Saudi Cultural Missions Theses & Dissertations
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Item Restricted INVESTIGATING INSTRUCTORS AND MA STUDENTS’S PERCEPTIONS OF FINAL PRODUCT FEEDBACK AT SOTON UNIVERSITY(University of Southampton, 2024-09) Alghamdi, Maha Ahmed; Eldjoudi, Ouacila AitThis dissertation aims to investigate the perceptions of final product feedback practices at the University of Southampton. The targeted group are the instructors and masters’ students in the University of Southampton in Applied Linguistics for Language Teaching and English Language Teaching programmes. The research used mixed-method approach with a combination of quantitated and qualitative data collection tools. The researcher conducted two questionnaires which with a total of 16 students and 8 instructors as participants. Additionally, 3 participants took part in a semi-structured interview. The main findings of the study are that teachers and students do have positive perceptions about final product feedback. Furthermore, the researcher found that specific comments and feedback on content were the two factors that contribute to learners’ improvements. The research discusses the factors that limit the usefulness of final product feedback in master’s settings and presents further recommendations for future research.19 0Item Restricted The Perceptions of Private School Saudi EFL Primary and Early Years Teachers on Language Assessments: An Exploratory Study(University of Edinburgh, 2024) Alqahtani, Raghd Saleh; Underwood, JamesThe perceptions of EFL teachers in early year and primary private schools have been underrepresented in Saudi Arabian context, more so in language assessments. This exploratory research examines the perceptions of five private school teachers in Saudi Arabia on language assessments in their schools. A thematic analysis constructed four major themes —three prominent in literature, and one constructed from the teachers’ interviews. They were ‘Investment’, ‘Agency’, ‘Opinions and Beliefs’, and ‘Structure’. Their perceptions were mixed but predominately negative with teachers calling for less stakeholder involvement compared to theirs, more teacher professional development in assessments, and structural consistency. The findings hope to aid in theory generating and provide opportunities for more research on EFL teachers’ voice in language assessments in early year and primary years private school contexts.25 0Item Restricted ENGLISH LANGUAGE TEACHERS’ PERSPECTIVE ON THE APPLICABILITY OF THE LANGUAGE ASSESSMENT FRAMEWORKS USED IN SAUDI ARABIAN UNIVERSITIES(University of Mississippi, 2024-08-11) Alqahtani, Asmahan; Warhol, TamaraThis study investigates English language assessment practices in Saudi Arabian universities from the perspectives of English language teachers. It explores how ESL teachers perceive the applicability of assessment frameworks provided by policymakers in higher education. Guided by concepts of Language Assessment Literacy, the study examines the roles and practices of various stakeholders in language assessment, the principles and concepts guiding these practices, and the awareness of the social contexts in which language assessment takes place. In Saudi Arabia, research on language assessment is needed due to the limited attention given to assessment and testing issues, and the minimal involvement of teachers in assessment development and decision-making. This mixed-method study employs both qualitative and quantitative data. Qualitative data were collected through interviews to explore participants' in-depth perceptions, while quantitative data were gathered via surveys to collect information on assessment from a larger population. The interviews included eight (8) English language teachers currently teaching at various universities in Saudi Arabia; whereas, 73 teachers participated in the survey. Thematic analysis was used to analyze interview data, and descriptive analysis was applied to survey results. Findings reveal that ESL teachers in Saudi universities are generally dissatisfied with current assessment practices. Key concerns identified in interviews include limited teacher involvement in assessments, the rigid structure of the unified exam system, reliance on traditional assessment methods, and the neglect of students' individual needs. Survey findings indicate a preference among language teachers for assessment topics addressing language pedagogy issues over theoretical and local practice aspects of assessment.17 0Item Restricted Narrative Language Assessment and Intervention: Applications with Children with and without Disabilities(ProQuest, 2024-04-11) Almubark, Norah; Restrepo, M. Adelaida; Spencer, TrinaNarrative is the art of conveying a sequence of causally and temporally linked events through monologic telling. Various functions can be served through narratives including sharing experiences, expressing ideas, providing entertainment, and imparting cultural or social values. Narrative language represents an authentic type of language that is useful for assessment and intervention because it can be analyzed according to content and form. The ability to use complex narrative language and produce quality narratives is associated with long-term academic and social benefits (Uccelli et al., 2019; Suggate et al, 2018). Given this crucial link, narrative language is suitable for child language assessment and intervention purposes. This dissertation comprises three studies that focus on the utility of narratives as a medium of assessment intervention for young and school-age children, along with augmentative and alternative communication (AAC) narrative intervention for school-age children with autism. Data were collected in diverse settings and contexts. Study methodologies included a correlational design with matched pairs of participants, a cross-sectional design, and a single-case multiple baseline design. The results have implications for the use of narratives in the assessment and intervention of children with diverse language support needs. Collectively, these three studies advance our understanding of narrative assessment with children with and without disabilities and contribute valuable insights into the potential of AAC narrative interventions for children with autism.27 0