The Effect of Virtual Classes on Promoting Saudi EFL Students' Autonomous Learning
DOI:
https://doi.org/10.17507/jltr.1305.26Keywords:
EFL University students, autonomous learning, virtual classes, English teachers, Saudi ArabiaAbstract
The current study aims to explore the effect of virtual classes on promoting autonomous learning of Saudi EFL students in the PYP Year Program (PYP). Data were collected through an online questionnaire and semi-structured interviews. Two hundred eighty female undergraduate Saudi students in the PYP completed the questionnaire voluntarily. Fifteen English language instructors voluntarily agreed to be interviewed. The result of the study indicated that 64% of students demonstrated a high level of autonomous learning in virtual EFL classes. However, 36% of students showed an average level of autonomous learning in doing assignments, self-motivation, accelerating learning, and willingness to learn. Furthermore, the results show that students' level of autonomy in virtual classes depends on factors such as lack of motivation, constructive feedback, and students' educational culture. Additionally, the study provides some guidelines to help instructors implement autonomous learning in EFL virtual classes. Pedagogical implications and suggestions for further research are provided.
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