Saudi Cultural Missions Theses & Dissertations
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Item Restricted The Effectiveness of Translanguaging Written Feedback in Second Language Writing(The University of Memphis, 2024-07-26) Almatrafi, Bakheet; Adams, RebeccaResearch has increasingly shown an important role for pedagogical translanguaging in language classrooms (Parmegiani, 2022). Recent research has found positive effects of translanguaging during the provision of corrective feedback (Sun & Zhang, 2023), as it allows teachers to scaffold learning making use of a learner’s full linguistic repertoire (García & Wei, 2014; Gomez, 2020). Relatively little research, however, has considered a role for translanguaging in written corrective feedback (WCF), with most research in this area focused on peer feedback (Kim & Chang, 2022). Little is known about the effectiveness of translanguaging in teacher-provided WCF. This dissertation explores the effectiveness of translanguaging practices in WF to 70 first year Saudi EFL university students’ writing. By adapting Bitchener and Knoch’s (2010) pre-test/post-test/delayed post-test design, participants were divided into a translanguaging group and English-Only group. The former received translanguaging WF on their writing, whereas the latter received English-Only WF. Both English-Only and translanguaging WF were direct metalinguistic feedback targeted at grammatical accuracy and cohesion. The objective of this phase is to determine whether translanguaging, compared to English-Only, increases adoption of the feedback in three target features: subject-verb agreement, English article system and cohesive markers. In phase two, both groups wrote a second essay as an immediate post-test to explore the short-term efficacy of translanguaging WF and English-Only WF. A month later, both groups drafted a new piece of writing as a delayed post-test to evaluate the long-term effectiveness of the two feedback conditions. Subsequently, students participated in a short online questionnaire and two focus groups to uncover more in-depth information on the participants understanding of, use of, and learning from the feedback they received on their writing. Findings revealed that translanguaging WF significantly impacted learners’ revisions and helped them to maintain L2 written accuracy in the short and long term. The results also indicated that the translanguaging group outperformed the English-Only group in effectively and correctly using the three linguistic features across the three testing times. English-Only WF was only insignificantly effective in improving learners’ use of the cohesive marker over time. This dissertation will inform future L2 teachers as well as stakeholders in higher education to allow and incorporate pedagogical translanguaging in feedback by offering an applicable pedagogical framework.32 0Item Restricted Developing Translanguaging Exercises: Utilizing Arabic Grammar Knowledge to Facilitate English Grammar Comprehension(University of Dayton, 2024) Almuafa, Abeer; Haan, JenniferResearch on utilizing students' existing linguistic skills in their first language (L1) to learn a second language (L2) through translanguaging has received considerable attention. However, there is hesitancy in Arabic schools to integrate Arabic into English as a Foreign Language (EFL) and English as a Second Language (ESL) classes. Arabic-speaking teachers and students have mixed attitudes toward the presence of Arabic in English grammar classes, fearing potential interference with English proficiency. Although Arabic is used in these classes, it often happens informally or spontaneously due to a lack of planning. This issue is compounded by the absence of instructions on incorporating Arabic in English grammar textbooks and teachers' limited understanding of how to utilize students' prior knowledge of Arabic grammar through pedagogical translanguaging to understand English grammar concepts. Consequently, students' full linguistic potential remains overlooked. To address this gap, five translanguaging grammar exercises have been developed, aligning Arabic and English grammar concepts. These exercises aim to enhance metalinguistic awareness among Arabic-speaking students, moving beyond traditional grammar translation methods to incorporate culture and facilitate comprehensive language learning.45 0Item Restricted Attitudes Toward Translanguaging in Saudi EFL Classrooms: A Study on Language Practices(Saudi Digital Library, 2023-11-01) Alashwal, Wejdan; Cogo, AlessiaThis thesis investigates the attitudes towards translanguaging practices in Saudi Arabian English as a Foreign Language (EFL) classrooms, focusing on the perspectives of both teachers and students. The primary objectives include examining the attitudes and readiness of Saudi EFL teachers to use translanguaging techniques, comprehending Saudi EFL students' perspectives and potential obstacles, and determining the perceived advantages and difficulties of translanguaging implementation. It used a mixed methods approach involving 55 students and three English language teachers. Interviews and Likert scale questionnaires gather qualitative and quantitative data. Thematic analysis of interviews reveals key themes, while descriptive analysis of questionnaires summarizes responses. The study enhances understanding of translanguaging attitudes, contributing to effective language teaching practices and informing policy in Saudi EFL education. The examination of the data suggests a generally positive opinion of using Arabic as a support tool for learning English, however, there are clear worries about an overreliance on Arabic and its effects on language development. A balanced approach is essential, emphasising the advantages of first language assistance while encouraging English immersion to advance language competency, according to interviews with EFL teachers. In conclusion, this thesis offers important new perspectives on how translanguaging is perceived in EFL classes in Saudi Arabia. The study emphasises the necessity for a deliberate and well-rounded strategy that maximises the benefits of employing Arabic as a supplementary tool while putting an emphasis on English immersion for strong language learning. The results offer recommendations for educators and policymakers on how to create efficient language teaching methods that take into account the various requirements and preferences of students, thereby improving language education outcomes in both Arabic and English.57 0Item Restricted Instructors' Perceptions of Translanguaging in Saudi Higher Education: The Influence of Language Ideologies and Students' Language Proficiency.(Saudi Digital Library, 2023-10-22) Alhazmi, Ghaida; Jones, KatyIn pedagogy, translanguaging shifts away from monolingual instruction by leveraging multilingual learners’ unitary linguistic repertoire as a valuable resource in the learning process (García and Li 2013). While translanguaging can be beneficial for achieving various learning goals, many English language teaching (ELT) classrooms are dominated by monolingual ideologies and policies that limit the full potential of pedagogical translanguaging. Nevertheless, the literature reveals that instructors may proactively utilise multilingual resources to meet their students’ needs even within the constraints of monolingual policies. This study aims to investigate the perceptions and experiences of Saudi higher education (HE) instructors in relation to translanguaging. It further explores how instructors’ language ideologies and their students’ language proficiency might influence their perceptions of translanguaging. The study adopted a convergent mixed-methods design to explore instructors’ perceptions of translanguaging. The analysis examined 48 survey responses and four semi-structured interviews with instructors from various HE institutions in Saudi Arabia. The findings reveal that instructors hold diverse perspectives on translanguaging, with a generally positive prevailing attitude. However, a prevalent monolingual ideology seems to influence the perception and reported application of translanguaging, even among those employing multilingual resources. Translanguaging found the most support when adapting instructions for students with low proficiency levels. Instructors were also more inclined to support their own use of translanguaging than that of their students, primarily due to concerns about hindering L2 learning. The study calls for a comprehensive strategy targeting instructors, students, and policymakers in Saudi higher education to combat the prevalence of monolingual bias, particularly in ELT.30 0Item Restricted Sociolinguistics of Saudi Vision 2030: Paradigm Shift Through English F English Faculty’s Perspectiv erspectives of T es of Translanguaging at a Saudi anslanguaging at a Saudi University.(UNM, 2023-08-01) Masrahi, Naif Ali Y; Trentman, EmmaMany educational systems around the world insist on applying an English Only Policy (EOP) when teaching the English language at universities without addressing their contextual needs. In Saudi Arabia, this problem leads to reduced satisfaction among faculty regarding students’ English level (Alharbi & Alqefari, 2022; Alkhairy, 2013; Alqahtani, 2020; Alsaawi, 2019; Alshammari, 2022; Altale & Alta’ani, 2019; Alzahrani, 2019; Elyas & Picard, 2010). However, the new educational transformation promised by Saudi Vision 2030 (2016) supports the Arabic language as a mother tongue for Saudis, English as an important language, and the teaching of critical thinking to respond to current global economic challenges. This creates a space for adopting translanguaging practices in English language classrooms by helping learners access their linguistic repertoire to understand, think, communicate, and learn the language (García, 2009). Recent studies at Saudi universities on faculty perspectives on translanguaging are limited in terms of context, participants, and vii methodology (Alahdal, 2020a; Alharbi & Alqefari, 2022; Alqahtani, 2022; Altale & Alqahtani, 2020; Alzahrani, 2019). Therefore, this qualitative case research examined the perspectives of six Saudi and international faculty members regarding translanguaging at a Saudi university. It answered the question: What are the perspectives of English as a Foreign Language (EFL) faculty at a Saudi university toward translanguaging, and why? Following the theoretical framework of sociocultural and translanguaging theories (Vygotsky, 1978; García & Li Wei, 2014), the study utilized interviews, focus group discussions, and field notes to collect the data. The thematic analysis (Stake, 1995) showed a positive position among faculty members regarding translanguaging. They called on decision-makers to empower them to participate in making pedagogic decisions according to students’ needs. Importantly, translanguaging could support the educational transformation of Saudi Vision 2030 through its pedagogic practices and its ability to support learners’ critical thinking. Moreover, faculty reported low awareness of translanguaging, which would require increasing their awareness of its systematic adoption. The study concludes with implications and suggestions for further research and teaching policy modifications to include translanguaging when teaching English in the classroom.35 0Item Restricted Enabling Translanguaging in the Saudi EFL Classroom: Affordances and Reflections of Collaborative Translanguaging Tasks During Reading Lessons(Saudi Digital Library, 2023) Ghali, Nada; Smith, Heather; Lopez, ElaineTranslanguaging advocates a new approach to the teaching and learning of multilinguals based on the idea that multilingual learners have one linguistic repertoire, rather than moving between two or more language codes (García and Li, 2014). In the EFL classroom, however, the tendency to use the target language only is still advocated as a pedagogy in education policy. In observations before this study and as a teacher in the context of Saudi Arabia, learners still used Arabic during group discussions in the EFL classroom. This study attempts to allow learners to draw on their full linguistic repertoire in a safe space to reconstitute their languaging processes for learning English during collaborative reading lessons. This study positions translanguaging as collaborative and agentive, viewing learning through a sociocultural framework (Vygotsky, 1978; Mercer, 1995; 2002) In this qualitative study, group observations were conducted to observe translanguaging affordances of learning in two cases of different proficiency level groups of students. Students collectively reflected on their weekly learning and were interviewed and provided a structured written reflection at the end of the seven weeks of translanguaging as allowed in the classroom. The study found that students reflected particularly on awareness of their metalinguistic development as they showed creative ways to mediate their learning in the bilingual ZPD (Moll, 2014). Ultimately, students made their translanguaging purposeful through the active processes of interthinking, thus suggesting new mechanisms for how interthinking functions through translanguaging in the collaborative learning classroom. This research has extended the scope of applying sociocultural and translanguaging theory together to provide empirical evidence for translanguaging pedagogy in the EFL Saudi context. Finally, this study provides recommendations for policy and practice in enabling a collaborative translanguaging pedagogy approach in the EFL classroom.63 0