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Journal articles on the topic 'English language – Study and teaching – Saudi Arabia'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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1

Alqahtani, Abdullah. "The Lack of Qualified EFL Teachers in Saudi Schools: A Qualitative Interview Study." English Language Teaching 14, no. 11 (2021): 24. http://dx.doi.org/10.5539/elt.v14n11p24.

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Despite teaching English language in Saudi Arabia for 6 decades, yet the outcomes are unsatisfactory. In this article, the lack of qualified English teachers in Saudi Arabia is the main reason for causing that issue. To address the issue, this study attempts to understand how untrained teachers have a negative influence on students&#39; performance and competence. Unstructured interviews were conducted with students from two Saudi schools to reflect on the problems and obstacles that Saudi pupils encounter as a result of their incompetent instructors. Instead of interviewing instructors, w

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Albatti, Hamood. "E-Learning for English Language Teaching in Higher Education Institutions in Saudi Arabia during Covid-19 Pandemic." Arab World English Journal 13, no. 4 (2022): 355–71. http://dx.doi.org/10.24093/awej/vol13no4.23.

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The study’s main aim is to examine E-Learning for English Language Teaching in Higher Education Institutions in Saudi Arabia during the Covid-19 Pandemic. The significance of the study is to investigate the level of adoption of e-learning for English Language teaching and practice, the impacts of the adoption of e-learning for English Language teaching and training, challenges associated with the adoption of e-learning for English Language teaching and practice, and the future of the use of e-learning for English Language teaching and practice in Higher Education Institutions in Saudi Arabia.

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Aslam, Zeinab. "A Study of Factors Responsible for Low Motivation level for Learning English as Second Language Level in Saudi Female Students." Journal of English Language and Literature 1, no. 1 (2014): 08–12. http://dx.doi.org/10.17722/jell.v1i1.2.

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English is hailed as one of the most popular second language among people living in different parts of the world, where it does not enjoy the status of the native language. Countries in the middle east especially Saudi Arabia has made noticeable changes in their education system, nearly at all levels to accommodate teaching of English in the curriculum. They are striving hard to make programs of teaching of English as Second language (ESL) a success. Despite all these continuous efforts low motivation level among the English learners especially females is a cause of worry for educationist in c

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Farooq, Muhammad Umar, Abdul Fatah Soomro, Abdul Fatah Soomro, Muhammad Umer, and Muhammad Umer. "English Language Teaching and Cultural Implications in Saudi Arabia." International Journal of English Linguistics 8, no. 3 (2018): 177. http://dx.doi.org/10.5539/ijel.v8n3p177.

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Culture and language are inseparable. Language is used both as a means of communication as well as a carrier of culture. Language without culture is unthinkable, so is human culture without language (Wei, 2005). While teaching a foreign language, a teacher needs to accustom himself with the culture of the target language and the culture of learners. However, teachers in different classrooms in different parts of the world still ignore the importance of culture as a part of language study. This study focuses on perception and practices of teachers regarding culture and English language teaching

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Aldawsari, Mohammed. "Exploring Saudi University English Teachers' Perceptions of Global Englishes." World Journal of English Language 12, no. 8 (2022): 426. http://dx.doi.org/10.5430/wjel.v12n8p426.

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This paper aims to explore the paradigm of Global Englishes through the perceptions held towards it by university English teachers in Saudi Arabia. Due to reasons, such as globalization and colonization, the presence of English can be found in all countries throughout the world. Some countries, such as Saudi Arabia have not yet fully institutionalized the language which places them in the expanding circle, where English is currently seen and pedagogically taught as a foreign language. There are currently more non-native speakers of English than native English speakers worldwide, presenting a w

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Al-Malki, Eidhah, Choudhary Zahid Javid, Muhammad Umar Farooq, Ghazi Fahad Algethami, and Adel Awadh Al-Harthi. "Analysis of the English Language Needs of the Saudi Tourism Workforce: A First Step into Designing ESP Teaching Materials." International Journal of Learning, Teaching and Educational Research 21, no. 2 (2022): 72–88. http://dx.doi.org/10.26803/ijlter.21.2.5.

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Communication skills are extremely important for the tourism industry; they form an integral part of most tourism activities. Using English, as the international lingua franca, is an essential part of these skills, especially for international tourism. Saudi Vision 2030 places a high importance on international tourism as a driving force for economic growth. Since the inception of the Saudi Vision 2030, the tourism industry in Saudi Arabia, along with its workforce, has been growing substantially. Therefore, designing English language teaching materials for the tourism industry workforce in Sa

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Khawaji, Ahmad. "Transition of English Language Teaching in Saudi Arabia: A Critical Evaluative Study." Arab World English Journal 13, no. 4 (2022): 265–80. http://dx.doi.org/10.24093/awej/vol13no4.17.

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As the paper revolves around English language spread and teaching in the Kingdom of Saudi Arabia (KSA), it becomes necessary to mention that there are influential socio-political reasons to consider, along with the internal economic factors. Therefore, such factors are crucial for researchers and pedagogues to study and deal with such issues mot only in KSA but across the globe. This paper tends to explore global socio-political factors that exerted an effect on KSA political forces that shaped the transformation process within the English language teaching programs. This paper adopts a critic

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Alotaibi, Hmoud S. "Quality Assessment of English Teaching at the Newly Established Universities in Saudi Arabia: Shaqra University as a Case Study." Theory and Practice in Language Studies 9, no. 4 (2019): 390. http://dx.doi.org/10.17507/tpls.0904.05.

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As the case world-wide, the English language is central in Saudi schools and universities. Despite its prominence, students’ level of English language proficiency is generally believed to be unsatisfactory. This study explores this issue by investigating the quality of teaching with reference to the extent to which professors do employ the course assessment methods of learning domains specified in the course specifications template, provided by the National Commission for Academic Accreditation and Assessment in Saudi Arabia, as one of the main factors for improving teaching processes. To this

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Ahmad, Jameel. "Traditional & Socio-Cultural Barriers to EFL Learning: A Case Study." English Language Teaching 8, no. 12 (2015): 191. http://dx.doi.org/10.5539/elt.v8n12p191.

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<p>This research tends to ascertain several traditional and socio-cultural barriers to English language learning in Saudi Arabia and to explore more ways than before for making teaching and learning more effective. The findings of four quantitative and qualitative surveys conducted in this regard reveal a unique traditional and socio-cultural milieu, which turns the Saudi EFL learners lackadaisical towards English. The belief that prosperity and prestige are blessed by divine force rather than proficiency in English has influenced Saudi parents and Saudi EFL learners since time in memori

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Ara Ashraf, Tanzin. "Teaching English as a Foreign Language in Saudi Arabia: Struggles and Strategies." International Journal of English Language Education 6, no. 1 (2018): 133. http://dx.doi.org/10.5296/ijele.v6i1.13148.

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This paper is based on action research carried out in King Khalid University, Saudi Arabia. The purpose of this study is to investigate the vital issues related to the teaching of English in Saudi Arabia. Some major problems include: influence of mother tongue, less exposure to English in day to day life, attitude towards teaching and learning English, lack of recent trends of EFL teaching, enrolling larger number of students in EFL classes and failure of creating effective teaching environment. The research is conducted among the first year students of Chemistry and Mathematics of King Khalid

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Alsaleem, Abdulrahman Akram. "Review of Foreign Language Anxiety Relationship with Language Achievement of EFL Students in Saudi Arabia." International Journal of English Linguistics 10, no. 1 (2019): 305. http://dx.doi.org/10.5539/ijel.v10n1p305.

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This study is conducted to evaluate learning and teaching English as a foreign language (EFL) in the Kingdom of Saudi Arabia (KSA) since English is still treated as a foreign language. Despite the prevailing high-level anxiety in Saudi learners of the English language, there are limited researches available to study the impact of language anxiety on the achievement of the student in a particular language. This literature search study explored the underlying causes and impacts of foreign language anxiety (FLA) and then studied these impacts on the language achievement of Saudi students in EFL c

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Khan, Abdul Wadood. "Digital-Native Trends in Teaching ESP to Engineering Students in Saudi Arabia." English Language Teaching 12, no. 9 (2019): 13. http://dx.doi.org/10.5539/elt.v12n9p13.

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The internet has redefined every aspect of human life-personal routines, business practices, and education. Advances in information and communication technology have also influenced English language learning and teaching in classrooms. This study explores the effectiveness of eLearning tools in teaching English for Specific Purposes (ESP) courses to engineering students in Saudi Arabia. To achieve the objectives of the study, a questionnaire with 15 questions about the employment of eLearning tools in Saudi universities was distributed to 60 ESP instructors selected from across universities in

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Albiladi, Waheeb S. "English Teaching and Learning in Saudi Arabia: Emerging Practices and Strategies for Achieving the Educational Objectives of the Saudi Vision 2030." Journal of Language Teaching and Research 13, no. 4 (2022): 781–89. http://dx.doi.org/10.17507/jltr.1304.11.

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The purpose of this paper is to highlight the key elements of English teaching and learning related to Saudi Vision 2030. The paper aimed to develop a conceptual framework that guides the way for more teaching and learning practices that are aligned with the educational goals of Saudi Vision 2030. The theoretical framework of this research paper was informed by two bodies of literature: literature on second and foreign language methodologies and literature on teaching English in Saudi Arabia. Two types of information were needed for this study: perceptual and theoretical information. Perceptua

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Al-Harbi, Mohammed S., and Hussain Ahmad. "English Teachers’ Professional Development: Perspectives From Canada, Saudi Arabia, and Pakistan." Theory and Practice in Language Studies 12, no. 3 (2022): 596–604. http://dx.doi.org/10.17507/tpls.1203.21.

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English teacher professional development (PD) follows different pathways in different contexts depending on local classroom ecology; however, the main goal of PD is to improve learners’ academic achievements. For this purpose, the current study provides a comparative analysis of Teaching of English to the Speakers of Other Languages (TESOL) teacher professional development perspectives from Canada, Saudi Arabia, and Pakistan. Data was collected from seven teachers who had EFL/ESL teaching experience in Canada, Saudi Arabia and Pakistan. The study attempted to find out dominant English teacher

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Alsaawi, Ali. "Plurilingualism and monolingualism in foreign language classrooms: The perspective of EFL teachers in Saudi Arabia." Journal of Language and Cultural Education 8, no. 1 (2020): 15–29. http://dx.doi.org/10.2478/jolace-2020-0002.

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Abstract The idea of teaching a target language via a monolingual medium of instruction in the classroom has long predominated in the pedagogical context. In Saudi Arabia, excluding the students’ mother tongue (Arabic) in the foreign language classroom has been seen as a tool that accelerates the acquisition of the target language (English). This is widely viewed as the most practical and effective method of language learning, especially in the Gulf region, where English is a foreign language employed in the fields of economics and business. The recent academic argument that exploiting the stu

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Al-Ahdal, Arif Ahmed Mohammed Hassan, Addullah H. A. Alfauzan, and Nasser Mohammed Saleh Al-Sa’egh. "Getting Cinema into the Saudi EFL Classroom: Catering to Changing Learner Needs." Tobacco Regulatory Science 7, no. 5 (2021): 3826–43. http://dx.doi.org/10.18001/trs.7.5.1.156.

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Objectives: The language proficiency of English as a foreign language (EFL, henceforth) learners at Qassim University is currently below the expected standards. Even with pedagogical innovations taking the place of conventional methods in the classrooms, and feature films being increasingly used as authentic language exposure, the inclusion of feature films for teaching English is not welcomed in Saudi Arabia though English films are quite popular with the EFL learners in other parts of the globe. Pilot studies, before the current research, demonstrated positive outcomes with using feature fil

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Alshayban, Abdullah. "A Study of Saudi Students’ Attitude Towards E-learning Through Blackboard During Covid-19." World Journal of English Language 13, no. 1 (2022): 263. http://dx.doi.org/10.5430/wjel.v13n1p263.

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The objective of this study was to study students’ attitudes toward incorporating Blackboard into the teaching of English language learning courses during Covid-19. The sample consisted of 179 non-English-major students from a large Saudi University in Saudi Arabia. The study adhered to a mixed-method approach; for quantitative analysis, a survey was conducted to collect data from students, and interviews were taken to collect qualitative data. The quantitative analysis comprised descriptive statistics and correlations using SPSS. The qualitative data was examined through thematic analysis. Th

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Khan, Dr Waquar Ahmad. "Use of Bilingualism in Teaching EFL in the Branches of Taibah University, Kingdom of Saudi Arabia." Studies in English Language Teaching 7, no. 3 (2019): p358. http://dx.doi.org/10.22158/selt.v7n3p358.

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Inequality has many faces. Giving recognition to a single language variety as standard creates a cadre of people who gain from the acquisition processing, storage, transmission, retrieval and other manipulations of language through various controls. The global shift towards the realization of effective communication in English and the need to empower prospective participants of the opportunities in the world marketplace and in the academic arena to make knowledge of English a prerequisite tool. To satisfy the increasing demand, qualified personnel in EFL pedagogy becomes essential in helping a

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Jenkins, Sulaiman. "Examining the (im)mobility of African American Muslim TESOL teachers in Saudi Arabia." Transitions: Journal of Transient Migration 3, no. 2 (2019): 157–75. http://dx.doi.org/10.1386/tjtm_00005_1.

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Abstract Through the lens of raciolinguistics, this nascent study examines the mobility/immobility of two African American Muslim TESOL teachers (AAMTT) working in the Saudi Arabian higher education (HE) context. The data were collected through interviews and autobiographies in order to examine the participants' lived experiences and their stories. It also explores the paradoxes, tensions and duplicities in treatment experienced by these two TESOL teachers while teaching English as a foreign language (EFL) in Saudi Arabia. These teachers moved to the Gulf region with diverse forms of cultural,

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Abduljawad, Samah. "Male Students’ Perceptions of Being Taught by Female Teachers under the Backdrop of Saudi Cultures and Traditions in ESL Classrooms." Arab World English Journal 13, no. 4 (2022): 215–36. http://dx.doi.org/10.24093/awej/vol13no4.14.

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The study aims to investigate the perceptions of male students of being taught by female English Second Language (ESL) teachers and examine the efficiency of instructors in teaching English to male students under the restrictions of Saudi customs. Teaching male students of the opposite gender to whom they have not been exposed to prepared before in Saudi Arabia might have an impact on their feelings which may deter them from learning ESL successfully. Therefore, the study aims to answer the main research question; what are the male students’ perceptions of being taught by female ESL teachers i

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Aldawsari, Mohammed. "Deciphering Students and Teachers' Perceptions Towards English as a Medium of Instruction: A Case Study of Prince Sattam Bin Abdulaziz University." Theory and Practice in Language Studies 12, no. 12 (2022): 2687–94. http://dx.doi.org/10.17507/tpls.1212.27.

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Medium of instruction has been shifting towards English, thereby producing English as a medium of instruction (EMI) in Saudi higher education due to internationalization, globalization, economic and technological advancement. Saudi universities have been adopting EMI to address the needs of the day and the demands by the stakeholders and students. This study explores the perceptions of Saudi university students and teachers about the use of EMI in the Saudi higher education. The participants are 80 students and 20 university teachers affiliated to Prince Sattam bin Abdulaziz University, Kingdo

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Farooq, Muhammad, and Abdul Soormro. "Teachers and Technology: Trends in English Language Teaching in Saudi Arabia." International Journal of English Linguistics 8, no. 5 (2018): 10. http://dx.doi.org/10.5539/ijel.v8n5p10.

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Technology has impacted the learning approaches and vice-versa with an aim to improve the standards of language teaching/learning process. The present study focuses on teachers’ preferences and use of technology in their language classrooms. A survey was conducted to seek opinion of EFL teachers both male and female at the English language center on technology-related competencies. The survey comprised four domains: planning and preparation, classroom management, instruction, and professional responsibilities (Danielson, 2007).The questionnaire was distributed to 100 English language teachers

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Khan, Mohammad Owais. "Necessity of ESP (English for Specific Purpose) Courses for Medical and Science Students at Najran University, Saudi Arabia: An Exploratory-cum-remedial Study." Theory and Practice in Language Studies 10, no. 2 (2020): 208. http://dx.doi.org/10.17507/tpls.1002.09.

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English as we know that plays a major role in higher education, Science and technology. It also plays a very essential role in the field of Medicine and other related disciplines because textbooks and journals are mostly written in English. This paper is an attempt to call for ESP courses specially designed to meet the needs of the growing demand of teaching English to Medicine and Science students or to modify the prerequisite course of such professional disciplines i.e. “Preparatory Year Program (PYP)” up to the level of ESP. The present study identifies the students’ acuities about the sign

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Al-Jarf, Reima. "English Language Education at the Elementary School Level in Saudi Arabia: A Parents’ Perspective." British Journal of Teacher Education and Pedagogy 1, no. 3 (2022): 31–44. http://dx.doi.org/10.32996/bjtep.2022.1.3.4.

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In Saudi Arabia, there are several school types where children go and learn both English and Arabic: (i) Public (government) and Quranic schools; (ii) private schools where Arabic is the medium of instruction with an intensive English course; (iii) international schools where English is the medium of instruction, and one course is allocated to Arabic and Islamic Studies. This study surveyed a sample of parents to find out the number of hours allocated to English; kinds of textbooks used and whether parents consider them sufficient; parents’ views of their children’s proficiency level in the di

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Shuchi, Israt Jahan, and A. B. M. Shafiqul Islam. "Teachers’ and Students’ Attitudes towards L1 Use in EFL Classrooms in the Contexts of Bangladesh and Saudi Arabia." English Language Teaching 9, no. 12 (2016): 62. http://dx.doi.org/10.5539/elt.v9n12p62.

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<p>The role of a mother tongue (L1) in the teaching and learning of a foreign language (FL) has been the subject of much debate and controversy. This paper reports on a piece of research carried out in our own teaching environments (at universities both in Bangladesh and Saudi Arabia) and presents an analysis of the attitudes of students and teachers towards the use of learners’ mother tongue (in this case Bengali and Arabic) in English language classrooms at the tertiary level where English is taught as a non-major subject. For the study, two surveys with the same questionnaires were co

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Alharbi, Alhanouf, and Nashwa Saaty. "Demotivating Teaching Practices in EFL Classrooms in Saudi Secondary Schools." Journal of Language Teaching and Research 13, no. 6 (2022): 1324–31. http://dx.doi.org/10.17507/jltr.1306.21.

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This study explores demotivational teaching practices, such as teachers’ behaviours, teaching methods, personality traits, and competencies to examine how these practices negatively affect students’ motivation to learn foreign languages. The study utilised a qualitative approach in which semi-structured interviews were conducted with 20 female students in a public secondary school in Almadinah, located in the western region of Saudi Arabia. The study identified five teaching practices that secondary students found demotivating: (a) teacher-centred teaching; (b) excessive use of Arabic; (c) tea

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Hezam, Abdulrahman Mokbel Mahyoub, and Rian Abdulrahman Moqbel Mahyoub. "Saudi University Students’ Perceptions towards Language Learning via Blackboard During Covid-19 Pandemic: A Case Study of Department of Languages and Translation, Taibah University, Al-Ula Campus." Advances in Social Sciences Research Journal 9, no. 11 (2022): 360–72. http://dx.doi.org/10.14738/assrj.911.12730.

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This study investigates the use of Blackboard in teaching and learning English as a foreign language at the Department of Languages and Translation, Faculty of Science and Arts, Taibah University (TU) in Al-Ula, Saudi Arabia. It aims to investigate the efficiency of using Blackboard in EFL. The study tries to answer the following questions: What are the effects of using Blackboard in teaching and learning English as a foreign language on the development of language skills? What are the attitudes of EFL learners toward using Blackboard at Saudi EFL colleges? The descriptive research design used

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Tawfiq, Hatim Hassan, and Abdelshafie Alrayeh Abdelshafie. "Linguistic Impediments of Communicative Proficiency: A Case Study of Students in the CSHS, Shaqra University, Thadiq, KSA." English Language Teaching 14, no. 11 (2021): 61. http://dx.doi.org/10.5539/elt.v14n11p61.

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This paper examines the linguistic barriers that impede English language communicative proficiency of the students of English language in the college of sciences and humanity studies, Thadiq, Shaqra University, Saudi Arabia. The paper gives the specific linguistic problems that detain attaining a perfect English language communicative competence. The paper also examines the teaching strategies that help students reach competency in oral skill. It concludes with some suggestions that help students to achieve a higher proficiency in English language communication.&nbsp;

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Ahmed, Elawad Yagoub. "Using Arabic in Teaching English to Arabic-Speaking Learners (From Teachers’ and Students’ Point of View)." Education and Linguistics Research 6, no. 1 (2020): 117. http://dx.doi.org/10.5296/elr.v6i1.16424.

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The aim of this study was to investigate and analyse teachers’ and students’ views towards using Arabic in teaching English in secondary schools in Oneizah Province, Saudi Arabia. The data were collected by means of two questionnaires: one for teachers and the other for students. The subjects were 43 teachers of English, 12 were female. 120 male students from four different secondary schools in Oneizah. The results of the study showed that Arabic language (The students’ mother tongue) could be used during English language lessons although teachers’ responses gave less support for using Arabic.

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البلوي, Nahed Hussain Khalaf. "Advantages of Using Learning Management System (LMS (in Teaching Writing Skill in Adult English Classes in Saudi Arabia." مجلة العلوم التربوية و النفسية 6, no. 49 (2022): 125–35. http://dx.doi.org/10.26389/ajsrp.s090422.

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It is undeniable that technology has changed our ways of living. These changes are dramatically increasing in different parts of our life day by day. The pace of using technological advances in an academic setting is faster than others. For instance, In Saudi Arabia internet usage has attracted much attention in education. This matter is more noticeable for adult learners of the English language in the country. Among the four skills of writing, reading, listening and speaking. writing is considered as the most challenging skill for the Saudi English learners. Literature has numerous studies di

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Abu-ghararah, Basmah Ali. "Large Classes in the Context of Teaching English as a Foreign Language." Theory and Practice in Language Studies 11, no. 4 (2021): 333–39. http://dx.doi.org/10.17507/tpls.1104.01.

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The purpose of this study is to explore the techniques used by teachers of English as a foreign language (EFL) in teaching the four language skills to students in large classes in Madinah, Saudi Arabia. This study also seeks to determine the most effective technique to teaching large classes by examining teachers’ experiences. Additionally, this study investigates the teachers’ use of language techniques for language classes with respect to gender, qualification, years of experience, and level of teaching. The subjects of the study were 307 EFL teachers from Saudi schools. This study used desc

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A. Al-Samiri, Reem. "English Language Teaching in KSA in Response to the COVID-19 Pandemic: Challenges and Positive Outcomes." Arab World English Journal, no. 1 (April 15, 2021): 147–59. http://dx.doi.org/10.24093/awej/covid.11.

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The pandemic of 2020 was a watershed moment for all educators worldwide as schools and universities were forced to close their doors to avoid the spread of COVID-19. Thus, a new movement towards widespread e-learning emerged with unknown consequences for learners and educators alike. The situation in Saudi Arabia was no exception. The purpose of this study is to explore how English as a foreign language (EFL) teaching and learning at the tertiary level in Saudi Arabia was impacted negatively and positively by the move to online learning. It reviews research published since the onset of the pan

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Louber, Ismael, and Salah Troudi. "“Most of the Teaching is in Arabic Anyway”, English as a Medium of Instruction in Saudi Arabia, Between De Facto and Official Language Policy." International Journal of Bias, Identity and Diversities in Education 4, no. 2 (2019): 59–73. http://dx.doi.org/10.4018/ijbide.2019070105.

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There has been much debate about the issue of English as a Medium of Instruction (EMI) and the place of English in the context of international education in general and in the Arabian/Persian Gulf region in particular. This study explores the use of EMI in an undergraduate engineering programme in the Kingdom of Saudi Arabia (KSA). Using a qualitative approach to data collection by means of open-ended questionnaires and semi-structured interviews, this study explores the views of Arab expatriate teachers of scientific subjects, Saudi engineering students and preparatory year EFL non-Arab expat

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Almegren, Afnan. "Saudi Students’ Attitude towards World Englishes." International Journal of Applied Linguistics and English Literature 7, no. 4 (2018): 238. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.4p.238.

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In order to create and adopt better educational and pedagogic policies, it is important to understand students’ attitude towards the varieties of English. This study aims to investigate young Saudi EFL learners’ attitude towards the concept of World Englishes. It also explores Saudi learners’ preference of one English variety over the others. This study is significant since few studies have been done on the awareness of World Englishes among Saudi EFL learners and the present research is designed to fill this gap. The present study will help apply the concept of World Englishes to the teaching

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Oudah, Fatimah, and Sultan Altalhab. "Saudi EFL Teaching Training Programmes: Teachers’ Perceptions and Needs." Theory and Practice in Language Studies 8, no. 11 (2018): 1407. http://dx.doi.org/10.17507/tpls.0811.04.

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This study explores Saudi EFL teachers’ needs and perceptions towards training programmes in Saudi Arabia. The data were collected using a semi-structured questionnaire from a total of 215 EFL teachers; 10 of these teachers were also interviewed. The main findings revealed that Saudi EFL teachers have a positive attitude and view that training programmes meet their various needs, such as a need for programmes on English teaching aids; assessment and grading strategies concerning learners’ language proficiency; and programmes concerning classroom practices that implement activities to support l

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Al-Shehri, Saleh. "Transforming English Language Education in Saudi Arabia: Why Does Technology Matter?" International Journal of Emerging Technologies in Learning (iJET) 15, no. 06 (2020): 108. http://dx.doi.org/10.3991/ijet.v15i06.12655.

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Several studies have discussed the potential of reforming the Saudi educational system in line with Vision 2030 announced in 2016. While some studies highlighted factors that can make transformation successful, reviewed studies proposed future plans on how educational reform can take place, i.e., studies that investigated the Vision’s educational opportunities are mostly proposals, meaning that no experimental research has yet been conducted on the actual learning practice, particularly with English education and the incorporation of technology into learning. Thus, the current longitudinal stu

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Ahmed, Mahdi Aben. "Digital Teaching-Learning Technologies: Fostering Critical Thinking in Language Classrooms in Saudi Arabia." World Journal of English Language 12, no. 7 (2022): 1. http://dx.doi.org/10.5430/wjel.v12n7p1.

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This study investigates the wide variety of the current digital teaching-learning technologies that Saudi EFL teachers use to engage students' critical thinking skills. Furthermore, this research also explores the critical thinking skills that developed as a result of the use of technology in the Saudi context. Data were collected through a questionnaire to get teachers’ feedback and opinions about digital applications used and the critical thinking skills employed. Forty teachers from six English language institutes and four English departments in different cities of Saudi Arabia participated

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Uddin, Nasir. "Culture in Teaching EFL in Saudi Arabia from Learners’ Perspective." Journal of Arts and Humanities 6, no. 3 (2017): 08. http://dx.doi.org/10.18533/journal.v6i3.1120.

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<p>This paper aims to study the attitude of Saudi Arabian undergraduate English students towards the American and British culture by studying their attitude to materials with relevant cultural contents in their textbooks. As strict followers of Islamic principles, the learner might be misunderstood to be reactive to the cultural contents of the nations of completely different culture. However, primary data shows that the learners are more tolerant in their attitude to the English culture than they socially appear to be, but they are keen to learn English as a language with relatively les

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Alzahrani, Maha. "Saudi EFL Teachers’ Attitudes towards Professional Development." International Journal of Learning, Teaching and Educational Research 19, no. 11 (2020): 242–58. http://dx.doi.org/10.26803/ijlter.19.11.14.

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The study reported in this paper aimed to investigate the Professional Development (PD, henceforth) needs of English language teachers in Saudi Arabia. Its primary objectives were to assess the needs of PD and training of Saudi English language teachers and to explore the teachers’ attitudes towards the amount and quality of English teaching preparation received prior to their teaching career. The study adopted a mixed-method approach in order to gain a deep understanding of the phenomenon under investigation. The participants of the study included 109 Saudi teachers of English language who te

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Alzahrani, Maha. "Saudi EFL Teachers’ Attitudes towards Professional Development." International Journal of Learning, Teaching and Educational Research 19, no. 11 (2020): 242–58. http://dx.doi.org/10.26803/ijlter.19.11.14.

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The study reported in this paper aimed to investigate the Professional Development (PD, henceforth) needs of English language teachers in Saudi Arabia. Its primary objectives were to assess the needs of PD and training of Saudi English language teachers and to explore the teachers’ attitudes towards the amount and quality of English teaching preparation received prior to their teaching career. The study adopted a mixed-method approach in order to gain a deep understanding of the phenomenon under investigation. The participants of the study included 109 Saudi teachers of English language who te

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Algethami, Ghazi. "Teachers’ Perspectives towards Teaching English Online at the Tertiary Level in Saudi Arabia." Arab World English Journal, no. 2 (January 24, 2022): 317–28. http://dx.doi.org/10.24093/awej/covid2.21.

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The drastic and unplanned shift to online teaching caused by the Covid-19 pandemic offers researchers with unprecedented opportunity to examine a wide range of issues related to online language teaching and assessment. The current study surveyed English language teachers (N = 161) from several Saudi universities regarding their experience with teaching English online. Five themes were explored: institutions’ resources and technical support, knowledge and training, attitudes, effectiveness of teaching and assessment, and overall experience. The results demonstrate the readiness of Saudi univers

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Fattah Soomro, Abdul. "Integrated Model towards Computer Assisted Language Learning Acceptance: Empirical Case Study of Saudi Universities." International Journal of Education and Literacy Studies 6, no. 2 (2018): 40. http://dx.doi.org/10.7575/aiac.ijels.v.6n.2p.40.

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Maximum utilization of technology in all fields of life including language education by a country has become inevitable to survive in the competitive world. Saudi government has already invested a lot of efforts and public finance to adopt modern teaching practices using Information Communication Technology (ICT) to supplement English Language Teaching (ELT) in Saudi Arabia. The present study applies Technology Acceptance Model (TAM) as a theoretical model to explore the effects of different factors on the attitudes of teachers towards using Computer-Assisted Language Learning (CALL) in the la

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Nalliveettil, George Mathew, and Talal Hail Khaled Alenazi. "The Impact of Mobile Phones on English Language Learning: Perceptions of EFL Undergraduates." Journal of Language Teaching and Research 7, no. 2 (2016): 264. http://dx.doi.org/10.17507/jltr.0702.04.

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Researchers across the world are examining the educational value and effectiveness of integrating the latest electronic gadgets with teaching-learning activities in the classroom. In spite of the availability of latest electronic gadgets like iPods, tablets, and smartwatches, researchers are more interested in the educational value of the mobile phones for the teaching-learning of English. In a technologically advanced country like Saudi Arabia, the third and fourth generation (3G, 4G) mobile devices are available at affordable prices, and people of all streams find it necessary to own a mobil

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AlAfar, Manahel. "The Value of Songs and Rhymes in Teaching English to Young Learners in Saudi Arabia." English Language and Literature Studies 6, no. 4 (2016): 25. http://dx.doi.org/10.5539/ells.v6n4p25.

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The study aimed to show the impact of using songs and rhymes in teaching English to young female learners in Saudi Arabia. It involved 20 Saudi teachers who were randomly selected from public and private schools in Riyadh city. The age of the female students ranged from 6 to 10 years. Forty parents volunteered to participate, Parents were asked to answer an online survey comprising ten different questions. Interview questionnaire and online survey were the tools used for data collection. About 9 of all teachers don’t use songs and rhymes activities in teaching English. 15 of teachers out of 20

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Mukhallafi, Turki Rabah Al. "English in Saudi Arabia: Status and Challenges in The Light of Prince Mohammad Bin Salman’s Vision 2030." International Journal of English Linguistics 9, no. 4 (2019): 209. http://dx.doi.org/10.5539/ijel.v9n4p209.

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It is essential that educational institutions prepare students for the workforce especially when they are teaching English. In most Saudi Universities English Departments have been established in the Faculties of Arts, Languages, Education and Translation. However, recognition of the need for English in the Saudi educational system has not always been matched by acceptable educational outcomes. This is indicated by the inadequate number of well-trained and highly qualified teachers of English. Lack of recognition has hindered progress towards reaching the Kingdom Vision of 2030 that focuses on

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Alanazi, Khatmah, and Celia Thompson. "Using social networking technologies to promote language socialisation: English as foreign language teachers' perceptions in Saudi Arabia." Global Journal of Foreign Language Teaching 9, no. 3 (2019): 122–36. http://dx.doi.org/10.18844/gjflt.v9i3.4129.

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Teachers’ beliefs play a key role in their selection of language teaching methodologies; they affect teachers’ pedagogical practices and behaviours and are consequently integral in shaping the language learning classroom environment. This study investigated the beliefs of teachers of English as a foreign language (EFL) in relation to the concept of ‘language socialisation’ (LS) and its pedagogical application through the use of social networking technologies (SNTs) in a Saudi university language learning context. Data comprised a survey, which was administered to a total of 28 EFL teachers, of

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Alzamil, Abdulrahman. "Teaching English Speaking Online versus Face-to-Face: Saudi Students’ Experience during the COVID-19 Pandemic." Arab World English Journal 12, no. 1 (2021): 19–27. http://dx.doi.org/10.24093/awej/vol12no1.2.

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In March 2020, schools in the Kingdom of Saudi Arabia were suspended. Online learning became a substitute for traditional face-to-face learning. This study addresses the implications of this shift for the attitudes of university-level English majored Saudi students taking a listening and speaking course. The study investigated the students’ attitudes towards: a) the importance of speaking in English; b) teachers use of emails to communicate their feedback on students’ English-speaking tasks; c) online teaching of English speaking; and d) online learning and teaching of the English language. Th

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Turjoman, Mona Obaid Alrahman Ashik. "Willingness to Communicate in English among Saudi Female University Students." International Education Studies 9, no. 7 (2016): 170. http://dx.doi.org/10.5539/ies.v9n7p170.

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<p class="apa">Since the English Language teaching system differs from public schools to private ones, it is presumed that this would have a great impact of students’ willingness to communicate in English in Saudi Arabia. The purpose of the current study is to investigate the effect of private and public school education on WTC in English among Saudi Female English major students. Second, the researcher considered the degree of WTC in English among the Saudi Female English major students based on their private and public school education. Results indicate there is a significant differenc

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Al Khateeb, Ahmed Abdulteeef M. "Measuring Digital Competence and ICT Literacy: An Exploratory Study of In-Service English Language Teachers in the Context of Saudi Arabia." International Education Studies 10, no. 12 (2017): 38. http://dx.doi.org/10.5539/ies.v10n12p38.

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The purpose of this research is to measure in-service English language teachers' digital competence, particularly for the enhancement of teaching English as a second/foreign language in schools in Saudi Arabia. Information and communication technology (ICT) knowledge is currently considered as a vital skill for foreign language teachers in addition to their linguistic competence. Recently, there has been a focus on digital competence, since it can be regarded as a gateway for enriching knowledge, economies, societies and individuals. There is also a massive need for teachers to assess their ow

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Alshahrani, Hind Mesfer Ali. "Language Ideology and Practices in Higher Education in Saudi Arabia." Higher Education Studies 12, no. 4 (2022): 57. http://dx.doi.org/10.5539/hes.v12n4p57.

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Universities mainly play an important role in serving the national languages and demonstrating their supremacy in the country and at the same time universities strive to compete with the universities of the world. Between the preservation of the national language and the tendency to internationalize the university, a group of linguistic ideologies is formed, which is expected to be contradictory between some or between ideologies and practices. This paper investigates the linguistic ideology of academics in medical colleges at King Abdulaziz University, because of the important role of ideolog

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