E-EFL in the Saudi tertiary classroom: Exploring teachers’ perceptions of digital technology use for e-learning and learners’ self-efficacy to undertake heutagogical learning

Abstract

This study explores how digital technologies have been introduced and used in a Saudi e-EFL Higher Education classroom and the degree to which this reflected self-efficacious and heutagogical learning. Despite recent educational reforms in Saudi, the limitations of the educational system make it ill-suited to the needs of the international job market, leaving Saudi graduates under-equipped in an increasingly globalised workforce. Therefore, this quantitative study collected from 41 teachers and 343 university students aims to identify the e-learning experiences of Saudi e-EFL teachers and learners in order to gauge the influence of e-learning integration on the desired progression to learner-centred learning. Additional qualitative data were collected from teachers to be discussed within quantitative data. The data were interpreted and factors influencing learning and teaching methods with digital technologies were analysed against demographic data. The findings revealed that e-EFL teachers are unable to understand how they use ICT technologies and the pedagogical approach they adopt to influence student learning and their capacity to work in a self-directed manner. The present study makes an important contribution to existing research as it provides vital insights for the Saudi educational community to integrate pedagogical transformations into the equation of educational reforms and practices. At a broader level, these insights provide an empirical basis for policymakers and researchers to turn their attention to an issue with the potential to derail important educational reforms aligned with the fulfilment of the Saudi’s 2030 Vision which aims to prepare a self-directed workforce for effective participation in national socio-economic development and in the global knowledge economy. Recommendations are made to integrate training in technology, pedagogy and content knowledge for teachers as they would benefit from a better understanding of epistemological, pedagogical and technical issues and skills to promote students’ heutagogical learning.