A Study of Saudi EFL Students' Perspectives on the Role of Teachers' Support for Autonomous Online Learning

Kaid Mohammed Ali, Jamal; Ahmed Hezam, Taha; Abdulhalim Shamsan, Muayad

doi:10.21608/aafu.2023.323279

A Study of Saudi EFL Students' Perspectives on the Role of Teachers' Support for Autonomous Online Learning

Document Type : Original Article

Authors

¹ Associate Professor of Applied Linguistics / Department of English, College of Arts, University of Bisha, Bisha, Saudi Arabia

² Assistant Professor of English Language/ University of Bisha, Bisha, Saudi Arabia/ Taiz University, Taiz, Yemen

³ Assistant Professor of Applied Linguistics/ Department of English, College of Arts, University of Bisha, Bisha, Saudi Arabia

10.21608/aafu.2023.323279

Abstract

This study aimed to explore the impact of teachers’ support for learner autonomy with a major concern with online EFL students' engagements. The research design was basically quantitative, drawing on statistical analysis. An online close-ended questionnaire on teachers' support and students' engagement was shared with a group of 99 English language students enrolled at the English Department at the University of Bisha, Saudi Arabia. The results of the study found that students had high positive perceptions of teachers' autonomy support on EFL students' engagement online. The study also found that female students had less dependency on their teachers. The results also showed that Saudi EFL students actively engaged in learning English due to their teachers' support in online teaching. The study emphasized that EFL students' engagement in online learning is an important factor in improving their English language learning. The researchers recommended that EFL teachers should be trained on how to support EFL students to study English online engagingly and autonomously.

Keywords

Main Subjects