English abstract
This descriptive-analytic study aimed to investigate the attitudes of both EFL students and teachers
of cycle 2 (grade 5 to 10) in governmental schools toward online learning via Google Classroom
and identify the challenges students and teachers face while implementing online learning. The
sample selected for this study was 426 students and 294 teachers. The research instruments were
two attitudinal questionnaires to gather attitudes and challenges of students and teachers. The
questionnaires were administered at the beginning of the second semester in the academic year
2020/2021, after implementing Google classroom for learning and teaching in the first semester of
the same academic year. The study's findings revealed that both students and teachers had shown
an overall positive attitude toward online learning via Google Classroom; however, teachers
showed a slightly higher mean than students, concluding that teachers are more satisfied than
students. However, there was no statistically significant difference in attitudes towards Google
Classroom between students and teachers. The study also reported no statistically significant
difference in attitudes towards Google Classroom between males and females. Despite having
positive attitudes toward online learning via Google Classroom, students and teachers have shared
various challenges they faced while implementing it, such as technical issues, lack of training,
language barrier, and lack of participation. In light of these findings, the researcher presented
several recommendations for practice and further research.
