SACM - United Kingdom
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9667
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Item 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.14 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 An Investigation into the Efficacy of Incorporating Movies in Classrooms for Enhancing English Listening Skills Proficiency of Saudi Students(University of Sussex, 2024-03-21) Alshahrani, Nadia Zafer A; Greenough, JamesThis research investigates the effectiveness of using movies as a teaching tool in English language classrooms, specifically focusing on Saudi students studying in Brighton and the perspectives of experienced English language tutors. The study uses a mixed-method approach that combines qualitative and quantitative data analysis to examine the perceptions of 21 Saudi students and 7 English teachers. The study shows exciting patterns in how students feel about film-based learning and how this method helps them improve their listening skills, such as becoming more familiar with different accents and dialects. Additionally, it captures teachers' views on the pedagogical benefits and challenges of using films in language instruction. Findings suggest that movies are a valuable tool in language education, offering a dynamic approach to learning that aligns with the practical demands of understanding and engaging with English in a globalised context. The study provides evidence-based recommendations for incorporating multimedia tools into language learning curricula, highlighting the opportunity for creative instructional strategies in Saudi Arabian educational settings.58 0Item Restricted Long Annotated Translation of the First Chapter of "Unlawful Killings", Life, Love and Murder: Trials at the Old Bailey By Wendy Joseph(Saudi Digital Library, 2023) Alburaidi, Ibrahim Saleh; Mizori, HassanThis project introduces the translation of the first chapter of "Unlawful Killings," a true crime narrative by Her Honour Wendy Joseph QC, offering insights into the UK legal system. The translation aims to fill a gap in Arabic literature, providing Arabic readers access to a best-selling work not previously translated. The rationale is grounded in the book's thematic relevance, the translator's personal connection to the Old Bailey Court, and the absence of an Arabic version. The translation strategy employs direct translation, borrowing, calque, and literal translation, supplemented by oblique translation techniques. The target readership includes Arabic literature enthusiasts, and the potential publisher is "Athra," known for its commitment to quality translation. In addition to the translation, there is an annotation that provides further context, explanations of translation choices, and cultural insights. This comprehensive approach seeks to enrich Arabic literature, presenting a unique perspective on true crime and legal proceedings while maintaining linguistic accuracy and cultural resonance.32 0