“The Effect of Using E-Learning Tools in Teaching English Courses on the Enhancement of Language Skills and Students’ Attitudes in Community Colleges: Modern University College as a Model”

Abstract

This study aimed to investigate the effectiveness of employing e-learning tools in developing English language skills—listening, reading, writing, and speaking—among community college students, as well as to explore their attitudes toward using these tools. To achieve the objectives, the study adopted a quasi-experimental design with two groups (experimental and control) to measure the actual impact of the tools, in addition to a descriptive approach to assess students’ attitudes. A purposive convenient sample of 90 students from Modern University College in Ramallah during the summer semester of the 2024/2025 academic year was selected. The participants were students who had not passed the English proficiency placement test and were distributed into two groups: an experimental group (n = 45) taught using the interactive e-learning tool Face2Face-Pre-Intermediate, and a control group (n = 45) taught through traditional methods. Data were collected through a pre-test/post-test to measure language skills, as well as a questionnaire to evaluate students’ attitudes, with validity and reliability of the instruments confirmed by appropriate procedures. The findings revealed statistically significant differences between the mean scores of the two groups in the post-test in favor of the experimental group, indicating the effectiveness of the interactive e-learning tool in enhancing the four English language skills. Significant differences were also observed within the experimental group between pre- and post-test scores in favor of the post-test. Furthermore, students’ attitudes toward using the tool were highly positive, with the “general acceptance and willingness to repeat” domain ranked highest, whereas the “personal skills development” domain was rated relatively lower. No statistically significant gender differences were found in the domains of motivation, interaction, comprehension, ease of use, and acceptance, while significant differences were detected in enjoyment and skills, favoring female students. In light of these results, the study recommends the integration of interactive e-learning tools such as Face2Face in intermediate college contexts, due to their significant role in developing English language skills and promoting students’ motivation toward learning.