,
Sarah Saud Alharbi
https://doi.org/10.31261/TAPSLA.17687
The swift transition to online learning platforms has sparked debates on the comparative efficacy of virtual environments in contrast to traditional face-to-face classroom settings, particularly in areas where in-person education has been the customary practice. This study examines the influence of these two modes of learning on the reading comprehension of English as a Foreign Language (EFL) students at Northern Border University in Saudi Arabia. The research comprised a group of 35 female undergraduate English majors, aged 18–24, who successfully finished the “Reading Course 2,” either using an online platform or in a conventional classroom environment. The research utilized a post-test for reading comprehension and conducted in-depth interviews to evaluate student perspectives. The findings revealed that there were no notable disparities in academic performance between the two groups. Nevertheless, the majority of students expressed a strong preference for in-person instruction, emphasizing the importance of direct teacher involvement and active participation with their peers. They stated that these factors significantly improved their learning experience and motivation. The findings suggest that although online learning can achieve similar academic achievements as traditional approaches, enhancing virtual engagement and interpersonal relationships is essential for attaining greater student happiness and emulating the comprehensive advantages of in-person education.
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Vol. 12 No. 1 (2026)
Published: 2026-06-30
10.31261/tapsla
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
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