Investigating the Changing Role of Technology for EFL Teaching in Saudi Arabia Amidst Pandemic

Abstract

The COVID pandemic has resulted in overwhelming consequences in all fields of education. This global crisis posed challenges to teachers as well as all educational policy makers to prove their adaptability and resilience to the effects of technology on teaching and learning. This study aimed to establish that digital technologies, by making use of storytelling techniques, developed learners’ autonomy, creativity and thus led to learning effectiveness. The study also aimed to identify the extent to which technology made adverse effects on learners during the pandemic in an EFL environment in the Saudi Arabian context, and then endeavor to provide evidence of technology having made a big impact on teaching and learning. This qualitative study was carried out through a documentation survey and a revision of state-of-the-art literature comprising blind peer-reviewed empirical studies. Results reveal that, despite a common perception that technology made an adverse effect on teaching and learning, amidst pandemic, technology provided a large amount of learning opportunities in EFL teaching in the Saudi Arabian context. The implications of the study include providing insights about pedagogical adaptations and changing roles of teachers in an online learning environment.