Lateral Multimodal Learning in a Saudi EFL Context: Investigating the Perceptions of Teachers and M2E Female Learners

Abstract

Background: ELT scenario in Saudi Arabia has undergone a sea change since the pandemic. With an aim to maximize resource utilization and ensure wide learner base, college students (male and female) are taught simultaneously, the former in a face-to-face mode and the latter in an audio-only mode. The nomenclature given to this unique classroom design by the researchers is Lateral Multimodal Learning (LML), one which has its own advantages and disadvantages. This mode of learning puts a great deal of pressure on the teachers as they must attend to a huge number of students with different needs and levels of competence, whereas it ensures best utilization of infrastructural and human resources by the administrations. Being a newly developed educational model, it is important to assess the efficiency of this type of learning. Methods: This study evaluates the model from the point of view of students (99), using a questionnaire, and that of teachers (06), using semi-structured interviews. Results: The results show that Saudi female students present high perceptions of learning via LML (M=4.03); are satisfied with this type of learning (M= 3.81) and the aids applied in learning via LML (M= 4.02). Findings also show moderate perceptions on the difficulties they encountered while emerging in LML mode (M =3.39). Furthermore, the study shows correlation between the four domains, i.e., perceptions, satisfactions, challenges, and aid. The highest correlations were between perceptions and satisfactions (r=.719); perceptions and aids (r=.659), and satisfaction and aids (r=.656). The teachers’ interviews show their agreement on the efficacy of LML as being professionally fulfilling and one that they would like to continue with in the future too. Conclusions: The study concludes with recommendations, which would be of great benefit and help for all parties or stakeholders involved.