EFL teachers’ attitudes on the use of Literary Dialogues in Developing Spoken Language Awareness in Saudi Arabia

dc.contributor.advisorJones, Christian
dc.contributor.authorAlamrani, Sarah
dc.date.accessioned2024-12-23T07:53:14Z
dc.date.issued2024-09-02
dc.description.abstractThe role of literature in English Language Teaching (ELT) classrooms in Saudi Arabia has not been extensively examined. Thus, this study aims to gauge the attitudes of English as a Foreign language (EFL) teachers in Saudi universities on the role of literature to raise learners’ awareness on spoken English features. The study employed an open-ended questionnaire to measure the effectiveness of a set of pre-used materials designed using a literary text. A total of 18 EFL teachers took part in evaluating the materials. A thematic analysis was applied to examine the qualitative data. The finding revealed that overall, the attitude of EFL teachers in Saudi universities towards utilizing literature in ELT materials was mostly positive. Additionally, the participants expressed several issues they could foresee if they applied this method regardless of their positive attitude. Finally, the attributes of EFL teachers (e.g. gender, teaching experience) did not seem to necessarily affect their attitudes.
dc.format.extent101
dc.identifier.urihttps://hdl.handle.net/20.500.14154/74399
dc.language.isoen
dc.publisherUniversity of Liverpool
dc.subjectLiterature
dc.subjectTeaching English
dc.subjectTeaching Speaking Skills
dc.subjectEnglish Spoken Feautures
dc.subjectPragmatic Markers
dc.subjectLexical Chunks
dc.subjectFormulaic language
dc.titleEFL teachers’ attitudes on the use of Literary Dialogues in Developing Spoken Language Awareness in Saudi Arabia
dc.typeThesis
sdl.degree.departmentDepartment of English
sdl.degree.disciplineApplied Linguistics and Teaching English to Speakers of Other Languages
sdl.degree.grantorUniversity of Liverpool
sdl.degree.nameMaster of Arts

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