Kutubkhanah Alsaeid, Hanan I. (2011) The opportunities and constraints experienced by students and teachers using online systems for learning English at King Abdulaziz University, Saudi Arabia. PhD thesis, University of Warwick.

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Abstract

This case study used a mixed method approach to explore the teaching and
learning of English as a foreign language through the medium of a new online
synchronous programme (CentrEM) at King Abdulaziz University, Saudi
Arabia. Information was collected using questionnaires (240 students)
personal interviews (8 students and 4 teachers) and observations (30 online
classes). A case was identified in which technology supported a restricted
approach to online English language learning based mainly on grammar,
listening, reading, and writing. Female learners were disadvantaged because
they were not encouraged to speak in English. The Internet was used mainly
as a platform for instruction and to provide access to limited learning materials
(mainly the online course book). Most participants expressed optimism for the
potential opportunities of e-learning; however, student attendance was
relatively low and active participation was limited. Encouraging student
participation was a major issue. The teachers used numerous affective
strategies to persuade the students to participate; however, technological
difficulties intruded at regular intervals, disrupting the flow of communication
and preventing the teachers from knowing who was present. Some students
were less skilled in computing and English language than others, further
disrupting the classes. A traditional teacher-centred face-to-face classroom
strategy was adapted for online instruction. The flow of information was
mainly from the teacher to the student, with emphasis on low level recall,
encouraged by prompts. The students did not engage in deep learning. There
were few opportunities for the students to enter into extensive dialogues with
the teachers or to be reflective. The teachers did not use feedback adaptively
to plan a differentiated approach. The curriculum was not flexible enough take
into account the different abilities, learning styles, and preferences of each
individual student. Recommendations are provided for learners, teachers, and
the institution to help develop the online programme in the future.

Item Type:	Thesis or Dissertation (PhD)
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education P Language and Literature > PE English
Library of Congress Subject Headings (LCSH):	English language -- Study and teaching (Higher) -- Foreign speakers, English language -- Study and teaching (Higher) -- Saudi Arabia, Computer-assisted instruction -- Saudi Arabia, Jāmiʻat al-Malik ʻAbd al-ʻAzīz -- Case studies
Official Date:	December 2011
Dates:	Date Event December 2011 Submitted
Institution:	University of Warwick
Theses Department:	Institute of Education
Thesis Type:	PhD
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Hammond, Michael, 1956- ; Hunt, Marilyn, 1951-
Extent:	309 leaves : illustrations
Language:	eng
URI:	http://wrap.warwick.ac.uk/id/eprint/50824

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