Arab Educational Information Network

Online learning achieved great popularity due to advancements in technology and the rising effects of digitization. The present study aims to explore Students' learning English as a foreign language (EFL) perception towards face-to-face versus online learning in terms of the most affecting dimensions in the learning process; in addition to assigning the most challenging problems they encountered. The mixed-method research design was employed to thoroughly investigate the issue. In the initial phase, quantitative data were gathered and analyzed to understand learners' perceptions. The second phase involved the collection and analysis of qualitative data allowing for a deeper understanding of the challenges faced by participants in both learning environments. Based on reviewing related literature, the study questionnaires were developed and distributed to (112) participants via Google Forms to investigate the students’ perceptions regarding the study variables (time management, flexibility, use of technology, interaction, comprehension, satisfaction, motivation, and overall effectiveness). The statistical findings revealed that most of the students had a positive perception towards online learning concerning the dimensions of flexibility, time management, use of technology, motivation and overall satisfaction. While they preferred the face-to-face learning with regard to the dimensions of interaction, comprehension, and overall effectiveness. Moreover, personal interviews with the participants revealed that there were many challenging problems in the online learning environment such as the poor internet connection, absence of support and lack of interactive communication. Qualitative data also revealed that there are many challenges to the face-to-face learning such as fear of judgement, lack of confidence and distraction social anxiety. The results suggest that online learning can serve as an effective solution for teaching and learning. (Published abstract)