ERIC Number: EJ1299937
Record Type: Journal
Publication Date: 2021
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1927-6044
EISSN: N/A
Self-Efficacy of Saudi English Majors after the Emergent Transition to Online Learning and Online Assessment during the COVID-19 Pandemic
Amri, Zeineb; Alasmari, Nasser
International Journal of Higher Education, v10 n3 p127-137 2021
This research explores the sense of self-efficacy among Saudi English majors at Jeddah University during the COVID-19 pandemic, which forced all schools in Saudi Arabia to suspend face-to-face learning and, instead, use the online Blackboard platform. The study's objectives are to determine Blackboard's effect on Saudi learners' self-efficacy beliefs, identify factors influencing these beliefs in the online context, and determine the relationship between self-efficacy beliefs and academic performance. Phone interviews, an online questionnaire, and online performance tests served as data collection instruments. The results indicate that urgent Blackboard use negatively affected the subjects' self-efficacy beliefs, and there is a positive, significant relationship between academic performance and perceived self-efficacy. Among other factors, familiarity with Blackboard, technical competence, and a readiness to embrace technology strongly influenced the students' self-efficacy beliefs. This paper also presents implications and pedagogical recommendations drawn from the results.
Descriptors: Foreign Countries, Self Efficacy, English (Second Language), Second Language Instruction, Majors (Students), COVID-19, Pandemics, School Closing, Online Courses, Computer Assisted Testing, Correlation, Academic Achievement, Integrated Learning Systems, Technological Literacy, Readiness, College Students
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Saudi Arabia
Grant or Contract Numbers: N/A