scholarly journals Saudi EFL learners’ Perceptions of The Use of Corpora in Academic Writing Teaching

2020 ◽  
Vol 8 (4) ◽  
pp. p94
Author(s):  
Turki Alsolami ◽  
Assrar Alharbi
Keyword(s):  
Writing Instruction ◽  
Language Proficiency ◽  
Academic Writing ◽  
Language Awareness ◽  
Structured Interviews ◽  
Pedagogical Approach ◽  
Efl Learners ◽  
Proficiency Level ◽  
Positive Attitudes ◽  
Preparatory Year

The study explores Saudi EFL learners’ perceptions of the effect of applying corpus-based approach as a pedagogical approach on academic writing instruction. The purpose of the study is to evaluate students’ perspectives towards using corpus-based activities on their academic writing learning, more precisely, their lexico-grammatical abilities. In the study, seven female preparatory year students at an intermediate language proficiency level participated. Learners were asked to compose written tasks during three weeks using corpus tools. To explore learners’ attitudes, semi-structured interviews were conducted. The results of the interviews suggest that learners have positive attitudes towards the corpus-based approach to their academic writing performance. Based on the results of the interviews, four themes were found to be recurrent in learners’ responses, which are: Increasing Learners’ Confidence as EFL Writers, Fostering learners’ Language Awareness, Providing Availability of Input, and Promoting Learners’ Autonomy.

scholarly journals The effectiveness of corpora on Saudi EFL academic writing performance

2020 ◽  
Vol 4 (2) ◽  
pp. 331-345
Author(s):  
Assrar Alharbi ◽  
◽  
Turki Alsolami ◽  
Keyword(s):  
Saudi Arabia ◽  
Writing Instruction ◽  
Language Proficiency ◽  
Academic Writing ◽  
Quantitative Research ◽  
Classroom Intervention ◽  
Pedagogical Approach ◽  
Proficiency Level ◽  
King Abdulaziz University ◽  
Preparatory Year

This study reports on quantitative research that investigated the effects of the Corpus-Based Approach (CBA) as a pedagogical approach to Academic Writing Instruction in the context of Saudi Arabia. A total of fifteen female preparatory year students at an intermediate language proficiency level at King Abdulaziz University participated in the study. The study aimed at investigating the effect of applying corpora on learners’ lexico-grammatical abilities following a pretest-posttest design. Classroom intervention has been conducted and data were collected from written tasks over a period of time. The findings of the study demonstrated that the improvement of lexico-grammatical abilities among students is observed.

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

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Mohammad Nazim ◽  
Zoheb Hazarika
Keyword(s):  
Saudi Arabia ◽  
Language Proficiency ◽  
Qualitative Interviews ◽  
Research Area ◽  
Structured Interviews ◽  
Expert Opinions ◽  
Proficiency Level ◽  
Preparatory Year ◽  
Strongly Agree ◽  
Professional Disciplines

The essence of English for Specific Purpose (ESP) is to provide a strong foundation of English required for specific professional disciplines, and the Preparatory Year Programme (PYP) in Saudi universities are designed to achieve the desired proficiency level required for various professional disciplines. The present study aims to delineate the efficacy of ESP vis-à-vis the PYP with special reference to Najran University. It intends to investigate whether PYP students’ English proficiency conforms to ESP standards by analysing teachers’ feedback and expert opinions. The research design makes methodological triangulation using both qualitative (interviews) and quantitative (questionnaire) methods. Forty teachers of PYP, teaching various courses of English, Najran University were randomly selected to elicit their feedback and opinion on various aspects of students’ linguistic proficiency vis-à-vis ESP standards. The questionnaire consisted of eleven questions using Likert’s 5 scales (Strongly Agree, Agree, Can’t Say, Disagree, Strongly Disagree). Semi-structured interviews were also used to acquire detailed perceptions of the teachers. Ten teachers were interviewed with four questions pertaining to the relevant research area. Based on the data analysis, it is observed that most of the students at PYP have language proficiency to learn ESP, but not up to the desired level. There is a need to enhance learners’ proficiency level required for various professional disciplines. In the end, this study offers some remedial measures and suggestions aiming not only to raise the compatibility of ESP in the context of PYP in Saudi Arabia, but also to inject more ESP-oriented materials in the curriculum.

scholarly journals Using Movies in EFL Classrooms: A Study Conducted at the English Language Institute (ELI), King Abdul-Aziz University

2016 ◽  
Vol 9 (3) ◽  
pp. 248 ◽  
Author(s):  
Raniah Hassen Kabooha
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Skills ◽  
Target Language ◽  
Structured Interviews ◽  
Efl Learners ◽  
Reflective Journals ◽  
Positive Attitudes ◽  
Preparatory Year ◽  
English Language Institute

<p>The present study sought to examine the attitudes of Saudi English as a foreign language (EFL) learners as well as teachers towards the integration of English movies in their classes as a tool to develop students’ language skills. Fifty female intermediate level students studying English in their Preparatory Year Program (PYP) in the English Language Institute (ELI) at King Abdul-Aziz University (KAU), Jeddah, Saudi Arabia, participated in the study. Questionnaires were administered to the students to investigate their perceptions towards the integration of English movies in their classes to develop their language skills. The researcher also conducted semi-structured interviews with both students and teachers to explore their perceptions towards the use of movies in their classes. In addition, teachers were required to write reflective journals regarding the use of movies in their classes. The findings of the study indicate that both students as well as teachers had positive attitudes towards the use of movies in their classes to improve students’ language skills. The study offers pedagogical implications for EFL instructors with respect to the integration of films in their classrooms to improve students’ language learning. Well-selected movie materials could enhance students’ language learning process and increase their motivation to learn the target language.</p>

An Empirical Study of Reading Habits and Interests of Saudi University EFL Learners

2015 ◽  
Vol 7 (2) ◽  
pp. 1 ◽  
Author(s):  
Hussam Rajab ◽  
Alhasan Al-Sadi
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Future Research ◽  
Small Scale ◽  
Reading Habits ◽  
Efl Learners ◽  
Academic Reading ◽  
Preparatory Year ◽  
The University ◽  
L1 And L2

<p align="left">This small-scale, quantitative study investigated the reading habits and interests of Saudi English-as-a-foreign-language (EFL) students at a university-level preparatory year program (PYP). The study aimed to identify certain habits and preferences of EFL learners with regard to various personal practices of the reading process in first language (L1) as well as in second language (L2). The study utilized a custom-designed, 10-item questionnaire on a Likert scale format in order to gain more insights into the manners with which students may or may not approach reading. The participants were newly-registered, male and female students (<em>n=330</em>) on the university PYP course with mixed English Language proficiency. Analysis of the data collected using descriptive statistical tools indicated several issues relating to the reading habits in general, including students’ lack of interest as well as lack of motivation towards ‘academic reading’ in both L1 and L2. However, the analysis revealed a greater level of engagement in reading in social media contexts. The study has several implications for future research and pedagogy in EFL reading as well as implications for the EFL classroom. </p>

scholarly journals The Comparative Effect of Teaching Concept Mapping in Reading on Extrovert and Introvert EFL Learners' Self-Regulation

2017 ◽  
Vol 6 (5) ◽  
pp. 161
Author(s):  
Mania Nosratinia ◽  
Fatemeh Abbasi
Keyword(s):  
Concept Mapping ◽  
Language Proficiency ◽  
English Language ◽  
Self Regulation ◽  
English Language Proficiency ◽  
Efl Learners ◽  
Proficiency Level ◽  
Teaching Concept ◽  
Efl Teachers ◽  
Pre Treatment

The present study attempted to compare the effect of teaching concept mapping in reading on extrovert and introvert English as a Foreign Language (EFL) learners' Self-Regulation (SR). The participants were 60 female EFL learners at the intermediate level of English language proficiency, between 18 and 20 (Mage = 19). The Preliminary English Test was employed in order to select homogeneous participants in terms of English language proficiency level, followed by administering Eysenck's Personality Inventory (1985). The language-wise homogeneous introvert (n = 30) and extrovert (n = 30) participants were assigned randomly into two experimental groups of 30. To identify the pre-treatment and post-treatment levels of participants' SR, the Motivated Strategies for Learning Questionnaire (1991) was administered twice. The two groups were instructed using the same material and implementing Harris and Graham’s (1996) concept mapping instruction model. The analysis of the scores using an Independent-Samples t-Test revealed that extrovert participants exhibited a significantly higher SR level as a result of being exposed to concept mapping. The study concludes with a discussion on the obtained results and the probable reasons leading to them, followed by presenting some implications for EFL teachers, learners, and syllabus designers. 

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

2017 ◽  
Vol 6 (7) ◽  
pp. 110 ◽  
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.

scholarly journals EFL Learners’ Learning Styles and Self-regulated Learning: Do Gender and Proficiency Level Matter?

2021 ◽  
Vol 12 (4) ◽  
pp. 616-623
Author(s):  
Jahanbakhsh Nikoopour ◽  
Mohammad Shaker Khoshroudi
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Self Regulation ◽  
Moderator Variable ◽  
Efl Learners ◽  
Self Regulated Learning ◽  
Proficiency Level ◽  
Regulated Learning

The present study attempted to investigate the interdependence of self-regulated learning and language learning styles among three levels of language learners. Their gender and language proficiency level were also taken into consideration to find out the interaction between these variables. To carry out the study, the subject was selected based on the multi-stage sampling procedure. From five universities, 200 EFL learners studying TEFL, Literature, and Translation were randomly selected. Based on their scores on the TOEFL test, the participants were divided into beginner, intermediate, and advanced levels. From each level, 30 subjects were randomly selected. The research instruments were used to collect the required data for the study. After analyzing the data, the results showed a significant relationship between the EFL learners’ learning styles and their self-regulation. It was disclosed that the higher the learners’ scores on language learning styles were, the more self-regulated they were. When gender was taken into account as a moderator variable, no significant correlation between language learners’ learning styles and their gender was detected. It was found that both male and female learners were self-regulated in the same way. In addition, EFL learners’ proficiency level significantly made a difference in their self-regulation; however, it did not affect their learning styles.

scholarly journals The Effect Of Viewing Subtitled Videos On Vocabulary Learning

2010 ◽  
Vol 7 (9) ◽  
Author(s):  
Madhubala Bava Harji ◽  
Peter Charles Woods ◽  
Zhinoos Kamal Alavi
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Vocabulary Learning ◽  
Instructional Video ◽  
Specific Test ◽  
Efl Learners ◽  
Treatment Groups ◽  
Second Language Development ◽  
Proficiency Level ◽  
The Mean

Second language development could be achieved through various teaching or learning processes; however, employing multimedia has recently intruded the process in easing or complicating manners. This study has focused on the effectiveness of English subtitles on the EFL learner’s vocabulary learning. The participants were 92 Iranian degree university students studying Translation at Islamic Azad University of Mashhad, Iran. Having set two homogenized groups on the basis of their English language proficiency level, each was randomly assigned to be control and treatment groups. They were given two different instructions, one practicing instructional video episodes with subtitles and the other without subtitles. Their vocabulary learning was tested by a Content Specific Test (CST). The mean scores of the two groups were compared through a t-test. The findings illustrated that participants viewing the videos with subtitles could obtain a significantly higher mean score of the CST vocabulary tests than that of the ones who viewed the videos without subtitles. The findings of this research can get educators well informed of the effectiveness of subtitles on EFL learners’ better vocabulary learning.

The Comparative Effect of Audio-Taped and Written Homework Feedback on EFL Learners’ Speaking Complexity, Accuracy and Fluency

2021 ◽  
Vol 10 (4) ◽  
pp. 4
Author(s):  
Maryam Mashoura ◽  
Abdollah Baradaran ◽  
Ghassemi Nazanin
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
Research Study ◽  
Comparative Effect ◽  
Efl Learners ◽  
Proficiency Level ◽  
Participant Selection ◽  
Dependent Variables ◽  
New Methodologies ◽  
Independent Variable

The main focus of the present study was the comparative effect of two various types of homework and feedback (Audio-Taped Homework Feedback and Written Homework Feedback) on EFL learners’ speaking complexity, accuracy and fluency. Also, there are three dependent variables including Speaking Complexity, Accuracy and Fluency. The study offered the same kind of teaching procedures to 60 female EFL learners, selected from a population of 90 individuals. All have been studying at intermediate level of English learning at the same institute for approximately 3 years. The process of participant selection was based on learners’ performance on a sample piloted test called PET, at Zabansara institution. Indeed, Due to the fact that there is a need to be able to generalize the present study’s findings to similar contexts of learning, the piloted PET test was carried out and general language proficiency level of students was measured meticulously. Moreover, the total number of the present research participants (60) was divided into one experimental groups as Audio-Taped Homework Feedback and one experimental group as Written Homework Feedback. Each individual group consisted of 30 members. 10 sessions of treatment (each 2 hours) were held for both experimental groups. The outlook of the present research study was seen as enhancement of language learners’ Speaking Complexity, Accuracy and Fluency. Hence, two models of Homework (by the participants) and Feedback (by the teacher) were carried out. The present research study included one independent variable with two modalities of Audio-Taped Homework Feedback and Written Homework Feedback. What is more, there are three dependent variables as Speaking Complexity, Accuracy, and Fluency. It is necessary to point it out that a Pre and Posttest of Speaking was administered to all individuals (participants) considering Speaking Complexity, Accuracy, and Fluency. To this end, the statistical analyses were conducted and the obtained results showed a significant influence of Audio-Taped Homework Feedback on the mentioned dependent variables, comparing with Written Homework Feedback. This research study is hoped to increase students’ general language proficiency level along with the focus on new methodologies of assignment/feedback and implementation of the findings as reference in further educational contexts.

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