SACM - United Kingdom
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9667
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Item Restricted Gender Identity and Hyperbole Use in Saudi Arabic: A Production and Perception Study Exploring the Influence of Social Factors on Hyperbolic Expressions and Attitudes Towards their Use.(University of York, 2024-09) Aljuberi, Najla Ali; Bailey, GeorgeLanguage is not merely a tool for communication but a mirror reflecting intricate human interactions, culture, social norms, and identity. While extensively studied in rhetorical and literary contexts, hyperbole has received relatively little attention in everyday contexts, particularly in Saudi Arabic. This study explores the influence of social factors—namely gender, age, and region—on the use of ten hyperboles frequently observed among Saudis. The research incorporates both production and perception approaches. In the production study, the frequency of hyperboles was examined over 9 hours and 24 minutes of natural speech collected from 24 Saudi influencers, stratified by age, gender, and region, on Snapchat. The perception study, conducted through an online survey, implicitly investigated Saudis’ perceptions and attitudes towards the use of hyperboles. The results of both studies were largely consistent. They demonstrated that gender is the strongest factor influencing the use of hyperboles, with Saudi females producing 71 hyperboles per hour compared to only 7 hyperboles per hour by males. The findings also revealed that the ten hyperboles carry varying degrees of femininity: six hyperboles were found to be highly feminine, while the others exhibited both feminine and masculine connotations. Two hyperboles also revealed a regional pattern, showing high salience in the speech of Najdi speakers. In the first section of the perception study, Saudis demonstrated heightened awareness of these expressions according to age, gender, and region. The study also uncovered a correlation between femininity, age, and formality: the more feminine a hyperbole, the younger and more informal it was perceived. In the second section, Saudis’ attitudes towards the use of hyperboles were generally positive. However, male respondents expressed slightly negative attitudes towards hyperboles when used by other men.52 0Item Restricted Exploring Gender Differences in Saudi EFL Learners' Attitudes and Comprehensibility Towards American and British English.(University of Reading, 2024-09-13) Asiri, Shamah; Setter, JaneAbstract This study was an attempt to explore how Saudi EFL learners feel about American and British accents and how well they understand these accents, with a focus on exploring differences between male and female learners. A number of 84 participants, both males and females, took part in the research, allowing for a balanced look at gender perspectives. Using a combination of questionnaires to assess attitudes and a verbal guise technique to assess how understandable these accents are, the study sheds light on how gender can shape accent preferences and comprehension. The insights gained from this research are valuable for educators and linguists who work in diverse, and in educational settings.12 0Item Restricted Factors Influencing Critical Care Nurses’ Attitudes to Patient Safety: A Systematic Review(QUEEN’S UNIVERSITY, BELFAST, 2024-09-08) Alduways, Saleh; Claire, KerrBackground: Ensuring patient safety continues to be a key aspect in the health sector. Negligent practices concerning health, hygiene and diet are among the top killers in modern society. The attitudes and practices of critical care nurses concerning patient safety culture are of significant importance. Safety culture refers to the safety beliefs, values and attitudes adopted by health care providers, as well as the processes of practising them and the dedication to creating a riskless health care system. Aim: This systematic review seeks to summarise the attitudes and practices of critical care nurses towards patient safety in ICUs and their adherence to international safety goals, and factors that affect their attitudes and practices towards patient safety practices. Methods: A systematic literature search was conducted in four online databases – CINAHL, MEDLINE, PubMed and Scopus – of publications spanning September 2014 to 2024. The PICo framework was employed in the formulation of the research question. Specific criteria were set for the inclusion of studies. The quality of the included studies was assessed using the Appraisal tool for Cross-Sectional Studies (AXIS). Results: Ten studies were included in this systematic review. These studies employed cross-sectional design to investigate critical care nurses’ attitudes, perceptions and practices about patient safety, compliance with international safety goals, and factors that may influence them in critical care settings. In general, critical care nurses reported significant negativity in safety culture, and the management perception scores were low overall. Organisational commitment and job satisfaction had the highest means of positive scores as did teamwork. Nurses likewise confirmed a perspective of International Patients Safety Goals (IPSGs) as a reliable framework for patient safety; individual factors affecting patient safety culture included fatigue, workload and emotional exhaustion. Nurses aged 31–35 were more knowledgeable about the IPSGs. Conclusion: The current study reveals that critical care nurses had negative perception towards safety culture and poor response on the management support and the implementation of some principles of patient safety. Although 8 nurses’ knowledge of specific goals is strong, a number of implementation challenges remain and thus require focused interventions to enhance safety culture.29 0Item Restricted Exploring Teachers’ Attitudes about Universal Design for Learning for Students with Learning Disabilities in Saudi Primary Schools(University of Exeter, 2024-06-03) Alsaadi, Nouf Mohammed; Fujita, Taro; Koutsouris, GeorgeDespite the growing prominence of inclusion, teachers still have varying attitudes about its implementation in general classes. Therefore, this study aims to explore primary teachers’ attitudes about Universal Design for Learning (UDL) for students identified with learning disability (LD) to inform decision- making in UDL implementation and foster inclusive education in Saudi Arabia. UDL was identified as a framework that consist of three principles and standards for curriculum improvement to give all students opportunities to learn. This means that all learners in a general education setting, including those with disabilities, can receive flexible instructional methods, materials, and assessments to meet their needs. However, in order to implement UDL, it is important to explore teachers’ attitudes towards UDL and their perceptions of its practical implementation. Due to the limited research on UDL in the Saudi context, this study focuses on gaining an in-depth understanding of the attitudes of general education teachers (GETs) including their beliefs, concerns and potential factors associated with using UDL when teaching students with LD in Saudi primary schools. This study used an explanatory sequential mixed-methods research design across two phases: Phase One collected survey responses from 153 teachers, of which only 40 reported that they had knowledge of UDL, to explore their beliefs and concerns about UDL. Followed by Phase Two obtained qualitative data via semi-structured interviews with 11 of these participants, selected purposively, to gain an in-depth understanding of their attitudes and experiences of UDL. In terms of beliefs, the study found that the majority of teachers held positive beliefs about UDL and believed it could be useful for learning, teaching and assessment. However, interview results found that although most teachers were positive towards UDL as an idea or concept, they were sceptical about its practical implementation in their classrooms. In terms of concerns, the quantitative results showed high level of concerns about UDL: teachers were generally interested in learning more about UDL; but were concerned about their ability to implement it and managing tasks associated with it; understanding the impact it had on their students’ learning outcomes; and how to collaborate and co-operate with others to implement it. The qualitative findings reinforced most of these findings as the majority of teachers expressed similar concerns related to UDL such as having limited information, professional concerns e.g., lack of appreciation, concerns about cooperation, implementation and training. In addition, there were several supportive factors (e.g., social media use and the influence of particular trainers) and hindering factors (e.g., curriculum and time pressures) that were reported to influence teachers’ experiences of UDL. The integration of both phases highlighted the difference between thinking that something (UDL in this case) is a good/ positive idea, and actually implementing it in practice. The findings can offer insights into the complex ways in which teachers understand and practice inclusion in their classrooms. The ecological model of human development by Bronfenbrenner (1979) was used to discuss the findings of this study and identify factors that can influence teachers’ attitudes towards the implementation of UDL. This study contributes to the existing theoretical and practical knowledge about UDL and inclusion. Even though some teachers supported the inclusion of students with LD in a general class, they could be negative towards implementing UDL or vice-versa (positive towards UDL, but not willing to have students with LD in a general class). It reveals a dynamic interplay in teachers' attitudes towards the inclusion of students with LD, and it was prone to change according to the circumstances. Implications for policymakers, schools, and teachers are discussed.32 0Item Restricted ''Perspectives of Saudi employees working in Small and Medium Sized enterprises in Saudi Arabia about the impact of transformational leadership on their reactions and attitudes towards organizational change''(Saudi Digital Library, 2023-08-25) Shalhoob, Huda Shafiq; Doloriert, ClairThe focus on the study highlighted purposed was informed by the lack of Saudi studies that examine employee's perspectives about the key mechanisms and variables contributing to this positive effect. To understand the employees' perspectives about the impact of transformational leadership on reactions of employees to organisational change, a qualitative methodological approach was adopted. Using open-ended semi-structured questions allowed in-depth exploration of how employees described their perspectives about the change process. Data was collected from interviews with 8 participants. The findings revealed a complex emotional landscape among employees that accompanies organizational changes, which require transformational leaders to understand and manage. The study also showed that transformational leadership positively impacts employee attitudes towards change by fostering hope, personal growth, and collective success. Leadership styles that incorporate collaborative and participatory leadership, grounded in authenticity and align with transformational values fosters positive perceptions. Transparency and effective communication were also noted to promote ownership, empowerment, trust and engagement during change. The other conclusion is that involving employees in decision-making and providing ongoing support enhances commitment and help address uncertainty. Finally, the study indicated that effective change management involves presenting an inspiring vision. The key message for leaders and practitioners is that successful change goes beyond technical aspects; it requires a holistic approach that considers the emotional, psychological, and collaborative dimensions of both leaders and employees. This approach can lead to more successful and sustainable organizational transformations.19 0Item Restricted Attitudes Toward Translanguaging in Saudi EFL Classrooms: A Study on Language Practices(Saudi Digital Library, 2023-11-01) Alashwal, Wejdan; Cogo, AlessiaThis thesis investigates the attitudes towards translanguaging practices in Saudi Arabian English as a Foreign Language (EFL) classrooms, focusing on the perspectives of both teachers and students. The primary objectives include examining the attitudes and readiness of Saudi EFL teachers to use translanguaging techniques, comprehending Saudi EFL students' perspectives and potential obstacles, and determining the perceived advantages and difficulties of translanguaging implementation. It used a mixed methods approach involving 55 students and three English language teachers. Interviews and Likert scale questionnaires gather qualitative and quantitative data. Thematic analysis of interviews reveals key themes, while descriptive analysis of questionnaires summarizes responses. The study enhances understanding of translanguaging attitudes, contributing to effective language teaching practices and informing policy in Saudi EFL education. The examination of the data suggests a generally positive opinion of using Arabic as a support tool for learning English, however, there are clear worries about an overreliance on Arabic and its effects on language development. A balanced approach is essential, emphasising the advantages of first language assistance while encouraging English immersion to advance language competency, according to interviews with EFL teachers. In conclusion, this thesis offers important new perspectives on how translanguaging is perceived in EFL classes in Saudi Arabia. The study emphasises the necessity for a deliberate and well-rounded strategy that maximises the benefits of employing Arabic as a supplementary tool while putting an emphasis on English immersion for strong language learning. The results offer recommendations for educators and policymakers on how to create efficient language teaching methods that take into account the various requirements and preferences of students, thereby improving language education outcomes in both Arabic and English.76 0