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 EXPLORING THE ATTITUDES AND MOTIVATION OF SAUDI STUDENTS TOWARD LEARNING ENGLISH: A GENDER-BASED STUDY(University of Nottingham, 2024-05-09) Hadhram, Yousef; Fuentes, Valeria RiverosThis study explores the motivations and attitudes of Saudi students towards learning English as a second language (L2) using a mixed-methods approach. The research involved 264 participants, comprising 177 males and 86 females, and employed both quantitative surveys and qualitative written interviews to provide a comprehensive analysis. The findings reveal that Saudi students generally exhibit positive attitudes towards learning English, with no significant gender differences. While quantitative data indicate that students are predominantly intrinsically motivated, qualitative analysis suggests a more nuanced picture, with both intrinsic and extrinsic motivations playing significant roles. These results challenge the prevailing literature, which often emphasizes extrinsic motivation as the primary driver in L2 learning. The study highlights the complexities of motivational dynamics and suggests the need for further research to explore the influence of factors such as academic discipline, age, and proficiency levels. Limitations include the small sample size, gender imbalance, and potential language barriers affecting survey comprehension. Future recommendations include expanding the sample size, ensuring gender balance, and translating research instruments into the participants' native languages to enhance data quality.10 0Item Restricted Navigating Foreign Language Anxiety In Saudi Classrooms: Examining Classroom Environment, Teacher Strategies, And Learner Perspectives(Old Dominion University, 2024-08) Alnefaie, Amal; Gupta, AbhaThis study investigates foreign language anxiety (FLA) in the context of Saudi Arabian classrooms, focusing on perceptions from both teachers and students. The research aims to identify factors influencing FLA, examine classroom environments, and offer insights to enhance foreign language teaching and learning in Saudi Arabia. Using a survey-based approach, data were collected through Likert-type scales and open-ended questions to explore FLA across various dimensions. Section 1 analyzed Likert-scale responses, revealing diverse levels of FLA among participants, with students often expressing neutral to disagreeing attitudes towards statements reflecting anxiety about language learning and classroom participation. Section 2 explored sociocultural factors impacting FLA, highlighting perceptions of gender roles and cultural norms, which participants perceived as contributing to FLA, though without significant correlation by mean scores. Section 3 examined strategies employed by students to manage FLA, emphasizing self-practice, media consumption, and confidence-building exercises. Peer interactions and collaborative activities were identified as beneficial despite concerns about potential negative impacts. Section 4 presented insights from teachers regarding the prevalence of FLA among students, noting behaviors indicative of FLA such as avoidance of speaking in class and visible signs of anxiety during language activities. Section 5 focused on teachers' perceptions and adaptations to create supportive learning environments. Most teachers viewed their practices as moderately effective in addressing FLA, utilizing strategies such as technology integration, collaborative learning, and fostering supportive classroom atmospheres. Overall, the study underscores FLA's multifaceted nature among Saudi students, influenced by sociocultural norms, personal strategies, and instructional practices. Findings suggest a necessity for targeted interventions and supportive educational environments to mitigate FLA and enhance language learning experiences. The study provides critical insights for educators and policymakers, emphasizing the significance of creating supportive learning environments and implementing effective teaching practices to alleviate FLA in Saudi Arabian classrooms.83 0Item Restricted Vocabulary Learning Strategies Used by Saudi Students for English Language Learning as a Foreign Language in the UK(Saudi Digital Library, 2023-12-01) Musawi, Hawazin; Petric, BojanaBackground: Vocabulary acquisition is a fundamental part of second language learning; without sufficient vocabulary, second language learners face difficulties mastering other language skills and lack communication skills. Second-language learners, including Saudi students, acknowledge the need to increase their English vocabulary, and that is reflected in their poor communication skills and academic achievement. Therefore, Vocabulary Learning Strategies (VLS) are used as a tool to facilitate vocabulary learning. Aims of the study: The current study aimed to explore the most frequently used VLS among Saudi students in UK universities and whether there is any relation between using the VLS and students' gender, age, academic disciplines, and educational level. Research Methods: Data were collected for the current study by using a questionnaire divided into two parts: the first part asked about students' characteristics, and the second part of the questionnaire was a vocabulary learning strategies questionnaire instrument (VLSQ) based on the Schmitt taxonomy about the VLS that contains 40 items divided into five VLS categories to determine the use of VLS. The questionnaire was created in Google Forms and distributed to the participants using social media applications. The data were analysed using Statistical Package for the Social Sciences (SPSS), and a descriptive analysis was carried out to answer the principal research questions, and inferential descriptive analysis was also performed to identify any significant difference between the use of VLS and students' characteristics. Study Results: The results of the current study showed that among five VLS, the metacognitive strategy scored the highest mean (M=2.4227, SD= 0.77979), followed by the determination strategies (M=2.3557, SD=0.73111). The least strategies used among Saudi students were cognitive strategies (M=2.0248, SD=0.85425) in UK universities. In addition, the current study detected a significant difference between the use of memory strategies and students' age and cognitive strategies with educational level. Conclusion: The findings indicated that Saudi students in UK universities preferred metacognitive strategies compared to other VLS to learn English vocabulary. Furthermore, the results revealed that older students used memory strategies more than younger students and students at associate degree level used cognitive strategies more than master students.23 0