SACM - United Kingdom
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9667
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Item Restricted EFL teachers’ attitudes on the use of Literary Dialogues in Developing Spoken Language Awareness in Saudi Arabia(University of Liverpool, 2024-09-02) Alamrani, Sarah; Jones, ChristianThe role of literature in English Language Teaching (ELT) classrooms in Saudi Arabia has not been extensively examined. Thus, this study aims to gauge the attitudes of English as a Foreign language (EFL) teachers in Saudi universities on the role of literature to raise learners’ awareness on spoken English features. The study employed an open-ended questionnaire to measure the effectiveness of a set of pre-used materials designed using a literary text. A total of 18 EFL teachers took part in evaluating the materials. A thematic analysis was applied to examine the qualitative data. The finding revealed that overall, the attitude of EFL teachers in Saudi universities towards utilizing literature in ELT materials was mostly positive. Additionally, the participants expressed several issues they could foresee if they applied this method regardless of their positive attitude. Finally, the attributes of EFL teachers (e.g. gender, teaching experience) did not seem to necessarily affect their attitudes.13 0Item Restricted An Investigation of the Challenges Faced by Primary School English Teachers in Teaching Speaking Skill to Saudi Arabian Students in Northern Riyadh.(Saudi Digital Library, 2023-11-23) Albawardi, Lujain Khalid; Helen, HouEnglish has been taught as a compulsory subject in Saudi primary schools since 2018 It remains one of the most challenging subjects in Saudi Arabia. This study is designed to understand the practice of teaching English speaking skills to primary school students, identify the challenges and issues faced by the teachers, and identify areas of improvement in the educational system that will help reduce the challenges of teaching speaking skills to students of other languages in Saudi Arabia and explore whether or not there are any possible solutions to the potential problems faced by the teacher as a teacher of speaking skills. A quantitative approach was employed through the use of questionnaire to in this study. To facilitate the resolution of the current issue and the possible solutions described by the participants, a descriptive component was included in the survey The results indicate that a significant majority of respondents (38%) believe that teachers consistently monitor students' abilities and continually identify areas for improvement. However, most of the teachers have low experience in teaching and there is lack of teachers. Furthermore, most teachers actively encourage students to engage in post-school speaking practice. Students introducing the language early in their education is associated with improved English speaking skills in primary schools, according to 55% of respondents. There is a 31% dissatisfaction with the current curriculum in primary schools, which is a concerning point that requires further investigation. There is an insufficient number of weekly classes, as the classes frequency can be associated with increased exposure to the language, it may lead to low quality outcomes. It was found that the majority of respondents (35%) rated current teaching practices as three stars, indicating that the teaching practices need to be re-evaluated in order to increase the efficiency, which can be achieved by addressing the challenges. This topic is regarded as extremely important by 45% of participants. The investigation highlights a number of key findings regarding the challenges primary school teachers face in Riyadh, Saudi Arabia. Insufficient English teachers and a lack of experience among teachers are some of the challenges. Furthermore, students' shyness and lack of confidence hamper their ability to learn a foreign language effectively. For language learning to improve, deficiencies in the curriculum and insufficient weekly English classes must be addressed. It is necessary to change the teaching practices, train the teachers continuously, update the curriculum to reflect effective language learning methods, and integrate interactive learning tools and technologies. Advocacy for policy changes that prioritise speaking skill development is also crucial for comprehensive improvement.54 0