SACM - United Kingdom
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9667
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Item Restricted The Effectiveness of Social Media in Enhancing Saudi EFL Students' English Vocabulary and Language Proficiency(Saudi Digital Library, 2023-09-14) Altayyar, Amjad; Liu, JieDespite the potential of social media to help English as a Foreign Language (EFL) students improve their abilities and competences, some EFL students still hesitate to use it to help their language learning process. Some students are also not aware of the fact that disregarding social media in favour of more conventional learning methods can have unintended consequences for their interests and efforts. This study aimed to examine the effectiveness of social media on the English vocabulary and language proficiency of EFL students in Saudi Arabia. It unravelled the attitudes of EFL students towards the use of social media as a tool for English language proficiency in Saudi Arabia, the impacts of the use of social media on the English language proficiency of EFL students in Saudi Arabia, the challenges confronting EFL students in the process of the use of social media as a tool for English language proficiency in Saudi Arabia, and what the future holds for the use of social media as a tool for English language proficiency among EFL students in Saudi Arabia. This is a quantitative study, and a Likert scale questionnaire was employed to elicit data from a total of 67 EFL female and male students at Jeddah University in Saudi Arabia who are conversant and active on social media platforms. The data was analysed with the use of a frequency table, an arithmetic mean, and a standard deviation. The findings revealed that EFL students in Saudi Arabia generally have positive attitudes towards using social media as a tool for improving their English language proficiency. They perceive social media as a means to enhance their confidence, motivation, and overall language skills. Similarly, social media primarily excels in enhancing listening skills, followed by its role in overall proficiency, spoken fluency, exposure to language variations, and comfort in real-life conversations. The conservative cultural sensitivity and the evolving legal and regulatory landscape are the challenges that need to be most efficiently addressed among Saudi EFL students when using social media for language proficiency. The study concluded that there is a promising future for the continued use of social media as a tool for language development among EFL students in Saudi Arabia.51 0Item Restricted The Impact of Watching Subtitled Video Clips in Immersive Virtual Reality on Vocabulary Acquisition in University Saudi EFL Learners(Saudi Digital Library, 2023-11-22) Alshehri, Mohammed; Jabbari, NasserThe present study aims to investigate the impact of viewing subtitled videos in High-immersion Virtual Reality compared to Low-immersion Virtual Reality on vocabulary acquisition among 31 Saudi Arabian university students at the University of Bisha in the Kingdom of Saudi Arabia. Vocabulary acquisition was assessed via a pre-test and an immediate post-test after the intervention. The results obtained suggest that the experimental group outperformed the control group marginally. The discussion sheds light on some interesting observations related to the mechanisms by which the participants in the experimental group acquired new vocabulary. This study was guided by the theory of embodied cognition and attempted to highlight some effects that may be attributed to embodiment. The implications of embodied cognition in Virtual Reality Assisted Language Learning could be paramount to our current understanding of vocabulary acquisition.114 0Item Restricted An Investigation into Vocabulary Learning, Vocabulary Learning Strategies and Mind Mapping Use among Saudi Tertiary EFL Students(2022-01-24) Alsaleh, Ashah Abdullah A; Durrant, PhillipThis thesis aims to explore a range of issues in learning vocabulary in one Saudi university. First, to explore learners’ attitudes towards vocabulary learning and vocabulary learning strategies (VLSs). Second, to examine the effectiveness of using the mind-map strategy on students’ achievement in learning different aspects of word knowledge. Furthermore, it aims to explore learners’ attitudes towards using the mind- map strategy as a vocabulary learning strategy. A mixed-methods design was used, with both qualitative and quantitative data collection methods. Semi-structured interviews were conducted with nine students from the experimental group in order to investigate their attitudes towards vocabulary learning and vocabulary learning strategies (VLSs). With regard to the quantitative method, pre and post-intervention tests were used to investigate the impact of mind map strategy on students’ learning vocabulary followed by semi-structured interviews to investigate students’ experiences of using mind map strategy in learning vocabulary during the intervention. The participants in the quasi- experimental study were 97 students divided into two groups; the experimental group consists of 50 students and the control group of 47 students. Qualitative data were analysed thematically, and quantitative data were analysed using descriptive and inferential statistical procedures. Qualitative findings indicated that students are aware of the importance of vocabulary, emphasising that vocabulary is essential for novice learners of English. However, the results showed that the participants lacked knowledge about word aspects. Most students just focussed on the meaning of the words when they learned new words. Furthermore, they faced difficulties and challenges in learning vocabulary. The results revealed that motivation and strategy training were two main factors that might affect students’ learning of vocabulary and strategy use. Moreover, it also showed that the participants were not very aware of VLSs and used a very limited number of VLSs, as they focussed mainly on using a bilingual dictionary and writing down the new words in a notebook. Statistical findings revealed that the experimental groups who were learning vocabulary through a mind map outperformed the students in the control groups who were learning the same words in the context of vocabulary instruction but using traditional techniques. Finally, the results of the qualitative findings revealed a positive attitude towards learning vocabulary via mind maps among participants. Based on the data analysis findings, the study offers several significant recommendations for further research and highlights implications for language teachers, students, and curriculum designers.19 0