Education Policy and Governance of Secondary Schools in Saudi Arabia: A Critical Review Informed by Nussbaum’s Capabilities Approach

2019 ◽  
pp. 295-369
Author(s):  
Saad Algraini ◽  
Janet McIntyre-Mills
Keyword(s):  
Saudi Arabia ◽  
Education Policy ◽  
Secondary Schools ◽  
Critical Review ◽  
Capabilities Approach

A Critical Review of Five Commonly Used Social-Emotional and Behavioral Screeners for Elementary or Secondary Schools

2014 ◽  
Vol 18 (4) ◽  
pp. 241-254 ◽  
Author(s):  
Lyndsay N. Jenkins ◽  
Michelle K. Demaray ◽  
Nicole Smit Wren ◽  
Stephanie M. Secord ◽  
Kelly M. Lyell ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Critical Review ◽  
Social Emotional

Teaching Strategies in EFL Environment in the Secondary Schools in the KSA: Evaluation and Remedies

2018 ◽  
Vol 9 (2) ◽  
pp. 50
Author(s):  
Salmeen Abdulrahman Abdullah Al-Awaid
Keyword(s):  
Saudi Arabia ◽  
Secondary Schools ◽  
Learning Community ◽  
Teaching Strategies ◽  
The State ◽  
Field Of Study ◽  
Policy Makers ◽  
Modern Education ◽  
Student Welfare ◽  
Teaching Learning

The EFL scenario in Saudi Arabia has been a matter of concern for academicians, learners, institutions and policy makers alike. The reason is simple: It is the single most zealously funded field of study in the state. Further, it is also an area of modern education that causes much discontent amongst the teaching-learning community who do not arrive at desired outcomes. The roots lie in our classrooms. This study is another attempt to highlight the shortcomings of the Saudi EFL classroom with the larger objective of student welfare through positive recommendations.

scholarly journals The Notion of Emotion in EFL Learning and Teaching in Saudi Arabia: A Critical Review of 20 Years of Research

2021 ◽  
Author(s):  
Fakieh Alrabai
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
Language Learning ◽  
Critical Review ◽  
English Language ◽  
Future Research ◽  
Learning And Teaching ◽  
Emotional Factors ◽  
Context Of Learning ◽  
New Research

This paper provides a broad critical review of the research that examined the emotional factors such as learners’ attitudes, motivation, language anxiety, autonomy, and self-esteem in the context of learning English as a foreign language (EFL) in Saudi Arabia over a period of 20 years (2000-2020). The aim of this critical review is to answer some questions relating to identifying the most common themes of research efforts in this area, the strengths, and weaknesses among it; and to explain how such efforts have contributed to the development of English language learning/teaching within the Saudi context. The study is significant in that the findings identified some issues with thematic orientation in Saudi EFL emotion research—particularly regarding under- and over-explored topics due to an element of randomness in how research topics related to EFL emotions are often selected and explored, with some topic areas receiving excessive attention and others receiving little or no attention. Some issues related to research design and methodology were also acknowledged and assessed. The study suggests that it is useful to develop ways to coordinate and streamline future research on EFL emotions in Saudi Arabia and to work towards developing new research protocols that investigate the practicalities of language learning emotions in real learning situations.

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