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Accessing online study tools like Quizlet or GoConqr literature review
Anticipating other courses by e-learning AlTameem (2013)
Attending e-learning classes regularly AlGahtani (2011)
Building one’s own e-learning prototypes AlFuraidi (2013)
Collaborating one’s own e-learning tasks AlDossari (2011)
Communicating with instructors via eearning Fageeh (2011)
Communicating with other learners through e-learning AlGahtani (2011)
Completing e-learning assignments on time AlKhalaf (2012b)
Dealing with e-learning designs or projects AlShehri (2010)
Engaging in e-learning courses regularly Chanchary ((2011)
Enhancing learning skills through e-learning AlEnezi (2012)
Finding academic information in the elibrary Unessa (2014)
Finding academic resources in the library and online AlRashidi (2014)
Performing quizzes and tests through e-learning ELI Curriculum, 2019
Reformulating e-learning concepts AlAsmari and Khan (2014)
Starting discussion forums through e-learning Bendania (2011)
Using e-learning as an autonomous learning tool AlJuda (2017)
Using e-learning system at the university AlMegren & Yassin (2013)
Using learnercontent technologies like WBTs AlKhalaf (2012a)
AlFahad (2010)

6. Method and procedures:
This section focuses on the topics of sampling, instrumentation, and questionnaire
validity reliability.
6.1 Sampling and sample size:
A purposive sample of 39 Saudi students (19 males and 20 females) enrolled at the
English Language Institute at the University of Florida during the academic year of
2018/2019 was chosen for the current research.
6.2 Instrument of the study:
The study employed a questionnaire (Appendix 1) developed after reviewing the
related literature and previous studies focusing on the challenges of e-learning within the
Saudi Arabian students.
6.3 Questionnaire validity:
Questionnaire validity was performed by a panel of ten jury members (Appendix 2)
at the research site to decide if the questionnaire items measured what they were intended
to measure. In light of the panel’s recommendations, 15 items were retained from the original
version of the questionnaire while several other items were omitted due to either repetition

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