Contributing Stressors to Online Language Learning Difficulties at King Saud University: Basis for Adaptive Teaching Methodologies

Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: [email protected]; Web site: http://www.ccsenet.org/journal/index.php/elt

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23

Anxiety; Electronic Learning; Second Language Learning; Foreign Countries; College Students; Teaching Methods; COVID-19; Pandemics; Stress Variables; Barriers

1916-4742
1916-4750

The application of technology in education has become a trend in teaching and the focus of interest in multiple studies because of its various means of implementation. The COVID-19 pandemic has even amplified the need to adapt to different digital-related modalities, one of which is online learning. Although online learning has many benefits for teachers and students, it still poses numerous challenges for education stakeholders. The current study aims to analyze the stressors contributing to difficulties induced by online language learning as experienced by both the students and teachers at King Saud University (KSU). The study also aims to serve as a basis for developing adaptive teaching modalities. This study uses a mixed-descriptive quantitative and qualitative research method, with an open-ended question and a 5-point Likert scale questionnaire. The findings suggest that both the teachers and students frequently felt stressed by the identified contributing stressors and felt that online language learning was difficult for both clusters of respondents. Furthermore, the study concludes with the suggestion that the administrators should consider the needs of the teachers and students and offer them the necessary support to help alleviate the stress and difficulties they are experiencing with online language learning.

As Provided

2022

EJ1345996