ENGLISH LANGUAGE E-LEARNING IMPLEMENTATION DIFFICULTIES FACED BY SYRIAN UNIVERSITIES (based on a case study at Tishreen University)

Abstract. The key objectives of the study were (1) to identify and comment on the difficulties in application of e-learning encountered by the English Language Department at Tishreen University; (2) to assess the possibility of applying e-learning at the English Language Department; (3) to provide guidelines for efficient introduction of e- learning technology. A complex approach was used. The study provided a data set of survey results. The most important findings are as follows. There are four distinctive groups of various difficulties related to adopting e-learning, including (a) lack of ambition, (b) financial obstacles, (c) obvious lack of infrastructure and technical equipment necessary for performing e-learning in the English language department at Tishreen University, as well as (d) unpreparedness of most teachers to implement e-learning. The latter is explained not just for some reasons directly related to scarcity of facilities or equipment breakdown, but firstly due to the lack of educational preparedness, explained in terms of insufficient teaching skills and absence of proper training. However, the results of the survey also reflect students’ growing interest in e-learning despite the lack of necessary equipment in the college, and the fact that most of them do not own any in their places of residence.

The key teacher’s preparednesses in demand for e-learning implementation have been elicited and commented in the article. The elicited set of obstacles to a new mode of learning English reflects the necessity of elaboration of a special program for introducing E-learning components at Syrian universities within frame of systemic approach. The guidelines for E-learning implementation at university and, more specifically, at English department include: (1) elaboration of university conception of E-learning implementation as part of university development strategy; (2) investment in electronic learning infrastructure, such as computer classes, necessary hardware and software, wi-fi station etc.; (3) organization of a special E-learning Department at university and development of unified proper electronic environment for teachers and students; (4) training teachers to perform (English) classes both in E-learning and Blended Learning educational models; (5) development of learning-to-learn component in students to ensure successful e-learning performance as a must for positive e- learning experience.

Keywords: Tishreen university, difficulties in e-learning implementation, infrastructure, attitudes, teachers’ preparedness