This study actively examines the resilience of online learning in EFL (English as a foreign language) instruction during the COVID-19 pandemic, focusing on adaptive strategies and resources in Saudi Universities. It shows a significant research gap in how these digital learning strategies have adapted post-pandemic to be sustainable. However, the chapter also provides a qualitative and quantitative analysis of strategies among 84 EFL teachers (81% male, 19% female) used to collect data on online learning experiences during the pandemic. Findings reveal significant increases in teachers' and students' digital skills, facilitating adaptation to online learning environments and continuing those practices. These positive outcomes offer hope and optimism for the future of online learning. It concludes by recommending that research be expanded to include different academic disciplines, including students in remote areas, and to explore new instructional methods and support strategies for asynchronous learning to meet the challenges of scheduling and Internet connectivity.
TopIntroduction
Since the onset of the COVID-19 pandemic, online teaching and learning have experienced unprecedented change in the EFL landscape, highlighting the need to evaluate its impact. This study addresses critical gaps in how these changes have affected EFL education, particularly concerning technology adoption, teaching strategies, and the resulting instructional inequalities. It seeks to explain the sustainability, effectiveness, and long-term success of these emerging online learning practices from the EFL perspective.
The impact of the COVID-19 pandemic on various aspects of life is significant. Education is one of the aspects that has positively transmitted to be conducted online and used technology effectively (Papadakis et al. 2023, a). The recent improvement positively impacts EFL learning. This situation has necessitated a closer look at how EFL online learning has adapted and evolved regarding sustainability, resilience, and innovation. Hidalog-Camacho et al. (2021) investigated the difficulties teachers, students, and parents encountered during the pandemic. The study emphasized the necessity for support and resources to ensure equitable access to quality education. The sustainability in EFL e-learning indicates the capacity to overcome these difficulties. To enhance a reliable online platform, it is necessary to have support for the technological infrastructure and internet connectivity (Papadakis et al., 2023a; Rajab et al., 2020; Pellegrini et al., 2020; Byun & Slavin, 2020; Mahyoob, 2021). Teacher training workshops are essential to activate proficient online learning (Tülübaş et al., 2023)
A notable instance is the situation in Saudi Arabia, where the government-imposed curfews and restrictions prompted a swift transition to online education. This transition forced teachers to create alternative assessment methods, positively affecting students' overall skills (Adedoyin & Soykan, 2023; Adeyeye et al., 2022; Chu, 2021; Algaraady & Alrahili, 2022). During the pandemic, innovation in EFL online learning was crucial for maintaining effectiveness and relevance (Al-khresheh,2022).
When the pandemic began, teachers struggled to transition from conventional classroom instruction to online platforms (Betancourt-Odio et al. (2021). Although many teachers initially lacked the necessary digital tools or creativity, they adapted over time (Han and Wang (2021). For example, only about 10% of English language learners spent significant time online before the pandemic, rising to 55% after the pandemic. These changes removed physical barriers, allowing new methods of teaching to overcome traditional barriers (Oraif & Elyas, 2021). Teachers’ creativity in online learning environments has been vital to successful educational outcomes. The recent advances in Large Language Models (LLMs) will enhance EFL teachers' and learners' improvements and language skills development (Jeehaan & Mahyoob, 2023; Mahyoob et al., 2023).