SACM - Ireland
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9656
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Item Unknown 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 Exploring The Effective Use of AI Tools (Copilot) in the Teaching of English Grammar to First Year Saudi Undergraduate Students in Saudi Arabia(Saudi Digital Library, 2026) Almeshal, Ziyad Abdulaziz M; Murray, LiamThis thesis investigates the role of Copilot in helping first-year Saudi undergraduate students to understand and use English grammatical items more effectively. The study investigates familiar challenges in English as a foreign language (EFL) classrooms, where many students study grammar for years but still struggle to apply correct forms accurately and confidently in context. In Saudi Arabia, this difficulty is shaped by teacher-centred instruction, limited communicative practice, and restricted exposure to English outside the classroom. Based on this background, the study examines whether Copilot, as a GenAI tool, can provide useful support for grammar learning without replacing the teacher's role. A mixed methods design was used to explore both measurable change and students’ experiences. Quantitative data were collected through pre- and post-tests and questionnaires, whereas qualitative data were collected through open-ended responses, semi-structured interviews, and classroom observations. This design allowed the researcher to examine not only whether improvement occurred but also students’ views and experiences regarding the use of Copilot, what they found helpful, and where difficulties persisted. The findings revealed that Copilot supported student learning in several ways. Test results showed an overall improvement in grammatical accuracy, with clear enhancements revealed with English verb tenses, such as in the present continuous, past continuous, and past simple. Students also reported that Copilot provided simple explanations, immediate feedback, and opportunities to ask the same questions repeatedly without embarrassment or fear of judgment. Over time, many students became more focused in their interactions with the tool and more confident in discussing grammar problems. At the same time, the study also provided limitations related to the use of the tool. Some students faced technical problems, unclear explanations, misunderstandings, and uncertainty about the reliability and trust of responses. These results suggest that Copilot can support grammar learning, but its impact depends on guided use, classroom structure, and students’ ability to engage with it thoughtfully rather than passively accepting its suggestions. The study argues that Copilot is best understood as a supportive pedagogical tool rather than a substitute for teaching, with both potential and limitations in learning English grammatical tenses and language learning in general. Moreover, it suggests that AI tools should be integrated in a balanced way to prevent students’ overreliance while maintaining their supportive nature.16 0