ELT During Lockdown: A New Frontier in Online Learning in the Saudi Context
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study explores pedagogical challenges pertaining to the new online English Language Teaching (ELT) practices that emerged due to the covid-19 pandemic outbreak and the subsequent worldwide lockdown. Based on an explanatory sequential, mixed methods, descriptive research design, quantitative and qualitative data from 265 English as a Foreign Language (EFL) teachers in the Saudi context were collected by utilising a custom designed, twenty-two items on a psychometric five-point Likert items, open-ended questions, and a questionnaire. The quantitative data were statistically analysed using SPSS whereas the qualitative textual data were analysed employing the grounded theory. The findings of the study indicate that EFL teachers regard full scale online teaching as a challenging endeavour; however, a valuable and indispensable tool in language teaching, especially, during the outbreak of covid-19 pandemic. Furthermore, most of the participants prefer to receive more professional development opportunities based on real life teaching experiences in online ELT. The study presents suggestions and recommendations for further research.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.144 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it