A Comparison of Rote Learning and Reflective Learning by Saudi Arabian Students

Abstract

Rote learning, the acquisition of language knowledge through memorisation and drilling, has been a core facet of teaching English in Saudi Arabia for many years. This is partly due to the cultural tradition of memorisation and repetition, but is also affected by factors such as classroom size and teaching approaches. However, there has been criticism of the approach in that it does not deliver deep level learning or understanding of the language. This refers to students whose learning has focused on memorising work in order to pass exams rather than to achieve communicative competence. Given the increasing importance of the Saudi economy globally, there is a growing desire for students to have strong written and oral English skills, and rote learning does not appear to provide this. As such, the study undertook to compare rote learning and a more reflective approach within the context of the English Language Institute at King Abdulaziz University. Through the use to a test group employing a reflective teaching approach and measuring their outcomes on written language assessment in comparison with a control group who were focused on rote learning, it was found that the reflective approach significantly increased not only motivation to learn, but also overall confidence and ability with written language. In support of this, the test and control students participated in a focus group, the control group were observed and interviews were undertaken with two senior teachers. The overall response to the reflective approach was positive from both teachers and students, whilst the rote learning students were demotivated and only engaged when the time came to study for exams. Recommendations for a change in teaching focus within the University are thus made based on these findings.