Saudi Cultural Missions Theses & Dissertations
Permanent URI for this communityhttps://drepo.sdl.edu.sa/handle/20.500.14154/10
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Item Restricted Investigating the Effectiveness of Mobile Learning for Enhancing the Academic Literacy of Saudi EFL Students: A Case Study of Students at Umm Al-Qura University.(Saudi Digital Library, 2024-11-25) Alqhtani, Abdalelah; Georgiou, Helen; Ward, Rowena; Freeman, MarkThis thesis examines the impact of mobile learning technologies, specifically the ReadTheory and the Write&Improve programs, on the academic literacy development of Saudi university English as a Foreign Language (EFL) students. This study situates itself within the broader context of academic literacy challenges faced by Saudi EFL students, with a particular emphasis on key aspects such as vocabulary development, reading comprehension, mastery of sentence structure, and skills in composition analysis. Drawing on theoretical frameworks such as the Constructivist Learning Theory (CLT) and the Mobile Learning Framework, the study explores how mobile learning learner-centred development of academic literacy. The Technology Acceptance Model (TAM) is used to investigate Saudi EFL students’ perceptions and attitudes toward the ReadTheory and the Write&Improve programs as language learning tools. In this thesis, the Common European Framework of Reference for Languages (CEFR) is applied as a standard for evaluating the language proficiency levels of Saudi EFL students. It provides a comprehensive framework for assessing the specific impact of the ReadTheory and the Write&Improve programs on their reading and writing outcomes. Through theoretical analysis and empirical research, this study contributes to understanding the potential of mobile learning in enhancing EFL education in Saudi Arabia. The study, conducted at Umm Al Qura University (UQU), adopts a quasi-experimental design. All participants completed pre-and post-tests to evaluate students’ progress. Participants in the technology intervention groups also filled in post-intervention surveys about their perceptions of the programs’ usefulness and ease of use. The undergraduate participant cohort was divided into four groups: two for reading and two for writing. The reading groups involved 150 students, evenly split between those using the ReadTheory program and those attending online reading workshops. Both interventions spanned ten weeks. The reading workshops are held once a week to mitigate the potential positive impact of the technological intervention. Similarly, the writing groups involved 185 students, with 109 participants using the Write&Improve program and 76 attending online writing workshops. These writing workshops, conducted once a week for over ten weeks, ensured comparable exposure and practice writing opportunities, providing all participants with equal learning opportunities. This consistent structure across both reading and writing interventions was designed to create balanced conditions for evaluating the effectiveness of the mobile learning programs. Results show significant improvements in academic literacy. The ReadTheory intervention effectively enhanced the students’ reading skills (d = 0.74), outperforming the reading workshops (d = 0.18). The Write&Improve program significantly enhanced overall writing skills (d = 0.66) compared to the online writing workshops (d = 0.22). However, the online writing workshops were more effective in improving students’ sentence structure (d = 0.35) than in developing composition analysis skills (d = 0.14). Students found both programs useful and user-friendly for developing their academic literacy skills. This research contributes to advancing English education in Saudi Arabia and aligns with the country’s Vision 2030 by emphasising technology integration into educational practices. The research also has practical implications for EFL educators and researchers and concludes with suggestions for future research and application in similar settings.46 0Item Restricted AI-Driven in Education: Pioneering the Future of Learning(University of York, 2024) Almuzayn, Majd; Ward, Tony; Ellison, PeterBackground The research investigates how AI-driven models may affect admissions to UK universities, with a specific emphasis on how these models may affect diversity, fairness perceptions, and the effectiveness of the admissions process when compared to more conventional approaches. The increasing use of AI technologies in a variety of fields, including education, and the pressing need to comprehend how these technologies affect fairness and openness in admissions procedures are the driving forces behind this work. The main study topic seeks to determine if AI systems can reduce biases in admissions decisions and how they affect perceptions of fairness across various demographic groups. Methods Using structured online surveys, data were collected from four groups, including students, parents, academic staff, and professionals, to investigate these questions using a quantitative methodology. Important variables including opinions about fairness, trust in AI systems, privacy concerns, and demographic data were all intended to be included in the survey. This strategy made it easier to gather statistically meaningful data, which enabled a thorough examination of the answers and patterns across various groups in admissions decisions. Results Diverse viewpoints regarding AI-driven admissions systems were found in the study from the key groups. Students had moderate confidence about these systems' fairness and expressed worries about potential biases and data privacy. Parents were cautious, prioritising transparency and trust in conventional admissions procedures. Professionals accepted AI's efficiency but were dubious about its capacity to eliminate biases; they continued to look for additional proof. Academic staff held similar opinions, acknowledging AI's potential to enhance admissions while also raising concerns about its impact on diversity and fairness. Discussion These results hold importance for how AI will be going forward to be put into use in college admissions going forward. To build confidence among, academic professionals' cautious position highlights the need for additional improvement and transparency in AI systems. The research also emphasises how crucial it is to include a variety of viewpoints in the implementation and development of the AI-driven admissions process since the current approaches do not adequately capture the complexities of effectiveness and fairness. Overall, this study emphasises the necessity for ethical concerns and inclusive practices when the technology is used in admissions, which adds insightful information to the ongoing conversation about AI in education. Key Words AI-driven admissions, fairness, diversity, bias, quantitative methodology, participants perceptions, educational technology, UK universities.20 0Item Restricted Theory and Practice: Exploring an Evidence-Based Framework for Call and Language Teacher Education(Washington State University, 2024) Asiri, Ali; Egbert, JoyThis comprehensive overview synthesizes findings from two studies that explored English language education and teacher preparation through evidence-based approaches. The first study addresses the challenge of effectively integrating up-to-date technology into language classrooms, mainly focusing on computer-assisted language learning (CALL) professional development (PD) for English language teachers in Saudi Arabia. This theory-to-practice paper reviews existing literature on teacher PD and CALL PD, culminating in the proposal of a CALL PD framework tailored to the Saudi context. This framework incorporates elements identified as effective in improving current and future CALL PD initiatives. The second study explores the integration of educational escape rooms (EERs) as a novel strategy within teacher preparation programs. While EERs have proven effective in supporting learners across various disciplines, the study addresses the gap in research regarding their application in teacher preparation. The investigation incorporates four evidence-based theoretical elements (content authenticity, active learning, modeling effective instruction, and providing ongoing experiences) into the design of EERs for 45 pre-service teachers. The results highlight key themes in participant interactions during escape room experiences, shedding light on teamwork dynamics and communication. Moreover, participants reported enhanced learning experiences, emphasizing elements such as authenticity, active learning, 21st-century skills, modeling, challenge, and technology use. The findings suggest that designing learning experiences based on these elements can significantly benefit pre-service teachers, offering meaningful insights for teaching and future research directions.11 0Item Restricted The Influences of Educational Technology on Comprehension among Elementary School Students during the Covid-19 Pandemic Period in Saudi Arabia(Saudi Digital Library, 2023-12-01) Al jawad, Fatimah; Hambrock, HelgaThe current study addressed concerns surrounding the impact of educational technology on students’ comprehension during the COVID-19 pandemic. While researchers have shed light on issues like overreliance on technology and potential hindrances to comprehension, a significant gap remains in fully understanding the implications for elementary school students, especially within the unique pandemic context. To bridge this gap, this study explored the effects of various technological tools used in remote learning settings on students’ comprehension, providing valuable insights for educators, parents, and policymakers to promote responsible and effective use of educational technology. A basic qualitative design was employed for this study. Data were collected through semi-structured interviews, which provided a deeper understanding of the underlying mechanisms behind the effects of technology on students’ comprehension. The findings demonstrated positive outcomes associated with technology integration: students reported improved comprehension, higher engagement with learning materials innovatively, and a deeper grasp of subjects. Parents and teachers also acknowledged the benefits and cited easy access to information and enjoyable learning experiences. Nevertheless, challenges such as limited device availability and health issues from technology overuse impacted comprehension in some cases. Proposed strategies to address these challenges include better education and training for teachers and educational initiatives to enhance students’ familiarity with technology.15 0