Saudi Cultural Missions Theses & Dissertations
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Item 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.28 0Item Restricted Fostering Effective Oral Expressions : A Critical Review Of Three Empirical Studies(University Of Algiers 2-Abou AlKacem Saadallah, 2024-07-07) Alsubaie, Hessa; Fostering Effective Oral Expression: A Critical Review Of Three Empirical Studies.Abstract: This study presents the role of role-play in fostering oral expression. The study starts with a theoretical overview of role-play, its importance, advantages, and limitations. After this theoretical background, three practical samples of applying role-play in classrooms are investigated in details, the studies were conducted in three different geographical contexts, and on different levels of students. The study concludes with a comparison between these three sample articles and their results on improving oral expressions.5 0Item Restricted Meeting Learners at Their Cognitive Zones: The Effect of Explicit, Implicit and Differentiated Instruction on Saudi EFL Learners’ Performance and Lived Experience(2022-09) AlAmir, Bayan AlHashmi; Ahmadian, Mohammad; Badger, RichardThis mixed-method research study aims at bridging the gap between Instructed Second Language Acquisition and Individual Differences as two well-established, yet (almost always) treated as distinct, educational areas of research. It explores the differentiational effect of explicit/implicit/differentiated instruction on L2 learners’ acquisition of the English Article System and the extent to which students’ working memory capacity and form-complexity interact with instruction. To form a holistic and clear point of view of the effectiveness of explicit, implicit and differentiated instruction in language classrooms, the decision was made to triangulate the results of a four-week pretest-posttest classroom experiment and follow-up interviews with learners. To run the experiment, 90 intermediate-level EFL students were assigned to three instructional conditions: explicit, implicit and differentiated. They were instructed on the English Article System for three weeks, twice weekly, in sixty-minute-long sessions. Subsequent to the treatment, students were sent a licence to an online working memory battery designed to measure the performance of different components of working memory (i.e., the visuospatial sketchpad, the phonological loop, and the central executive). Five students from each group were, then, randomly selected for comprehensive three-stage interviews at the beginning of which the study’s main constructs were introduced in simplified terms. The study results have shown that implicit instruction is the most effective one out of the three, followed by differentiated instruction, whose effect is greater on the explicit knowledge measure. Explicit instruction, on the other hand, has been found not to be effective on the explicit knowledge measure and of slight effectiveness on the implicit one. The second part of the experiment results shows that differentiated instruction is the only form of teaching to neutralize the effect of varying levels of working memory capacity and form-complexity. The interview results have come almost in line with the experiment findings; students have perceived differentiated instruction as the most effective form of teaching, followed by implicit instruction and then explicit instruction. These results are believed to have some important implications for the field of Second Language Acquisition.33 0