Saudi Cultural Missions Theses & Dissertations
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Item Restricted Developing an intervention to enhance the engagement and motivation of stroke patients with cognitive impairment in physiotherapy rehabilitation programmes in Saudi Arabia(Universit of Nottingham, 2023) Alshaibani, Fahad; Yates, Katie Robinson; Pip Logan, JenIntroduction Globally, a stroke occurs every two seconds, making it the second leading cause of death after ischemic heart disease. Strokes reduce quality of life and increase disabilities and are often associated with cognitive impairment (CI) with an increased dependency, risk of mortality, development of depression and poor quality of life. Indeed, the incidence of CI after stroke is relatively high, reported to affect 40-70% of stroke survivors, therefore CI after stroke is an important research priority as agreed by stroke patients, caregivers, as well as health professionals. Post-stroke rehabilitation promotes functional recovery and independence of stroke survivors but CI after stroke is negatively associated with poorer functional outcomes. The presence of CI after a stroke can also affect the rehabilitation process as such stroke survivors may be less motivated and interested in rehabilitation programmes and engage in fewer therapy sessions. The concept of engagement and motivation is identified as a cognitive state, therefore, motivation and engagement in the physiotherapy treatment programme tend to be insufficient in stroke survivors with CI. This thesis aimed to develop an intervention to improve engagement and motivation in physiotherapy treatment for stroke survivors with CI in the Kingdom of Saudi Arabia. Methods A mixture of methods approach with three interlinked studies was conducted within the development stage of the Medical Research Council (MRC) framework for the development of complex interventions. A scoping review (study one) was conducted to explore the engagement and motivation strategies used in physical therapy practice for stroke patients with cognitive impairment. Qualitative interviews (study two) with physiotherapists were conducted to identify the individuals and environmental facilitators and barriers to applying engagement and motivation strategies in the Saudi physiotherapy rehabilitation context. These findings were combined with the use of a theoretical domain framework to develop a behaviour change intervention. The intervention was presented in programme theory using a logic model to demonstrate the visual pipeline consequence, highlighting the evidence-based findings, facilitators and barriers, selected behaviour change techniques, mechanism of action and intervention outcomes. After designing the logic model and explaining the intervention components, stakeholders were engaged using the nominal group technique (study three) to discuss the applicability of the behaviour change intervention in the local rehabilitation context and refine the logic model. Results The scoping review included 17 studies and indicated a lack of robust evidence on strategies used in physical therapy practice and how these strategies were applied and improved the level of engagement and motivation of stroke patients with CI during treatment. The engagement and motivation strategies identified were therapeutic interactions and communication, an enriched environment, the use of technology, and applying strategy training. The qualitative interviews conducted with twelve physiotherapists identified five facilitators, “Promising impacts”, “Professional responsibilities and treatment priority”, “Positive connections with patients and their families”, “Training and educational support”, and “Physiotherapists self-attitude” and four barriers, “Information and case identification”, “Organisational culture”, “Patient belief and circumstances”, and “Physiotherapists` awareness and self-confidence”. The stakeholder engagement activity was conducted with fifteen stakeholders including physiotherapists, heads of departments, quality managers and clinical researchers. The participants agreed that educational workshops and restructuring the physiotherapy department environment were extremely important (67%) or important (33%) behaviour change techniques to enhance professionals' skills and improve stroke rehabilitation services. Regarding changing protocols, more than a quarter of the participants (27%) were not sure that changing protocols would be an effective strategy to enhance physiotherapists' skills and stroke patient outcomes. They attributed this to physiotherapists' negative attitude regards using the rehabilitation protocols, the long process to change protocols, frequent changes in the rehabilitation protocols and organisational pressure to develop protocols for accreditation purposes. These responses were used to amend the logic model and intervention. Conclusion This thesis highlighted the complexity of patient engagement and motivation, as well as the role of individual and environmental factors in supporting stroke patients with CI engagement and motivation in rehabilitation programmes. The study explored the facilitators and barriers to applying engagement and motivation strategies in the Saudi rehabilitation context and acknowledged the individual and organisational barriers. Consequently, a theoretically driven behaviour change intervention was developed to improve the engagement and motivation of stroke patients with CI in physiotherapy rehabilitation programmes. The thesis concluded with recommendations and suggestions regarding improving the rehabilitation services for stroke patients with CI, considering engagement and motivation and further researching different strategies to support them. It also provided recommendations for policymakers in the Saudi rehabilitation context to improve the services provided for stroke patients with CI and the importance of multidisciplinary collaboration to support patients' outcomes and treatment services. Following the intervention development, research is needed to deliver and evaluate the behaviour change intervention for improving the engagement and motivation of stroke patients with CI.8 0Item Restricted MOTIVATION AND ATTITUDES TOWARD LEARNING ENGLISH AS A FOREIGN LANGUAGE: A CASE STUDY OF URBAN AND RURAL UNIVERSITY FRESHMEN IN SAUDI ARABIA(University of Mississippi, 2024-12) Almasarir, Munif; Coles, FeliceThe Saudi educational system faces several challenges that contribute to low proficiency in English among Saudi students. Previous studies have focused on the EFL curriculum and pedagogical challenges, but there is a lack of research specifically examining other main psychosocial factors that contribute to the attainment of English proficiency. Motivational and attitudinal factors have been proven to have an impact on the proficiency level among EFL students. My study investigates the perceived influence of geographical location on students' attitudes and motivation toward English as a global language in Saudi Arabia. By utilizing an ethnographic approach focusing on both rural and urban cultural groups, my study aims to improve English education in rural areas and promote educational equality. My study adopts a qualitative design, incorporating qualitative instruments for data collection such as open-ended questions and in-depth semi-structured interviews. The target population consists of 15 individuals from Prince Sattam bin Abdulaziz University. At the time of data collection, the participants were first-year students studying in the Department of English, with 8 participants from the urban branch in Al-Kharj and 7 participants from the rural branch in Al-Aflaj governorate. The findings of my study reveal that students in both urban and rural areas are motivated either intrinsically or extrinsically. Extrinsic motivation represents a 77% increase compared to the intrinsic motivation value of 34 in terms of the number of coded segments. This finding highlights the predominance of extrinsic motivation among participants. My study finds that most Saudi participants, both in urban and rural areas, hold positive views about studying English. However, some rural participants exhibit negative attitudes, highlighting the challenges these learners face in fostering a positive outlook toward English language acquisition Notably, the data also reveal a compelling case of a student who shifted from a negative to a positive attitude toward learning English, illustrating the potential for changing perceptions about language acquisition. Additionally, my findings reveal several challenges that the participants encounter while learning English. These challenges are categorized into 17 key themes that address specific obstacles. The data indicate that all participants agree that urban environments enhance English learning, while rural settings hinder proficiency. Additionally, 10 out of 15 participants emphasize the crucial role of individual motivation in language acquisition. These findings offer insights for policymakers and suggest effective language learning strategies for both urban and rural students. Collaboration among the government, school principals, teachers, and communities is emphasized to create an optimal learning environment. Furthermore, my study emphasizes the importance of considering individual motivations and contextual factors when designing language learning approaches.12 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.8 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.20 0Item Restricted A Scoping Review of the Predictors of the Work Engagement of Nurses in the Workplace and Methodological Limitations of Existing Evidence(Saudi Digital Library, 2023-12-01) Albalawi, Abdulrahman; Plumpton, KayAbstract Recently, there has been growing interest among policymakers about the importance of increasing the engagement of nurses in their work, as this can boost their productivity and performance as well as improve the quality of health care services. This encouraged several researchers to examine the predictors of the engagement of nurses in their work. Despite the emerging nature of this research field, there is a lack of scoping reviews that explore the scope of evidence in this research area. Further, there is a limited understanding of the methodological limitations of studies in this research field. This can be valuable, as it can guide future research on how to improve the methods used. Therefore, this study aims to explore the scope of evidence on the key predictors of the engagement of nurses in their work, identify the methodological limitations of research in this research area, and provide recommendations for future research. A scoping review was used. This scoping review used the Arksey & O'Malley (2005) framework as a guide. This scoping review employed six databases in order to identify the relevant research studies, including Science Direct, Elsevier, Scopus, JSTOR, PubMed, and Web of Science. The scoping research found that the engagement of nurses is influenced by a wide range of factors, including leadership style, organisational and supervisory support, organisational justice and fairness, rewards and recognition, job characteristics, age, trust and autonomy, and personal resources. Several methodological limitations were found in the available literature, including limited longitudinal studies, the lack of qualitative studies, the limited study of the moderators and mediators, the failure to control for confounding factors, the lack of studies with random sampling, the limited studies from a wide range of countries (South America, Africa, Russia, etc.), the lack of agreement on the measures used, and the failure to take gender differences into account. Researchers are recommended to conduct studies with a longitudinal or qualitative design, study the effect of moderators and mediators on the relationship, control for confounding factors, use random sampling, use the Core Outcome Sets (COS), and take gender differences into account. Keywords: engagement, nurses, healthcare, motivation, healthcare.30 0Item Restricted The Impact of Listening Strategy-Based Instruction on Self-Efficacy, Motivation, Self Regulation and L2 Listening Comprehension in Saudi Mixed-Ability University Classrooms(Saudi Digital Library, 2023-11-16) Rawa, Omnia; Porter, AlisonA glance through the past 40 years of second language (L2) listening instruction reveals an interesting picture of the pedagogical transition from the conventional listening comprehension approach emphasizing the final comprehension outcome in L2 listening instruction towards teaching students ‘how to listen’. Current research directions have emphasised the role of strategy training and metacognitive instruction in L2 listening development. Research also shows that L2 learning outcomes are significantly affected by individual differences, and that intra-individual factors (self-efficacy, motivation, self-regulation, and metacognitive awareness) influence listening comprehension outcomes. Furthermore, it is emerging that attempts are being made to examine the dynamic interplay of individual differences, metacognitive self-regulatory processing, and links to L2 listening outcomes and motivation. However, research is currently lacking on the connections between self-efficacy, motivation, and self-regulatory strategies in L2 listening comprehension in studies on L2 listening. The present study proposes a pedagogical intervention based on a theoretical framework, drawing from educational psychology and strategy instruction research. The intervention aims to target task-specific strategy clusters (orchestration of more than one listening strategy), raise awareness, model behaviour, and provide positive feedback. By incorporating a self-regulated learning model emphasising metacognition and L2 listening strategies, learners may be able to exercise more control over their learning process, which could, in turn, boost their self-efficacy and motivation to learn. This quasi-experimental study investigates: (1) the effect of hybrid (synchronous) L2 listening strategy-based instruction on Saudi EFL students’ listening comprehension and intra-individual factors (N = 124); (2) the interrelationships between (a) self-efficacy, (b) motivation, and (c) L2 listening self-regulation; and (3) the potential effects of strategy-based intervention on students’ behavioural and motivational characteristics during the L2 listening process. Data were collected using questionnaires, listening comprehension tests, stimulated-recall protocols, individual interviews, a teacher’s diary, and L2 listening in-class activities and documents. As hypothesised, the results of the mixed-methods data analysis provide evidence that students in the experimental group outperformed their counterparts in the control group in both listening comprehension and intra-individual factors. In addition, the intervention had a favourable impact on individual learners in terms of their self-efficacy, motivation, self-regulation, and metacognitive awareness, as there was a positive correlation between these factors. This study also provides fresh perspectives in the domain of second language learning by demonstrating that motivational factors have a positive impact on self-efficacy beliefs through the mediating influence of self regulatory strategies. These results also have significant educational consequences for English as a Foreign Language (EFL) teachers, educators, and stakeholders in second language education. The primary finding of this study is that teaching listening strategies is not simply a matter of assessing comprehension; rather, it involves comprehending the process by which students listen and improving their strategic behaviours in the process. Moreover, it is important to recognise that students have varying abilities and motivations in the classroom. This awareness requires a greater focus on task design, selecting engaging instructional materials, and integrating research-based teaching methods for the covert and complex skill of L2 listening. The study also provides insights into some of the issues related to remote teaching in L2 listening research, as well as students’ perceptions of and attitudes towards listening strategy-based instruction in hybrid learning.59 0Item Restricted MEASURING THE USE OF LEARNING MANAGEMENT SYSTEM (LMS) IN TEACHING ENGLISH LANGUAGE AMONG TEACHERS IN SAUDI ARABIAN PUBLIC UNIVERSITIES(Saudi Digital Library, 2022-06-08) Alsaaid, Adeem; Abd Razak, Norizan; Wahi, WahizaNumerous studies have shown the necessity for learning management systems (LMS) for teachers in various locations around the world in recent times. Instructors dominate the learning process in the Saudi education system, and students look to them as their primary source of information. Thus, in order to have a profound understanding, this study used two approaches: the quantitative approach used the unified theory of acceptance and use of technology (UTAUT), to examine the major factors (Performance Expectancy; Effort Expectancy; Social Influence; and Facilitating Condition) affecting the adoption of e-learning systems and the differences in gender roles among university instructors. Also, this study applied the qualitative approach in order to triangulate and verify the findings. In terms of the data collection, in the quantitative approach, a self-administered questionnaire was used, and data were obtained from 190 English instructors from 28 Saudi Arabian public colleges. For the qualitative section of the study, an interview based on semi structure was conducted. The interview was guided by interview protocol (interview guide), thus 14 informants were interviewed. Structural Equation Modeling (SEM) (quantitative) and thematic analysis (qualitative) were used to evaluate the proposed research. So, the results of this study showed that performance expectancy and social influence are significant predictors in influencing instructors’ behavioural intention (BI) to use a blackboard system (BBS), whereas effort expectancy facilitating conditions showed insignificant results with behavioural intention (BI). Subsequently, behavioural intention (BI) was significantly related to actual user behaviour. This study also examined gender as a moderator in the relation of behavioural intention (BI) to use the blackboard system (BBS) and actual usage behaviour of (BBS). Therefore, the results revealed that the interaction effect of ‘Gender’ was significantly moderate to the relationship between (BI) to use (BBS) and actual usage behaviour of blackboard system (BBS), which was stronger for females compared to males. In addition, from the qualitative data, the study further concluded that the best practice of teaching foreign languages such as English in Saudi Arabia lies in the three modes of teaching. These modes of teaching include; the traditional method (face-to-face), the online method, and the group discussion. As shown in the qualitative analysis that for better teaching and learning for the student, teachers should adopt the online mode available to them. Concerning technology in teaching foreign languages, it is concluded that most teachers in Saudi prefer to use the old method than the new method (online). This is due to its technical problem, high cost, and lack of adaptation by the teachers. The study further concluded that only through the use of technology in education gender segregation can be minimised in a country such as Saudi. Therefore, technology can play a vital role in minimising gender segregation in education. Thus, the model of this study has provided theoretical contributions by filling in gaps and offering accurate information followed up by conclusive evidence. This technique can also be used by universities to boost job performance, maintain instructors with high potential and talent in Saudi Arabia, and strengthen instructors' perceptions of (LMS).28 0Item Restricted Non-Traditional Language Learners: Exploring The Factors Affecting Engagement In Online Learning At A University Level In Saudi Arabia(2023-06-07) Alharbi, Amera; Wright, Vicky; Borthwick, KateThe most significant disruption to education systems in living memory was caused by the covid pandemic (Hussein et al., 2020). E-learning before the Covid pandemic has become an attractive approach to students with different characteristics as non-traditional learners. They study alongside full or part-time work, have family commitments, or are older learners. Studies report diverse findings about the motivation and engagement of this student body (Alshebou, 2019; Arjomandi et al., 2018; Gately et al., 2017, Novotný et al., 2019 Rothes et al., 2017; Sánchez- Gelabert et al.,2020). Due to a scarcity of non-traditional students’ motivation studies (Rothes et al., 2017) and engagement studies (Rabourn et al., 2018), this qualitative case study aims to understand non-traditional language learners’ motivation and engagement in online learning during uncertain times, Covid pandemic. Researchers have acknowledged the connection between motivation and engagement (Finn & Zimmer, 2012; Skinner& Pitzer, 2012) and declare that learners' motivation affects the quality of their engagement (Lawson & Lawson, 2013; Lawson & Masyn, 2015). As a result, this study aims to fill gaps and employ a motivational framework that has not been used in L2 studies: Maehr's (1984) Personal Investment Theory (PIT) to pave the way to understanding participants' motivation (goals and self) and exploring how language learners engage following Redmond et al. (2018) engagement model in online learning. The participants were six female students who studied foundation level at a Saudi university and adopted a blended pedagogical approach. Due to the worldwide shift to online learning, those learners in this academic year were unique in being the only learners who experienced solo online learning at the university. Data sources include surveys, engagement self- report, interviews, observation, and blackboard analytics. The findings reflected that the lockdown situation tended to exacerbate a number of the existing inequalities apparent in OL which affected learners’ learning motivation and engagement experience. The motivation framework supports understanding the learners' goals and sense of self. The findings showed that the participants had multiple goals while learning in the research context. In addition, many contextual factors impacted their self-views. The analysis of the non- traditional five engagement dimensions for the engagement model stressed the interplay of these dimensions (cognitive, behavioural, emotional, social, and collaborative) in language learners' experiences in online learning. At the cognitive level, online learning affected students' comprehension and enhanced learners' self-regulation skills. The approach also impacted participants at the behavioural level regarding their participation, focus and careful listening, persistence, and self-working on activities. Mixed emotions were evident in the participants' emotional engagement during their online learning experiences. To communicate effectively in the online learning environments, the participants created a social community that enables them to engage socially with classmates and collaborate to support one another's learning. This helped them have a sense of belonging in the online community. The findings showed contextual factors influencing non-traditional language learners in online learning in this specific context. While self- efficacy was the central theme in the internal factors, the teacher was the critical factor in the institutional factors that affected student engagement in online learning.23 0Item Restricted The Contribution of Design to Social Interaction: A Case Study of the 2023 Islamic Arts Biennale in Jeddah, Saudi Arabia.(2023) Alqahtani, Taghreed; Takamura, JohnSocial interaction among people in public spaces is an important way to strengthen community ties. Therefore, this study seeks to shed light on the significant role of interior design in increasing the quality of exhibition-built environments. Which in turn affects human behavior, which may lead to enhanced communication between visitors. In addition, the results guide the designer to the most effective design features to build spaces that help social interaction. The research took the Biennale of Islamic Arts in Jeddah, Saudi Arabia, as a case study representing contemporary religious exhibitions. It investigates the impact of lighting, furniture layout, and space planning on interactive behavior among visitors. And these aspects will be measured by applying the triangulation method: field observation, semi-structured interviews, and survey, spread randomly, among biennial local and international adult visitors (n = 114, women n=71 and men n=43). The results illustrate that employing design features around users’ preferences (Human-centered design) within public interior spaces influences the visitors’ behavior and willingness toward social interaction.33 0