scholarly journals Pedagogic Effectiveness of Digital Storytelling in Improving Speaking Skills of Saudi EFL learners

2019 ◽  
Author(s):  
Hayam Mohamed Salama Eissa
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
English Language ◽  
Teaching English ◽  
Kingdom Of Saudi Arabia ◽  
English As Foreign Language ◽  
Efl Teachers ◽  
Speaking Skill ◽  
Conventional Methods

The purpose of this study is to find why adult learners are unable to speak English as Foreign language (EFL) in the Kingdom of Saudi Arabia. Moreover, it tests the pedagogy of adopting the strategy of Digital Story Telling (DST) in teaching English as a foreign language. The study is applied on Northern Boarder University as a case study. The first question raised in this study is whether the conventional methods of teaching are the reason behind their failure of speaking the English language and whether the modification in the pedagogy of teaching affects the learners' speaking skill. To this end, data are collected through a questionnaire. Furthermore, a model of a teaching program, based on using DST strategy, is improved and tested with a group of learners at the chosen university in Saudi Arabia. The findings reveal that the learners at the selected university find difficulty in speaking English, and that applying DST as a pedagogy help the students to develop their overall speaking skill. These findings assist EFL teachers in Saudi Arabia in creating a conducive atmosphere in and out their classes, which will motivate the learners a lot to speak English fluently. The conclusion of the research recommends that EFL teachers should modify their conventional methods of teaching English as a foreign language; they may apply the strategy of using DST on their students to test the competence of the hypothesis.

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

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.

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 Saudi EFL Teachers’ Interpretation toward Creativity

2020 ◽  
Vol 13 (6) ◽  
pp. 162
Author(s):  
Norah Nasser Aldujayn ◽  
Alaa Mesfer Alsubhi
Keyword(s):  
Saudi Arabia ◽  
High Schools ◽  
Foreign Language ◽  
Educational System ◽  
Survey Instrument ◽  
Kingdom Of Saudi Arabia ◽  
Creative Methods ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Definition Of

Purpose, Methods, Results Creativity is an important skill that should be promoted throughout the educational system. However, teachers of English as a foreign language (EFL) in high schools in the Kingdom of Saudi Arabia (KSA) generally do not appear to use creative approaches for reasons that are not well understood. Understanding EFL teachers’ attitudes about creativity would provide valuable insights into their practices in the classroom and facilitate the planning and evaluation efforts to promote creativity in classrooms. Using a validated survey instrument adapted from Al-Qahtani (2016), the researcher collected attitudes toward creativity among 85 female Saudi EFL teachers. The study found that the participating teachers had positive attitudes toward creativity. However, they lacked certainty about the definition of creativity and were not confident in their application of creative methods. The implications of these findings in light of the research are discussed in greater detail.

scholarly journals Teachers' Perception on Postmethod Pedagogy in EFL Classes of Nepal

2018 ◽  
Vol 1 (1) ◽  
pp. 46-57
Author(s):  
Pitambar Paudel
Keyword(s):  
Foreign Language ◽  
Research Design ◽  
English Language ◽  
Language Teaching ◽  
Phenomenological Research ◽  
English Language Teaching ◽  
Quality Changes ◽  
Teaching English ◽  
English As Foreign Language ◽  
Phenomenological Research Design

Discussion on the use of method and postmethod in teaching English has become a debatable issue in Nepal. Many methods emerged as reaction to others claiming each of them as the best one but questions of their practicality and utility led to the development of postmethod pedagogy. This pedagogy empowers teachers' autonomy in the classroom and encourages them to design the best alternative way from the choices on the basis of their experience, knowledge and the context. However, the inclination to method is also on the rise. Supports claim that no practice will be method free. In this context, this study attempts to explore the teachers' perception on postmethod pedagogy in English as Foreign Language (EFL) classes of Nepal. In order to achieve the designated objective, the descriptive phenomenological research design was used and 12 teachers who are teaching English at different schools in Pokhara were purposively selected. The data revealed that teachers have a positive and hopeful experience towards postmethod pedagogy and want to open quality changes in English language teaching, developing context and culture sensitive pedagogy.

scholarly journals “COVID-19 is an Opportunity to Rediscover Ourselves”: Reflections of a Novice EFL Teacher in Central America

RELC Journal ◽  
2021 ◽  
pp. 003368822098177
Author(s):  
Thomas S C Farrell ◽  
Connie Stanclik
Keyword(s):  
Foreign Language ◽  
Reflective Practice ◽  
Central America ◽  
English Language ◽  
Language Education ◽  
Self Reflection ◽  
Efl Teacher ◽  
Teachers Beliefs ◽  
Efl Teachers

This article presents a case study that examined the principles and practices of one novice English as a foreign language (EFL) teacher at a prominent English language institution in Central America. This qualitative study sought to contribute to the discussion of the perceived interdependent influences of EFL teachers’ thoughts, identities, and behaviors through five stages of self-reflection in Farrell’s framework for reflective practice. The EFL teacher engaged in conscious reflection to subject their beliefs to critical analysis and interpretation expressed through their philosophy, principles, theory, practice, and beyond practice. Overall, the findings confirm that reflections in all five stages are connected to several common themes, but simultaneously reveal a complex relationship between the teacher’s stated principles and actual practice. The discussion explores potential reasons for convergence and divergence in teachers’ beliefs and classroom actions, concluding that the results correlate with previous research in the field of language education and teacher reflection.

scholarly journals Using social networking technologies to promote language socialisation: English as foreign language teachers' perceptions in Saudi Arabia

2019 ◽  
Vol 9 (3) ◽  
pp. 122-136
Author(s):  
Khatmah Alanazi ◽  
Celia Thompson
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
Social Networking ◽  
Language Learning ◽  
Language Teachers ◽  
Learning Context ◽  
Foreign Language Teachers ◽  
English As Foreign Language ◽  
Efl Teachers ◽  
Networking Technologies

Teachers’ beliefs play a key role in their selection of language teaching methodologies; they affect teachers’ pedagogical practices and behaviours and are consequently integral in shaping the language learning classroom environment. This study investigated the beliefs of teachers of English as a foreign language (EFL) in relation to the concept of ‘language socialisation’ (LS) and its pedagogical application through the use of social networking technologies (SNTs) in a Saudi university language learning context. Data comprised a survey, which was administered to a total of 28 EFL teachers, of whom five male instructors were interviewed. Findings showed that the majority of teachers reported positive associations with LS as a teaching method, as well as positive responses towards the use of SNTs in the EFL classroom despite the fact that most participants had never used SNTs in their teaching. It can be concluded that, while the EFL teachers in this study acknowledged the potentially important role that SNTs could play in enhancing students’ language learning and socialisation, their lack of first-hand classroom experience with SNTs reflected the fact that there was little access to and training in the use of these technologies. This lack of provision needs to be addressed as a matter of urgency to ensure that Saudi EFL teachers and their students are given an opportunity to engage critically with innovative technologies that may enhance the quality of their pedagogical experiences. Keywords: English as foreign language teachers in higher education in Saudi Arabia, English as a foreign language, language socialisation, social networking technologies

scholarly journals The Roles of Language Shift in English Language Teaching (A Case Study in the Class of Grammar III in the English Department in Universitas Galuh Ciamis)

2017 ◽  
Vol 6 (1) ◽  
pp. 41
Author(s):  
R Bunga Febriani
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Shift ◽  
English Language Teaching ◽  
English Department ◽  
Teaching English ◽  
Language Classrooms

<p>This study emphasizes the use of language shift in the English language teaching classroom. Language shift is a common phenomenon in multilingual conversations, in this case, in the teaching and learning process in language classrooms. The purposes of the study are to find out the use and the roles of language shift in EFL classrooms, how the roles contributed to the Teaching English as Foreign Language in the EFL, and how the language shift affects the process of teaching and in the EFL classroom. The study employed a qualitative approach by using interview and classroom observations as the instruments of the research. The study was a case study in the teaching and learning process of Grammar III to the second-grade students of English department in Universitas Galuh Ciamis. The findings of the study revealed that using language shift while learning and teaching English is useful in the process of teaching and learning English as a foreign language, in this case in the subject of Grammar III subject; and that code-switching as one of the kinds of language shift is necessary and inevitable in language classrooms.</p>

scholarly journals English Language Teaching in KSA in Response to the COVID-19 Pandemic: Challenges and Positive Outcomes

2021 ◽  
pp. 147-159
Author(s):  
Reem A. Al-Samiri
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Positive Outcomes ◽  
Contributing Factors ◽  
Efl Teachers ◽  
E Learning

The pandemic of 2020 was a watershed moment for all educators worldwide as schools and universities were forced to close their doors to avoid the spread of COVID-19. Thus, a new movement towards widespread e-learning emerged with unknown consequences for learners and educators alike. The situation in Saudi Arabia was no exception. The purpose of this study is to explore how English as a foreign language (EFL) teaching and learning at the tertiary level in Saudi Arabia was impacted negatively and positively by the move to online learning. It reviews research published since the onset of the pandemic, with a specific focus on English language teaching at Saudi universities, to analyze the challenges faced by Saudi EFL teachers and learners since the shift to e-learning. One of the biggest challenges observed was students’ lack of motivation, which upon further review was found to be linked to other contributing factors, such as technological issues, inapt learning environments, and students’ mental health. This paper also examines the unforeseen positive outcomes resulting from the digital transformation, including the benefits of the flexibility of place and time and promotion of particular language skills. The current research synthesis will help contribute to the knowledge of online English teaching in the Saudi context.

scholarly journals Causes of Paradigm Shift from EFL to ESL in Higher Education in Saudi Arabia

2020 ◽  
Vol 12 (4) ◽  
pp. 38
Author(s):  
Nesreen Alzhrani ◽  
Miriam Alkubaidi
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
Foreign Language ◽  
English Language ◽  
Arabic Language ◽  
Religious Language ◽  
Standards Of Learning ◽  
Paradigm Shifts ◽  
Kingdom Of Saudi Arabia ◽  
The Social

The use of English as a Foreign Language (EFL) in Saudi Arabia does not appear to continue in the coming years on account of its strong commitment towards the 2030 vision that aims to reformulate and restructure the foundations of the social and economic fabric of the Saudi society. The Arabic language holds its significance in the society due to being a religious language. The current review has analyzed the paradigm shifts from EFL to ESL in higher education in The Kingdom of Saudi Arabia and predicted the future of English in Saudi Arabia. The major challenge that policymakers may encounter would be how to localize education of English language to meet the Saudi norms and standards of learning while at the same time modernize and internationalize the higher education through western theoretical knowledge and the English language. Suggestions regarding these aspects may direct individuals involved in language planning in Saudi Arabia.

Sign in / Sign up

Export Citation Format

Share Document