Perceptions of English Teachers and Learners on Mixed Ability English Classrooms in the First Year of College in Saudi Arabia

Abstract

In Saudi Arabian colleges, mixed ability classrooms, comprised of students with different abilities, learning styles, and preferences, is the dominant approach (Ansari, 2013). This study examines teachers’ and students’ perceptions about the English mixed-ability teaching approach implemented at one university in Saudi Arabia. The goals of this research are to identify (1) the challenges faced by English teachers in Saudi mixed ability classroom settings, (2) the existing opportunities for improving students' learning experience and academic performance, (3) the strategies that teachers employ to overcome those challenges, and (4) their impact upon students' academic performance. At the same time, the study investigates the challenges, opportunities, and teaching strategies from the student perspective and compares them to teacher perceptions. A mixed-method approach was employed to gather data through a combination of individual interviews of teachers and students, and surveys targeted at the whole student population. The sample consisted of seven English teachers and 27 students (6 beginners, 11 intermediate, and 10 advanced) who agreed to participate in the interviews, as well as 120 students of different language proficiency levels who agreed to complete the survey. The statistical analysis included descriptive statistics and three tests, the last two being in conjunction with each other. The Chi-square goodness of fit test was used to find the significant differences between the observed and the expected data. The Jonckheere-Terpstra test was used to examine differences in perception based on English proficiency level. The test differentiated between beginners, intermediate, and advanced students’ perceptions. Where a significant difference was found, the Dunn's post hoc analysis with Bonferroni p-value adjustment was calculated to identify which group of students had more positive perceptions. For the qualitative part, a thematic analysis approach was used to analyze data using Nvivo 12 software. After developing the potential themes within the data, all relevant information was organized under their respective themes. Through an iterative process, the themes were refined, organized, and categorized meaningfully into sub-themes to develop a thematic framework of similar themes and ideas clustered together. The results of the questionnaire and interviews demonstrate that teachers and students differed in their perceptions of English mixed-ability classes. Teachers interpreted things through the lenses of educators, evaluating the advantages and disadvantages of English mixed-ability classes mostly from the perspective of customized lessons and activities, group-working, and issues of the educational system. Students’ perceptions came from a different angle, translating everything through the means of psychological pressure, academic performance, and socializing opportunities. Moreover, students’ perceptions also differed from one language proficiency level to another. Although all three groups (beginners, intermediate, and advanced students) shared mostly positive perceptions about the English mixed-ability classes, particular topics piqued their interests in different ways, making for a more diverse range of perceptions. From all groups, it was obvious that beginners were the outliers; this group disagreed most, whereas the other groups agreed comparatively the same. Findings also reveal that most participants, teachers along with students, were giving their best to make this teaching and learning style work for them and others as well; yet the uncooperative system, rigid curricula, and especially final assessments were not making it easy for them. The study contributes to the field of education by highlighting the challenges affiliated with the overall system of assessment and curriculum. Recommendations are prov