scholarly journals Factors Affecting The Use Of Information Communication Technology In Teaching And Learning In Saudi Arabia Universities

2021 ◽  
Vol 58 (1) ◽  
pp. 1012-1022
Author(s):  
Edrees A. Alkinani
Keyword(s):  
Machine Learning ◽  
Saudi Arabia ◽  
Educational System ◽  
Teaching And Learning ◽  
Resistance To Change ◽  
Digital Age ◽  
Structured Interview ◽  
Information Communication ◽  
Factors Affecting ◽  
Learning And Teaching

Technology and machine learning are becoming increasingly important in Saudi Arabia educational system. There is a growing demand for educational institutions to use machine learning to teach the skills and knowledge students need for the digital age towards Saudi Vision 2030. The integration and adoption ofdigital technologies into learning and teaching brings more opportunities for Saudi universities students and teachers to better embrace the globalized digital age. There is huge potential for the Saudi educational system to perceive the key role of digital technologies inenhancing the education process quality. The aim of this article is investigating the barriersthat affectteachers’ integration and adoptionof information communication technologies(ICT) in universityclassroom. The study adopted a qualitative research design to collect the data through the semi-structured interview. The sample of the study is four Saudi ICT-experts professors from four public universities in Saudi Arabia. The findings of the study showed that there are three types of barriers namely; teachers’ level barriers e.g. attitudes, knowledge, access, resistance to change. Technology level barriers e.g. compatibility, perceived of useful, institutional barriers. Institutional level e.g. leadership support, resources. The recommendation and suggestion for studies were suggested in light of the findings.

scholarly journals An Overview of Four Proposed Indicators of Active Learning to Improve English Teaching and Learning in Saudi Arabia

2016 ◽  
Vol 4 (2) ◽  
pp. 50
Author(s):  
Oqab Alrashidi ◽  
Huy P. Phan ◽  
Bing H. Ngu
Keyword(s):  
Saudi Arabia ◽  
Active Learning ◽  
Foreign Language ◽  
Situated Learning ◽  
Teaching And Learning ◽  
Intervention Programs ◽  
English Learning ◽  
Information Communication ◽  
Learning And Teaching ◽  
Low Levels

<p>English is taught as a foreign language in schools and universities of Saudi Arabia. In recent years, officials and educationists have expressed their concerns pertaining to students’ low levels of English achievement. To improve English learning and achievement in Saudi Arabia, many research studies have shown that four major indicators of active learning, namely: (a) group work, (b) elaborated feedback, (c) situated learning, and (d) Information Communication Technology [ICT], impact on students’ leaning and successful achievement. This article provides an overview of these four indicators of active learning and their importance to English learning and teaching. In addition, the article sheds light on how these four indicators of active learning might be used by teachers and educators in their teaching practices and/or intervention programs.</p>

scholarly journals Teaching and Learning Foreign Languages with ICT

2016 ◽  
Vol 21 (1) ◽  
pp. 21-27
Author(s):  
Alina Negoescu ◽  
Simona Boştină-Bratu
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Foreign Languages ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Learning And Teaching ◽  
Language Class ◽  
Information And Communication

Abstract The use of information and communication technologies (ICT) in teaching and learning foreign languages has risen sharply among the educational community. Teachers access and implement innovations without always realizing their full implications for them and their students. However, this is not necessarily a negative thing, because if no one used innovations, little progresses would be made and there would be nothing to evaluate. The article presents certain features of ICT that can be used to good advantage in a rich learning environment, and the use of video as an ICT tool in the foreign language class. The paper also discusses the role of the teacher in implementing technologies and we argue that it is the teacher, not the technology who determines the quality of the learning and teaching. There are people who are afraid that the teacher’s role would be compromised if we integrate information communication technologies in education; however we militate for a ‘techno-humanistic’ system, in which teachers, learners and technology would form a lasting meaningful alliance.

scholarly journals The Implications of EFL/ESL Teachers' Emotions in Their Professional Identity Development

2021 ◽  
Vol 12 ◽  
Author(s):  
Ling Cheng
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Educational System ◽  
Teaching And Learning ◽  
Pedagogical Beliefs ◽  
Esl Teachers ◽  
Professional Identity Development ◽  
Factors Affecting ◽  
Training Courses ◽  
Perceptions And Expectations

The leading implementers of the curriculum and educational system are teachers, so the success and failure of the educational system depend mainly on its teachers. If teachers have an established professional identity, it leads to the success of the educational system. Professional identity, like other aspects of the teaching and learning process, is influenced by various factors. Investigating this concept requires identifying the factors affecting it. One of the most important factors that influence teachers' professional identity is teachers' emotions. Teachers' emotions also can have a significant impact on teachers' performance. After searching the databases, this review article examines the role of teachers' emotions and their professional identities in English as a foreign language (EFL) or English as a second language (ESL) classrooms. This review paper unpacks that factors such as teachers' pedagogical beliefs, their positive and negative emotional experiences, their environmental and cultural factors, and their perceptions and expectations of these conditions could affect their emotions as well as their professional identity. Teachers' identity is shaped through ongoing negotiation and interaction that encompasses their personal and professional lives. Taking these factors into account in teacher training courses might notify teachers of the challenges that they might have in their classrooms and provide them with practical solutions.

scholarly journals Factors to Consider while Teaching English to Arab Students

2021 ◽  
Vol 2021 (3 (136)) ◽  
pp. 142-145
Author(s):  
Gassim H. Dohal
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Foreign Languages ◽  
College Level ◽  
Teaching English ◽  
Learning And Teaching ◽  
Different Types ◽  
Arab Students ◽  
Different Levels

When you have a chance to teach English in Saudi Arabia at different levels – beginners, intermediate, and advanced levels, you will discover a lot of challenges that face a teacher of a foreign language. Those barriers vary from one situation into another, from one level into another, and from one place into another. Some barriers are connected with the culture in question, others – with the contents of the syllabus, passing through the method your students are taught with while taking other subjects. These aforementioned barriers are few among many others. They are focused on here because of their importance in obstructing learning and teaching a foreign language like English. Moreover, at a college level, English may be chosen as an optional, elective, pass-guaranteed, and grade-gained subject. In this sense, this issue might become a good topic for researchers who are interested in teaching and learning a foreign language. Some students told me in more than one department and on many occasions that they chose English because they do not like much work and in this subject they are sure of passing the test. What a teacher expects from such students is just nothing; they have no mere idea of learning at all. They need to fill in a number of courses they have to register in their transcripts with no effort on their part. I will address some of the challenges teachers of English at Saudi Arabian schools should be cautious of while practicing their career. The aim of this article is to attract the attention of teachers of foreign languages to these obstacles that definitely exist and hinder all efforts of teaching and learning a foreign language. At the end of this article, some suggestions are provided depending on my experience in teaching English at different levels and to different types of students.

The effects of teaching and learning political economy in Vietnamese educational system

2021 ◽  
Vol 11 (8) ◽  
pp. 2203-2210
Author(s):  
Hien Van Tran
Keyword(s):  
Political Economy ◽  
Educational System ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Teaching Quality ◽  
Learning Objectives ◽  
The Political ◽  
Learning And Teaching ◽  
School Year ◽  
Factors Influencing

This study aims to understand and test the factors influencing the effectiveness of learning and teaching political economy among Vietnamese universities. Over 1500 students from different majors and different school years have taken part in this study. The data collected from questionnaires was analyzed by SPSS version 2016 and EVIEW 10. From this study, it can be said that learning motivations and teaching methods are the most important factors driving the success of teaching and learning the political economy. Furthermore, males seem to be more interested in studying this subject and getting a higher GPA compared to females. Students from higher school-year, by contrast, have lower levels of interest in studying this module, leading to the lower effectiveness in teaching and learning this module. Finally, while teaching methods and teaching quality are positively correlated with the dependent variable, the administration service and infrastructure negatively influence the teaching and learning objectives.

scholarly journals Students’ Attitude Towards’ Use of Information and Communication Technology (ICT) in Teaching and Learning in Public Secondary Schools

2015 ◽  
Vol 3 (1) ◽  
pp. 127-139
Author(s):  
Ndirangu Lydiah ◽  
Sossion Wilson ◽  
Wambugu Pachomius
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Female Students ◽  
Male Students ◽  
Information Communication ◽  
Learning And Teaching ◽  
Powerful Learning ◽  
Information And Communication ◽  
Communication And Technology ◽  
Computer Studies

The use of ICT creates a powerful learning environment and it transforms the learning and teaching process in which students deal with knowledge in an active, self-directed and constructive way (Volman & Van Eck, 2001). This study was conducted to investigate students’ attitude towards use of Information Communication and Technology (ICT) in teaching and learning in public secondary schools in Kieni East Subcounty,Nyeri County,Kenya. The objectives of the study are to (i) establish E-readiness in teaching and learning (ii) explore attainment of computer skills and (iii) assess the extent to which students access ICTs in teaching and learning.The sample comprised of 14 female students and 28 male students. Questionnaires were administered to students. Findings indicated that 67% and 81% of the female and male students respectively had no access to internet. The study revealed that 80% of the female students can open and create a document while 57.1% of the male students preferred computer studies to other subjects. The level of students’ attitude towards ICT in teaching and learning was positive despite the challenges in its integration in public secondary schools in Kieni- East Subcounty.The study recommends that schools buy enough computers and install network for use by the students.

scholarly journals The Importance of Pedagogical Empiricism for Sensitizing University English Language Teachers in Arab Context

2019 ◽  
Author(s):  
Saleh Ahmed Saif Abdulmughni
Keyword(s):  
Saudi Arabia ◽  
English Language Learners ◽  
Learning Styles ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Processes ◽  
Contributing Factors ◽  
Learning And Teaching ◽  
Teaching Learning

There is a significant psychological aversion to English as a foreign language in Saudi Arabia. General weakness among learners opting for English majors and undergraduate learners of the English language is noted. Different learners are unaware of learning styles most suited to them. This research discussed the necessity for sensitizing university teachers towards the contributing factors in the success or failure of teaching and learning the English Language in Saudi Arabia. Teaching-learning processes would be fruitful if the syllabus designers, teachers, and learners become aware of important factors like teacher’s characteristics, learners’ characteristics, teaching materials, and educational institutions. This study aimed to emphasize the role of the English language teacher in facilitating learning processes, through conducting active research of English language learners at Wadi Ad-Dawasir in Saudi Arabia. This research enhances the prospects of pedagogical studies of different language learning and teaching.

scholarly journals Challenges Experienced by Public Higher Education Institutions of Learning in the Implementation of Training and Development: A Case Study of Saudi Arabian Higher Education

2021 ◽  
Vol 10 (2) ◽  
pp. 36
Author(s):  
Majed Bin Othayman ◽  
Abdulrahim Meshari ◽  
John Mulyata ◽  
Yaw Debrah
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Saudi Arabian ◽  
Training And Development ◽  
Human Resource Managers ◽  
Structured Interviews ◽  
Learning And Teaching

The present case study aimed to investigate challenges in learning in Saudi Arabia’s higher education institutions in the context of the implementation of training and development. A qualitative study design was used, and semi-structured interviews were conducted with 75 faculty members and human resource managers working in four public universities in Saudi Arabia. The interviews were recorded, and thematic analysis was applied to the collected data. On-campus and off-campus methods are used to implement training programmes in all four universities, regardless of the flaws of both types of training. Due to a lack of time, the majority of respondents indicated that their heavy teaching workload prevented them from engaging in university training and development. Multifactorial challenges are involved in the higher education institutions of learning with regards to the application of training and development in Saudi Arabia. One of the most significant obstacles that Saudi Arabian institution administrators face in their attempts to innovate and strengthen learning and teaching methods and methodologies is a shortage of qualified and domestic trained faculty. Because of contact breakdowns, hiring highly skilled and technically trained international teachers, for example, introduces language gaps and reduces the efficacy of teaching and learning processes. The key consideration is the execution of preparation and growth; universities have a smaller chance of achieving the goal value. With too much money being spent on training and growth, the question is not what organizations should prepare, but, rather, whether training is worthwhile and efficient.

scholarly journals Digital Integration into the Nigerian Educational System: Challenges and Prospects

2021 ◽  
pp. 17-23
Author(s):  
Abigail Olubukola Irele
Keyword(s):  
Educational System ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Information Communication ◽  
Digital Education ◽  
Knowledge Based ◽  
Traditional Mode ◽  
Teaching Learning ◽  
Future Of Education ◽  
Globalized World

In the last ten years, there have been conscious attempts by every nation to integrate digital tools into their educational system especially at the tertiary level. Nigeria is no exception. The policymakers in Nigeria at the federal and state levels have felt the need to integrate Information Communication Technology (ICT) in their educational policies. It is felt that in this globalized world the country must embrace digital technology to enhance support teaching and learning environment. It is the belief that in the present globalized world every nation should embrace digital technology to be competitive and also have knowledge-based society as well as information society or as Castells, (1996) has put it “Network Society” and also Perevozchikova, et.al. (2020). The COVID-19 pandemic has also made it imperative that countries should advance towards e-learning. The future of education is therefore intertwined with Information Communication Technologies (ICTs). The Nigerian government has realized that the new normal or post-COVID-19 pandemic environment has made the traditional method of teaching and learning outmoded. It is therefore in this regard that most policymakers in Nigeria are advocating an advance towards ICT hence there is what we can call paradigm-shift in terms of teaching and learning in Nigeria now. This paper discusses the Nigerian guidelines on digital education highlighting the challenges and the prospects of digital education. It concludes that digital education must be embraced because the post-COVID-19 pandemic has made it impossible to continue with the traditional mode of teaching/learning.

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