The Use and Perception of Online Learning among EFL Faculty Members in Yemen

Abstract

This study examines the use, perception, and challenges of online learning among English as a Foreign Language (EFL) faculty members in Yemen. For data collection, a questionnaire was distributed to 50 EFL lecturers. The findings reveal significant variations in the use, perceptions, and challenges of online learning based on demographic factors such as age, gender, and academic rank. While faculty members frequently use online resources for professional development and encouraging student self-study, there is limited use of online platforms for formal assessments and regular coursework integration. Old-aged faculty members, males, and those with higher academic ranks generally demonstrated more positive perceptions of online learning effectiveness. However, female instructors and those with lower academic ranks reported facing greater challenges in implementation. Key challenges identified include technical issues, maintaining student engagement, and adapting traditional teaching methods to online platforms. These results highlight the need for targeted professional development programs, improved technological infrastructure, and tailored support systems that consider the diverse needs and experiences of EFL faculty in Yemen. The study contributes valuable insights for policymakers and educational leaders seeking to enhance the quality and effectiveness of online EFL instruction in Yemen’s higher education institutions, particularly in the context of ongoing conflict and limited resources.