Saudi Cultural Missions Theses & Dissertations
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Item Restricted Investigating Language Learning Needs of Medical Students at an English Language Institute in Saudi Arabia(Saudi Digital Library, 2025) ALSHAMMARI ,AHMED; Adams, RebeccaThis dissertation investigates the English language needs, teaching and learning preferences, and learning environment of first-year medical-track students in Saudi Arabia, drawing on perspectives from both students and instructors. Situated within the framework of English for Specific Purposes (ESP) and English for Medical Purposes (EMP), the study addresses ongoing debates about how best to prepare students for academic and professional demands in medical-related disciplines, particularly the balance between General English (GE) and Medical English (ME). A sequential explanatory mixed-methods design was employed. In the quantitative phase, 224 participants (201 students and 23 instructors) completed structured surveys assessing language and skill priorities, preferred teaching strategies, and learning environment factors. In the qualitative phase, focus group interviews with students and semi- structured interviews with instructors were conducted to contextualize and explain survey patterns. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were thematically analyzed following Braun and Clarke’s (2006) framework. The findings highlight both convergence and divergence between students and instructors across three interconnected areas. Regarding language and skills needs, both groups agreed that English is essential for academic survival and professional readiness. Students favored strengthening GE foundations before transitioning to ME, while instructors advocated earlier specialization to meet disciplinary demands. Hospital-related topics such as patient communication and clinical documentation were seen as most relevant, with authentic tasks like history taking and interpreting medical advice rated highly. Students prioritized speaking and vocabulary for immediate confidence, while instructors stressed writing as the most demanding and institutionally significant skill. Both identified speaking and writing as the most challenging, with listening and reading viewed as more manageable. Teaching and learning preferences v revealed further overlap. Both groups endorsed authentic, communication-focused strategies and emphasized the teacher’s role as facilitator. Task-based and interactive strategies were preferred to lecture-heavy delivery. However, students expressed dissatisfaction with rigid strategies, while instructors pointed to systemic barriers such as large class sizes and limited time. Divergences appeared in attitudes toward extensive reading and English-only instruction, with instructors more supportive than students. Learning environment and style preferences emphasized balanced and engaging conditions. Both groups agreed that textbooks remain necessary but should be supplemented with digital and interactive tools. Multimodal learning was most favored, with small-group interaction, in-person delivery, and morning classes identified as optimal. Students resisted heavy weekly schedules, preferring 8–12 hours, while instructors supported 16 hours or more to ensure sufficient exposure. In assessment, both endorsed balanced strategies, but students leaned toward projects and presentations, while instructors emphasized traditional and computerized testing for efficiency. The study contributes to ESP and EMP research by clarifying how present-situation needs and target-situation demands intersect in first-year medical education. It underscores the importance of a staged curriculum bridging GE and ME, integrating authentic and discipline-specific tasks, and providing systematic support for productive skills. Practically, the findings offer guidance for curriculum designers, instructors, and policymakers seeking to enhance ESP programs in Saudi universities and comparable contexts.34 0Item Restricted Translation Technology Training in Saudi Arabia: Aligning BA Programmes with Industry Requirements(Swansea University, 2025) Alsolami, Abdelalah Salem; Fernández-Parra, MaríaThe modern translation industry is characterised by rapid evolution of technologies, the growth of collaborative projects and an expansion in the roles of translators. The Saudi Vision 2030 calls for a transition to a knowledge-based economy and the elevation of the higher education sector to global rankings. This thesis provides recommendations to improve BA programmes in Saudi Arabia by aligning them with the technology-related requirements of the translation industry and aims to fill a literature gap around industry needs and translators’ technological competence. The first to incorporate all BA programmes responsible for preparing future translators, this research comprises three studies with different stakeholder groups (translators, employers, programme directors, and trainers), along with three research questions serving one overarching research question and was carried out with a mixed-methods design. Industry requirements (RQ1) were determined through the perspectives of translators and employers, who agreed on the importance of five competencies: Machine Translation (MT), Computer-Assisted Translation (CAT) tools, terminology, multimedia and desktop publishing (DTP), adding the growing influence of Generative Artificial Intelligence (GenAI). Google Translate and Microsoft Translator were rated as most important, along with eight CAT tools, with Trados Studio and memoQ the most frequently used. Translators’ technological competence (RQ2) was found to lie from early to advanced conscious competence on Howell’s (1982) model. Saudi BA programmes (RQ3) do not currently align with the requirements identified in RQ1. Challenges are evident in translation technology integration, lab infrastructure, trainer expertise, curriculum variations, teaching strategies, and industry involvement. To improve these programmes, a Translation Accreditation Council (TAC) should be established to facilitate industry-academia partnerships and encourage accreditation through standardisation based on best practices. Universities must invest in infrastructure to equip labs, gain access to tools, and improve off-campus access via cloud-based integration. This should also incorporate a move to student-centred teaching strategies (e.g., Simulated Translation Bureaus) to expose students to real-world working experiences.39 0Item Restricted The Role of Motivation in Enhancing Second Language Acquisition for EAL Students(Saudi Digital Library, 2025-06-08) Alanazi, Arif Mulayh H; Al-Shwayli, SehamThis research investigates motivational frameworks that enhance the learning outcomes of English as an Additional Language (EAL) for learners in Years 11 and 12 in Australian secondary schools. In line with a systematic literature review method, 82 selected peer-reviewed and grey literature sources published between 2020 and 2025 were scrutinised to extract evidence-based practices on learner engagement, effort, and language skills acquisition. The scope of the study, grounded in the L2 Motivational Self System, Self-Determination Theory, and the concept of investment, reveals key motivational drivers that can be classified into two broad clusters: individual and emotional factors, and social and instructional relationships. The findings revealed that the core components of learner engagement include intrinsic motivation, emotional safety, student agency, and support for multilingual identity. Teacher relationships, peer relations, culturally responsive instructional strategies, and family participation are deemed essential motivators for learners and educators. The review highlights significant discrepancies between the proposed professional development components and policy frameworks within multicultural instructional settings. The study presents strong recommendations for incorporating anti-oppressive frameworks, peer mentoring models, comprehensive EAL motivation structures, and holistic approaches into culturally responsive systems. These findings, in addition, broaden understanding for educators, policy makers, and school administrators who seek to support the multilingual and scholarly activities of EAL learners.29 0Item Restricted VOCABULARY LEARNING STRATEGIES AMONG SAUDI EFL MILITARY CADETS: PATTERNS AND PREFERENCES(Saudi Digital Library, 2025-07-29) Aldosari, Fahad Ammar; Leiva, Carlos LopezThis 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.37 0Item Restricted Integrating Touchscreen-Based Applications with Gamification Elements to Learn the Arabic Alphabet(University of Sussex, 2023-08) Al Hejaili, Abdullah; Newbury, PaulLanguage learning is considered an essential task for a child’s early education journey. However, children have traditionally received language learning components, such as the alphabet, through methods based on teacher-centred learning. These methods make students passive in the learning process and raise concerns regarding their individual differences. Technology has been widely accepted in education sectors in the last couple of decades as an effective educational tool that can compensate for the shortcoming of traditional learning methods. Therefore, this thesis presents the design and development of a novel touchscreen-based application integrated with gamification elements to enhance the understanding of the Arabic alphabet's forms for elementary school students in Saudi Arabia. In this thesis, an evaluation of the proposed application’s efficiency has been obtained by conducting two studies in elementary schools in Saudi Arabia. The study findings indicate that the proposed application increased and improved students’ comprehension of the Arabic letters’ forms. In addition, the study showed considerable positive attitudes and behaviours among students regarding the educational application. Therefore, it is considered an efficient educational tool that is able to address the difficulties of learning the Arabic alphabet and considerably influence the students’ learning outcomes. This research has provided several contributions, including the design and development of a novel educational application to learn the Arabic alphabet and its evaluation processes and methodology.21 0Item Restricted Technology Adoption For Language Learning Purposes In Conservative Territories In The Kingdom Of Saudi Arabia(Saudi Digital Library, 2023-10-10) Mubarak, Rami; Millar, Robert McCollTeaching and learning the English language have become crucial endeavours in the Arab world, specifically in the Kingdom of Saudi Arabia. Additionally, using technology for the purposes of learning the English language has also become central to the digital students of this generation. Before the successful adoption of technology for language learning purposes take place, factors that might impact students’ behavioural intention (BI) need to be investigated, particularly in relation to students coming from conservative territories. As such, in the current study, the unified theory of acceptance and use of technology (UTAUT) was extended and utilised as a lens through which to spot these factors, whilst quantitative and qualitative methods were applied to answer the research questions. As for the number of participants, there were 220 males and 263 females. The findings indicated that learning expectancy (LE), effort expectancy (EE), attitude towards using technology (ATUT), hedonic motivation (HM), trust (TR) and habit (HT) had an influence on students’ behavioural intention (BI) towards accepting and using technology to learn the English language in technology-enhanced language learning (TELL) classrooms. In contrast, social influence (SI) and facilitating condition (FC) did not have any impact.18 0