Maximising Learning Management Systems in Online College English Education: Views from France and Saudi Arabia

This study aimed to explore the perceptions of two samples of faculty in France and Saudi Arabia on adopting e-learning in mandatory settings during the COVID-19 pandemic in two universities. It aimed to recognise differences between Saudi and French faculty in their perceptions of e-learning adoption regarding behaviours, intentions and readiness for e-learning during emergencies. It also aimed to recognise the two samples' viewpoints of the advantages and challenges of e-learning in both contexts. Two samples of 126 TESOL teachers, 96 Saudi faculty members and 30 French teachers from two universities in Saudi Arabia and France were randomly selected to participate in the survey study. The findings of this study indicated that both samples have moderate readiness to use e-learning systems in their teaching, suggesting that perceived ease of use, usefulness, content quality, self-efficacy and course attributes were fundamental factors that influence the samples' readiness for using e-teaching/e-learning platforms. Furthermore, the study showed that the two samples' perceived intentions and readiness for e-teaching were affected by ease of use, usefulness, content quality, self-efficacy, and course attributes. The study ended with analysing the two samples' perceptions of the challenges and benefits of e-learning systems in both contexts and the pedagogical implications of these findings.