Assessing Literature for the Classroom Among Female Learners of English in an EFL Context in Saudi Arabia

This article has identified the opinions, perceptions obstacles and experiences of the EFL pre-service English teacher who participated in a training program in EFL context. In this study, only qualitative data was gathered. The participants in this study were 7 pre-service English teachers aged 23-28 years, from seven boys’ schools in Al-Baha city in Saudi Arabia. The researcher interviewed them at the end of the semester of the training program. The findings of this study were that some EFL pre-service English teachers felt that the training program enabled them to increase their confidence and social skills, enabling them to gain more experiences.However, there were many disadvantages, barriers and obstacles to practicing pre-service teaching in the training program. These included: some EFL students were naughty and they caused problems in the classroom, the EFL students’ English level was very weak such that they could not communicate in the language and even they also could not understand the teacher’s instructions. Being in the training program, and studying at the college at the same time was very challenging for the pre-service English teachers. Also, some their main teachers were not willing to guide them. They were also often shy and embarrassed before the students. There were claims that the preparation book was difficult for most pre-service teachers to prepare. Most complained that they lacked the resources they required to prepare for their lessons.

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Investigating the Challenges Faced by ESP Learners in Saudi EFL Context

International Journal of English Language Education ◽

10.5296/ijele.v8i2.16925 ◽

2020 ◽

Vol 8 (2) ◽

pp. 29

Author(s):

Abdulaziz Nasser Alharthi

Keyword(s):

Saudi Arabia ◽

Classroom Management ◽

Class Size ◽

Business Management ◽

Business Administration ◽

Male Students ◽

Efl Context ◽

Final Exams ◽

Saudi Male

ESP courses are designed to meet the specific needs of students. With this regard, it is noted that there are many challenges and problems that encounter ESP students studying English for Business Administration at Taif University, Saudi Arabia. This study has two aims, the first one is to explore the problems faced by students and the second one is to find possible solutions in order to overcome these problems in the light of the views of the students. The main instruments that were used in this study were interviews and documents (results of final exams). To achieve the aims of this study, 5 Saudi male students majoring in Business Management and Administration, participated in this study. The results showed that students registered on the ESP business modules faced a variety of problems. The nature of such problems is divided into three categories: class size, the limitation of inputs, and classroom management.

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Spoken Error Correction Practices and Beliefs of EFL University Teachers in Saudi Arabia

Indonesian TESOL Journal ◽

10.24256/itj.v3i1.1739 ◽

2021 ◽

Vol 3 (1) ◽

pp. 68-75

Author(s):

Hira Hanif

Keyword(s):

Saudi Arabia ◽

Error Correction ◽

Empirical Evidence ◽

Corrective Feedback ◽

Saudi Arabian ◽

University Teachers ◽

Short Questionnaire ◽

Efl Context ◽

Efl Teachers ◽

Oral Corrective Feedback

Despite the wealth of knowledge in the field of oral corrective feedback, empirical evidence is still scarce regarding the EFL teachers’ OCF perceptions and practices in Saudi Arabian context. This study therefore, sought to gain an understanding of teachers’ use of oral corrective feedback (OCF) in the Saudi Arabian EFL context. The following two questions guided the study: 1) According to teachers, what are the methods/strategies by which they provide oral corrective feedback (OCF) in the Saudi Arabian EFL context? 2) Is the teachers’ oral corrective behaviour in this context informed by the research? For this purpose, a short questionnaire was designed and distributed among EFL instructors in Saudi Arabia. The research paper suggests that the OCF practices of EFL teachers in Saudi are mostly inline with the research.

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Efficacy of ESP in EFL Context: A Case Study of Saudi Arabia

SSRN Electronic Journal ◽

10.2139/ssrn.2945897 ◽

2017 ◽

Author(s):

Mohammad Nazim ◽

Zoheb Hazarika

Keyword(s):

Saudi Arabia ◽

Efl Context

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A Fossilized Language Pattern for the Singular First Person Subject Pronoun in the Saudi Context: I vs. I am

ASIAN TEFL Journal of Language Teaching and Applied Linguistics ◽

10.21462/asiantefl.v1i1.39 ◽

2018 ◽

Vol 1 (1) ◽

Author(s):

Mehmet Bulent Rakab

Keyword(s):

Saudi Arabia ◽

Foreign Language ◽

Undergraduate Students ◽

Corrective Feedback ◽

Extended Period ◽

First Person ◽

Efl Context ◽

Number Of Factors ◽

Language Pattern ◽

Subject Pronoun

The drive that motivated this study was an English as a Foreign Language (EFL) teacher’s observation of a fossilized grammar pattern produced by students over an extended period of time. The fossilized pattern “I am go” frequently emerges in the EFL context of Saudi Arabia, for which a number of factors could be accountable, including overgeneralization of a grammar pattern, inadequate instruction, lack of negative and corrective feedback, being frequently exposed to peers’ production of the fossilized pattern, and so forth. 155 undergraduate students from a Saudi university responded to a multiple-choice question with three options. The findings revealed that only one third of the participants identified the correct singular first person subject pronoun in English “I”, which corresponded to (انا) in Arabic. Based on the results, pedagogical and methodological recommendations are made as to how the possibility of the emergence of the incorrect pattern in question can be reduced or minimized.

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Needs Analysis to Develop Effective Vocabulary Instruction for Saudi EFL Context

International Journal of English Language Education ◽

10.5296/ijele.v8i1.16619 ◽

2020 ◽

Vol 8 (1) ◽

pp. 79

Author(s):

Anas Almuhammadi

Keyword(s):

Saudi Arabia ◽

Thematic Analysis ◽

Vocabulary Development ◽

Structured Interviews ◽

Efl Learners ◽

Efl Context ◽

Efl Teachers ◽

Definition Of ◽

The Right ◽

Teaching Setting

Teaching vocabulary to EFL learners is thought to be an integral part which involves not only the meaning and closer definition of the words, but also the correct use in the right contexts. Considering the need of the vocabulary, EFL in Saudi Arabia has largely focused on vocabulary teaching setting various standards for different academic levels of the students. The present study aims to investigate the techniques employed by the EFL teachers in Saudi Arabia to teach vocabulary and the factors that affect the process. Qualitative research was adopted by employing semi-structured interviews from 10 randomly selected EFL teachers working in a university in Saudi Arabia. The data was analyzed using thematic analysis. The data generated four major themes including aspects of vocabulary development, decontextualizing techniques, semi-contextualizing techniques and fully contextualizing techniques. The findings show that EFL teachers are aware of various techniques to teach vocabulary; however, they fail to implement those techniques in EFL classes for various reasons which include workload, test-driven curriculum, busy schedules and so forth. The study found that EFL teachers do not encourage the contextualizing technique in the class; besides, the EFL learners rely heavily on traditional dictionaries, flashcards and rote-learn and memorize the word lists. Based on the findings, the study recommends that the EFL teachers need to reassess their techniques presently used by them in order to help the EFL learners improve their vocabulary in context.

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