SACM - United Kingdom
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9667
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Item Restricted Exploring the factors contributing to high anxiety during recast in an online environment: insights from Saudi EFL learners’ experiences(University College London (UCL), 2025) ِِAlrefaie, Asma; Solano, VictorAbstract The study explores the factors contributing to anxiety during recasting in an online environment, as well as the attitudes and opinions of Saudi EFL learners. A total of 33 students completed the Foreign Language Classroom Anxiety Scale (FLCAS). The EFL students were divided into high and low anxiety groups, and 6 students, both male and female, were selected to participate in semi-structured interviews. Thematic analysis was used. The study identified classroom environment and recast feedback, as key contributors to anxiety. Furthermore, students' attitudes and opinions towards recast feedback in an online environment are explored. Limitations, implications, and suggestions for future research are discussed at the end of the study. This study contributes to the understanding of how recasting impacts anxiety in online EFL settings and provides insights into effective teaching practices. Key words: Recast, Anxiety, online, EFL, learners, Saudi, Oral corrective feedback24 0Item Restricted Translanguaging in EFL Tertiary Education: Investigating Saudi English Language Teachers’ Perceptions(University of Reading, 2024-09-07) Alshehri, Yara; Chung, YoojinTranslanguaging is currently enjoying significant interest in the field of Teaching English to Speakers of Other Languages (TESOL). Within the context of teaching English as a Foreign Language (EFL), research has revealed that translanguaging as a pedagogical approach can be beneficial for both affective factors and learning outcomes. However, despite current interest and potential affordances, translanguaging is not employed by most instructors. This is also notable in the context of Saudi EFL tertiary education. Thus, it is essential to investigate what teachers’ perceptions are to explore how translanguaging can be employed in Saudi EFL teaching in the future. This study aims to investigate Saudi English language teachers’ perceptions toward translanguaging and the perceived benefits and disadvantages resulting from utilizing this approach. A mixed-method approach was utilized to collect quantitative and qualitative data. The questionnaire garnered 51 responses, and five semi-structured interviews were conducted. The results reveal that Saudi English instructors' perceptions were generally positive yet cautious. Moreover, the teachers expressed that translanguaging was significantly beneficial in serving as a pedagogical tool to scaffold EFL learning as well as improving classroom dynamics. Meanwhile, the perceived disadvantages include L1 overreliance and the reduction of FL exposure. These results are similar to the findings of previous research conducted in Saudi contexts and global contexts.23 0Item Restricted The vocabulary growth of EFL learners in Saudi Arabia: The role of individual differences, digital flashcard learning and quiz frequency(the University of Birmingham, 2024-07) Albalawi, Abdullah; Gareth, Carrol; Petra, SchoofsDespite the substantial expansion in vocabulary research since the 1980s (Laufer, 2009; Meara, 2002), we still know very little about how vocabulary develops over time and what factors influence this development (Pellicer-Sánchez, 2019; Webb & Nation, 2017). The first study of the thesis aimed to address this by examining the vocabulary breadth growth of EFL learners over a school semester (12 weeks). It measured the vocabulary growth (meaning recognition and meaning recall) of 141 Saudi intermediate school (aged 15) and secondary school (aged 16) students using the Updated Vocabulary Levels Test (Webb et al., 2017). To explain the expected variation in vocabulary growth, the study examined the role of individual differences focusing on three key factors: out-of-class exposure (e.g., watching TV and playing video games), self-regulation and motivation. The main finding from this study is that vocabulary growth in an EFL context can be low and slow (Nurweni & Read, 1999; Siyanova-Chanturia & Webb, 2016; Webb & Chang, 2012), and after many years of school instruction, students might still not develop a good knowledge of even the highest frequency vocabulary (i.e., the most frequent 1000 word-families). Additionally, out-of-class exposure and motivation were significant predictors of vocabulary learning. The second study aimed to address the low knowledge of high frequency vocabulary found in the first study. Given the limited time of many EFL classes, it employed digital flashcard learning in out-of-class settings and included in-class quizzes to make sure that students genuinely engage with vocabulary learning and potentially benefit from the testing effect (Karpicke & Roediger, 2007). However, it was unclear based on the previous research how frequently quizzes should occur for optimal vocabulary learning. The second study aimed to address this gap by first examining the effect of quizzing (quiz vs. no-quiz) followed by an examination of the effect of quiz frequency (weekly, biweekly and monthly) on vocabulary learning over a school semester (eight weeks). Secondary school students (n = 76, age = 16-17) learned 120 target words using digital flashcards in naturalistic out-of- class settings using their personal devices. The second study had two main findings. First, the groups who received quizzes showed significant vocabulary improvement on the posttest while the group who did not receive quizzes did not make any significant vocabulary gains. This finding suggests that supplementing out-of-class vocabulary learning with in-class quizzes can be an effective vocabulary learning approach. It also suggests that students’ willingness to engage in out-of-class language learning (i.e., extra- curricular learning) should not be taken for granted when there is no source of external motivation (Seibert Hanson & Brown, 2019). Second, there were no significant differences in the learning gains between the three quiz frequency groups (weekly, biweekly and monthly), suggesting that more frequent quizzes do not necessarily lead to more vocabulary learning. The thesis overall makes valuable contributions to both vocabulary theory and practice. The first study enhances our understanding of the nature of vocabulary knowledge by examining vocabulary growth longitudinally while taking into account the role of individual differences. The second study offers practical recommendations to help language learners learn vocabulary more effectively. The two studies combined make important strides in advancing L2 vocabulary learning, instruction and research.25 0Item Restricted Teachers’ Perceptions of EFL Students’ Motivation in Blended Learning Using Blackboard(University of Glasgow, 2023) Ashkan, Layal; Marshall, CharlesAbstract Teaching English online has become increasingly popular in recent years due to its convenience and flexibility, necessitating a deeper understanding of the dynamics that influence student motivation in virtual classrooms. This study aims to investigate Saudi EFL teachers' perceptions of Blackboard as an educational tool for the students’ motivation and identify the teaching practices they believe are effective. The researcher conducted a thematic analysis and semi-structured interviews to gain insights into Saudi EFL teachers' perceptions of Blackboard as an educational tool. The research findings revealed positive and negative feelings about online learning among Saudi EFL teachers. While some teachers expressed enthusiasm for the potential benefits of using technology in teaching, others raised concerns regarding the challenges associated with online learning. Blackboard was seen as facilitating communication between teachers and students, allowing for instant feedback and exchange of ideas. However, there were also some negative perceptions expressed. Some teachers reported feeling isolated and disconnected from their students in an online learning environment. They highlighted the importance of face-to-face interactions and the social aspect of teaching, which could not be fully replicated through digital means. Additionally, technical issues, such as slow internet connections and glitches in the platform, were cited as barriers to effective teaching and learning. Furthermore, the findings highlighted the importance of effective teaching practices when using Blackboard methods. Teachers emphasized the importance of clear instructions and well-designed content to facilitate student learning. They also highlighted the importance of providing opportunities for students to interact and collaborate with their peers and the teacher. Understanding the role of possible selves in Dornyei’s self-motivation theory is crucial in helping students address the real problem with motivation. By encouraging students to explore and envision their future selves, educators can help them make meaningful connections between their academic endeavors and their long-term aspirations. This approach goes beyond short-term rewards and punishments, fostering a genuine desire to learn. By delving into Dornyei's theory and emphasizing the significance of possible selves, educators can better understand student motivation and guide their students more effectively. Encouraging students to explore their possible selves fosters intrinsic motivation and paves the way for a more meaningful and fulfilling educational experience.14 0Item Restricted An investigation of English teachers’ perceptions and ideologies about translanguaging in secondary English as a Foreign Language classrooms in Saudi Arabia(University of London, 2022-11-01) Alshamari, Ghaida; Cogo, AlessiaDue to the new situation of multilingualism that has developed over recent decades, there are new trends in the study of bi/multilingualism. Such trends reflect a reaction against traditional approaches to teaching languages, which refer to a monolingual ideal speaker who isolates the target language. The advancements in understanding of multilingual communication have consolidated academic concern around the concept of translanguaging, recognising multilingualism in its own terms and understanding its value. This research project examines EFL teachers’ translanguaging perceptions and how their perceptions fit into language policy and ideologies in their secondary English classrooms in the Saudi context. A study was conducted with 3 semi-structured interviews and 105 teachers completed the questionnaire. The findings show that, in practice, teachers translanguage despite reporting minimal mixing of languages in classrooms due to ideological tensions. Teachers show that their students’ behaviours in the classroom motivate them to adopt translanguaging to a degree. Further, deeper knowledge cannot be reached without using all the linguistic repertoire. The study additionally reveals that English teachers lack awareness of fully using their bi/multilingual competence. From their perspective, maintaining a balance in recruitment in linguistic recourses are more crucial.28 0Item Restricted Digital vs Print Resources: How the Evolution of Resources is Changing the Way International Students EFL students Learn.(City, University of London, 2023-12-22) Alsulaiman, Maryam; Long Tong, KinAs English is the universal language, increasing number of international students who travel abroad in the purpose of receiving a credible education in learning English. UK has become one of the most attractive distention for many of international English as a Foreign Language (EFL) learners, including Arabic students. This greaten the role of library and information service provision as language barrier is a significant challenge in meeting their user’ information need. Especially with the continuous development in technology, the choices of resources used in EFL learning are not limited by print resources anymore, international EFL students have variety of digital resources which give them more flexibility in learning. However, this alone might not guarantee students a good quality of information. Especially with Arabic EFL students where their native language is a Semitic that has substantial differences in language than English. This study aims at investigating at whether the majority of international EFL students prefer using digital resources, print resources, or a combination of both; with taking into consecration what resources qualities they based their preference on; how is that preference effecting their learning outcome; with discovering the effect of the native language (Arabic) on their resources preference and learning outcome; along with the challenge for library and information provision in this matter. The study adopted a quantitative method. The required data were obtained by the mean of a questionnaire. The sample of the study was (35) international EFL students in the UK (20 Arabic and 15 non-Arabic speaker). The responses were analyzed by using Qualtrics and Excel. The study found that: 1) The majority of international students prefer digital resources and it show a better learning outcome. 2) Native language has an effect on students’ resources preference and learning outcome. 3) Library and information service face high challenges that are mainly related lack of service and marketing.35 0Item Restricted Exploring Arab learners’ use of lexical collocations of English: A corpus-based study(Saudi Digital Library, 2023-05-30) Alshammari, Reem Roghailan; Wilson, James; Dickins, James; Ingleby, MichealThis PhD thesis focuses on investigating the use of four different lexical collocations by Arab English foreign language learners (Arab EFLLs) from Kuwait and Dubai, and native British English students (NBESs) from the UK. The four types of collocation are the Adverb-Adjective, Verb-Noun, Verb-Adverb, and Adjective-Noun collocations. The main objective of this research is to identify issues with the use of lexical collocations by Arab EFLLs, who often struggle to produce natural collocations due to the influence of their L1. The study uses a corpus-based frequency approach to analyze data collected from two comparable corpora consisting of academic essays from both native speakers of British English and Arab EFLLs. The corpus data for Arab EFLLs is derived from two corpora, the Arabic Learner English Corpus (ALEC) and the BUiD Arab Learner Corpus (BALC), while the corpus data for native speakers is collected from the British Academic Written English Corpus (BAWE). The log-likelihood statistical test was used to identify significantly different collocations between Arab EFLLs and NBESs. The research also employed a contrastive error analysis approach to understand the difficulties that Arab EFLLs face when using lexical collocations. This study provides valuable insights into the use of lexical collocations by Arab EFLLs and highlights the impact of Arabic on their use of collocations in academic writing. The findings of this research can be used to develop targeted interventions that can help Arab EFLLs improve their use of lexical collocations in their academic essays.76 0Item Restricted Enhancing Students engagement among Saudi EFL learners: Empirical investigation(Saudi Digital Library, 2023-12-15) Fatimah, Hamoud; Aizawa, IkuyaStudent engagement plays a key role in the achievement of academic excellence among students. In particular, student engagement for EFL learners is crucial due to its role in shaping their abilities in language acquisition. This study aims to investigate the student engagement of EFL learners in an Arabic context. The study adopts a cross-sectional design with a descriptive-analytical research approach to review the available literature and collect data from concerned EFL learners to reach accurate results to answer the research question. The study relied on a questionnaire as the main research instrument which was developed based on reviewing the available and relevant literature. Additionally, the study adopts non-probability sampling techniques and convenient sampling methods. The data was collected by distributing the research questionnaire electronically to EFL learners at Jazan University in Saudi Arabia, where 105 responses were collected for analysis. The findings indicated a low to moderate extent of engagement and interactions among EFL learners. Further, the findings indicated that there is a strong positive correlation between student's overall engagement with their learning efforts, activities, interaction with peers and teachers and their social engagement. It was found that students' overall engagement is significantly influenced by interaction with peers and teachers along with learning activities, however, social engagement and learning efforts were not found to be influential. Finally, the results indicated that gender is the only variable contributing to the variance in the learning effort, activities, and the interaction of EFL students with peers and teachers. This study adds to the literature by being the first study to investigate students' EFL engagement in an Arabic context; further, it presents the role of student's characteristics in diversifying the extent of their engagement and interactions.30 0Item Restricted Saudi EFL learners’ preferences of oral corrective feedback: The case of female secondary-level students(Saudi Digital Library, 2023-12-01) Al Towailib, Farah; Argyri, EffrosyniIdentifying the most effective methods and techniques to correct EFL learners’ oral errors is crucial as it helps the learners notice the gaps between their interlanguage and the L2 forms without feeling discouraged from participating in interactional activities. The present study investigated Saudi EFL learners’ preferences for oral corrective feedback (OCF) in secondary school with a focus on educational track –namely, science and humanities tracks. A 30-item was completed by 15 Saudi female English as a foreign language (EFL) learners in the third year of secondary school from four different state schools in the Eastern province of Saudi Arabia. The results reveal that the learners generally have a positive attitude towards the provision of OCF. While the learners highly prefer teacher feedback, they in general support peer feedback and self-correction. Moreover, they prefer the use of elicitation over recasts as it can prompt them to self-repair. With regard to OCF timing, the learners in both tracks favour delayed feedback. Notably, the learners prefer to get OCF when the error is likely to affect the comprehensibility of the utterance. As far as track is concerned, the results show that science-track learners have a more positive attitude towards peer feedback and self-correction than humanities-track learners. Interestingly, humanities-track learners have more tolerance towards recasts than their counterparts in the science-track. Similarly, the humanities-track learners were more lenient about leaving all spoken errors uncorrected compared with science-track learners. The implication highlights the importance of meshing teachers’ OCF practices with learners’ preferences.31 0Item Restricted Analysing affective factors in relation to students’ achievement and behaviour in EFL in Saudi Arabia(Saudi Digital Library, 2023-11-22) Alnemari, Aeshah; Pons-Sanz, SaraThis study investigates the relationships between attitude, motivation and anxiety in relation to students’ effort and achievement in learning English as a foreign language (EFL). It examines the influence of affect on the foreign language learning of Saudi secondary students (years 10– 12, aged 16–18 years) to elucidate the obstacles that hinder successful English language learning in Saudi Arabia. The study uses a mixed-methods approach, which combines data from questionnaires and semi-structured interviews. One hundred and thirty-three students completed a questionnaire that was created with input from Gardner (2004) and Dörnyei (2001) to measure attitude, Noels (2003) and Aljasir (2016) to measure motivation, and Horwitz et al. (1986) to measure anxiety. Descriptive statistics and partial least squares structural equation modelling (PLS-SEM) were employed to analyse data collected from the questionnaire. In addition, 18 interviewees participated in this study and the data collected were analysed qualitatively. The analysis produced interesting results, which highlight the significant role of affective factors in language learning. All affective factors, albeit to varying degrees, predict students’ effort and achievement. Examining students’ effort in addition to their achievement helps to gain better insights into the relationships between the study variables. Moreover, the year of study and the education situation influence the relationship between affective factors and learning outcomes, resulting in increasing controlled motivation with age and increased anxiety for year 11 students. In addition, language attitude is more effective when it is related to the importance of learning the language for pragmatic values independent of the classroom experience. When attitude is related to learning English only as a school requirement, they will have less effect on the learning process. The findings highlight the significant role of teachers to enhance students’ autonomous motivation for more effective learning. Based on these results, the study has much to offer stakeholders in the Saudi context as regards developing language teaching and learning practices in Saudi Arabia.17 0