Impediments of Using E-Learning Platforms for Teaching English: A Case Study in Jordan

E-learning platforms are essential tools used widely for teaching and learning English, especially since the COVID-19 pandemic. They are also used to communicate and interact with students, assess progress, evaluate assignments, and provide feedback. However, teachers of English face potential barriers when they use such platforms. This study examines the use of e-learning platforms in teaching English as a foreign language in Jordan. The study employed a quantitative research method. The findings revealed that using e-learning platforms for educational purposes is beneficial regarding accessibility when attending courses. E-learning enabled the students to practise more and to be more engaged in the learning process, which improved their language skills. Effective e-learning platform strategies significantly broaden students' perceptions and increase the opportunity to exchange information with their classmates. Nonetheless, several impediments may hinder the application of e-learning platforms, including teacher-related, technical, and technological factors. The study recommends that teachers use interactive methods, including images, sounds, videos, and multimedia, to engage learners with various needs and abilities. The study also suggests building codified standards when designing e-learning to develop students' skills at all levels and training teachers on using modern technological strategies in e-learning © 2023, International Journal of Emerging Technologies in Learning.All Rights Reserved.

Teacher e-Training and Student e-Learning during the Period of Confinement Caused by Covid-19 in Case of Morocco

The rapid advance of the new coronavirus imposes several drastic measures on the authorities to contain the virus and prevent its spread. The Ministry of Education has decreed the suspension of face-to-face classes in all schools. The pedagogical continuity, now a priority, must be carried out remotely through video conferencing, platforms, video capsules The main questions of this research are: What are the success factors of distance learning and training in Moroccan context? This raises a whole range of questions: are teachers able to adopt this new teaching method? Are the means available and adequate to ensure distance learning? What about the training of teachers to cope with this unexpected radical change? Based on the results obtained from a population of 126 teachers, we discovery that 91% of teachers said that they have adopted the online teaching but it is not really e-learning as recognized by the specialists, its objective is rather to maintain communication with the students. While 9% have not used this mode of teaching, they point out that this type of teaching does not guarantee equal opportunities for learners. We have therefore concluded that the necessary material resources must be made available to ensure the success of this type of teaching, such as computers and the Internet, as well as the necessary training for teachers to develop their skills associated with managing distance learning.