College of Languages and Translation
This study by Abdulaziz I. Fageeh (2024) explores the perceptions of faculty members in France and Saudi Arabia regarding the adoption of e-learning in mandatory settings during the COVID-19 pandemic. Utilizing a mixed-methods approach, the research collected quantitative and qualitative data from 126 TESOL teachers, including 96 Saudi faculty members and 30 French instructors from two universities. The findings reveal that there were no significant differences in preparedness for using e-learning platforms between the two groups. However, French faculty were more inclined to utilize Learning Management Systems (LMS) during emergencies and perceived online English education as more useful compared to their Saudi counterparts. Factors such as course attributes, ease of use, usefulness, content quality, and self-efficacy were found to significantly influence the faculty's intentions and readiness for e-teaching.
Additionally, the study highlights both the advantages and challenges of e-learning adoption in the two contexts. While e-learning systems were seen to enhance cognitive processes and cater to individual learning needs, challenges such as limited technological resources and the difficulty of replacing traditional face-to-face instruction were noted. The qualitative analysis indicated that effective e-learning requires continuous professional development, strategic resource allocation, and comprehensive curriculum reforms. These measures are essential to maximize the effectiveness of LMSs in online college English education. By addressing these challenges, educational institutions can better prepare faculty and students for the successful integration of e-learning technologies, thereby enhancing language education outcomes in diverse cultural settings.