scholarly journals Perceptions of EFL Teachers at King Abdulaziz University Regarding the Effectiveness of Cambridge University Press’s Train the Trainer Course

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Catherine Karen Roy ◽  
Sabitha Rahim ◽  
Aishah Yaqoub Khojah
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
English Language ◽  
Main Question ◽  
Structured Interviews ◽  
Cambridge University ◽  
Train The Trainer ◽  
Efl Teachers ◽  
King Abdulaziz University ◽  
English Language Institute

This study adds to the current literature on ongoing in-house professional development for teachers by exploring how administrators, other faculty, and the English-language (EFL) teachers who participated in Cambridge University Press’s Train the Trainer course (TTT) at King Abdulaziz University (KAU), Saudi Arabia, judged the TTT’s usefulness. To determine whether to support the TTT in the future, KAU wanted to identify how well its TTT graduates could provide professional development to their colleagues. This study’s aim is to discuss how positively those who were involved in the TTT, particularly the administration, the TTT graduate trainers themselves, and the other teachers who attended the workshops presented by first-year graduates of the ELI’s TTT responded to the course. The main question it addresses is how successful the implementation of such a TTT course can be at the English language institute of a Saudi university, like at KAU, so as to determine if the TTT should continue to be offered at KAU and more generally, taking the example of the ELI at KAU, if the TTT course should also be proposed at other English language institutes in Saudi Arabia. This study employed a Likert scale survey, semi-structured interviews, and open-ended questions with TTT participants, administrators, and other faculty to assess the TTT’s initial value. The main finding of this study is that so far, the TTT course was perceived as beneficial. However, future analyses should evaluate the longer-term effects of the TTT on teaching approaches and student learning.

scholarly journals Exploring the Nature of Continuing Professional Development (CPD) Programs in a Language Institute

2016 ◽  
Vol 4 (1) ◽  
pp. 133
Author(s):  
Hussain Ahmad ◽  
Sayyed Rashid Shah ◽  
Emad A. Alghamdi ◽  
Sayyed Rashid Shah
Keyword(s):  
Professional Development ◽  
English Language ◽  
Continuing Professional Development ◽  
Teaching Profession ◽  
English Language Teaching ◽  
Online Questionnaire ◽  
Professional Literature ◽  
Efl Teachers ◽  
Reading Professional ◽  
English Language Institute

<p>When it is an undeniable reality that learning is at the centre of teaching profession, we assume that the continuing professional development would be a priority for all teachers. EFL teachers like the teachers of other subjects update their skills and knowledge base in order to keep abreast of the new developments and challenges in the field of English language teaching. The present study seeks to explore how EFL teachers in an English language institute at a Saudi Arabian university perceive the effectiveness of Continuing Professional Development in their context as well as the ways in which different modes of CPD can promote and enhance the teachers' learning. This study was conducted at an English language institute of a Saudi university. The study adopted a quantitative approach using online questionnaire. The quantitative data was collected from 50 EFL teachers who were qualified and experienced in the field of TESOL. The findings from the study showed that the teachers viewed external CPD such as courses, seminars, workshops and conferences, and self-directed endeavors like informal discussions, reading professional literature, and self-reflection more beneficial to their development than the internal CPD like classroom observations and other in-house training sessions. This paper concludes that the institution should improve its internal professional development scheme by expanding the professional development unit's role, enhancing the quality of its mentoring program, and establishing communities of practice wherein teachers engage in highly professional practices.</p>

scholarly journals Teachers and Students’ Perceptions on the Effectiveness of the Writing Task in the Foundation Year at the ELI

2018 ◽  
Vol 6 (4) ◽  
pp. 360
Author(s):  
Reem Alsanie ◽  
Wafa’a AlRezqi ◽  
Danyah Al-Sayeud ◽  
Nadia Shukri
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Structured Interviews ◽  
Writing Classes ◽  
Teachers And Students ◽  
King Abdulaziz University ◽  
Negative Perceptions ◽  
Preparatory Year ◽  
English Language Institute ◽  
Writing Task

<p><em>The current study investigated the perceptions of Saudi female teachers and their preparatory year students on the Writing Task (WT) used in the English Language Institute (ELI) at King Abdulaziz University (KAU) in Jeddah, KSA. To obtain a deeper insight, mixed methods were used through quantitative questionnaires and qualitative semi-structured interviews. While quantitative data were analysed using a descriptive SPSS analysis, qualitative data were analysed using a thematic analysis by NVivo. The sample consisted of 50 students (mean age: 19) and 6 teachers with different qualifications and years of experience. First, a questionnaire was distributed to elicit student’s perceptions</em><strong> </strong><em>on the WT then the 6 teachers were interviewed. The results indicated that the students had negative perceptions towards the effectiveness of the WT and that it was not beneficial in developing their writing skills, unlike some of the teachers who expressed positive views towards the WT. The findings offer future instructional implications that will help in enhancing the WT of the ELI. Some of these implications indicate that extensive writing classes must be given to students to improve their writing skills and that the writing topics must be contextualised and taken from the students’ daily life to keep them interested.</em></p>

scholarly journals Peer Observation: A Professional Learning Tool for English Language Teachers in an EFL Institute

2018 ◽  
Vol 8 (2) ◽  
pp. 73
Author(s):  
Ejaz Ahmed ◽  
Zaimuariffudin Shukri Nordin ◽  
Sayyed Rashid Shah ◽  
Mansoor Ahmed Channa
Keyword(s):  
English Language Learners ◽  
Professional Learning ◽  
English Language ◽  
Language Teachers ◽  
Observation System ◽  
Peer Observation ◽  
Structured Interviews ◽  
English As Foreign Language ◽  
Efl Teachers ◽  
English Language Institute

The key aim of this study is to explore the perceptions of English as foreign language (EFL) teachers about peerobservation as a tool for professional development that is implemented in an English Language Institute of a SaudiArabian university. This paper reviews literature on peer observation to develop a conceptual and theoreticalunderstanding of peer observation systems in different contexts. It utilizes a mix-method approach and applies aquestionnaire and semi-structured interviews as data collection tools. Questionnaire is used to get information aboutEFL teachers’ perceptions whereas semi-structured interviews provide an insight into their practices in the form ofpeer observation and future amendments for PD. The participants share their lived experiences who consider thecurrent practice of peer observation a consistent professional challenge due to several factors, i.e. their lack ofautonomy in deciding about the peers, trust deficit between administration and EFL teachers, rarely heldpre-observation conferences due to the loads of teaching hours, observers’ insufficient training and qualifications inconducting PO, and the element of threat and insecurity. Based on the findings, recommendations are made toimprove the existing peer observation system for the benefit of the EFL teachers, English language learners and theinstitute.

scholarly journals Saudi Female EFL Instructors’ Perceptions of the Effects of Professional Development on Their Self-Efficacy

2020 ◽  
Vol 13 (10) ◽  
pp. 74
Author(s):  
Khawlah H. Almuhammadi ◽  
Hussein M. Assalahi ◽  
Abeer Ahmed Madini
Keyword(s):  
Professional Development ◽  
Self Efficacy ◽  
English Language ◽  
Cognitive Theory ◽  
Teaching Practice ◽  
Sense Of Self ◽  
Structured Interviews ◽  
Study Results ◽  
Professional Development Training ◽  
English Language Institute

This research explores female EFL instructors&rsquo; perceptions of the effect of the professional development provided by the English Language Institute (ELI) at King Abdul-Aziz University (KAU) on their self-efficacy and the type of professional development training that they feel has the greatest effect on their sense of self-efficacy. This research is based on Bandura&rsquo;s (1977) social cognitive theory and its subset of self-efficacy. In order to achieve its objective, this qualitative study incorporated semi-structured interviews with six EFL female instructors within the ELI at KAU, Saudi Arabia. The study results revealed that the instructors had positive perceptions of the professional development they received at the ELI in terms of enhancing their efficacy beliefs, as it enabled an opportunity for professional enhancement, positively influenced teaching practice to help students&rsquo; learning, and developed a positive atmosphere of collegiality and collaboration. Additionally, the participants demonstrated a positive attitude toward the ELI&rsquo;s mentoring program, as it enabled them to be inspired by an expert in the field, improved their teaching competencies, and created a feeling of professionalism. However, the participants held a conflicting view of the effect of classroom observation on instructors&rsquo; self-efficacy. Some believed that observations represent an important professional development tool that helps improve their performance, while others perceived it as a source of efficacy doubt. Based on the research results, this study bridged a gap in the current literature and contributed to knowledge on EFL instructors&rsquo; self-efficacy and how it could be influenced by professional development activities.

scholarly journals Mentoring Matters in Workplace: The Impact of Formal Mentoring Program on EFL Instructors’ Performance at ELI, King Abdulaziz University, Saudi Arabia

2020 ◽  
Vol 13 (4) ◽  
pp. 140
Author(s):  
Aishah Khojah ◽  
Fariha Asif
Keyword(s):  
Teacher Development ◽  
English Language ◽  
Mentoring Program ◽  
Structured Interviews ◽  
Cross Culture ◽  
Formal Mentoring ◽  
King Abdulaziz University ◽  
English Language Institute ◽  
The Impact ◽  
Formal Mentoring Program

An unprecedented acceleration in globalization, cross-culture integration and intensified innovation are a few elements that have triggered the need for availability of mentoring as the professional identity of any institution of higher learning. It has got the status of a foundation stone of mutual accomplishments between universities in the provision of teacher development. Therefore, this research study was carried out to evaluate the experiences of faculty members who participated in a formal mentoring program organized by the English Language Institute (ELI) at King Abdulaziz University (KAU) from 2017 to 2019. In this mixed-method study, a questionnaire and semi-structured interviews were used to gather data in order to respond to questions connected to the effectiveness of the mentoring program for mentors and mentees. The study particularly sought to discover the character of the work issues discussed and the worth judged by participants as emerging from their contribution to a programmed mentoring correlation. Data analysis transpired that mentoring promoted all of those who participated in the program. The study concluded that mentoring could assist in constructing capability in two ways: featured and standardized mentoring of trainee teachers through overt mentoring practices, and demonstrating and deconstructing teaching methods and practices for mentors&#39; pedagogical progression. This study emphasizes the worth and value of the formal mentoring program as a valued and fitting professional development approach.&nbsp;

scholarly journals "The role of English teachers in achieving the vision of the Kingdom 2030. "Survey: دور معلمي اللغة الإنجليزية في تحقيق رؤية المملكة 2030. "دراسة استقصائية"

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Noura Awdah Al - Zahrani
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Public Schools ◽  
English Language ◽  
Future Research ◽  
Government Schools ◽  
Survey Tool ◽  
Efl Teachers ◽  
High Level

The study aimed at exploring the role of English as a Foreign Language (EFL) teachers in public schools in the Kingdom of Saudi Arabia, in achieving ‘Vision 2030’ which relates to the development of education in the EFL discipline. The study adopted the descriptive approach by utilizing a survey tool for the study which consisted of nineteen items divided into four constructs. The study sample consisted of 550 female and 450 male, Saudi government schools EFL teachers from all regions of the Kingdom. The results of the statistical analysis of the responses of the participants indicated overwhelmingly a high level of positive attitude towards professional development in the teaching of the English Language (EL), reaching 91% and a lack of statistically significant relationship between the responses of the participants towards implementing 2030 Vision through the achievement of professional development as well as working towards establishing international networking with teachers of English in various countries around the world. The results also indicated that there are still certain obstacles that may adversely affect the implementation of the vision of Saudi Arabia in 2030. Thus, the researcher has made several recommendations including conducting future research studies that will look into further areas not covered by this study.

scholarly journals Attitudes and Perceptions of Saudi EFL Teachers in Implementing Kingdom of Saudi Arabia’s Vision 2030

2017 ◽  
Vol 5 (1) ◽  
pp. 83 ◽  
Author(s):  
Nurah Oddah Ahmad Al-Zahrani ◽  
Hussam Rajab
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Public Schools ◽  
English Language ◽  
Future Research ◽  
Government Schools ◽  
Survey Tool ◽  
Efl Teachers ◽  
Attitudes And Perceptions ◽  
High Level

The study aimed at exploring the attitudes and perceptions of English as a Foreign Language (EFL) teachers at public schools in the Kingdom of Saudi Arabia, in achieving the Kingdom’s ‘2030 Vision’ which relates to the development of education in general and to the EFL discipline in particular. The study adopted the descriptive approach by utilizing a survey tool for the study which consisted of nineteen items divided into four constructs. The study sample consisted of 550 female and 450 male, Saudi government schools EFL teachers from the main regions of the Kingdom. The results of the statistical analysis of the responses of the participants indicated overwhelmingly a high level of positive attitude towards professional development in the teaching of English Language (EL), reaching 91% as well as a near unanimity in the responses of the participants which was reflected in the lack of statistically significant relationship between the responses of the participants towards implementing 2030 vision through the achievement of professional development as well as working towards establishing international networking with teachers of English in various countries around the world. The results also indicated that there are still certain obstacles that may adversely affect the implementation of the vision of Saudi Arabia in 2030. Thus, the researchers have made several recommendations including conducting future research studies that will look into further areas not covered by this study.

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