Assessing the Extent of Kindergarten Children's Interaction with Listening and Speaking during Distance Language Skills Learning

Abstract

The present study aims to assess how kindergarten children interact with listening and speaking skills during distance learning from the teachers' point of view. The analysis was applied to 132 teachers from governmental and private kindergartens in Al-Ahsa Governorate, KSA. The descriptive analytical method was used in this study. An electronic questionnaire was built that comprised two axes: The first is the listening skill (auditory excellence, classification, deductive reasoning, and judging the correctness of the content), and the second is the speaking skill (phonological awareness, grammatical structure in the complete sense, linguistic communication, and verbal expression). The results concluded that the degree of the effect of distance learning on the listening skills of kindergarten children came to a medium level at the standard (2.17), and the degree of the impact of distance learning on the speaking skills of kindergarten children came to a high degree at the mean (2.41). The results did not show any statistically significant differences at the levels (0.05) in the impact of distance learning on kindergarten children’s listening and speaking skills, attributed to the kindergarten variable (government vs. private).