Saudi Cultural Missions Theses & Dissertations
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Item Restricted Attitudes and Perceptions of English Language Teachers at Umm Al-Qura University in Saudi Arabia Towards Integrating Sustainability Topics into the English Language Curriculum and its Potential Impact on Students' Learning(University of Essex, 2024-09-18) Alharthi, Saad; Gkonou, ChristinaThis dissertation investigates English language teachers' attitudes and perceptions towards integrating sustainability topics at Umm Al-Qura University's English Language Institute (ELI). It addresses the under-researched area of sustainability in English Language Teaching (ELT) within the Saudi Arabian context. Employing a holistic approach, the study explores the factors influencing teachers' acceptance and implementation of sustainability education, considering the impact on students' learning skills. The research examines teachers' attitudes, potential demographic influences, perceived impacts on students, and challenges and opportunities related to sustainability integration. By providing empirical evidence from a specific cultural context, the study fills a gap in the literature and aligns with the United Nations Sustainable Development Goals. The findings contribute to informing curriculum development, teacher training, and policy decisions to advance sustainability education in Saudi Arabia and beyond.39 0Item Restricted Teachers’ Perceptions of EFL Students’ Motivation in Blended Learning Using Blackboard(University of Glasgow, 2023) Ashkan, Layal; Marshall, CharlesAbstract Teaching English online has become increasingly popular in recent years due to its convenience and flexibility, necessitating a deeper understanding of the dynamics that influence student motivation in virtual classrooms. This study aims to investigate Saudi EFL teachers' perceptions of Blackboard as an educational tool for the students’ motivation and identify the teaching practices they believe are effective. The researcher conducted a thematic analysis and semi-structured interviews to gain insights into Saudi EFL teachers' perceptions of Blackboard as an educational tool. The research findings revealed positive and negative feelings about online learning among Saudi EFL teachers. While some teachers expressed enthusiasm for the potential benefits of using technology in teaching, others raised concerns regarding the challenges associated with online learning. Blackboard was seen as facilitating communication between teachers and students, allowing for instant feedback and exchange of ideas. However, there were also some negative perceptions expressed. Some teachers reported feeling isolated and disconnected from their students in an online learning environment. They highlighted the importance of face-to-face interactions and the social aspect of teaching, which could not be fully replicated through digital means. Additionally, technical issues, such as slow internet connections and glitches in the platform, were cited as barriers to effective teaching and learning. Furthermore, the findings highlighted the importance of effective teaching practices when using Blackboard methods. Teachers emphasized the importance of clear instructions and well-designed content to facilitate student learning. They also highlighted the importance of providing opportunities for students to interact and collaborate with their peers and the teacher. Understanding the role of possible selves in Dornyei’s self-motivation theory is crucial in helping students address the real problem with motivation. By encouraging students to explore and envision their future selves, educators can help them make meaningful connections between their academic endeavors and their long-term aspirations. This approach goes beyond short-term rewards and punishments, fostering a genuine desire to learn. By delving into Dornyei's theory and emphasizing the significance of possible selves, educators can better understand student motivation and guide their students more effectively. Encouraging students to explore their possible selves fosters intrinsic motivation and paves the way for a more meaningful and fulfilling educational experience.14 0Item Restricted An Investigation into Teachers’ Cognition: Saudi English Teachers’ Instructional Practices in the use of Code Switching.(The University of Hull, 2023-06-14) Abdulhafiz, Shahinaz Saleh; Hunter, DuncanResearch on teacher cognition and language instruction has recently attracted attention among researchers in the field of language teaching. Educational research has also revealed that the study of teacher cognition about all aspects of their work can help in understanding what they hold in their minds and how it contributed to their classroom practices. This study examined the origin of twelve English teachers’ cognition and understand how their mental perspectives are displayed through their instructional performances in classrooms regarding the practice of code switching in language teaching, particularly in the context of Saudi Arabia, where Arabic is its main language. The necessity of carrying out such a study is to contribute to finding out some significant aspects of teachers prior learning experiences that appear to be powerful in forming their cognitions and understand how these mental constructs underpin their instructional performances regarding the practice of code switching. Moreover, the study seeks to determine the role of contextual factors that might impact teachers’ instructional practices so as to improve and facilitate the teaching process. Qualitative data was collected using autobiographies and semi-structured interviews. The findings of the study showed that teachers perceived code switching strategies to be necessary as they shared similar prior educational experiences. Their focal concern of cognition regarding the practice of code switching, though it seemed to be against the policy on language teaching and some of participants’ perspectives, was to facilitate the teaching process due to the domination of the Grammar Translation Method in language teaching. The findings also revealed that teachers’ ongoing actual practices are significant as they are influenced by contextual factors imposed by institutional policies which appeared to be obstacles to the fulfilment of their tasks.3 0Item Restricted LEARNING ENGLISH IN THE TECHNICAL AND VOCATIONAL TRAINING CORPORATION (TVTC) IN SAUDI ARABIA: PERSPECTIVES OF FIRST YEAR STUDENTS(Saudi Digital Library, 2023-12-12) Daqdaqi, Rashed Ahmed; Dietrich, SarahThis study examines the perspectives of 35 first year students enrolled in the Technical and Vocational Training Corporation (TVTC) in the Kingdom of Saudi Arabia (KSA). In light of the development strategy of Saudi Arabia's Vision 2030, which places significant emphasis on the acquisition of foreign languages to facilitate economic diversification and growth, this research examined the perspectives and drives of students in relation to the learning of English. The study found that the participants mostly showed positive and hopeful attitudes when it came to learning English. This study offers significant contributions to the understanding of the intricate dynamics involved in the process of learning the English language among students from Saudi Arabia. It illuminates the various obstacles and possibilities that arise as they strive to achieve proficiency in the language. The research emphasizes the necessity of adopting an innovative methodology for teaching English in vocational and technical education institutions in Saudi Arabia. This approach should aim to tackle motivational challenges and ensure that language acquisition is in line with the changing demands of the Saudi economy and society.53 0Item Restricted An Investigation of the Challenges Faced by Primary School English Teachers in Teaching Speaking Skill to Saudi Arabian Students in Northern Riyadh.(Saudi Digital Library, 2023-11-23) Albawardi, Lujain Khalid; Helen, HouEnglish has been taught as a compulsory subject in Saudi primary schools since 2018 It remains one of the most challenging subjects in Saudi Arabia. This study is designed to understand the practice of teaching English speaking skills to primary school students, identify the challenges and issues faced by the teachers, and identify areas of improvement in the educational system that will help reduce the challenges of teaching speaking skills to students of other languages in Saudi Arabia and explore whether or not there are any possible solutions to the potential problems faced by the teacher as a teacher of speaking skills. A quantitative approach was employed through the use of questionnaire to in this study. To facilitate the resolution of the current issue and the possible solutions described by the participants, a descriptive component was included in the survey The results indicate that a significant majority of respondents (38%) believe that teachers consistently monitor students' abilities and continually identify areas for improvement. However, most of the teachers have low experience in teaching and there is lack of teachers. Furthermore, most teachers actively encourage students to engage in post-school speaking practice. Students introducing the language early in their education is associated with improved English speaking skills in primary schools, according to 55% of respondents. There is a 31% dissatisfaction with the current curriculum in primary schools, which is a concerning point that requires further investigation. There is an insufficient number of weekly classes, as the classes frequency can be associated with increased exposure to the language, it may lead to low quality outcomes. It was found that the majority of respondents (35%) rated current teaching practices as three stars, indicating that the teaching practices need to be re-evaluated in order to increase the efficiency, which can be achieved by addressing the challenges. This topic is regarded as extremely important by 45% of participants. The investigation highlights a number of key findings regarding the challenges primary school teachers face in Riyadh, Saudi Arabia. Insufficient English teachers and a lack of experience among teachers are some of the challenges. Furthermore, students' shyness and lack of confidence hamper their ability to learn a foreign language effectively. For language learning to improve, deficiencies in the curriculum and insufficient weekly English classes must be addressed. It is necessary to change the teaching practices, train the teachers continuously, update the curriculum to reflect effective language learning methods, and integrate interactive learning tools and technologies. Advocacy for policy changes that prioritise speaking skill development is also crucial for comprehensive improvement.54 0Item Restricted The Effectiveness of the Blended Learning Approach at the University of Strathclyde: Exploring MSc TESOL and Intercultural Communication Students’ Perspectives of the Blended Learning Environment(Saudi Digital Library, 2023-07-10) Alhussaini, Munirah; Antoniou, CeliaMuch attention has been given to blended learning in higher education, especially during and after Covid 19, because teachers and students can communicate physically and virtually using the blended learning approach. Using the Community of Inquiry (CoI) as a theoretical frame, the purpose of this study is to explore MSc TESOL and Intercultural Communication students’ perspectives at the University of Strathclyde regarding the blended learning environment. Data were collected from ten participants via an open-ended questionnaire followed by four semi-structured interviews. The thematic analysis of the data showed that students’ perceptions of the blended learning environment were generally positive. In addition, the participants’ responses indicated they were satisfied they received feedback from their instructors and could communicate with them during blended learning via various channels. Almost all participants agree that blended learning is beneficial to developing group/teamwork skills. In a blended learning environment, students were able to develop creativity, critical thinking, and problem-solving skills due to the freedom, flexibility, and personalized learning opportunities available. However, the major disadvantage experienced by the students was technical problems, such as internet connectivity problems. The significance of the current study lies in the fact that it provides insights into understanding blended learning's effectiveness in various cultural contexts through TESOL students' perspectives; thus, intended to assist higher education institutions in integrating blended learning effectively into their curriculum.38 0Item Restricted Correlating the Impact of Aptitude and Anxiety toward Learning Foreign Language(2023-03-16) Albakheet, Norah; Rogers, VivienneThe main aim of this study is to investigate the impact of foreign language anxiety on learning aptitude and to investigate if there is a substantial impact of learners’ gender on foreign language anxiety, learning aptitude and language achievement. The number of participants involved is 43 international students (31 male, 12 female) studying in various subjects. In order to generate data, participants completed the following measurements: the Foreign Language Classroom Anxiety Scale developed by Horwitz (1986), the LLAMA aptitude test, and the X-lex vocabulary size test. The findings in this research suggest a moderate to strong correlation between apprentices’ learning aptitude and foreign language anxiety. In addition, the results revealed no correlation between foreign language anxiety and language performance. Furthermore, the impact of gender was in a weak relationship with language anxiety, while no correlation was found with language performance. Finally, some suggestions are made for students to overcome language anxiety and for instructors to reduce anxiety in the language classroom.32 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