. The questionnaire was administered to 52 faculty members at King Khalid University, Asir region, Saudi Arabia. The questionnaire included 20 items aimed at gauging faculty perspectives on the use of technology in teaching English. The reliability of the questionnaire was tested, and the results were analyzed using descriptive statistics.
Key findings of the study indicate that the majority of faculty members have a positive perspective on the integration of innovative educational technology in teaching English. They believe that the use of such technology enhances the learning experience, increases student engagement, and improves overall educational outcomes. The study also highlights that the effective use of technology in the classroom is dependent on various conditions and circumstances.
The study concludes that innovative educational technology plays a crucial role in improving the quality of English language instruction at the tertiary level in Saudi Arabia. It suggests that the integration of technology into teaching practices should be supported by appropriate training and resources to maximize its benefits. The findings have implications for university administrations and the Ministry of Education in Saudi Arabia, suggesting that more efforts should be made to facilitate the use of technology in EFL instruction.
The study contributes to the ongoing discussion on the role of technology in education and offers recommendations for further research, particularly in exploring the impact of technology at different educational levels and providing in-service training for teachers.