scholarly journals Listening to Saudi EFL Learners’ Voices: Demotivating Factors Affecting Learning

2021 ◽  
Vol 11 (12) ◽  
pp. 1717-1723
Author(s):  
Wael A Holbah ◽  
Vipin Sharma
Keyword(s):  
Learning Outcomes ◽  
English Language ◽  
Qualitative Data ◽  
Classroom Observation ◽  
Factors Affecting ◽  
Efl Learners ◽  
Course Materials ◽  
Daunting Task ◽  
Structured Questionnaire ◽  
Efl Learning

A plethora of research has considered motivation instrumental in achieving the requisite objectives in learning a language regrettably overlooked the most critical component called demotivation that indubitably affects the learning process substantially. The researchers have taken the daunting task to figure out the demotivating factors that affect Saudi learners’ English proficiency. The research is qualitatively based on the responses obtained from semi-structured informal interviews with twenty-six respondents and classroom observation inputs from over 125 students learning English as a foreign (EFL) language at Jazan University in Saudi Arabia. The sample of this study responded to a self-structured questionnaire to get qualitative data and after twofold data analysis, six demotivating factors related to students; teachers; environment (internal & external); attitude towards EFL learning; course materials, and time constriction were identified. The findings and suggestions reckon students, teachers, parents, and administrators to give utmost priority to address demotivation factors to facilitate even EFL learning to timely achieve not only the prerequisite learning outcomes but may also lead learners to be autonomous, infuse interest, confident with 21st-century skills, better teacher-learner relationship, and change in cognitive behavior, and non-cognitive aspects which includes perception, attitude, beliefs and willingness to learn English language.

scholarly journals Secondary EL Teachers’ CPD: Present Practices and Perceived Needs

2018 ◽  
Vol 22 (1-2) ◽  
pp. 1-12
Author(s):  
Abdul Rouf ◽  
Abdul Rashid Mohamed
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Language Learning ◽  
Learning Outcomes ◽  
English Language ◽  
Qualitative Data ◽  
Continuing Professional Development ◽  
Learning And Teaching ◽  
Perceived Needs ◽  
Structured Questionnaire

The present paper reports a study that aimed to explore secondary school (SS) English language (EL) teachers’ present practices of and perceived needs for continuing professional development (CPD) in Bangladesh. In 21st century worldwide educational settings, ‘change’ is the only constant trend. Consequently, EL teachers need to be continuously updated in their professional knowledge base and skills. They must be engaged in effective CPDs to keep abreast of innovations in language learning and teaching for their own career development and better learning outcomes for learners. Using a semi-structured questionnaire qualitative data was collected from 10 secondary EL teachers. The findings show that overall scenario of SS EL teachers’ CPD is not encouraging. The paper also discusses some implications for teachers’ professional learning.Journal of NELTA, Vol 22 No. 1-2, December 2017, Page: 1-12

scholarly journals Learning-Oriented Assessment, Critical Thinking and English Language Speaking Skills: Exploratory Study of Saudi EFL Learners

2019 ◽  
Vol 7 (1) ◽  
pp. 37
Author(s):  
Mansoor S. Almalki
Keyword(s):  
Critical Thinking ◽  
Exploratory Study ◽  
English Language ◽  
Peer Assessment ◽  
Vital Role ◽  
Efl Learners ◽  
Whole Process ◽  
Speaking Proficiency ◽  
Daunting Task ◽  
English Speaking

This exploratory study uses the theoretical underpinnings of Learning-Oriented Assessment (LOA) to investigate Saudi EFL learners’ perceptions as well as their progress in the comparative analysis of an LOA group of students and a traditional control class at Taif University English Language Centre (TUELC). The study uses both quantitative and qualitative techniques to assess how learners in the LOA group improve their English speaking proficiency during the course. The data shows that LOA proved to be a successful resource in the whole process. Answering three research questions, the study concludes that LOA may prove to be a daunting task for teachers due to their excessive monitoring responsibilities, yet it plays a vital role in improving the learners’ critical thinking, their abilities for self and peer assessment and improving their overall English language skills.

scholarly journals Investigation of Factors Influencing Speaking Performance of Saudi EFL Learners

2020 ◽  
Vol 11 (4) ◽  
pp. 66-77
Author(s):  
Saleh Alrasheedi
Keyword(s):  
Language Learning ◽  
Psychological Factors ◽  
English Language ◽  
Peer Pressure ◽  
Target Language ◽  
Factors Affecting ◽  
Efl Learners ◽  
Affective Factors ◽  
Speaking Performance ◽  
Speaking Skills

Equal focus needs be placed on teaching all four basic skills of language learning: reading, writing, listening, and speaking. However, it is observed that due attention is not devoted to developing speaking skills in Saudi EFL learners; this task is especially challenging as English is not widely used or spoken in their day-to-day communication. The current study aims to investigate the psychological factors which affect learners’ speaking performance by: (a) examining the strategies learners use for developing speaking skills, (b) identifying obstacles confronted by learners in developing speaking skills, and (c) suggesting ways to facilitate the acquisition of English speaking skills. The research seeks answers to these questions: (1) What are some psychological factors affecting speaking skills of students? (2) Why do learners find speaking in English so difficult? . I distributed a questionnaire among 200 female and male participants majoring in various fields at Majmaah university in Saudi Arabia. I employed SPSS to analyze the accumulated data and displayed the results in descriptive tables. The results reveal that affective factors impacting students’ performance in speaking skills are shyness, peer pressure, anxiety, and fear of making mistakes. Other factors that hinder speaking performance are paucity of necessary vocabulary, lack of exposure to the target language, and scarce opportunities to practice speaking outside the classroom. The study contributes to the existing English language learning (ELL) literature through its focus on the affective factors impacting speaking performance in Arabic-speaking EFL learners.

scholarly journals SOURCES OF TURKISH EFL LEARNERS’ FOREIGN LANGUAGE READING ANXIETY

2017 ◽  
Vol 4 (1) ◽  
pp. 1-18
Author(s):  
Cemre Isler ◽  
Ozgur Yildirim
Keyword(s):  
Foreign Language ◽  
Quantitative Data ◽  
English Language ◽  
Qualitative Data ◽  
Figurative Language ◽  
Personal Factors ◽  
Structured Interviews ◽  
Efl Learners ◽  
Foreign Language Reading ◽  
Reading Anxiety

The purpose of this study was to investigate possible sources of reading anxiety experienced by Turkish EFL learners. The participants of the study were 50 first year university students studying at the English Language Teaching program of a public university in Turkey. The study employed the explanatory sequential mixed methods design. First, the quantitative data were collected through Foreign Language Reading Anxiety Scale (FLRAS), and then the qualitative data were collected through semi-structured interviews for the purpose of better understanding quantitative data findings. For analyzing the quantitative data, each participant’s mean score from FLRAS was computed. As for the qualitative data, the transcribed interviews were analyzed using the constant comparison method, for which the researcher identified the recurring themes through coding, prioritizing and connecting the pieces of data. Results indicated that the participants of the study, in general, experience a moderate level of FL reading anxiety. The following three main categories of FL reading anxiety sources were identified with their ten sub-categories: (1) personal factors (inappropriate reading strategy use, lack of self-confidence, high expectations), (2) features of the reading text (topic familiarity, unknown vocabulary, complex reading structure, text length, figurative language), and (3) reading course (compulsory reading, exam). Key Words: foreign language anxiety, foreign language reading anxiety, the sources of foreign language reading anxiety

scholarly journals Using Hybrid Problem-based Learning (HPBL) Approach to Enhance Libyan EFL Students’ Engagement with English Language

2019 ◽  
Vol 7 (2) ◽  
pp. 9
Author(s):  
Eman Fathi Baresh ◽  
Suraini Mohd Ali ◽  
Ramiaida Darmi
Keyword(s):  
Undergraduate Students ◽  
English Language ◽  
Qualitative Data ◽  
Case Study Research ◽  
Problem Based Learning ◽  
First Year ◽  
Efl Learners ◽  
Efl Context ◽  
Efl Students

This article explores how the Hybrid Problem-Based Learning (HPBL) approach can improve the Libyan EFL learners’ performance in English language speaking. The paper employed the case study research design in which qualitative data through observation and interview were collected and analysed thematically. The participants involved in the study were 30 first-year undergraduate students in one of the Libyan public universities. The study was conducted in the period of 9 weeks. The course was conducted alternatingly between traditional and PBL lessons. The PBL lessons were based on 7 steps of Schmidt, Dauphinee and Patel (1989). At the end of each PBL lesson, students presented their possible solutions for the problem presented in a form of oral presentation (OP). It was found that after undergoing the HPBL process, the speaking ability of the learners improved in fluency, grammar, comprehension, vocabulary, confidence level, intonation skills and pronunciation. It is, thus, concluded the HPBL approach is a worthwhile alternative for English lecturers for the transformation of the stagnant approach to the teaching of English language in the Libyan EFL context.

scholarly journals Towards Critique: The Place of Culture in English Language Teaching

2021 ◽  
Vol 10 (2) ◽  
pp. 28
Author(s):  
Mohammad Almutairi
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Empirical Studies ◽  
English Language Teaching ◽  
Efl Learners ◽  
Linguistic Imperialism ◽  
Points Of View ◽  
Efl Classrooms ◽  
Efl Learning

This study explores in a descriptive way the overlapping relation between culture and English-language teaching. It lays out the different points of view and interpretations of linguistic researchers about the hot debate of the importance of introducing culture into ESL/EFL classrooms. While some believe that the current age of globalization needs us to expose our ESL/EFL learners to foreign cultures in their ESL/EFL learning, others disagree and deny the importance of doing so. Some go more radical and consider it as linguistic imperialism that should be excluded. The current study also discusses the opinions and views of researchers on the integration of language teaching and culture with some empirical studies.

scholarly journals position of culture in English language teaching

2021 ◽  
Vol 6 ◽  
Author(s):  
Md. Harun Rashid ◽  
A S M Shamem ◽  
Wang Hui
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Efl Learners ◽  
Contentious Issue ◽  
Linguistic Hegemony ◽  
Points Of View ◽  
Globalized World ◽  
Present Thesis ◽  
Efl Learning

This thesis investigates the overlapping relationship between the community and English-language teaching in a descriptive manner. It sets out the various points of view and interpretations of linguistic scholars on the contentious issue of incorporating Culture into ESL/EFL classrooms. Although some accept that in today's globalized world, we must open our ESL/EFL learners to other cultures as part of their ESL/EFL learning, others disagree and dispute the value of doing so. Some are more radical, seeing it as linguistic hegemony that can be avoided. Including several observational findings, the present thesis also addresses the perspectives and views of scholars on the convergence of language teaching and community.

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