Saudi Cultural Missions Theses & Dissertations
Permanent URI for this communityhttps://drepo.sdl.edu.sa/handle/20.500.14154/10
Browse
12 results
Search Results
Item Restricted Gender Identity and Hyperbole Use in Saudi Arabic: A Production and Perception Study Exploring the Influence of Social Factors on Hyperbolic Expressions and Attitudes Towards their Use.(University of York, 2024-09) Aljuberi, Najla Ali; Bailey, GeorgeLanguage is not merely a tool for communication but a mirror reflecting intricate human interactions, culture, social norms, and identity. While extensively studied in rhetorical and literary contexts, hyperbole has received relatively little attention in everyday contexts, particularly in Saudi Arabic. This study explores the influence of social factors—namely gender, age, and region—on the use of ten hyperboles frequently observed among Saudis. The research incorporates both production and perception approaches. In the production study, the frequency of hyperboles was examined over 9 hours and 24 minutes of natural speech collected from 24 Saudi influencers, stratified by age, gender, and region, on Snapchat. The perception study, conducted through an online survey, implicitly investigated Saudis’ perceptions and attitudes towards the use of hyperboles. The results of both studies were largely consistent. They demonstrated that gender is the strongest factor influencing the use of hyperboles, with Saudi females producing 71 hyperboles per hour compared to only 7 hyperboles per hour by males. The findings also revealed that the ten hyperboles carry varying degrees of femininity: six hyperboles were found to be highly feminine, while the others exhibited both feminine and masculine connotations. Two hyperboles also revealed a regional pattern, showing high salience in the speech of Najdi speakers. In the first section of the perception study, Saudis demonstrated heightened awareness of these expressions according to age, gender, and region. The study also uncovered a correlation between femininity, age, and formality: the more feminine a hyperbole, the younger and more informal it was perceived. In the second section, Saudis’ attitudes towards the use of hyperboles were generally positive. However, male respondents expressed slightly negative attitudes towards hyperboles when used by other men.20 0Item Restricted Exploring Gender Differences in Saudi EFL Learners' Attitudes and Comprehensibility Towards American and British English.(University of Reading, 2024-09-13) Asiri, Shamah; Setter, JaneAbstract This study was an attempt to explore how Saudi EFL learners feel about American and British accents and how well they understand these accents, with a focus on exploring differences between male and female learners. A number of 84 participants, both males and females, took part in the research, allowing for a balanced look at gender perspectives. Using a combination of questionnaires to assess attitudes and a verbal guise technique to assess how understandable these accents are, the study sheds light on how gender can shape accent preferences and comprehension. The insights gained from this research are valuable for educators and linguists who work in diverse, and in educational settings.12 0Item Restricted Factors Influencing Critical Care Nurses’ Attitudes to Patient Safety: A Systematic Review(QUEEN’S UNIVERSITY, BELFAST, 2024-09-08) Alduways, Saleh; Claire, KerrBackground: Ensuring patient safety continues to be a key aspect in the health sector. Negligent practices concerning health, hygiene and diet are among the top killers in modern society. The attitudes and practices of critical care nurses concerning patient safety culture are of significant importance. Safety culture refers to the safety beliefs, values and attitudes adopted by health care providers, as well as the processes of practising them and the dedication to creating a riskless health care system. Aim: This systematic review seeks to summarise the attitudes and practices of critical care nurses towards patient safety in ICUs and their adherence to international safety goals, and factors that affect their attitudes and practices towards patient safety practices. Methods: A systematic literature search was conducted in four online databases – CINAHL, MEDLINE, PubMed and Scopus – of publications spanning September 2014 to 2024. The PICo framework was employed in the formulation of the research question. Specific criteria were set for the inclusion of studies. The quality of the included studies was assessed using the Appraisal tool for Cross-Sectional Studies (AXIS). Results: Ten studies were included in this systematic review. These studies employed cross-sectional design to investigate critical care nurses’ attitudes, perceptions and practices about patient safety, compliance with international safety goals, and factors that may influence them in critical care settings. In general, critical care nurses reported significant negativity in safety culture, and the management perception scores were low overall. Organisational commitment and job satisfaction had the highest means of positive scores as did teamwork. Nurses likewise confirmed a perspective of International Patients Safety Goals (IPSGs) as a reliable framework for patient safety; individual factors affecting patient safety culture included fatigue, workload and emotional exhaustion. Nurses aged 31–35 were more knowledgeable about the IPSGs. Conclusion: The current study reveals that critical care nurses had negative perception towards safety culture and poor response on the management support and the implementation of some principles of patient safety. Although 8 nurses’ knowledge of specific goals is strong, a number of implementation challenges remain and thus require focused interventions to enhance safety culture.29 0Item Restricted Exploring Teachers’ Attitudes about Universal Design for Learning for Students with Learning Disabilities in Saudi Primary Schools(University of Exeter, 2024-06-03) Alsaadi, Nouf Mohammed; Fujita, Taro; Koutsouris, GeorgeDespite the growing prominence of inclusion, teachers still have varying attitudes about its implementation in general classes. Therefore, this study aims to explore primary teachers’ attitudes about Universal Design for Learning (UDL) for students identified with learning disability (LD) to inform decision- making in UDL implementation and foster inclusive education in Saudi Arabia. UDL was identified as a framework that consist of three principles and standards for curriculum improvement to give all students opportunities to learn. This means that all learners in a general education setting, including those with disabilities, can receive flexible instructional methods, materials, and assessments to meet their needs. However, in order to implement UDL, it is important to explore teachers’ attitudes towards UDL and their perceptions of its practical implementation. Due to the limited research on UDL in the Saudi context, this study focuses on gaining an in-depth understanding of the attitudes of general education teachers (GETs) including their beliefs, concerns and potential factors associated with using UDL when teaching students with LD in Saudi primary schools. This study used an explanatory sequential mixed-methods research design across two phases: Phase One collected survey responses from 153 teachers, of which only 40 reported that they had knowledge of UDL, to explore their beliefs and concerns about UDL. Followed by Phase Two obtained qualitative data via semi-structured interviews with 11 of these participants, selected purposively, to gain an in-depth understanding of their attitudes and experiences of UDL. In terms of beliefs, the study found that the majority of teachers held positive beliefs about UDL and believed it could be useful for learning, teaching and assessment. However, interview results found that although most teachers were positive towards UDL as an idea or concept, they were sceptical about its practical implementation in their classrooms. In terms of concerns, the quantitative results showed high level of concerns about UDL: teachers were generally interested in learning more about UDL; but were concerned about their ability to implement it and managing tasks associated with it; understanding the impact it had on their students’ learning outcomes; and how to collaborate and co-operate with others to implement it. The qualitative findings reinforced most of these findings as the majority of teachers expressed similar concerns related to UDL such as having limited information, professional concerns e.g., lack of appreciation, concerns about cooperation, implementation and training. In addition, there were several supportive factors (e.g., social media use and the influence of particular trainers) and hindering factors (e.g., curriculum and time pressures) that were reported to influence teachers’ experiences of UDL. The integration of both phases highlighted the difference between thinking that something (UDL in this case) is a good/ positive idea, and actually implementing it in practice. The findings can offer insights into the complex ways in which teachers understand and practice inclusion in their classrooms. The ecological model of human development by Bronfenbrenner (1979) was used to discuss the findings of this study and identify factors that can influence teachers’ attitudes towards the implementation of UDL. This study contributes to the existing theoretical and practical knowledge about UDL and inclusion. Even though some teachers supported the inclusion of students with LD in a general class, they could be negative towards implementing UDL or vice-versa (positive towards UDL, but not willing to have students with LD in a general class). It reveals a dynamic interplay in teachers' attitudes towards the inclusion of students with LD, and it was prone to change according to the circumstances. Implications for policymakers, schools, and teachers are discussed.24 0Item Restricted LEARNING ENGLISH IN THE TECHNICAL AND VOCATIONAL TRAINING CORPORATION (TVTC) IN SAUDI ARABIA: PERSPECTIVES OF FIRST YEAR STUDENTS(Saudi Digital Library, 2023-12-12) Daqdaqi, Rashed Ahmed; Dietrich, SarahThis study examines the perspectives of 35 first year students enrolled in the Technical and Vocational Training Corporation (TVTC) in the Kingdom of Saudi Arabia (KSA). In light of the development strategy of Saudi Arabia's Vision 2030, which places significant emphasis on the acquisition of foreign languages to facilitate economic diversification and growth, this research examined the perspectives and drives of students in relation to the learning of English. The study found that the participants mostly showed positive and hopeful attitudes when it came to learning English. This study offers significant contributions to the understanding of the intricate dynamics involved in the process of learning the English language among students from Saudi Arabia. It illuminates the various obstacles and possibilities that arise as they strive to achieve proficiency in the language. The research emphasizes the necessity of adopting an innovative methodology for teaching English in vocational and technical education institutions in Saudi Arabia. This approach should aim to tackle motivational challenges and ensure that language acquisition is in line with the changing demands of the Saudi economy and society.49 0Item Restricted ''Perspectives of Saudi employees working in Small and Medium Sized enterprises in Saudi Arabia about the impact of transformational leadership on their reactions and attitudes towards organizational change''(Saudi Digital Library, 2023-08-25) Shalhoob, Huda Shafiq; Doloriert, ClairThe focus on the study highlighted purposed was informed by the lack of Saudi studies that examine employee's perspectives about the key mechanisms and variables contributing to this positive effect. To understand the employees' perspectives about the impact of transformational leadership on reactions of employees to organisational change, a qualitative methodological approach was adopted. Using open-ended semi-structured questions allowed in-depth exploration of how employees described their perspectives about the change process. Data was collected from interviews with 8 participants. The findings revealed a complex emotional landscape among employees that accompanies organizational changes, which require transformational leaders to understand and manage. The study also showed that transformational leadership positively impacts employee attitudes towards change by fostering hope, personal growth, and collective success. Leadership styles that incorporate collaborative and participatory leadership, grounded in authenticity and align with transformational values fosters positive perceptions. Transparency and effective communication were also noted to promote ownership, empowerment, trust and engagement during change. The other conclusion is that involving employees in decision-making and providing ongoing support enhances commitment and help address uncertainty. Finally, the study indicated that effective change management involves presenting an inspiring vision. The key message for leaders and practitioners is that successful change goes beyond technical aspects; it requires a holistic approach that considers the emotional, psychological, and collaborative dimensions of both leaders and employees. This approach can lead to more successful and sustainable organizational transformations.19 0Item Restricted Attitudes Toward Translanguaging in Saudi EFL Classrooms: A Study on Language Practices(Saudi Digital Library, 2023-11-01) Alashwal, Wejdan; Cogo, AlessiaThis thesis investigates the attitudes towards translanguaging practices in Saudi Arabian English as a Foreign Language (EFL) classrooms, focusing on the perspectives of both teachers and students. The primary objectives include examining the attitudes and readiness of Saudi EFL teachers to use translanguaging techniques, comprehending Saudi EFL students' perspectives and potential obstacles, and determining the perceived advantages and difficulties of translanguaging implementation. It used a mixed methods approach involving 55 students and three English language teachers. Interviews and Likert scale questionnaires gather qualitative and quantitative data. Thematic analysis of interviews reveals key themes, while descriptive analysis of questionnaires summarizes responses. The study enhances understanding of translanguaging attitudes, contributing to effective language teaching practices and informing policy in Saudi EFL education. The examination of the data suggests a generally positive opinion of using Arabic as a support tool for learning English, however, there are clear worries about an overreliance on Arabic and its effects on language development. A balanced approach is essential, emphasising the advantages of first language assistance while encouraging English immersion to advance language competency, according to interviews with EFL teachers. In conclusion, this thesis offers important new perspectives on how translanguaging is perceived in EFL classes in Saudi Arabia. The study emphasises the necessity for a deliberate and well-rounded strategy that maximises the benefits of employing Arabic as a supplementary tool while putting an emphasis on English immersion for strong language learning. The results offer recommendations for educators and policymakers on how to create efficient language teaching methods that take into account the various requirements and preferences of students, thereby improving language education outcomes in both Arabic and English.57 0Item Restricted Perspectives of Teachers of Students with Learning Disabilities on Parental Involvement in Jazan, Saudi Arabia: Experience, Obstacles, and Attitudes.(Saudi Digital Library, 2023-10-01) Almalki, Mohammed; McComas, JenniferParental involvement is an important component in education that is linked to positive outcomes in terms of academic performance and achievement. Much of the literature on parental involvement consists of studies located in the United States, while comparatively few studies pertain to parental involvement in the Gulf Nations, especially in the Kingdom of Saudi Arabia (KSA). To address the current gaps in the literature, the present study sought to investigate the current status of parental involvement, including obstacles to parental involvement and attitudes towards parental involvement and parental empowerment, from the perspectives of teachers in Jazan province, KSA. A comprehensive survey was distributed through the Department of Education in Jazan province to elementary school teachers who work with students with learning disabilities (LD) in the region, and 50 teachers completed the digital survey. Descriptive analysis and inferential statistics were conducted to answer the study research questions. Results suggested that digital communication through apps like WhatsApp represented the most common form of parental involvement experience reported by teachers in this study, whereas in-person and school-based forms of parental involvement represented the least common forms of parental involvement experience reported by these teachers. In addition, teachers rated parent-related obstacles (e.g., parents’ limited knowledge of their own parental rights) as being substantially greater impediments to parental involvement compared to school/teacher-related obstacles (e.g., teachers’ limited time). In terms of attitudes towards parental involvement and parental empowerment, teachers most strongly agreed with the belief that parental involvement is critical to the academic and behavioral development of children with LD, and parents should be included in the decision-making process. Implications of these findings, as well as suggestions for future research, are discussed at-length in this study.41 0Item Restricted Sociolinguistics of Saudi Vision 2030: Paradigm Shift Through English F English Faculty’s Perspectiv erspectives of T es of Translanguaging at a Saudi anslanguaging at a Saudi University.(UNM, 2023-08-01) Masrahi, Naif Ali Y; Trentman, EmmaMany educational systems around the world insist on applying an English Only Policy (EOP) when teaching the English language at universities without addressing their contextual needs. In Saudi Arabia, this problem leads to reduced satisfaction among faculty regarding students’ English level (Alharbi & Alqefari, 2022; Alkhairy, 2013; Alqahtani, 2020; Alsaawi, 2019; Alshammari, 2022; Altale & Alta’ani, 2019; Alzahrani, 2019; Elyas & Picard, 2010). However, the new educational transformation promised by Saudi Vision 2030 (2016) supports the Arabic language as a mother tongue for Saudis, English as an important language, and the teaching of critical thinking to respond to current global economic challenges. This creates a space for adopting translanguaging practices in English language classrooms by helping learners access their linguistic repertoire to understand, think, communicate, and learn the language (García, 2009). Recent studies at Saudi universities on faculty perspectives on translanguaging are limited in terms of context, participants, and vii methodology (Alahdal, 2020a; Alharbi & Alqefari, 2022; Alqahtani, 2022; Altale & Alqahtani, 2020; Alzahrani, 2019). Therefore, this qualitative case research examined the perspectives of six Saudi and international faculty members regarding translanguaging at a Saudi university. It answered the question: What are the perspectives of English as a Foreign Language (EFL) faculty at a Saudi university toward translanguaging, and why? Following the theoretical framework of sociocultural and translanguaging theories (Vygotsky, 1978; García & Li Wei, 2014), the study utilized interviews, focus group discussions, and field notes to collect the data. The thematic analysis (Stake, 1995) showed a positive position among faculty members regarding translanguaging. They called on decision-makers to empower them to participate in making pedagogic decisions according to students’ needs. Importantly, translanguaging could support the educational transformation of Saudi Vision 2030 through its pedagogic practices and its ability to support learners’ critical thinking. Moreover, faculty reported low awareness of translanguaging, which would require increasing their awareness of its systematic adoption. The study concludes with implications and suggestions for further research and teaching policy modifications to include translanguaging when teaching English in the classroom.35 0Item Restricted A PROPOSED TRAINING PROGRAM EXPLORING THE FIRST WEEK EXPERIENCE OF STUDENTS WITH DISABILITIES AS PERCEIVED BY STUDENTS, THEIR TEACHERS, AND ADMINISTRATIONS AT JAZAN UNIVERSITY IN SAUDI ARABIA(Pensilvania State University, 2023-08-01) Almohammed, Sali; Brendel, William; Yoon, Hyung JoonEducation is crucial to every individual’s academic, social, and personal development. While recent years have shown a remarkable gain for people with disability, serious roadblocks still exist in society, most importantly, in the education system as they proceed on the path to equality. Disability is still the most indicated basis of discrimination under the code of human rights claims in Saudi Arabia, with significant systemic issues raised in education. The study aimed to examine the challenges faced by students with disabilities and identify the resources and support available to them. Furthermore, it sought to understand the attitudes and perceptions of teachers and administrators toward disabled students. The current study was conducted using exploratory narrative research, combining descriptive and explanatory research paradigm. The current research examined the experiences of disabled students and their teachers and administrators. The study focused on the students, administrators, and teachers of Jazan University in Saudi Arabia's South. The study was conducted to understand how disability affects students, teachers, and administrators during the first week of campus life. The data collected through interviews was used to analyze the impact of disability on students during their first week on campus. The researcher conducted 12 interviews, four from each category of participants (disabled students, administrators, and teachers (faculty). Thematic analysis was adopted to analyze the data. Four themes were extracted from the data —Social inclusion, accessibility and accommodations, institutional support, and attitudes toward disability. Every stakeholder who participated in the study is considered very educated and has a sense of issues regarding disability. The study highlights areas where improvements can be made to university premises globally and in Saudi Arabia, particularly to be more inclusive and supportive of students with disabilities. The findings of this study can be used to provide resources and support for disabled students to ensure that they can have a positive experience in their academic life. The findings offer significant implications for the Saudi education policy and practice in higher educational institutions to provide equal opportunities and education to students with disability.54 0