Dr. Ismail Khalil Alrefaai
Abstract—This study investigates EFL online teaching strategies at King Khalid University, specifically how they relate to instructors’ levels of experience, computer literacy, and chosen e-learning modes. The sample examines thirty (30) EFL teachers who taught in the Faculty of Languages and Translation’s English Department in the second semester 2013/2014. The participants completed a 28-item questionnaire. The results indicate that the most frequently used online strategies were course-content presentation, student-teacher email interaction, announcement publication, and allocation of online activities as portions of total grades. On the other hand, virtual holding of classes and office hours, online-exam conduction, and online discussion groups are among the least used strategies. Also, a significant, positive correlation appears between teaching experience and online publishing of courses’ learning objectives. Moreover, there is a significant, positive correlation between instructors’ computer literacy and amounts of contact made with students who are not regularly contributing to online discussions.
Keywords—Online instructional strategies, teaching English online, EFL teaching.
