This survey investigated the interaction of e-learning settings through teaching English as a foreign language by native-English teachers. It examined the instructional virtual environment in teaching EFL at the University of Tabuk in Saudi Arabia during the COVID-19 crisis during the academic year 2019/2020. Sample consisted of 20 informants. Participants were selected randomly divided into two groups (experimental 10 and control 10). Experimental group used media tools such as blackboard, zoom, interactive board, the control group used the conventional method. Pre-and post-questionnaires were distributed to both groups after completing teaching units. Results showed that there are statistically significant differences at level (0, 05) for the means of achievement test for both groups in favor of the experimental group through the interactive board. The findings revealed that there are statistically significant differences at level (0, 05) in developing attitudes of teachers towards linguistic subjects due to the use of the interactive board. The research recommends that media; blackboard, zoom, and the interactive board should be activated in teaching all subjects not only the time of crisis but also in normal times since it has a positive effect on the achievement of teachers and increases their attitudes towards teaching EFL any time any place.

中文翻译：

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英语母语教师通过英语作为外语教学在电子学习环境中的互动：电子课堂话语

本调查通过英语为母语的教师教授英语作为外语，调查了电子学习环境的互动。它检查了 2019/2020 学年 COVID-19 危机期间沙特阿拉伯塔布克大学教授 EFL 的教学虚拟环境。样本由 20 名知情人组成。参与者被随机分为两组（实验组 10 组和对照组 10 组）。实验组使用黑板、缩放、互动板等媒体工具，对照组使用常规方法。在完成教学单元后，向两组分发了前后问卷。结果表明，在水平（0，05）通过互动板对两组进行成绩测试的方式有利于实验组。研究结果表明，由于使用了互动板，教师对语言学科的态度在水平 (0, 05) 上存在显着差异。该研究建议媒体；黑板、缩放和互动板在教授所有科目时不仅在危机时期而且在正常时期都应该被激活，因为它对教师的成就有积极的影响，并增加他们随时随地教授英语的态度。该研究建议媒体；黑板、缩放和互动板在教授所有科目时不仅在危机时期而且在正常时期都应该被激活，因为它对教师的成就有积极的影响，并增加他们随时随地教授英语的态度。该研究建议媒体；黑板、缩放和互动板在教授所有科目时不仅在危机时期而且在正常时期都应该被激活，因为它对教师的成就有积极的影响，并增加他们随时随地教授英语的态度。