Saudi Cultural Missions Theses & Dissertations
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Item 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.17 0Item Restricted Pedagogy Potential of Social Media in Saudi Arabia Curricula: students' and teachers' perceptions and practices(University of Limerick, 2024-05) Alhassan, Yousef; Murray, Liam; Giralt, MartaSocial media tools are commonly used in everyday life in the 21st century. Social media has influenced many areas in our lives including education. Social media is widely researched in the area of English as a foreign language (EFL). Research into social media as a supportive tool in the curriculum has been reported with different perspectives. Some scholars (Mohammed et al., 2023; Lashari et al., 2023) have found it useful in improving the performance of English language learners and others have indicated (Nkhi, 2023; Asafo-Adjei, 2023) negative impacts of integrating social media in EFL classrooms. The present doctoral research aimed at exploring the perceptions and practices of teachers and students at 3rd level education towards using social media as a tool in curricula in Saudi Arabia. This research targeted learners and teachers of EFL in Saudi Arabia. The study investigation included the student use of social media, the student’s perceptions of social media, teacher’s use of social media and the teacher’s perceptions surrounding social media. Moreover, this research suggested several practices that can be useful for teachers and learners of EFL. A mixed method approach of quantitative and qualitative approaches was adopted to collect the data for the study using questionnaires and semi-structured interviews for the two targeted groups, teachers and students. These tools are used to explore the perceptions and attitudes of the participants towards using social media as a tool in EFL classrooms. The data were analysed using statistical analysis for the quantitative data and thematic analysis for the qualitative data. Overall, the results of the research indicated that using social media in curricula appeal to both teachers and students with concerns regarding distraction that social media may cause and the possibility to find appropriate approaches that can be adopted to implement social media in EFL classrooms.11 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.21 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.13 0Item Restricted The Role of L1 Dialect Phonotactics on the Production of L2 English Phonotactics by Saudi EFL Learners(University of Mississippi, 2024-05-01) Balbaid, Abdullah Ahmad; Schaefer, VinceThis study investigates the phonological challenges and adaptive strategies employed by 30 first-year university students majoring in English from three distinct Saudi Arabian dialect backgrounds—Najdi, Hijazi, and Hasawi—in perceiving and producing English onset biconsonant and triconsonant clusters. Exploring dialectal variations, the research aims to understand how these phonological characteristics influence the acquisition and intelligibility of English pronunciation among Saudi learners. Utilizing a combination of perception tasks through ABX discrimination tasks and production tasks inspired by the Labovian model, the study provides insights into the dialect-specific phonological challenges faced by the participants. Key findings reveal that Najdi speakers demonstrate higher proficiency in both perceiving and producing English consonant clusters, particularly biconsonant clusters, compared to their Hijazi and Hasawi counterparts. This proficiency underscores the significant role of L1 phonotactic knowledge in L2 phonological learning, highlighting the adaptability and cognitive flexibility of Najdi speakers in handling both familiar and unfamiliar phonological patterns. Furthermore, the study identifies distinct phonological repair strategies employed by speakers to address challenges unique to their dialects. While Najdi speakers commonly substitute /p/ with /b/, Hijazi speakers occasionally adapt by substituting /θ/ with /t/, reflecting the phonotactic constraints and opportunities within their dialect for phonological adaptation. The investigation into the impact of dialectal variations on L2 English pronunciation intelligibility indicates that Hijazi and Hasawi speakers' reliance on repair strategies and their challenges with clusters not present in their L1 dialect suggest a noticeable L1 influence, thereby affecting their pronunciation intelligibility. Contributing to a broader understanding of second language phonological acquisition, this study emphasizes the need for dialect-sensitive language instruction, advocating for pedagogical strategies that recognize the unique phonological landscapes of learners. This approach aims to enrich language teaching practices within linguistically diverse settings, fostering more effective and engaging language learning experiences across different educational levels.37 0Item Restricted The implementation of inclusive education for EFL students with a disability at a Saudi Arabian university(The University of Sydney, 2023-12-23) Alsubaie, Alanoud Nasser; Evans, DavidIn Saudi Arabia, special education services have gained importance due to obligations associated with ratifying the Convention on the Rights of Persons with Disabilities. While government policies support special education in schools, there's a lack of specific guidance for universities. Some universities offer special education services aiming for inclusive education, but students with disabilities often remain segregated. To address this gap, a mixed methods design was conducted at a Saudi Arabian university to explore challenges, attitudes, the role of assistive technology, and teachers' self-efficacy in implementing inclusive education. The study involved interviews with five EFL teachers and ten students with disabilities, revealing challenges related to administrative support, lack of training, peer attitudes, and unsuitable learning environments. Although participants were unfamiliar with the term 'assistive technology', they supported its use. Based on interview findings, a survey involving 35 teachers and 55 students was designed to gain further insights. The university aimed for inclusive education but leaned towards traditional special education practices, resulting in reservations about its practical implementation. Most participants had positive or neutral attitudes towards inclusive education, but administrative, cultural, academic, and social challenges remained barriers. The study suggests improving efforts towards inclusive education and language learning opportunities for students with disabilities, including the adoption of assistive technologies.71 0Item Restricted INTEGRATING COMMUNICATIVE LISTENING AND SPEAKING PRACTICES IN SAUDI ENGLISH CLASSROOM(Gonzaga University, 2019-06-03) Rajeh, Hamzah; Jeannot, MaryThis workshop and action research project examines Saudi teachers’ performance in EFL classrooms and analyzes the challenges they face in integrating language skills in their classrooms. The study addresses some of the strategies teachers can employ to engage students in the teaching process by integrating the four main skills (reading, writing, listening, and speaking), being a better lesson planner, and increasing student achievements.21 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.23 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 Emergency Remote Teaching during COVID-19: A Case Study of Male EFL Teachers’ and Students’ Perceptions from a Saudi English Language Institute(Western Sydney University, 2023) Aloufi, Abdulrahim; Zammit, Katina; Skillen, MareeCOVID-19 required English as a Foreign Language (EFL) teachers in higher education to shift from face-to-face delivery of content and interaction to online delivery for the learning of English. Effective online learning requires a systematic model for design and development to ensure the quality of the instruction which might be absent in emergency remote teaching (ERT) situations. ERT is a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances which raises concerns about practices of online teaching during COVID-19. These concerns include lack of teacher’s expertise in designing online courses, the instructor’s role, pedagogical practices, level of students’ engagement and application to tasks. For EFL teachers in Saudi Arabia the shift to online delivery was a significant challenge as many believe the use of technology is an obstacle to their teaching of English, not a benefit. Teaching online demands a different approach to pedagogy beyond the didactic practices frequently employed in Saudi Arabian EFL classrooms. The aim of this study was to investigate EFL teachers’ and students’ perceptions of the teaching and learning undertaken in EFL classrooms at a higher education language Institute in Saudi Arabia during COVID-19. The study employed a mixed method–case study approach whereby both quantitative and qualitative data were collected in two main phases. Phase one involved online questionnaires undertaken by seventy-six (76) male teachers and 391 male students about the current practices of implementing and integrating technology to support Saudi male students learning English during COVID-19. Descriptive statistics was used to examine and analyse the numerical data from the questionnaires. In phase two, semi-structured interviews with seven teachers and three focus group interviews with thirteen students were also conducted to provide a more in-depth understanding of how teachers and students used technology during ERT and their perceptions of this usage to learn English. Thematic analysis was used to interpret qualitative data from the interviews and the focus groups. The findings provide an insight into the participants’ perceptions of teaching and learning during COVID-19 associated with ERT. In general, the study discovered that EFL teachers rarely used social media and other online language tools to teach English during COVID-19. Not all EFL teachers were successful in implementing ERT during COVID-19. Based on the SAMR model, their application of ERT can be viewed as being at the enhancement level with a combination of substitution (S) and augmentation (A). A few EFL teachers were able to advance to the transformation level and used various online tools to increase the interactive and engaging elements of the learning process. Few teachers, however, modified (M) or redefined (R) their teaching practices using technology. Teachers lacked technological knowledge (TK), technological pedagogical knowledge (TPK) and, for some, technological pedagogical content knowledge (TPACK) which influenced how they designed learning. The study also showed that integrating technology to learn English during COVID-19 was a success for both EFL teachers and students. EFL teachers and students agreed that remote learning and teaching could boost students’ self-directed learning, language proficiency, and engagement. However, poor internet connection and the maintenance of the Blackboard learning management system (LMS) provided technical challenges that EFL teachers and students encountered during ERT. Overall, the findings of the thesis suggest developing the pedagogical approaches in Saudi Arabia, particularly in the field of EFL education, would benefit teachers and students, enhance remote teaching and learning, and support students’ learning. This thesis also offers a number of recommendations and implications for future research.29 0
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