Click or Chalk: Comparing EFL Reading Outcomes in Saudi Education
Click or Chalk: Comparing EFL Reading Outcomes in Saudi Education

Summary/Abstract: The swift transition to online learning platforms has sparked debates on the comparativeefficacy of virtual environments in contrast to traditional face-to-face classroom settings,particularly in areas where in-person education has been the customary practice. This studyexamines the influence of these two modes of learning on the reading comprehension ofEnglish as a Foreign Language (EFL) students at Northern Border University in Saudi Arabia.The research comprised a group of 35 female undergraduate English majors, aged 18–24, whosuccessfully finished the “Reading Course 2,” either using an online platform or in a conventionalclassroom environment. The research utilized a post-test for reading comprehensionand conducted in-depth interviews to evaluate student perspectives. The findings revealedthat there were no notable disparities in academic performance between the two groups.Nevertheless, the majority of students expressed a strong preference for in-person instruction,emphasizing the importance of direct teacher involvement and active participation with theirpeers. They stated that these factors significantly improved their learning experience andmotivation. The findings suggest that although online learning can achieve similar academicachievements as traditional approaches, enhancing virtual engagement and interpersonal relationshipsis essential for attaining greater student happiness and emulating the comprehensiveadvantages of in-person education.

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