An Assessment of the Effectiveness of CALL in Teaching English Language Writing Skills in Saudi Arabia

Computer-Assisted Language Learning (CALL) is playing a vital role in teaching English language to English as a Foreign Language (EFL) students. However, to best of my knowledge a little has been done in this regard to keep the students in line with the most recent advancements in this paradigm in Saudi Arabia. This paper evaluates the efficacy of CALL in improving students’ writing skills and provides innovative techniques and robust strategies for long-lasting learning. The research seeks to fill in the knowledge gap regarding prospects of using CALL in the Kingdom with these main research questions; 1) how is the technology presently used for teaching the writing skills?; 2) what is the true impact of using CALL on students’ writing skills?; 3) which area of the language (organization, structure, content, grammar) sees the most improvements by CALL to make them better writers? A quantitative research design was used for this study. The sample was sixty female students of a Saudi University divided equally into control and experimental groups. The elicited data analysis indicates that the performance scores of two groups differ significantly when taught through CALL. The research contends that using CALL can enhance students’ writing skills over a short period of time when compared to the traditional ways of improving the writing skills. The current study also recommends that language classrooms should be equipped with all the latest technological facilities to encourage the use of CALL.

Download Full-text

Using the SCAMPER Model to DevelopTranslation Skills for Major Students in the Faculty of Education, Majmaah University, Saudi Arabia

10.31235/osf.io/kngbw ◽

2019 ◽

Author(s):

AWEJ-tls for Translation & Literary Studies ◽

Fatma Farid Fakhry Tharwa

Keyword(s):

Saudi Arabia ◽

Foreign Language ◽

English Language ◽

Language Translation ◽

Teaching English ◽

School Year ◽

Delayed Translation ◽

Students Attitudes ◽

Faculty Of Education ◽

Experimental Group

This paper aims at identifying the effectiveness of using the SCAMPER model in developing translation and raising the attitudes towards adaptation among major students in the faculty of education, Majmaah University, Saudi Arabia. It tries to answer the following questions: To what extent would using the SCAMPER model raise translation skills among major students in the faculty of education – Majmaah University .the the second question is To what extent would using SCAMPER model raise the attitudes towards translation among major students.To accomplish the purpose of the study, the researcher showed the experimental group with a sample involved (40) students for the SCAMPER Model in the first term of the school year 2018-2019. The researcher used (pre -post & delayed) translation test, a scale of students' attitudes towards translation to collect data. The study's results suggested that there were statistically important differences at (α ≤ 0.05) in the whole mean grade in the pre post translation test to the group in favor of posttest. Also, there were statistically important differences at (α ≤ 0.05) in the whole mean grade in the pre-post scale of students attitudes towards translation to the group in favor of post implication. Also, the researcher recognized these differences in using the SCAMPER Model in teaching English language translation. In light of these outcomes, the study suggested the necessity of applying the SCAMPER Model in teaching the English language to get better results in students’ translation learning and retention in English as a foreign language. Similarly, the SCAMPER Model would be used with other English skills and sub-skills.

Download Full-text

Scope of Cooperative Learning (CL) Strategies in Teaching English to Saudi Adult EFL Learners: A Study of Practical Barriers and Possible Implications

International Journal of Applied Linguistics & English Literature ◽

10.7575/aiac.ijalel.v.6n.7p.110 ◽

2017 ◽

Vol 6 (7) ◽

pp. 110 ◽

Cited By ~ 1

Author(s):

Muhammad Ishtiaq ◽

Muhammad Sabboor Hussain

Keyword(s):

Saudi Arabia ◽

Cooperative Learning ◽

Language Proficiency ◽

Educational Administration ◽

English Language ◽

English Language Teaching ◽

Teaching English ◽

Efl Learners ◽

Proficiency Level ◽

Efl Teachers

This study aims at investigating the teachers’ practices and perceptions in teaching English in Saudi Arabia by viewing their stance on Cooperative Learning (CL) — an innovative teaching approach proposed to raise the language proficiency level of adult EFL learners. The study has been conducted in Qassim University, Saudi Arabia—a vibrant and flourishing EFL context. A quantitative tool (a questionnaire) has been used to collect data and to serve qualitative purposes. It reports 80 EFL teachers’ (40 males and 40 females) perceptions about CL using a 17-items comprehensive survey covering all the possible barriers in the way of implementing CL strategies in EFL classes. The survey items also explore how the EFL teachers in Saudi Arabia foresee the implications of making such an innovative move in their classes. The responses have been analyzed on a 5-point Likert scale which ranges from strongly disagree-disagree-neutral-agree-strongly agree. Major findings are that CL strategies have practical barriers but their implications are far more positive. The barriers are mainly due to the wrong learning habits of the adult EFL learners in Qassim University and lack of will and vision of the educational administration. The study recommends that CL strategies need to be given due consideration and support by the administrators and policy makers to raise the proficiency level of adult EFL learners. The study also allays the misconception that majority of the practitioners in English language teaching field are not ready to practice and implement CL strategies in their classes.

Download Full-text

Psychological aspects of acquisition of writing skills in English language

Scientific Bulletin ◽

10.54414/pqoo5531 ◽

2020 ◽

Vol 2 ◽

pp. 115-118

Author(s):

Shabnam Ismayilova ◽

Keyword(s):

Language Learning ◽

Psychological Factors ◽

English Language ◽

Writing Skills ◽

Writing Anxiety ◽

Affective Factors ◽

Teaching Language ◽

Self Confidence ◽

Language Writing ◽

Integral Role

Affective factors play an integral role in English language learning. If we want to be successful in teaching language writing, we need to look into these socio-psychological factors of students. There is a correlation between self-efficacy and writing anxiety that directly influences students’ writing performance. Students’ self-confidence in writing can minimize the anxiety. Pedagogically, methods are chosen specially by teachers, because of acquisition and learning of writing skills of students.

Download Full-text

THE IMPLEMENTATION OF “WRITING IN PAIRS” BASED ON STUDENTS’ PERCEPTION

JURNAL BASIS ◽

10.33884/basisupb.v5i1.319 ◽

2018 ◽

Vol 5 (1) ◽

pp. 45

Author(s):

Lailatul Husna

Keyword(s):

English Language ◽

Learning Experience ◽

Writing Skills ◽

Language Education ◽

English Language Education ◽

Study Program ◽

Essay Writing ◽

Writing Class ◽

Language Writing ◽

To Come

Writing skills is one of four skills that a student learns in language. Writing is a language skill with the last sequence studied by the learner. Writing in pairs is a strategy which is applied in writing. The aims of writing in pairs in learning are students and their partners can work together to get unite ideas owned by each student. This study was conducted to see how the use of writing in pairs strategy in learning writing that viewed from students perception whose results can be used as a reference for improvement in learning writing skills. The data were taken from the Essay Writing class in the English Language Education Study Program of FKIP Bung Hatta University by giving questionnaires to the students after they have studied three times of writing learning experience with writing in pairs strategy or pair work. The results showed that students were happy with the paired work strategy in writing activities. Working in pairs, learners find that it is easier to come up with an idea so that the boring writing activity is turning into a more fun activity.

Download Full-text

TEACHING ENGLISH VOCABULARY TO THE FIRST-YEAR STUDENTS MAJORING IN ORIENTAL PHILOLOGY

АRS LINGUODIDACTICAE ◽

10.17721/2663-0303.2021.7.07 ◽

2021 ◽

pp. 61-65

Author(s):

Olha Draginda ◽

Keyword(s):

Foreign Language ◽

English Language ◽

Lesson Plan ◽

Writing Skills ◽

Foreign Languages ◽

First Year ◽

Evaluative Judgment ◽

Teaching English ◽

First Year Students ◽

Approach To Teaching

This publication is a detailed lesson plan on the topic “Power and Money” within the course of the English language taught as the second foreign language to the first-year students majoring in the oriental languages. The lesson focuses on enhancing topical vocabulary through practicing speaking, listening, reading, and writing skills. It also aims at developing students’ skills of reasoning and evaluative judgment. The tasks are introduced in the plan in accordance with the principles of the contemporary communicative student-oriented approach to teaching foreign languages.

Download Full-text

Challenges in teaching English writing skills: Lessons learnt from Indonesian high school English language teachers

Jambura Journal of English Teaching and Literature ◽

10.37905/jetl.v2i1.10632 ◽

2021 ◽

Vol 2 (1) ◽

pp. 12-21

Author(s):

Nurhardiyanti Adam ◽

Abid Abid ◽

Yusna Bantulu

Keyword(s):

High School ◽

Teaching And Learning ◽

English Language ◽

Writing Skills ◽

Language Teachers ◽

Target Language ◽

Teaching English ◽

English Writing ◽

Writing Skill ◽

English Language Teachers

Writing skill, among the four target language skills, is one of the skills that language learners need to master. In teaching this skill, therefore, teachers should take any effort to help learners write using the language they learn correctly. However, in the context of teaching English in Indonesia, particularly the writing skill, teachers often face challenges. The study reported in this article seeks to identify the challenges experienced by several Indonesian English language teachers in teaching English writing skills at VHS, a vocational high school, in Gorontalo, Indonesia. The participants involved were all English language teachers working at the school. Data were collected using interview and observation, and analyzed by using a thematic analysis method. The findings showed that there were four themes describing the teachers’ challenges in teaching English writing skills. They were teaching technique-related challenges, teaching time-related challenges, linguistics-related challenges, and learning motivation-related challenges. Even though the teachers are able to cope with the challenges, they still need to explore more strategies in teaching, thus the teaching and learning process can run effectively.

Download Full-text

The Differences in Communication Ability and Mathematical Disposition of Students who are given a Geogebra- Assisted Contextual Learning Model and the Cooperatif Learning Model

Budapest International Research and Critics in Linguistics and Education (BirLE) Journal ◽

10.33258/birle.v4i1.1634 ◽

2021 ◽

Vol 4 (1) ◽

pp. 403-411

Author(s):

Tungga Pramudya Utama ◽

Sumardi Sumardi ◽

Slamet Supriyadi

Keyword(s):

High School ◽

High School Students ◽

Junior High School ◽

English Language ◽

Junior High ◽

Writing Skills ◽

Learning Model ◽

Teaching English ◽

School Students ◽

English Writing

The portfolio system exists as one alternative answer for a challenge encountered by an English teacher. The research about the portfolio system that focused on middle education teachers' perception is quite necessary since it helps the teachers and students of the English language find a proper way of learning writing skills. This study aimed to investigate the middle education teachers' perception of using a portfolio system to improve writing ability in teaching writing skills in English as a foreign language to junior high school students. The participants of this research were four junior high school teachers. In conducting this case study, the researcher collected data from the interview. This research found that the teachers favored implementing a portfolio system to improve students’ English writing skills. This research stands as a contribution to teaching English writing skills. This study suggests that a portfolio system is a useful tool for teaching English writing skills in middle education. The teachers were to facilitate the students by applying the portfolio system and giving feedback on their writing to encourage their writing performance.

Download Full-text

Necessity of ESP (English for Specific Purpose) Courses for Medical and Science Students at Najran University, Saudi Arabia: An Exploratory-cum-remedial Study

Theory and Practice in Language Studies ◽

10.17507/tpls.1002.09 ◽

2020 ◽

Vol 10 (2) ◽

pp. 208

Author(s):

Mohammad Owais Khan

Keyword(s):

Saudi Arabia ◽

English Language ◽

Essential Role ◽

Language Skills ◽

Science Students ◽

Remedial Measures ◽

Teaching English ◽

Preparatory Year ◽

Education Science ◽

Professional Disciplines

English as we know that plays a major role in higher education, Science and technology. It also plays a very essential role in the field of Medicine and other related disciplines because textbooks and journals are mostly written in English. This paper is an attempt to call for ESP courses specially designed to meet the needs of the growing demand of teaching English to Medicine and Science students or to modify the prerequisite course of such professional disciplines i.e. “Preparatory Year Program (PYP)” up to the level of ESP. The present study identifies the students’ acuities about the significance of the language skills, their ability in performing those skills, and their preferences regarding the English language course. It also sheds light on the problems in teaching English for specific purpose in Saudi Arabia. This study investigates the challenges encountered in teaching Medicine and Science students in Saudi Arabia and also attempts to answer the following questions: (a) what are the challenges that Medicine and Science teacher face while teaching? (b) What are the causes of these problems and (c) how can such problems be minimized? Finally, the findings of the research suggest some remedial measures and recommendations for improvement.

Download Full-text