NUML Journal of Critical Inquiry, National University of Modern Languages,

Islamabad Pakistan Vol 10 (2) December 2012

Attitude of Students towards E-learning: A Study of

English Language Learners at Taif University English
Language Centre

Dr. Muhammad Umar Farooq

English Language Centre, Taif University, Kingdom of Saudi Arabia
E-mail: umar.fui@gmail.com
Tel: +966582912894

Dr. Choudhary Zahid Javid

Department of Foreign Languages, Taif University, Kingdom of Saudi Arabia
E-mail: chzahidj@hotmail.com
Tel: +966502312949

Abstract
E-learning has become a widely accepted method of learning and teaching in educational
institutions and organizations all over the world. E-learning is playing its effective role in
learning a language by providing activities in each language skill in an innovative and
motivating manner. It has been observed that language acquisition through e-learning is
better than traditional classroom in the era of technology. The present research focuses on
finding out the impact of e-learning in terms of motivating the students to learn English
as a foreign language at Taif University English Language Centre (TUELC), Saudi
Arabia. A questionnaire was designed to find out access, use, and attitude of
undergraduate students toward technology in learning English. The data reflected that
majority of the students have access to computer and internet but they are not motivated
to use technology in their learning. They are of the view that curriculum and classroom
activities should be integrated with technology. However, teachers are reluctant to use
technological gadgets. Training the teachers and incorporating the technology with the
curriculum may lead towards a better learning environment.

Keywords: English language learning, E-learning, Arab learners, motivation

1. Introduction
Technology has been playing a vital role in not only reshaping our thoughts and actions
but also redesigning our society and lifestyles. Technology that is a product of education
is now redefining education. Both have a two-way relationship which reinforces each
other on constant basis. Technology was used in the field of education with the inception
of radio for educational purposes in 1940s. The purpose was “to bring the world to the
classroom, to make universally available the services of the finest teachers, the
inspiration of the greatest leaders … and unfolding world events which through radio
may become as a vibrant and challenging textbook of the air” (Norton, et al., 2001).
Since then technological developments and education have been lined up together.
Revolution in technology started in 1950s when IBM produced computers on
commercial basis which affected education in many dimensions. Development continued
in this respect for over forty years till the development of internet that materialized the
concept of e-learning.

With the advancement of the technology, Computer Assisted Language Learning

(CALL) got recognition in educational institutions all over the world. Also growing
understanding of CALL encouraged teachers towards its application in the classroom.
Much research has been conducted on the benefits of technology, specifically learner
autonomy, technology‟s interactive capabilities, immediate feedback, etc., in the
classroom.

In Saudi Arabia, using technology in the classroom is gaining momentum. Most of the
universities are in the process of transformation from traditional education to e-learning.
The Ministry of Higher Education has established a National Centre of E-learning &
Distance Learning (NCeDL). NCeDL provides nationwide e-learning development in the
universities with the assistance of the Open University of Malaysia and Multimedia
Technology Enhancement Operations, or METEOR (Almegren, Al-Yafei, and Hashem,
2007). NCeDL also offers training programs aimed at improving the abilities of female
faculty members in Saudi universities and others interested in the field of e-learning and
its applications. These training programs cover instructional design, designing interactive
lessons using Course Lab, and how to use the Jusur Learning Management System and
Jusur Learning Content Management System. The Higher Education Ministry has set up
a repository for e-learning material to help universities adopt the system. E-books for
engineering, medical, computer science and humanities courses will be available
initially. There is a need to adopt the new educational system as the traditional model is
not appropriate or adequate in preparing students for the complexities of a rapidly
developing society.

Public universities are also beginning to embrace e-learning. King AbdulAziz University
(KAU) had an earlier involvement in print/correspondence-based distance education and
since 2005. KAU uses the EMES LMS and virtual classrooms to provide additional
learning support for first- and second-year students enrolled in basic science courses,
particularly mathematics and physics. The university also has a digital library of 16,000
e-books. The E-learning Centre in the Deanship of Academic Development at King
Fahad University of Petroleum and Minerals (KFUPM) was established in 2003 to
promote the use of the web in teaching and learning. It uses WebCT to offer integrated
access to online resources by students and lecturers. Deanships for e-Learning and
Distance Learning were established at King Khalid University in Abha in 2006, King
Saud University in Riyadh in 2007, and Imam University in 2008. The e-Learning Unit
at King Faisal University was established in 2008 and The Prince Mohammed bin Fahad
University in Dammam and Effat University in Jeddah have also established e-learning
centres (Al-Khalifa, 2010). Taif University is also experimenting e-learning in different
disciplines, like medical, engineering and English language. However, there is a need to
analyze the attitude and motivational level of the students at English Language Centre
(TUELC) towards e-learning and its impact on their language skills.

2. Literature Review

2.1 E-learning Theories

2.1.1 Behaviorism
Behaviourism is based on the work of Skinner, Thorndike, Tolman, Guthrie, and Hull. It
has three basic assumptions regarding the process of learning which are: learning is
manifested by a change in behavior; the environment shapes behavior; and the principle
of reinforcement. These assumptions lead to the concept of conditioning through which
new behavior is acquired. Skinner projected the idea of teaching machines and
programmed learning. He used the term Computer-Assisted Instruction (CAI) and
demonstrated his teaching machine in 1954. The students were required to complete or
answer a question and they get feedback on their responses, either correct or wrong. Then
“early work was done by IBM but CAI grew rapidly in the 1960s when PLATO and
TICCIT projects were initiated in America. Computer assisted instruction was very much
drill-and-practice controlled by the program developer rather than the learner” (Saettler
in Chapelle 2001).

2.1.2 Cognitivism
Memory and prior knowledge of the learner are two basic concepts in cognitive approach
which look beyond behavior and explain brain-based learning. Jean Piaget played a vital
role in the development of Cognitivism. schema and three-stage information processing
model are the key elements in Cognitivism. Schema is presented as an internal
knowledge block which may be combined, extended or altered to accommodate new
information. “Schema theory views organized knowledge as a network of abstract mental
structures which represent a person‟s understanding of the world. Teachers can help
students by building schemata and making connections between them. Schemata grow
and change as new information is acquired” (Uden & Beaumont, 2006). Prior knowledge
is essential for the comprehension of new information in this process. Learning occurs
when new information is acquired, processed, and stored in memory. After going through
the process, the input is converted into output in the form of some learned capability.
This model led to the CMC-based environment and interaction (Farooq 2011).
2.1.3 Constructivism
Constructivism is a process in which the learners actively construct or build new ideas or
concepts based upon their current and past knowledge. McPherson and Nunes (2004)
suggest that “basic constructivism relies on the use of prior knowledge in the
construction of new meanings. Previous constructed structures of knowledge are
retrieved and utilized as discrete packets for the development of new knowledge
structures”. Therefore, constructivist learning is a kind of personal effort in which
internalized concepts, rules, and general principles consequently are applied in a real-
world context. According to constructivists, knowledge is constructed by individuals by
engaging themselves socially in talk and activity about shared problems or tasks. The
teacher acts like a facilitator who encourages students to discover principles for
themselves. Therefore, various aspects of constructivism are found in self-directed
learning, project-based learning, experiential learning and reflective practice (Farooq
2011).

2.1.4 Connectivism
Siemens and Downes presented a learning theory for the digital age called Connectivism.
It provides insight into learning skills and tasks needed for students to learn in a digital
era. Still a novel idea but it has created impact on learning. Siemens and Downes think
that the previous learning theories need to be redefined in the digital age. Connectivism is
defined as “the integration of principles explored by chaos, network, and complexity and
self-organization theories” (Siemens and Downes 2004). They further explain these
terms. Chaos means that the meaning exists and a learner tries to recognize the patterns.
A network is defined as connections between entities and such connections between
different ideas and fields can create new innovations. Self-organization is a micro-
process on a personal level to an institution‟s environments. “Connectivism presents a
model of learning that acknowledges the tectonic shifts in society where learning is no
longer an internal, individualistic activity. How people work and function is altered when
new tools are utilized. The field of education has been slow to recognize both the impact
of new learning tools and the environmental changes in what it means to learn.
Connectivism provides insight into leanring skills and tasks needed for learners to
flourish in a digital age” (Siemens and Downes 2004).

2.2 Teaching of English in Saudi Arabia

Keeping in view Kachru‟s concept of three concentric circles, Rahman (2011) argues that
as an EFL country, Saudi Arabia belongs to the third circle, the “expanding circle”,
where English is used as a tool for communication, trade, business, diplomacy, travel,
and as a medium in higher education. Gulzar and Al Asmari (2013, p.554) delineates that
“though English as a foreign language was introduced as a compulsory subject from
grade seven in Saudi Arabia but it‟s teaching and learning was not given importance in
the past. Recently, teachers and students accepted it as a language to pass in the
examination.” Realizing the importance of English as a lingua franca and a language of
science and technology for last few years the scenario of English language teaching and
learning has been changing in the Kingdom and Saudi Arabia has also embraced it as one
of the key languages of its educational planning and now it has been made as a
compulsory subject from elementary level to university level.

Despite a sound planning, purposive curriculum, suitable textbooks, qualified teachers

and effective administration, the teaching-learning process sometimes does not seem as
effective as it should be which is reflected through poor results in English at school and
university level (Javid, Farooq, and Gulzar, 2012). The obvious reasons may include
traditional way of teaching English right from the school. There are a lot of problems that
confront Arab students in their course of studying the English language. Gulzar and Al
Asmari (2013, p.568) claims that “in Saudi Arabia, since Saudis speak their native
language at home and during their interaction with their friends, peers, and classmates,
there is a bleak chance to learn English through day-to-day interaction. By virtue of their
personal efforts some students achieve a considerably good level of fluency in spoken
English”. In the context of modern teaching, strategies based on novel and sophisticated
software or conceptual strategies are always needed to deal with the day to day
teaching/learning situations in which the learners face difficulties, and without some
strategies they perhaps can‟t achieve the target (Khan, 2011).

2.3 Internet in Saudi Arabia

Internet is penetrating into different regions and countries at a tremendous speed and its
usage is becoming an integral part of lifestyle. In the Middle East, the percentage of
internet user is 3.3 of the whole world and, Saudi Arabia is the second major country in
using internet (11.4%) amongst the Middle East countries (www.internetworldstat.com).
In Saudi Arabia, Internet, was first introduced in 1994 when state academic, medical, and
research institutions got access to it. Internet was officially made available in Kingdom of
Saudi Arabia in 1997 by a ministerial decision and the public access finally debuted in
1999. In December 2000 there were ca. 200 000 Internet users in Saudi Arabia. By 2005
the number of Internet users in KSA had grown to 2,54 million, making the growth 1170
% and KSA one of the fastest growing Internet markets (www.internetworldstats.com). It
is estimated that the Internet usage will keep on growing rapidly in the KSA. In addition
to the new Internet structure that can cut the prices of Internet access, there are also other
factors that can speed up the growth o f Internet usage in Saudi Arabia. One reason for
the growth is that 60 % of the Saudi population comprises teenagers and young adults
who are adapting to new technologies faster than expected. It is estimated that the Saudi
Arabia‟s e-learning market will expand by 33% annually over the next five
years (www.internet.gov.sa/learn-the-web/guides/internet-in-saudi-arabia).

Saudi Arabia is investing huge sums of amount on the educational institutions to teach
English language by providing quality teaching materials, faculty and technology. The
policy makers, curriculum designers and language experts are trying to make positive
additions to the educational system and programs by incorporating technology and online
resources. On the other hand, students are also aware of the fact that the knowledge of
English is necessary to help them in finding out a good job and communication with the
world. However, there is a dire need to train the teacher and students in e-learning. The
National Center for e-Learning and Distance Learning has started many projects to
achieve its goals. JUSUR is a custom-developed LMS, and is already used by three major
universities in Saudi Arabia. The future release of the JSUSR project is to include other
tools based on Web 2.0 technology. ZAD is a digital library project which already
includes more than 90,000 electronic book titles of and other educational resources.
Other projects of the center that support the e-learning initiative include promoting e-
learning to the public, establishing a call center for student support, and building a
national learning objects repository. The National Learning Object Repository is a
promising project that enables staff and universities in Saudi Arabia to share learning
objects (CITC, 2007).

Also several universities and colleges in KSA are now adopting e-learning as a part of
their curriculum which is evident from the penetration of internet in education. There is
almost 100% computer penetration across the different educational institutions.

Different universities in Saudi Arabia have adopted different e-learning models, from
simply using the videos to fully online programs. In more advanced applications of e-
learning by traditional universities, several institutions have already allowed their
students to sing-up for courses on a distance-learning basis. King Abdulaziz University,
which had for many years already accepted students on a “study through
correspondence” program was a perfect candidate to providing e-learning technology for
its students. The Saudi Arabian National ICT plan released in 2003 had called for the
implementation of e-learning and distance learning and all their prospective applications
in higher education. The establishment of the National Center for E-learning and
Distance Learning by the Saudi Arabian Ministry of Higher Education, has started as a
project aiming to become an international leader in research, development, and
implementation of an e-learning architecture and infrastructure using open standards.

3. Research Questions
i. What is the attitude of students at TUELC level towards e-learning for improving
their English language skills?
ii. What is the motivational level of the EFL learners in e-learning environment?

4. Objectives
The study aims to cover the following areas:
i. To find out access to computer and internet and frequency of its usage among
students at TUELC.
ii. To identify the attitude of learners towards e-learning for learning English
language.
iii. To find out the relationship between e-learning and motivation for English
learning.
5. Research Design
This was a survey based research to find out the impact of e-learning on English
language learning on undergraduate students at Taif University, Taif, KSA. The purpose
was to analyze the impact in terms of awareness, access, motivation and influence on
study material, classroom environment and interaction with teachers and students.
Feedback of the undergraduate students at the English Language Centre was sought
through a questionnaire. The population consisted of 100 students enrolled in Information
Technology and Engineering in undergraduate programs at Taif University and they were
supposed to learn English for 12 and 15 hours a week respectively.

A questionnaire having two main parts was designed for undergraduate students: first
part consisted of demographic information and access and usage of computer and internet
whereas the second part consisted of statements relating to attitude of students towards e-
learning, impact of e-learning on study material, classroom activities and interaction with
teachers and students, and relationship between e-learning and motivation. The responses
were tabulated and discussed according to their average from highest to lowest under
different themes.

6. Data Analysis
The data collected from the students through a questionnaire was analyzed using
percentage and mean:

6.1 Access to Computer and Internet and Usage

The data reflected that most of the students (82%) were from urban areas whereas rest of
the students were from rural areas. Majority of the students have computer (71%) and
Internet facility (69%) at home whereas 16% students have computer and internet at
home and institution as well. But most of the students use their computer (95%) at home.
All the students use computer and access internet daily. 30% use computers and 37%
access internet for at least three hours daily. As far as their computer skills were
concerned, 55% mentioned average and 39% beginners whereas 6% don‟t have any
computer skill. 60% students have more than two emails and 33% have one email. 18%
respondents used to check their email daily, 48% every second day, 19% once a week
whereas 15% never check their email. Most of the respondents (63%) chat online daily.
Regarding their perception of computer, 24% respondent think computer as a tool, 21%
as an expert system, 16 as a database of textual and visual material, 15% as a means of
raising awareness, 12% as a complement to classroom instructions and 12% as an aid to
communication.

6.2 E-learning and English language learning

Second part of the questionnaire consisted of four section; attitude towards e-learning,
classroom activities, study material, interaction with teacher and students, and e-learning
and motivation. Each section has six items. Items have discussed according to the
responses of the students. Items having 4+ (on the scale of 1-5) were considered the most
important and were discussed accordingly.
6.2.1 Attitude towards E-learning
Technology has become an essential part of learning process 4.64
E-learning reinforces my knowledge of language learning. 4.07
E-learning helps me to develop my understanding more
4.05
effectively.
E-learning is simple to work with. 3.99
Being online, I feel a part of global community of English
3.95
language learners.
E-learning is a safe repository of work for future. 3.54

The data reflected that majority of the respondents was aware of the fact that technology
has become an essential part of the teaching-learning process and classroom. E-learning
has opened up new avenues of learning within and outside the classroom. It has almost
reshaped the learning environment by supplementing a variety of learning resources. The
respondent acknowledged that e-learning not only reinforced their knowledge of
language learning but also helped them to develop their understanding in an effective
way.

6.2.2 Classroom Activities

I use e-learning to work collaboratively with my peers in the
3.87
classroom
I think computer-based lessons are more enjoyable and effective
3.85
than traditional lessons.
Teachers should use technology in the classroom for every
3.84
lesson.
I use e-learning to prepare visual presentations. 3.60
My teacher uses computer and online resource/activities in the
3.51
classroom.
I use online resources to do my assignments and projects
3.45
creatively.

Though the students are well-aware of the fact that technology helps them in their
learning, their experience of technology in the classroom is not so encouraging (having
responses below 4). The reasons for such response may include nature of the text
material being used in the classroom and classroom activities, teacher‟s style and
expertise in e-learning, availability of technological gadgets in the classroom, student‟s
training in using technology, etc. However, the respondent acknowledged working
collaboratively with their peers in the classroom and integration of technology makes the
lessons interesting. They also demanded that teachers should use technology in the
classroom continuously and effectively. Collaborative learning in digital media can be “a
great aid in the generation of creative thought processes through the provision of a shared
electronic space within which learners are encouraged to take risks, make mistakes and
think critically as they work together” (John & Wheeler, 2008).

6.2.3 Study Material

Films, videos, CDs and e-learning are helpful in developing the
4.49
language skills.
I think accessing online study material is easy. 4.04
I think quick search through study material is possible with the
3.91
help of computer.
My textbooks accompany technical and online support. 3.82
A lot of English learning/teaching material is available online. 3.69
E-learning facilitates students to give their feedback on the study
3.58
material to the teacher.

The language learning material should be integrated with different technology to make
the teaching-learning process interesting and effective. The respondents realized the
importance of films, videos, CDs and e-learning in developing their language skills.
Secondly, they also acknowledged that accessing online study material is quite easy.

6.2.4 Interaction with teacher and students

I can interact with my classmates through emails, forum, etc. 3.96
It is easy to access classmates online. 3.91
I feel that interaction with the online tutor is easier by using
3.78
email, chat or forum.
Virtual classrooms also provide a better opportunity to discuss
3.74
problems.
Interaction with online classmates is frequent. 3.68
Contacting online classmates is flexible. 3.66

The low response (below 4.0) from the students may include the reasons of non-usage of
technology by the teacher in the classroom, non-integration of study material with the
technology and online resource, etc. The teacher-student and student-student interaction
can be structured as one-to-one (email); one-to-many (List server managed groups) and
many-to-many (bulletin boards and computer conferencing systems). E-learning has
initiated a new era of distance education and “the point of attraction in this technology
was its ability to support a collaborative learning environment at a distance and
independent of time and space. It seriously challenged the dominant world-view of
distance education which was mostly independent, self-instructional learning based on
mass produced l earning packages” (Garrison & Anderson, 2003).
6.2.5 E-learning and motivation
Use of Technology in the language classrooms increases students‟
4.23
motivation.
Different technological devices should be used in the class to
4.02
increase motivation for learning English.
If my teacher uses power point presentations, lessons can be more
3.98
enjoyable.
I can understand language better when my teacher uses
3.97
technology in the class.
E-learning motivates students to solve their problems in studies. 3.92
Students collaborate more effectively through e-learning outside
3.89
the classroom.

Motivation and involvement of teaching staff are seen as key factors in the successful
introduction of new media. The students also realized the importance of technology in
increasing the motivational level of students. And ultimately using technology and
especially e-learning has impact on learning outcomes, the effect of integrating web-
based and face-to-face instruction as well as the change in the role of instructors and
students. Adıyaman (2002) defines one way of technological equipment such as radio,
TV, cassettes, CD, DVD and two way of educational technological equipment used in
EFL classrooms like e-mails, computers, interactive radio and television programs,
teleconference and internet conferences. Ellinger et al (2001) conducted a study on the
use of internet in language classes. They believe that internet, as an important tool,
encourages students, increases autonomous learning potential and brings enthusiasm into
the classroom. Anderson and Speck (2001) mention that using technology in the
classroom not only motivates the learners but engages them in speaking, reading,
listening and writing easier. Learners can also access authentic materials on the internet
which may improve their reading and writing skills at the same time. So there is plenty of
advantages of using technology especially internet in EFL classroom for providing easy,
practical and authentic activities as well as creative tasks. In order to use technology in
the classroom effectively teachers have important roles, they should plan and organize
the lessons according to these materials (Ilter, 2009).

7. Findings and Conclusion

The data reflected that majority of the students has access to computer and internet
respectively and they were aware of the fact that technology has become an essential part
of the teaching-learning process and classroom. But on the other hand, use of technology
in the classroom is not so encouraging. The reasons may include nature of the text
material and classroom activities, teacher‟s style and expertise in e-learning, availability
of technological gadgets in the classroom and student‟s training in using technology. The
low response from the students also reflect non-usage of technology by the teacher in the
classroom, non-integration of study material with the technology and online resource, etc.
The Government has taken initiatives to provide quality teaching materials, faculty and
technology for creating a better ELT environment at university level. However, there is a
dire need to:
- train the teachers in integrating technology with their teaching style;
- design the study material incorporating online learning resources;
- establish student access centers to facilitate the students in their learning;
- and initiate web-based ELT courses to provide an opportunity to students to learn
language skills.

Technology may provide a good opportunity to develop and create different, enjoyable
tasks in EFL classrooms and it may help the students to be active, motivated and
involved in language learning. Judicious use of technology, availability and access to
online study material and integration of technology with the study material will lead the
English language teachers and learners towards a motivational, interactive and conducive
learning environment.

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