Arab World English Journal (AWEJ) Volume. 7 Number.

3 September, 2016
Pp. 161 -171

Investigating Students 'Attitude towards E-Learning Model for Studying English in Delta
University

Abdelrahman E. AlAdl
Delta University for Science and Technology
Egypt- Gamasa, International Road

Abstract
The purpose of this paper is to investigate students’ attitude towards an e-learning English model
named Learn English Pathways ( LEP) . This course is assigned for freshmen students of Delta
University, as a training material for accessing APTIS test. This research seeks answers for the
following questions: 1. Does using e- learning software program influence students' attitude
towards learning English as a foreign language positively? 2- What are the advantages of e
learning in improving English language skills among freshmen students? To achieve the goals of
the paper, a questionnaire was distributed to the subjects of this study. Its items aimed at eliciting
whether the students think that using e- learning models enriched their learning process and
made it easier or it had no effect on them. The population of this study was 100 of freshmen
students at Delta University, during the academic year 2015- 2016. The students filled out a
questionnaire and completed a course evaluation at the end of the experiment. The t-test scores
were statistically evaluated. The findings of this paper reveal that LEP influences the students’
overall attitude towards English learning language. The different activities that are provided by
LEP have been described with an analysis of how they can be used to develop EFL students’
language proficiency and self education.
Key words: E-Learning, English classroom, Learn English Pathways, Student' attitude

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 Arab World English Journal (AWEJ) Vol.7. No.3 September 2016

Investigating Students 'Attitude towards E-Learning Model AlAdl

Introduction
The classroom environment, today, is completely different from the traditional
classroom. The traditional methods which are mainly based on lecturing and rote learning reduce
English language learning to mechanical memorization and miserably fail in developing English
language as a skill among the learners. New technologies have added not only stimulus but also
learners’ engagement and true interactivity within the classroom.

In the context of such high tech learning environment, it’s necessary for both teachers
and students to get updated, equipped and involved with technology in education especially in
ESP. They must incorporate such technologies in facilitating English Language learning. The use
of Internet has given an immense opportunity for teachers and students to interact with each
other in particular and with the world in general. (Computer Assisted Learning) CAL has
contributed considerably in this direction. The evolving technical and technological scenario,
especially in some developed countries of the world, has almost replaced the traditional
classroom with a virtual global learning situation without a face-to-face interaction. Its impact is
being seen in advancing countries where system of education is competing with the rest of the
educational system of the developed world.

Research Background
Technology and language learning
Electronic education and learning is one of accomplishments of mankind which has
affected the world tremendously. Since 1990 advancement in technology has led to increasing
integrity of electronic-learning courses and also language learning courses.

The report of Soliman (2014) presents the advantages of the E-learning Moodle and its
role in enhancing “English foreign language” (EFL) students’ language skills and independent
learning. An already running and established virtual learning environment, namely the E-
learning Moodle software, is being used successfully in the British University in Egypt. The
different activities and resources that are provided by E-learning have been described with an
analysis of how they can be used to develop EFL students’ language proficiency and independent
learning.

Heidari et al (2010) have concluded that not only is the utilization of educational software
in teaching useful, but also the effect of it on progress of students is better than conventional
method. Similarly English teaching with the use of educational software is effective in
motivation of students towards learning.

In a study carried out by Almekhalafi, (2006), 83 students were put in two groups of test
and control. The control group attended English learning without the use of computer and the test
group did with the use of it. The results of the study show considerable difference between the
two groups leaving the advantage to test group. Besides the results showed that test group had
more motivation to learn English than control group.

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 Arab World English Journal (AWEJ) Vol.7. No.3 September 2016

Investigating Students 'Attitude towards E-Learning Model AlAdl

Kargiban Zohreh and Kaffash Reza (2011) study is to determine the effectiveness of the
use of the attitude towards English learning at eleventh grade of the secondary school in Iran.
This study was conducted on the effects of the use of My English Lab, an online model software
program, on secondary school students. One part of the students accessed to the free download
software (MOODLE) in the classroom instruction. The students took a t-test and filled out a
survey and completed a course evaluation and qualitative survey at the end of the research. The
t-test scores were statistically evaluated.

The objective of Zanjani and Ramazani study (2012) is to examine acceptance of e-

learning technology carried out by English teachers and students based on technology acceptance
model (TAM). In order to achieve the objective of the research, the researcher has employed
descriptive-survey method and also questionnaire and interview with English students and
teachers who constitute population of the research. To test the hypotheses of the research, the
researcher has employed Pearson correlation test along with SPSS software. The results of the
research indicate lack of Perceived ease use and Perceived usefulness of e-learning technology in
teaching English.

The paper of Tanveer (2012) presents the findings of a research study at Majan
University College, Oman, which aims at exploring the perceptions of students and teachers
regarding the use of e-learning pedagogical tools in a language classroom, the challenges they
face and some strategies to enhance the practical application of integrating e-learning tools in
classroom-based language teaching (ICT). The study, following the qualitative and quantitative
research approaches, interviewed eight English lecturers and administered a five-point Likert
scale questionnaire with 46 learners. The qualitative data were analyzed using a coding system
and quantitative data were analyzed using computer excel programme to get highest and lowest
percentage of subjects’ responses. The study finds that both teachers and learners perceive that e-
learning: helps students take the ownership of their own learning, provides diversification of
activities, fosters intrinsic impetus of learning, enables introvert students to interact better,
permits acquiring valuable study and time management skills, allows teachers to have more
student-centered form of learning, etc. However, reservations regarding excessive use of
technology at the cost of language learning have also been reported. The paper discusses the
challenges that hamper ICT success under three headings: technical, administrative and
pedagogical. The major challenges reported are marginally less technologically sophisticated
faculty, unreliable technology, lack of confidence and experience of instructors and students with
technology, substantial amount of time required for lecturers to fine-tune their instructions for
electronic transmission of knowledge, lack of e-learning resources to administer networked
classes and electronic assessments, etc. The study concludes that ICT has great potential to be
integrated in classroom-based language teaching. However, in order to utilize the full potential of
ICT and to equip students with skills to be life-long language learners, it follows that teachers
and learners’ confidence to use technology should be raised by duly facilitating them with the
required electronic equipment, training and time resources.

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 Arab World English Journal (AWEJ) Vol.7. No.3 September 2016

Investigating Students 'Attitude towards E-Learning Model AlAdl

Learn English Pathway (LEP)

Learn English Pathways is a series of eight self-study modules for adult learners of
English organized across the B1 to C1 levels of the Common European Framework of Reference
CEFR (is a guideline used to describe achievements of learners of foreign languages across
Europe and, increasingly, in other countries. It was put together by the Council of Europe as the
main part of the project "Language Learning for European Citizenship" between 1989 and 1996)
Each course is 30 to 40 hours long and aims to develop learners’ language through a
variety of flash-based interactive online lessons. These courses are moderated meaning that
trainers can interact with and support course participants throughout. The following table shows
the correspondence between the CEFR levels and Learn English Pathways:

Table1 The correspondence between the CEFR levels and Learn English Pathways
CEFR Level Level of Learn English Pathways
A0 Elementary 1
A1 Elementary 2
A2 Pre-Intermediate 1
A2 Pre-Intermediate 2
B1 Intermediate 1
B1 Intermediate 2
B2 Upper Intermediate 1
B2 Upper Intermediate 2

Each of the eight levels that make up LEP is divided into six themed units, where
language functions, vocabulary, grammatical structures and ways of interacting are linked to the
subject of each unit.

Description of the methodology, instructional design and program structure

LEP is built on the principles of constructivism pedagogy on which the Moodle learning
platform is built. LEP conceives language learning as a series of successive approximations
towards the goals of study, and through mediated interactions with others (tutors and students),
increasing levels and depths of knowledge are achieved.

Figure1 The different Levels of LEB

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 Arab World English Journal (AWEJ) Vol.7. No.3 September 2016

Investigating Students 'Attitude towards E-Learning Model AlAdl

LEP is based on British Council methodology, which includes elements of the

communicative approach, and functional and theme-based learning. Each course consists of six
units relevant to adults working in a variety of roles and contexts.

Description of the program

LEP provides a virtual English learning experience that will take learners from level A0
to B2 on the Common European Framework of Reference (CEFR). Course participants engage
with online activities and resources (30-40 hours).

Delivering Learn English Pathways

Using the British Council’s online learning system. Moodle is the name of a web
platform specifically designed to deliver courseware.
Learners are provided with individual accounts. The system remembers where they are in
the materials and allows students to their check progress and scores, which are automatically
recorded in the system’s grade book. Teachers/administrators are also able to check their
progress. http://courses.britishcouncil.org/LEpathways/

Figure 2 A sample of LEP exercises

APTIS forward thinking of testing

Introducing Aptis
Aptis is a new and innovative global English assessment tool from the British Council. It
is an English test for adults and young adults, which can be used to assess ability in all four
English skills - speaking, listening, reading and writing. It also allows organizations and
individuals to develop specific English skills, with the ability to test just one skill, e.g. listening
only (combined with the core grammar and vocabulary component).
Aptis is usually taken on a computer, but the Core Test, the Reading Test and the Writing
Test can all be taken using the more traditional pen & paper test.

Aptis Test Structure

Aptis consists of five components: Core (grammar & vocabulary), Reading, Listening,
Writing and Speaking. Different clients decide which components are needed for their situation,
so you, the candidate, may be preparing to take a single component package (e.g. Core +
Reading) a two-component package (e.g. Core + Reading + Listening) a three component

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 Arab World English Journal (AWEJ) Vol.7. No.3 September 2016

Investigating Students 'Attitude towards E-Learning Model AlAdl

package (e.g. Core + Reading + Listening + Writing) or a four component package (Core +
Reading + Listening + Writing + Speaking).

Methodology
This section presents a description of the instrument employed to elicit data as well as a
description of the population and the area where the study was conducted. It also specifies the
procedures which were followed to carry out this study.
This study aimed at determining the effectiveness of the use of E- learning model,
named Learn English Pathways, on the attitude towards English learning language of Delta
university freshmen students. The study is trying to find out answers for the following questions:
1. Does using e- learning software program influence students' attitude towards learning English
as a foreign language positively?
2- What are the advantages of e learning in improving English language skills among freshmen
students?

Subjects: The population was consisted of freshmen college students in Delta University. The
sample was made up of 100 students enrolled in the first level during the fall of 2015 and spring
2016.

Questionnaire: a questionnaire was distributed to students and it was the main tool of the study
since it provided the researchers with data related to the students’ actual attitudes towards
accessing Learn English Pathways, while learning English as a foreign language. (Appendix A)

The questionnaire is distributed after the assigned treatment of e learning course during 3
months. The students was given ID access to LEP by the British Council. They have the
opportunity to practice free exercises in their accounts. English Labs was assigned to provide
them with suitable feedback.

The students’ attitude regarding the e learning course was determined. The collected data
were analyzed using SPSS in order to prepare descriptive measures which involved means and
standard deviations using the non-parametric test of mean differences, One-Sample Test as
shown in Table1.

Results: Students' Attitude Towards Learning English with LEP

The students’ attitude towards LEP model was examined in this paper. The acquired
values are presented in Table 1. A questionnaire with Likert-scale was used to t test and to better
understand the students’ attitude towards LEP in learning English.

Table 2: Students’ Attitude Towards LEP

Statement M SD T Sig.(2tailed)
1- LEP is useful for self learning 4.400 .507 33.606 000
2- Feedback is applied in English Labs to correct any
4.333 .617 27.191 000
mistakes in e learning LEP
3- LEP upgrade my knowledge and skills in English
4.266 .703 23.482 000
learning language
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 Arab World English Journal (AWEJ) Vol.7. No.3 September 2016

Investigating Students 'Attitude towards E-Learning Model AlAdl

4- Technology tools that I used in English class were

4.333 .4787 34.395 000
friendly
5- Overall, learning English language by LEP is
4.466 .639 27.033 000
interesting
6- use contents from the website as a part of my English
lessons is more useful than books and traditional 4.533 .516 34.000 000
methods
7- It is easy to use the online educational resources and
4.466 .516 33.500 000
to access
8- using e learning increases my creativity 4.666 .617 29.283 000
9- using the computer to enhance my communication
4.600 .507 35.133 000
skills.
10- I become familiar with the different types of
4.266 .457 36.101 000
questions

There were five choice ranging from strongly agree (=5), No idea (=3) to strongly disagree (=1)
in each statement. * z, p> 0.05 (not significant,), p<0.05 (almost significant), p<0.01
(significant), p<0.001 (very significant).

A Likert-scale instrument with statements, each with five choices ranging from strongly
agrees to no opinion/do not know, was used to assess students’ attitude about ELP usage. The
question was closed-ended. The result of the study is presented in Table 1.
It is clear that statement 1 is highly agree. Many students, at the end of their experiment,
were agreed that LEP helped them to learn overall English language skills (Statement 1).
Moreover, many students had the view that The use of a LEP was easy, friendly and effective on
their creativity (statements 3,4,7). It helped them also to improve their communication skills
(Statement 8). students' need for continuous feedback, reflected the main role of teacher in this
process (statement 2).

Discussion, conclusion and Recommendations

Discussion
Considering the implementation of LEP e-learning course among Delta University
students in Egypt, the researcher recommends the use of e-learning models in EFL and ESP
lessons. Though it cannot replace face to- face method of teaching, e-learning models can be
blended with face-to-face methods.

According to Garrison & Vaughan (2008) integrated curriculum through e-learning and
face-to-face teaching can make learning more participatory, interactive and student-centered.
LEP e-learning model open opportunities for students to engage in learning activities outside the
classrooms giving the more exposure to the use of English language resulting in increased
language proficiency.

An Analysis of LEP implementation in Delta University

This section discusses the analysis of advantages and disadvantages of implementing
LEP model of e learning from the literature review and the researcher's own experience of using
it with his students.
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Investigating Students 'Attitude towards E-Learning Model AlAdl

E learning (model) LEP course: Advantages

- LEP model increases students' exposure to language learning over the period of time
resulting in their enhanced linguistic proficiency.
- Different e-learning resources and activities of LEP improve students' language skills in
listening, speaking, reading and writing.
- According to (Wu et al., 2012), „an integrated learning environment‟ is created through E-
learning where students engage in different tasks. Strong learners and slow learners can
work according to their needs either faster or slower (Nedeva& Dimova, 2010) promoting
learner autonomy.
- E-learning is an interactive and learner friendly medium of teaching and learning.
- Due to its connectivity and exposure to the World Wide Web, the learners are motivated as
they are exposed globally (Meloni, 1998). E learning provides EFL learners to use the
language in real-life situation across the globe.
- It appeals to students’ different learning styles as they can choose from a variety of activities
and resources.
- Teachers can save time in administering the course, reproducing the materials, and reducing
cultural differences that happen during face-to-face teaching.
- Administrators can reduce the cost of the production of teaching materials.
- Students are trained on the forms of international exams like TOEFL and IELTS.
- LEP model improve students' autonomy and self education.

E learning (model) LEP course: Disadvantages

Despite the above advantages of e learning implemented model, but there are some
noticed disadvantages as follow:
- Lack of body language and face-to-face relationship and direct feedback.
- The slow shifting of some students from traditional methods of learning.
- New learners who lack computer skills may not appreciate e-learning models as it is
especially in the absence of teacher support (Nielson, 2011)
- The social relationship among students is negatively affected due to the virtual nature of e-
learning models (Han & Johnson, 2012).
- E learning is unsuccessful in institutions which do not have enough computer labs and e-
learning accessibility.
- The need for intensive training on self education for students.
- The private laws of every institution that is depending on traditional methods for learning
and testing (printed papers and traditional method of teaching by teachers).

Conclusion
Despite the above mentioned drawbacks the recommendation of the author is that e-
learning models therefore can supplement face-to –face classroom teaching in Delta University.
Various activities and resource that are offered by e-learning model LEP can surely advance
Egyptian ESP learners‟ English language proficiency. Moreover, the Information and
Communication Technology (ICT) is fast growing, and students need to be equipped for the
international technological and economic requirement. It has proved successful, as students reach
the intended learning objectives by this blended type of learning in which the concept conveys
the idea of “blend” and refers to different situations in which technology is used to complement
classroom activities (Dziuban et al., 2004). Thus, it is via e learning that teaching and learning
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 Arab World English Journal (AWEJ) Vol.7. No.3 September 2016

Investigating Students 'Attitude towards E-Learning Model AlAdl

could be enhanced and developed, as students work in and outside the class which makes
modules “more participated, interactive and student-centered” (Garrison & Vaughan, 2008).
Working outside class encourages students to study independently using the E-learning
interactive activities and thus spend more time engaged and immersed in the English language
which improves their language proficiency.

Recommendations
E learning is an essential tool that should be used to supplement the EFL face-to-face
class. It includes various activities and resources that if used by the students and monitored by
the teacher could enhance the students’ language proficiency and independent learning. The wide
variety of activities and resources on the E-learning model (LEP) needs to be activated in the
English language Modules to increase the time that students interact with the language and
motivate them to work independently and thus eventually they become life-long learners.
Finally, It is recommended to Follow universities which have been successful in utilizing
E-Learning systems. It is necessary that universities pay a lot of attention to more E-Learning in
the framework of strategic planning, moreover, Building essential infrastructure in order to
establish and utilize E-Learning at them.

About the Author:

Abdelrahman Elsayed is an English lecturer at Delta University for Science and Technology. He
holds PhD in TEFL Education and Curriculum from Cairo University in 2013.He has 10 years
experience in teaching English at all levels in Egypt and Saudi Arabia. His trend in research is
improving motivation and attitude of learning English among ESP- EFL students

Reference
Almekhlafi, A. (2006). The effect of Computer-Assisted Language Learning (CALL) on United
Arab Emirates EFL school students’ achievement and attitude. Journal of Interactive
Learning Research, 17(2), 121-142.
British Council (2013) Brand and Design/C607 10 Spring Gardens, London, SW1A 2BN, UK
www.britishcouncil.org.
LEpathways
http://courses.britishcouncil.org/LEpathways/
Dziuban, C. D., Hartman, J. L., & Moskal, P. D. (2004). Blended Learning. Internet, 7, 1-44.
Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher Education: Framework,
Principles, and Guidelines. Booksgooglecom, 1, 272.
Han, H., & Johnson, S. D. (2012). Relationship between students‟ emotional intelligence, social
bond, and interactions in online learning. Journal of Educational Technology & Society,
15(1), 78-89.
Zohreh, K & Reza,K. (2011). The Effect of E-learning on Foreign Language Students Using the
Student’s Attitude, Middle-East Journal of Scientific Research 10 (3): 398-402.
Meloni, C. (1998). The Internet in the Classroom: A Valuable Tool and Resource for ESL/EFL
Teachers. ESL Magazine. http://www.eslmag.com/Article.htm
Nedeva, V. & Dimova, E. (2010).Some Advantages of E-Learning in English Language. Trakia
Journal of Sciences, 8.

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Investigating Students 'Attitude towards E-Learning Model AlAdl

Nielson, K. B. (2011). Self-Study with Language Learning Software in the Workplace. Language
Learning &Technology, 15.
Soliman Nagwa A. (2014) Using E-Learning to Develop EFL Students’ Language Skills and
Activate Their Independent Learning, Creative Education, 2014, 5, 752-757 Published Online
June 2014 in SciRes. http://www.scirp.org/journal/ce
http://dx.doi.org/10.4236/ce.2014.510088.
Tanveer, Muhammad (2012). Integrating E-learning in Classroom-based Language Teaching:
Perceptions, Challenges and Strategies, International Conference of Learning, 4th Edition.
Wu, B., Xu, W., &Ge, J. (2012). Experience Effect in E-Learning Research. Sci Verse Science
Direct. Procedia, 24, 2067 2074.www.sciencedirect.com Publishing, Inc.
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Appendix A
Students' questionnaire
Dear students,
This questionnaire is formed to get data about the assigned course (LEP). It tries to acquire your
attitude towards e learning experience at all, in order to meet your expectation regarding learning
English courses.
Appreciate your faithful participation.
Dr. Abdelrahman Elsayed AlAdl, English Lecturer –Delta University, Gamasa, Egypt.

Items (1-25) Tick any one from the five options (1-2-3-4-5) given below
(1- Disagree 2- Disagree to some extent 3- No idea 4- agree to some extent 5- Agree)
Name: College:
Department: Level:

Items Content 1 2 3 4 5
1. LEP is useful for self learning
Feedback is applied in English Labs to correct any
2.
mistakes in e learning LEP
LEP upgrade my knowledge and skills in English
3.
learning language
Technology tools that I used in English class were
4.
friendly
Overall, learning English language by LEP is
5.
interesting
Use contents from the website as a part of my English
6. lessons is more useful than books and traditional
methods
It is easy to use the online educational resources and to
7.
access
8. Using e learning increases my creativity

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Investigating Students 'Attitude towards E-Learning Model AlAdl

Items Content 1 2 3 4 5
Using the computer to enhance my communication
9.
skills.
10. I become familiar with the different types of questions

Appendix B
LEP Sample Lesson
Activity 1: Introductions – Unit 2
Time: 20-30 minutes
Aim: Learn and practise language for introductions / Become familiar
with the topics to be covered in Unit 2 of LEP

 Introduce yourself and find out the names of some or all of the students in the class, asking
What’s your name? Occasionally respond saying: Nice to meet you, [name]! Check they
understand the meaning of Nice to meet you! using translation if necessary.
 If the students don’t know each other, get them to turn to the students sitting next to them and
to introduce themselves to each other: A: Hello, I’m (Adam). B: Nice to meet you, (Adam)!
I’m (Ana).
 Show slide 2. Say: This is Karen and Paul. Do you think they are friends? (No.) Tell them it
is the first time that they meet. Refer to the fact that they are shaking hands which is common
at first meetings. Ask: What do you think they’re saying? Elicit suggestions: What’s your
name? Nice to meet you. etc.
 Show slide 3. Read the dialogue and get the students to guess the missing lines. Click to
show the responses. Then read the dialogue again line by line, getting the students to repeat
as a class. Put the students in pairs and get them to read the dialogue aloud, first as open pairs
and then closed pairs.
 Show slide 4. Say: Now you. Introduce yourself to your classmates. Choose two students,
preferably students that don’t know each other well, and get them to read the dialogue using
their personal information. If appropriate, you could get them to mingle around the class
talking to different classmates asking and answering the questions.
 Ask: What information might you want to know when you meet somebody for the first time?
Use Kurdish/Arabic if necessary. Show slide 5 for suggestions, check they understand
meaning and get them to say if they think it is okay to ask about these things at a first
meeting or not. There are no right or wrong answers; this is just an opportunity for some
discussion and to introduce the main topics discussed in Learn English Pathways Unit 2.
Explain to the students that in the coming weeks they will learn how to ask and answer
questions about the different topics on the slide.

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