CONVENTIONAL OR ONLINE MATERIALS: TEACHERS’ AND STUDENTS’ PERCEPTIONS IN AN ENGLISH FOUNDATION PROGRAMME

The growing universality of the English language, coupled with increasing technology integration, has stimulated the creation of new methods of English teaching and learning. What were once labelled alternative forms of learning are becoming mainstream. However, many learning institutions around the world continue to use textbooks to provide the core material for English language courses, with electronic sources to complement them. The Sultanate of Oman is no different, with extensive use of electronic learning aids, including educational software, websites, and apps; online learning materials repositories, such as MReader; and entire course management systems, such as Moodle (Jayaron et al., 2015). This thesis examines the perceptions of teachers and students regarding learning methods in an Omani English Foundation programme and offers suggestions for improved curriculum design. This study was conducted in the Language Centre (LC) at Sultan Qaboos University, Oman, to explore how the use of online and traditional materials are perceived by stakeholders. It employed a mixed-methods research design combining qualitative and quantitative research methods. The study involved 277 level-three students enrolled in the language foundation programme and 13 teachers teaching this level. Two sampling stages were used for selection: systematic sampling (using both quota and systematic sampling methods) and purposive sampling for the whole population. Questionnaires and interviews were employed as the primary data-gathering methods. Quantitative data were analysed through calculation of mean scores that allowed the researcher to develop a mutual framework for comparison. Qualitative data were analysed via a content analysis approach in which key themes were identified from words and sentences. Most of the interview respondents supported technology integration in education; though a lack of computers, as well as low motivation and limited familiarity with online courses were among the challenges noted by the students. Overall, most of the students and instructors involved in the study reported positive attitudes towards the use of both online and traditional learning materials for supporting language teaching