THE IMPACT OF E-LEARNING ON ENGLISH LITERACY FROM THE PERSPECTIVES OF EFL TEACHERS AND SUPERVISORS

Abstract

This study seeks to identify the impact of e-learning on teaching reading of the English language from the point of view of English language teachers and supervisors in Jordan. It also aims at identifying several study variables such as gender, age, marital status, qualification, experience, and number of training sessions by distributing a 36- item questionnaire among 55 teachers. To achieve the study purpose, the questionnaire has been gathered, codified, entered into the computer, and stylized by using SPSS. The study showed a very high degree on the main question about the impact of e-learning on teaching reading of the English language from the point of view of English language teachers and supervisors in Jordan. Also, it showed that there are no statistically significant differences at (α=0.05) in the impact of e-learning on teaching reading of the English language from the point of view of English language teachers and supervisors in Jordan attributed to the variables of gender, age, marital status, qualification, experience and number of training sessions. Several recommendations have been suggested including the necessity of taking care of e-learning and more studies about the same subject.