Abstract

This study aims to identify the degree to which English language teachers practiced e-learning skills, and the impact of the following variables: gender, educational qualifications and years of experience on this. The descriptive method was employed with a selected sample of (150) female and male teachers. the instrument of study consisted of (34) items, distributed on four themes. The reliability and validity were checked The results of the study revealed several findings, the most important of which are: the degree of practice of English language teachers in e-learning skills was very high. The results of the study also showed that there were no statistically significant differences (α = 0.05) due to the impact of sex in all fields, except computer skills and the differences came in favor of male teachers. The results also suggested that there were no statistically significant differences (α =0.05) due to the impact of educational qualifications and teaching experience in all fields. In light of these findings the study recommends there is a need to have specialists in the fields of technology and the Internet in schools to help teachers to practice the skills of e-learning.