SACM - United States of America
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9668
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Item Restricted ENGLISH LANGUAGE TEACHERS’ PERSPECTIVE ON THE APPLICABILITY OF THE LANGUAGE ASSESSMENT FRAMEWORKS USED IN SAUDI ARABIAN UNIVERSITIES(University of Mississippi, 2024-08-11) Alqahtani, Asmahan; Warhol, TamaraThis study investigates English language assessment practices in Saudi Arabian universities from the perspectives of English language teachers. It explores how ESL teachers perceive the applicability of assessment frameworks provided by policymakers in higher education. Guided by concepts of Language Assessment Literacy, the study examines the roles and practices of various stakeholders in language assessment, the principles and concepts guiding these practices, and the awareness of the social contexts in which language assessment takes place. In Saudi Arabia, research on language assessment is needed due to the limited attention given to assessment and testing issues, and the minimal involvement of teachers in assessment development and decision-making. This mixed-method study employs both qualitative and quantitative data. Qualitative data were collected through interviews to explore participants' in-depth perceptions, while quantitative data were gathered via surveys to collect information on assessment from a larger population. The interviews included eight (8) English language teachers currently teaching at various universities in Saudi Arabia; whereas, 73 teachers participated in the survey. Thematic analysis was used to analyze interview data, and descriptive analysis was applied to survey results. Findings reveal that ESL teachers in Saudi universities are generally dissatisfied with current assessment practices. Key concerns identified in interviews include limited teacher involvement in assessments, the rigid structure of the unified exam system, reliance on traditional assessment methods, and the neglect of students' individual needs. Survey findings indicate a preference among language teachers for assessment topics addressing language pedagogy issues over theoretical and local practice aspects of assessment.18 0Item Restricted Optimizing English as a Second Language Learning with Social-Emotional Learning(Gonzaga University, 2024-05-09) Alghamdi, Ashwaq; Hunter, JamesThis project advocates for the integration of Social and Emotional Learning (SEL) principles into English as a Second Language (ESL) education for adolescents aged 14 to 18. Traditional ESL methodologies often neglect the emotional well-being of English language classes, leading to disengagement, learning difficulties and potential discontinuation of language learning. Drawing upon the five SEL competencies stated by Bridgeland, et al. (2016), the curriculum emphasizes promoting self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. By incorporating SEL into the curriculum, students not only enhance their language proficiency but also develop essential life skills necessary for navigating various interpersonal and real-life situations. Educators play a crucial role in recognizing and addressing the emotional challenges that ESL learners encounter, developing a growth-oriented mindset and empowering students to embrace their language learning journey. This project aims to create a supportive and inclusive learning environment, modifying negative experiences that could potentially impact students’ future prospects, such as disengagement in social life situations. Ultimately, the integration of SEL principles seeks to mitigate negative experiences, enhance student engagement, and improve long-term prospects for ESL learners in both academic and real world settings.77 0Item Restricted Theory and Practice: Exploring an Evidence-Based Framework for Call and Language Teacher Education(Washington State University, 2024) Asiri, Ali; Egbert, JoyThis comprehensive overview synthesizes findings from two studies that explored English language education and teacher preparation through evidence-based approaches. The first study addresses the challenge of effectively integrating up-to-date technology into language classrooms, mainly focusing on computer-assisted language learning (CALL) professional development (PD) for English language teachers in Saudi Arabia. This theory-to-practice paper reviews existing literature on teacher PD and CALL PD, culminating in the proposal of a CALL PD framework tailored to the Saudi context. This framework incorporates elements identified as effective in improving current and future CALL PD initiatives. The second study explores the integration of educational escape rooms (EERs) as a novel strategy within teacher preparation programs. While EERs have proven effective in supporting learners across various disciplines, the study addresses the gap in research regarding their application in teacher preparation. The investigation incorporates four evidence-based theoretical elements (content authenticity, active learning, modeling effective instruction, and providing ongoing experiences) into the design of EERs for 45 pre-service teachers. The results highlight key themes in participant interactions during escape room experiences, shedding light on teamwork dynamics and communication. Moreover, participants reported enhanced learning experiences, emphasizing elements such as authenticity, active learning, 21st-century skills, modeling, challenge, and technology use. The findings suggest that designing learning experiences based on these elements can significantly benefit pre-service teachers, offering meaningful insights for teaching and future research directions.14 0Item Restricted The Role of L1 Dialect Phonotactics on the Production of L2 English Phonotactics by Saudi EFL Learners(University of Mississippi, 2024-05-01) Balbaid, Abdullah Ahmad; Schaefer, VinceThis study investigates the phonological challenges and adaptive strategies employed by 30 first-year university students majoring in English from three distinct Saudi Arabian dialect backgrounds—Najdi, Hijazi, and Hasawi—in perceiving and producing English onset biconsonant and triconsonant clusters. Exploring dialectal variations, the research aims to understand how these phonological characteristics influence the acquisition and intelligibility of English pronunciation among Saudi learners. Utilizing a combination of perception tasks through ABX discrimination tasks and production tasks inspired by the Labovian model, the study provides insights into the dialect-specific phonological challenges faced by the participants. Key findings reveal that Najdi speakers demonstrate higher proficiency in both perceiving and producing English consonant clusters, particularly biconsonant clusters, compared to their Hijazi and Hasawi counterparts. This proficiency underscores the significant role of L1 phonotactic knowledge in L2 phonological learning, highlighting the adaptability and cognitive flexibility of Najdi speakers in handling both familiar and unfamiliar phonological patterns. Furthermore, the study identifies distinct phonological repair strategies employed by speakers to address challenges unique to their dialects. While Najdi speakers commonly substitute /p/ with /b/, Hijazi speakers occasionally adapt by substituting /θ/ with /t/, reflecting the phonotactic constraints and opportunities within their dialect for phonological adaptation. The investigation into the impact of dialectal variations on L2 English pronunciation intelligibility indicates that Hijazi and Hasawi speakers' reliance on repair strategies and their challenges with clusters not present in their L1 dialect suggest a noticeable L1 influence, thereby affecting their pronunciation intelligibility. Contributing to a broader understanding of second language phonological acquisition, this study emphasizes the need for dialect-sensitive language instruction, advocating for pedagogical strategies that recognize the unique phonological landscapes of learners. This approach aims to enrich language teaching practices within linguistically diverse settings, fostering more effective and engaging language learning experiences across different educational levels.44 0Item Restricted TEACHING ANGLOPHONE LITERATURE TO NON-NATIVE STUDENTS: CHALLENGES AND SOLUTIONS(2023-04-06) Alnashwan, Afnan Omar; Linkon, Sherry LeeTeaching English-language novels to non-native speakers poses unique difficulties that traditional teaching approaches cannot address. These challenges include not only language barriers but also the need to analyze unfamiliar literature and culture, which students may not have been introduced to in their prior education. As a result, students are expected to memorize and repeat knowledge without developing their literary skills. This thesis investigates these challenges and the limitations of the traditional approach, emphasizing an alternative student- centered, reflexive learning method. It suggests using Toni Morrison's novel Beloved as a primary text, which can provide non-native students with a better understanding of the cultural and social contexts that often shape literature. Through critical analysis of characters’ cultural logic and elements that shape social structures, students can develop their skills and engage meaningfully with the material.9 0