Integrating E-Learning in Saudi Primary Schools: Insights from English Language Learners and Educators

Abstract

This study examines the perceptions of primary school students in Saudi Arabia regarding the use of e-learning in English language education. Employing a mixed-methods approach, including a descriptive survey and interviews, data were collected from 100 students and 15 teachers. The findings reveal that learners had a generally positive perception of e-learning, particularly in terms of enjoyment in learning activities (M=3.97, SD=0.67) and a strong preference for digital learning environments (M=3.94, SD=1.29). However, students also reported challenges associated with e-learning (M=3.95, SD=0.74), particularly due to technological unfamiliarity and inadequate internet infrastructure, which hindered the effectiveness of their learning experience. Teachers, on the other hand, expressed difficulties stemming from insufficient training and limited access to technological resources, which inclined them to favor traditional teaching methods over online approaches. The study also identified gaps in technological readiness and information retrieval skills among learners at this educational stage. These findings emphasize the need for targeted interventions to enhance teacher training in e-learning strategies and to improve students’ adaptability to technological advancements. Addressing these challenges could facilitate the smoother integration of online learning into primary education in Saudi Arabia.