The use of e-learning in language education is getting increased attention and further enhancement of this tool needs more empirical evidences. Thus, this study was intended to investigate perceived impacts of E-learning in teaching and learning English as a foreign language at postgraduate level. Descriptive design was used and the required data were gathered via questionnaires, semi-structured interview, and focus group discussions from postgraduate students, their instructors and other relevant officers in the year 2018/19. For the quantitative data obtained, descriptive statistics was employed using SPSS version 23, whereas the qualitative data gathered were qualitatively analysed using descriptive statements. Major findings such as saving time, energy, and cost, accessing up-to-date and varied teaching and learning materials etc. were found to be some perceived positive effects of e-learning. Power interruption, unreliable and slow internet service and shortage of e-learning resources etc. were some of the identified major perceived challenges. Finally, based on the findings of the study recommendations some of which are the following were made: concerned bodies such as university leadership and Ethiopian Ministry of Education (MOE) need to give more emphasis and priority so as to alleviate the existing power and connection problems; appropriate, adequate, and functional e-learning infrastructure demand enough budget allocation whereby the leadership of the universities have very essential role; effective and consistent implementation of e-learning should be made one criterion in academic staff performance evaluation process to encourage the implementation of e-learning; and other interested researchers need to conduct further studies in the area addressing more variables in wider contexts using other research designs, methods and techniques.
Mereba et al. (Fri,) studied this question.