SACM - Ireland
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9656
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Item Restricted Investigating The Potential Effectiveness of Implementing the Flipped Classroom Approach on Grammar Learning of Saudi EFL Male University Students; Students’ Attitudes, Achievements and Perceptions(Saudi Digital Library, 2026) Alenazi, Majed Eissa; Murray, LiamEnglish grammar is a fundamental component of language learning, yet it remains one of the most challenging areas for many learners of English as a Foreign Language (EFL), particularly in contexts where opportunities for meaningful practice are limited. This study investigated the effectiveness of the flipped classroom approach in teaching English grammar to Saudi EFL university students. It aimed to examine the impact of this approach on students’ grammar achievement and to explore their perceptions of learning through a flipped classroom model. The study was motivated by the continuing challenges Saudi learners face in grammar learning and the growing need for more student-centered and technology-supported teaching methods in higher education. A mixed-methods, quasi-experimental design was adopted. The study involved Saudi male university students and used a range of data collection tools, including tests, questionnaires, and a group interview, to evaluate both academic achievement and student perceptions. The flipped classroom approach was implemented by assigning instructional materials before class and using class time for practice, interaction, discussion, and teacher support. This design allowed students to engage with lesson content in advance and use classroom time more actively and meaningfully. The findings indicated that the flipped classroom approach had a positive effect on students’ grammar learning and was generally well received by the participants. Students showed clear improvement in their grammar achievement after the implementation of the approach, suggesting that the flipped model supported better understanding and application of grammatical structures. The findings also revealed that students developed positive attitudes towards this method of instruction and appreciated the opportunity to prepare before class and participate more actively during lessons. The results also suggested that the approach promoted greater engagement, and created a more supportive and motivating learning environment. These findings highlight the potential of the flipped classroom approach to enhance both academic performance and learner experience in grammar instruction. In general, the study concludes that the flipped classroom approach can be a useful method for supporting grammar instruction in Saudi EFL higher education contexts and may offer practical value for teachers and curriculum designers seeking to improve classroom practice.9 0Item Restricted Pedagogy Potential of Social Media in Saudi Arabia Curricula: students' and teachers' perceptions and practices(University of Limerick, 2024-05) Alhassan, Yousef; Murray, Liam; Giralt, MartaSocial media tools are commonly used in everyday life in the 21st century. Social media has influenced many areas in our lives including education. Social media is widely researched in the area of English as a foreign language (EFL). Research into social media as a supportive tool in the curriculum has been reported with different perspectives. Some scholars (Mohammed et al., 2023; Lashari et al., 2023) have found it useful in improving the performance of English language learners and others have indicated (Nkhi, 2023; Asafo-Adjei, 2023) negative impacts of integrating social media in EFL classrooms. The present doctoral research aimed at exploring the perceptions and practices of teachers and students at 3rd level education towards using social media as a tool in curricula in Saudi Arabia. This research targeted learners and teachers of EFL in Saudi Arabia. The study investigation included the student use of social media, the student’s perceptions of social media, teacher’s use of social media and the teacher’s perceptions surrounding social media. Moreover, this research suggested several practices that can be useful for teachers and learners of EFL. A mixed method approach of quantitative and qualitative approaches was adopted to collect the data for the study using questionnaires and semi-structured interviews for the two targeted groups, teachers and students. These tools are used to explore the perceptions and attitudes of the participants towards using social media as a tool in EFL classrooms. The data were analysed using statistical analysis for the quantitative data and thematic analysis for the qualitative data. Overall, the results of the research indicated that using social media in curricula appeal to both teachers and students with concerns regarding distraction that social media may cause and the possibility to find appropriate approaches that can be adopted to implement social media in EFL classrooms.25 0