The Impact of E-Learning Training Strategies on Research Writing Performance: Perspectives of Saudi EFL University Students
DOI:
https://doi.org/10.17507/jltr.1701.19Keywords:
E-Learning, training strategies, research methodology, EFL research writing, Saudi studentsAbstract
This study examines Saudi EFL university students’ perceptions of the impact of e-learning training strategies on their research writing performance and explores the influence of gender, GPA, and age. A quantitative cross-sectional questionnaire was used to collect the data from 160 EFL students at Saudi Electronic University (SEU). The data were analyzed using IBM SPSS Statistics version 22. The findings revealed that most of the participants had positive perceptions toward e-learning strategies, such as using slideshows, word processors, interactive videos, collaborative e-learning tools, and e-discussion groups. Only a few participants reported some challenges, such as difficulty tracking their progress in e-learning, frustration with the online system, and having trouble maintaining focus. In addition, the findings showed that there is no statistically significant effect of gender or GPA on students’ perceptions. However, the participants' age significantly influenced their perceptions. The study concludes with several recommendations for future research.
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