E-learning during the Covid-19 Pandemic: Voices of King Khalid University EFL Students
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 reveals the perceptions of Saudi EFL students towards e-learning during the COVID-19 pandemic. This study has particularly focused on EFL students at King Khalid University as typical across the country. It is found that Saudi EFL students have high perceptions (positive opinions) of e-learning during the pandemic by using descriptive statistics and thematic analysis. The students consider e-learning as a valuable tool for student interaction and motivation that allows a wide range of language learning sources, and it helps students to overcome their shyness and challenges they have experienced. They could learn in a relaxed, stress-free environment. However, major challenges to e-learning have been reported by Saudi EFL students, such as the large number of students on the platforms connected, connectivity problems, insufficient time allocated for online quizzes and exams, and a lack of technical skills. Based on these findings, the study recommends training of EFL students through e-learning platforms, providing them with the necessary devices and Internet connections, and engagingly designing online materials. These insights can be useful for teachers and academic institutions to design learning where the good aspects of e-learning can be retained and the challenges can be overcome.
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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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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