Saudi Cultural Missions Theses & Dissertations

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An Examination of Utilizing the X Platform in the Context of Indefinite Article Production Among Saudi English Learners
(Saudi Digital Library, 2025) Madkhali, Amnah; Braver, Aaron; Borst, Stefanie; McFadden, Brian
The current study aims to investigate the role of integrating the X platform in a linguistic pedagogical setting to enhance specific linguistic features, namely the indefinite article. It follows the theoretical frameworks of Vygotsky’s sociocultural theory (1930), Long’s interaction theory (1996), and the surface structure taxonomy of errors (Dulay et al., 1982). The study utilizes a sequential exploratory research approach that involves both qualitative and quantitative research. In the first stage, a qualitative questionnaire was distributed to English learners at Jazan University to identify learning practices, and an online interview was conducted with Jazan University instructors from two different campuses to examine teaching practices. Following that, a quantitative questionnaire was distributed to the same learners to examine the accuracy of indefinite article, and this questionnaire was later analyzed by the Forced Choice Elicitation Task. The analyses, including a one-way ANOVA and an ANCOVA, were conducted to test the variables, specifically, to examine whether hours on social media (time dedicated to consuming English on social media), type of content, type of interaction, age, gender, and motivation influence the result of the study. The results indicated that while the type of content, gender, and motivation do not affect the result significantly, the hours on social media and type of interaction significantly impact the result, while age shows a marginal effect. The findings of the study suggested first that the learners showed a predictable sequence of types of errors when producing English articles (regulation addition, simple addition, omission, and substitution). Second, the learners who consume English content on the X platform frequently received higher scores (M=19.25) compared to the learners who depend only on classroom instructions (M = 15.9). Third, although educators demonstrated a positive attitude toward integrating social media platforms, the integration of these tools and the encouragement of their students are still insufficient. Therefore, the study suggests adapting online networking in a structured manner to overcome the gap of authenticity in language classrooms.
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Investigating Knowledge and Use of Technical Vocabulary in Saudi Engineering Masters’ Dissertations: A Corpus-based Study
(Saudi Digital Library, 2025) Alanazi, Budur; Adolphs, Svenja; Szudarski, Pawel
This thesis explores technical vocabulary in engineering masters’ dissertations, an academic genre that has received less attention compared to textbooks, course materials, and research articles. It addresses this gap through three linked studies, employing both quantitative and qualitative methods to investigate the knowledge and the usage of technical vocabulary in engineering masters’ dissertations written by Saudi students. The first study examines the lexical profile and vocabulary load of a specialised corpus, consisting of 1,322,437 words compiled from such dissertations written by Saudi students at King Abdul-Aziz University. The findings showed that 4,000- and 7,000-word families, along with four supplementary lists and an engineering-specific word list, were necessary to achieve a minimal 95% and optimal 98% comprehension in engineering master’s discourse. This highlights the lexically demanding nature of the Engineering Masters’ Dissertation Corpus (EMDC). The second study employs a combination of corpus-based and semantic approaches to identify and analyse single-word and multiword units (MWUs) of technical vocabulary in EMDC. The findings showed that 930 single-word items of engineering technical vocabulary (ETV) were identified, which covered 19.92% of tokens in the EMDC. The study found that 61.29% of the ETV (570 words) was from high-frequency vocabulary bands e.g., bus, coolant, absorption, 25.49% (237 words) from mid-frequency bands e.g., aluminium, altitude, antennas, and 4.12% (38 words) from low-frequency bands e.g., brine, axial, photovoltaic. Additionally, 2.0% (19 words) were from supplementary lists; proper nouns and transparent compounds, e.g., Doppler, Gaussian, ciphertext, and 7.1% (66 words) were from a specialised engineering word list e.g., actuation, actuator, alloying. The study also identified 856 MWU technical vocabulary items, which can be refined into 543 condensed MWUs e.g., renewable energy, heat transfer, Nusselt number from the EMDC. The distribution of ETV varied across dissertation sections: Results and Discussion sections contained the highest percentage (21.46%), followed by Methodology (20.83%), while the Introduction (18.47%), Literature Review (18.44%), and Conclusion (18.56%) sections showed similar, lower percentages. The third study investigates learners’ receptive knowledge of the ETV list and lecturers' evaluations of its usefulness. Participants were grouped into three proficiency levels–19 beginners, 33 intermediate, and 26 advanced learners–using the Updated Vocabulary Level Test (Webb, Sasao & Balance, 2017). Yes/No tests were administered to assess learners' receptive knowledge of ETV words selected from the 930 ETV list, while 20 engineering lecturers evaluated the usefulness of the ETV list. The study also analysed correlations between learners’ knowledge and teachers’ perceptions. The findings indicated that learners demonstrated stronger knowledge of high-frequency ETV compared to mid- and lowfrequency words. Bootstrapped analysis showed that beginners, intermediate, and advanced learners knew progressively higher percentages of the target words, with advanced learners exhibiting the highest level of comprehension. Lecturers rated high-frequency ETV as the most useful, followed by mid- and low-frequency words. A strong correlation was observed between learners’ knowledge and lecturers’ perceptions, with the alignment improving as learners advanced in proficiency. This suggests that teachers’ perceptions become more accurate as learners develop greater vocabulary knowledge. This thesis has both methodological and pedagogical implications for research on technical vocabulary in genre-specific written discourse and ESP. The developed wordlists can assist second language engineering students in learning the vocabulary essential for their field, enabling them to meet the language demands of their studies and professional practice. By providing targeted language support, students can enhance their proficiency and perform more effectively in their specialised areas.
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VOCABULARY LEARNING STRATEGIES AMONG SAUDI EFL MILITARY CADETS: PATTERNS AND PREFERENCES
(Saudi Digital Library, 2025-07-29) Aldosari, Fahad Ammar; Leiva, Carlos Lopez
This study investigates the vocabulary learning strategies (VLSs) of 126 Saudi military EFL cadets, an underexplored group in second language acquisition research. Using an explanatory sequential mixed-methods design, a questionnaire identified the most and least used strategies, followed by interviews with 10 participants for deeper insights. Findings show cadets frequently use bilingual dictionaries, vocabulary lists, and group work, while cognitive strategies like written repetition and note-taking are underutilized. No significant differences in VLS use were found between Level 1 and Level 2 cadets, suggesting stable strategy preferences. Additionally, emerging strategies such as gamified learning and collaborative storytelling indicate a shift toward technology-assisted and social learning approaches. These results highlight the unique challenges of vocabulary acquisition in a regimented military setting and emphasize the need for interactive, context-specific instructional methods to improve vocabulary retention and language proficiency. The study’s findings provide valuable insights for curriculum designers and military language instructors, offering practical recommendations to enhance vocabulary teaching strategies in structured EFL environments.
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Exploring the factors contributing to high anxiety during recast in an online environment: insights from Saudi EFL learners’ experiences
(University College London (UCL), 2025) ِِAlrefaie, Asma; Solano, Victor
Abstract The study explores the factors contributing to anxiety during recasting in an online environment, as well as the attitudes and opinions of Saudi EFL learners. A total of 33 students completed the Foreign Language Classroom Anxiety Scale (FLCAS). The EFL students were divided into high and low anxiety groups, and 6 students, both male and female, were selected to participate in semi-structured interviews. Thematic analysis was used. The study identified classroom environment and recast feedback, as key contributors to anxiety. Furthermore, students' attitudes and opinions towards recast feedback in an online environment are explored. Limitations, implications, and suggestions for future research are discussed at the end of the study. This study contributes to the understanding of how recasting impacts anxiety in online EFL settings and provides insights into effective teaching practices. Key words: Recast, Anxiety, online, EFL, learners, Saudi, Oral corrective feedback
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Translanguaging in EFL Tertiary Education: Investigating Saudi English Language Teachers’ Perceptions
(University of Reading, 2024-09-07) Alshehri, Yara; Chung, Yoojin
Translanguaging 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.
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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, Marta
Social 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.
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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, Schoofs
Despite 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.
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Teachers’ Perceptions of EFL Students’ Motivation in Blended Learning Using Blackboard
(University of Glasgow, 2023) Ashkan, Layal; Marshall, Charles
Abstract 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.
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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, Vince
This 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.
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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, David
In 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.
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