The Influence of The Autonomous Characteristics of Hebrew Learners in Saudi Arabia on the Acquisition of The Language and Its Culture

Abstract

This study aims to analyze the role of using the Hebrew language outside of the classroom among male undergraduate students at King Saud University in Saudi Arabia. Saudi students using the Hebrew language as a foreign language autonomously outside the formal classroom framework is a remarkable phenomenon that needs to be further investigated to understand the motives behind it and the attitude of the Saudi students regarding Israeli culture. This study includes 13 male Hebrew language learners of different proficiency levels and ages at King Saud University (KSU). A qualitative approach is used in this study to enable the researcher to understand the participants’ motives and attitudes for using the Hebrew language outside of the classroom and to assist the researcher in learning profoundly about the perspectives and thoughts of the learners regarding the Israeli culture. The researcher utilized an open semi-structured questionnaire and interviews to gain an in-depth understanding of the students’ motivations towards using the Hebrew language outside of the classroom and to understand their attitudes about Israeli culture. Moreover, this study seeks to examine the effect that using the Hebrew language by choice outside of the classroom has on the students’ language proficiency.

Autonomy in second language acquisition (SLA) is a dynamic and evolving filed that has witnessed significant developments over time. This brief overview highlights key milestones and influential approaches in the exploration of learner autonomy in SLA. The concept of learner autonomy emerged in the 1970s as a response to the limitations of traditional teacher-centered approaches in language education. The term “autonomy” in SLA was popularized by researchers such as Holec and Little, who emphasized the need to shift the locus of control from teachers to learners, empowering them to take an active role in their language learning process.

In the 1980s, scholars like Wenden and Rubin focused on the psychological aspects of autonomy, emphasizing learner’s self-regulation, metacognitive strategies, and their ability to set goals and monitor their progress. The development of learner training programs, such as Oxford’s Strategy Training Model, aimed to foster learner autonomy through explicit instruction on learning strategies. The 1990s witnessed a growing interest in sociocultural perspectives on autonomy, influenced by Vygotsky’s sociocultural theory. Researchers like Benson and Little highlighted the importance of social interactions and collaborative learning in fostering learner autonomy. they emphasized the role of the learning autonomy, including peers, teachers, and authentic communication, in supporting learner autonomy.

With the advent of technology in the late 20th century, the field of autonomous SLA expanded further. Computer-Assisted Language Learning (CALL) provided learners with access to authentic materials, online resources, and interactive tools, enabling them to take great control over their learning. Mobile applications, language learning platforms, and online communities further empowered learners to personalize their learning experiences. In recent years, the concept of autonomy in SLA has continued to evolve. The focus has shifted from a dichotomy of teacher-centered versus learner-centered approaches to a more nuanced understanding of the role of teachers as facilitators of autonomy. the importance of learner motivation, self-efficacy, and learner identities in autonomous SLA has also gained recognition. Contemporary research explores the intersection of learner autonomy, social justice, and critical pedagogy. Scholars investigate how autonomy can be harnessed to address sociopolitical factors, empower marginalized learners, and promote inclusivity in SLA. Overall, the history of autonomy in SLA reflects a shift towards learner empowerment and recognition of learners as active agents in their language learning journeys. From cognitive and metacognitive dimensions to sociocultural and technological perspectives, autonomy in SLA continues to inspire innovative practices and shape the landscape of language.

An open semi-structured questionnaire will be sent to all the students in the Hebrew language program at KSU. Interviews will be conducted with 16 students: Two students from each of the eight levels. This study aims to contribute to the existing literature of Second Language Acquisition (SLA) of using Hebrew language outside the formal classroom autonomously in the Saudi context. In addition, the study is considered the first of its kind that will investigate the Saudi students’ attitude regarding the Israeli culture. This study seeks to contribute to the knowledge of using technology in SLA especially using technology autonomously among the Saudi students in the Hebrew department at KSU.