Saudi Cultural Missions Theses & Dissertations
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Item Restricted An Investigation into the Potential for Introducing Critical Thinking as a 21st-Century Skill into EFL College-Level Classrooms in Saudi Arabia(Saudi Digital Library, 2023-11-06) Alrimy, Tarneem; Troudi, SalahThis study investigates the integration of critical thinking (CT) skills in EFL college-level classrooms within the Technical and Vocational Training Corporation’s technical colleges, shedding light on the challenges faced by Saudi English teachers. Through the interpretive phenomenological paradigm, the research delves into the lived experiences of 10 participants, capturing the complexities and nuances of CT integration through semi- structured interviews as the primary data collection tool. The findings reveal a multifaceted landscape where participants emphasize the significance of targeted professional development and highlight the potential benefits of cultivating CT skills. This research uncovers the obstacles these educators navigate, encompassing linguistic barriers and time constraints. However, their proposed strategies offer insight into their creative problem-solving abilities. By addressing these challenges head-on, Saudi English teachers establish a dynamic educational environment that empowers students to engage actively and think critically. Their strategies also underscore a pivotal connection between language proficiency and CT, cultivating transformative learning spaces. In a broader context, the study contributes to the discourse on effective pedagogical practices, equipping educators and institutions with valuable insights for the seamless integration of CT skills. The implications of the study encompass not only enhancing communication and cognitive abilities but also adopting innovative pedagogical approaches, garnering institutional support for policy changes, and preparing students for workforce demands by prioritizing CT. Through these implications, the study contributes to the broader field of language education, offering guidance for future initiatives and advancing the preparation of students for the evolving challenges of the 21st century.27 0Item Restricted The function of code-switching in EFL Saudi classrooms(2023) Alzahrani, Eman; Smith, Jennifer; Cohen, ClaraIn this thesis, I focus on the use of code-switching (CS) – the use of more than one language in a stretch of discourse – in the English as a foreign language (EFL) classroom. Researchers have failed to reach a consensus on the effect of teachers’ CS in the EFL classroom; some studies show that CS between the native and target language facilitates learning (e.g., Blom & Gumperz, 1972; Stern, Allen & Harley, 1992; Cook, 2001, 2008; inter alia), while others suggest the opposite (e.g., Chaudron, 1988; Ellis, 1984; Wong-Fillmore, 1985; Halliwell & Jones, 1991; Chambers, 1991; and Macdonald, 1993). These differences may arise from the various purposes for which a teacher uses CS, whether it be for classroom management, linguistic explanation, or, more solely for social purposes. In this study, I allow for the possibility of differential effects of various types of CS by distinguishing two broad categories and applying them in the classroom. The first category is Methodological CS, where CS is employed to explain linguistic phenomena only. The second category is Mixed CS, where the move between two languages takes place across linguistic, classroom management, and social purposes. I test the effect of these different categories of CS on students’ outcomes of learning English skills/components (vocabulary, grammar, reading, writing, listening) across four different age levels (elementary, intermediate, secondary, and university). Within each level, I taught three different groups for eight hours each, using a different category of CS for each class. Methodological CS was used with one group, while Mixed CS was used with another group, and one control group experienced no CS. A linear regression model of the differences between the pre-test and post-test exam scores revealed that students’ performance improved more in the two CS groups than in the control group, regardless of the CS category. However, the benefit of CS was generally higher in the Mixed CS group than in the Methodological CS group. The interaction between the age and CS categories showed that the largest improvements were in the groups where Mixed CS was used, especially at the intermediate level, whereas the relationship between English skills and CS categories revealed the largest improvement in vocabulary and reading where Mixed CS was used. Therefore, Mixed CS generally helped students to improve their performance in English. To conclude, the findings suggest that a rich CS environment, using Mixed CS in particular, facilitates learning in the EFL classroom.38 0