Browsing by Author "Ayman Alzahrani"

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A Comparison of Rote Learning and Reflective Learning by Saudi Arabian Students
Ayman Alzahrani; Dr Mercedes Durham
Rote learning, the acquisition of language knowledge through memorisation and drilling, has been a core facet of teaching English in Saudi Arabia for many years. This is partly due to the cultural tradition of memorisation and repetition, but is also affected by factors such as classroom size and teaching approaches. However, there has been criticism of the approach in that it does not deliver deep level learning or understanding of the language. This refers to students whose learning has focused on memorising work in order to pass exams rather than to achieve communicative competence. Given the increasing importance of the Saudi economy globally, there is a growing desire for students to have strong written and oral English skills, and rote learning does not appear to provide this. As such, the study undertook to compare rote learning and a more reflective approach within the context of the English Language Institute at King Abdulaziz University. Through the use to a test group employing a reflective teaching approach and measuring their outcomes on written language assessment in comparison with a control group who were focused on rote learning, it was found that the reflective approach significantly increased not only motivation to learn, but also overall confidence and ability with written language. In support of this, the test and control students participated in a focus group, the control group were observed and interviews were undertaken with two senior teachers. The overall response to the reflective approach was positive from both teachers and students, whilst the rote learning students were demotivated and only engaged when the time came to study for exams. Recommendations for a change in teaching focus within the University are thus made based on these findings.
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Breaking the shackles of rote learning: Towards a transformative ELT pedagogy in a Saudi University English Language Programme
Ayman Alzahrani; Dr Alison MacKenzie
Saudi Arabia recently joined the G20 world emerging economies and in 2016 launched its 2030 Vision to diversify its economy away from oil dependency. The vision stresses that the current educational system must align with future market needs and that reform is paramount to nurture a generation of independent and skilled graduates with good communication skills where English plays an integral role. However, despite the efforts of English language programmes in universities and schools to adopt communicative teaching approaches to English language learning, rote learning persists. The English Language Institute (ELI) at Star University (pseudonym) in Saudi Arabia, the site of this study, encourages rote learning because it has to adhere to pacing guides, follow pre-selected textbooks, and conduct multiple English quizzes and tests throughout the seven-week module in the preparatory year programme (PYP), also called foundation program. Rote learning has led to what I define as ‘inflexible retentiveness’ (IR) which impedes learners’ progression in different aspects of language acquisition. Set against Dörnyei’s (2005) theory of second language (L2) motivational self-system model, this empirical research explored how flipped learning (FL) could improve 25 Star University (SU) EFL students’ engagement, autonomous learning and self-conceptions in the acquisition of English, and whether FL could discourage and/or complement rote learning. A seven-week intervention was designed using a mixed methodology approach to generate the data using a) institutional documents to identify the root problems (i.e., historical context) of the overreliance on rote learning; b) students’ writing samples to assess the language development over the course of the intervention; c) students’ conversations in WhatsApp and the virtual classroom to provide alternative teaching and learning platforms to trigger engagement and promote autonomous learning environment, and; d) a questionnaire to generate qualitative and quantitative data to uncover students’ perceptions of self. Evidence from the triangulated data shows that majority of participating EFL students were more motivated, became more autonomous in their learning and gained greater self-concept using various ICT (Information and Communication Technologies) platforms than they had been when rote learning was the principal pedagogic method. FL was favoured over rote learning strategies by the majority of students. FL also reduced students’ cognitive load which had had negative effects on task comprehension and completion. Greater student agency was demonstrated in multiple tasks and in their efforts to meet deadlines. Exam results showed that participating students scored above average compared to their peers from other sections. This research study offers an alternative ELT pedagogy to the entrenched traditional lecture-based instruction and demonstrates that the flipped learning model could help meet the 2030 vision goals. It has implications for both EFL learners and teachers and is of interest to the policymakers in English language departments. However, to make the desired changes to English language teaching, learning and motivation, the right environment should be in place and on-the-job training is required for EFL teachers before they can embark on such a transition. Technological Pedagogical Content Knowledge (TPACK) model elements should be considered as the starting point to deliver a successful FL model.
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