scholarly journals The Impact of the Formative Assessment in Speaking Test on Saudi Students’ Performance

2019 ◽  
Author(s):  
Nesreen Alahmadi ◽  
Musaad Alrahaili ◽  
Doniazad Alshraideh
Keyword(s):  
Saudi Arabia ◽  
Formative Assessment ◽  
English Language ◽  
First Year ◽  
Speaking Test ◽  
Saudi Students ◽  
Constructive Feedback ◽  
Speaking Assessment ◽  
Core Module ◽  
The Impact

The current research takes place at the English language department at Taibah University, Saudi Arabia, where all students are enrolled in undergraduate studies and must study English language course as a core module in their first year. One of the most challenging tests faced by Saudi students in their studies, is the summative speaking test. The test is consisting of three tasks in which students required to go through them all. Accordingly, there is a need to seek approaches to enhance students’ performance in the speaking test. In other words, formative assessment has not been used to overcome the challenges faced by the Saudi students at Taibah University in the speaking test. This research aims to investigate whether a formative speaking assessment has a significant impact on students’ performance in the summative test. Also, it aims to monitor student learning and to provide constructive feedback that can be used by teachers to improve students’ learning and help the students to identify their strengths and weaknesses in speaking skills. This study concludes that formative assessment helps Saudi students to overcome the challenges they face in speaking test. It is also recommend constructive feedback to improve their speaking performance.

scholarly journals The Impact of the Formative Assessment in Speaking Test on Saudi Students’ Performance

2019 ◽  
Vol 10 (1) ◽  
pp. 259-270
Author(s):  
Nesreen Alahmadi ◽  
Musaad Alrahaili ◽  
Doniazad Alshraideh
Keyword(s):  
Formative Assessment ◽  
Speaking Test ◽  
Saudi Students ◽  
The Impact

scholarly journals Efficacy of Role-Play in Teaching and Formative Assessment for Undergraduate English- Major Students in Saudi Arabia

2020 ◽  
Author(s):  
Muhammed Salim Keezhatta
Keyword(s):  
Saudi Arabia ◽  
Formative Assessment ◽  
English Language ◽  
Role Play ◽  
Control Group ◽  
Knowledge Level ◽  
Significant Difference ◽  
English Major ◽  
The Impact ◽  
Experimental Group

This study aimed at evaluating the effectiveness of the role-play as the teaching and formative assessment strategy for the undergraduate English major students from the Riyadh region of Saudi Arabia. To find the effectiveness and the impact of role-play as a teaching strategy, a quasi-experimental method was employed by using a pretest-posttest design wherein the pre and posttest results of 70 EFL students from experimental and the control groups were compared. The experimental group was taught some new areas of grammar, functions and vocabulary using role-play; simultaneously, the control group was taught the same items using the traditional method of teaching. The pretest revealed no significant difference in the knowledge level of the students between the two groups. On the other hand, the posttest results showed that there was a significant difference in the knowledge level of the students in favour of the experimental group. Further, a structured questionnaire was used to understand the perspective of the teachers on the efficacy of role-play in the assessment of students in the English language classes. A sample size of 20 teachers was used where it was found that role-play had a significant impact on the formative assessment. The findings of the study suggested role-play as an effective technique for the undergraduate English-major students in Saudi Arabia to solve the classroom interpersonal troubles, and it would help the students to imbibe the human-relation along with increasing their proficiency in the English language.

scholarly journals Saudi Students’ Perceived Self-efficacy and its Relationship to their Achievement in English Language Proficiency

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Mohammad Saleem ◽  
Muhammad Ali ◽  
Radzuwan Rashid
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Language Proficiency ◽  
Self Efficacy ◽  
English Language ◽  
English Language Proficiency ◽  
English Language Learning ◽  
Positive Correlation ◽  
Saudi Students ◽  
The Impact

In the recent years, an increasing interest in self-efficacy has been observed. However, the impact of students’ perceived self-efficacy on their academic achievements needs more attention. The aim of this paper is to evaluate the effect of self-efficacy on English language proficiency of students at Umm Al-Qura University, Makkah, Saudi Arabia. This study attempts to answer the question whether there exists any relationship between Saudi students’ perceived self-efficacy and their achievement in English language learning. Self-efficacy scales were used to gather data from 230 preparatory year students from Umm Al-Qura University, Makkah, Saudi Arabia. Fifteen out of seventy-six sections were randomly selected from the three streams, namely, Medical, Scientific and Administration. For data analysis, descriptive statistical analysis was performed using SPSS. It is significant in terms of providing insights into the psychology of the students particularly regarding their perceived self-efficacy which will be of great help to the course designers, content developers and teachers in taking measures for the inclusion of the content to improve students’ self-efficacy. The findings show that there exists a positive correlation between General and English self-efficacy and achievements in English language learning. However, there is no positive correlation between social self-efficacy and English language achievements. On the basis of the findings, the study provides some recommendations to improve students’ self-efficacy for better performance in learning English. Based on the findings of the research, further research is recommended to compare self-efficacy of the students from different Saudi universities in order to explore the reasons for different levels of their self-efficacy and English language achievements.

scholarly journals Review of Foreign Language Anxiety Relationship with Language Achievement of EFL Students in Saudi Arabia

2019 ◽  
Vol 10 (1) ◽  
pp. 305
Author(s):  
Abdulrahman Akram Alsaleem
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
English Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Achievement ◽  
Learning And Teaching ◽  
Saudi Students ◽  
Efl Students ◽  
The Impact

This study is conducted to evaluate learning and teaching English as a foreign language (EFL) in the Kingdom of Saudi Arabia (KSA) since English is still treated as a foreign language. Despite the prevailing high-level anxiety in Saudi learners of the English language, there are limited researches available to study the impact of language anxiety on the achievement of the student in a particular language. This literature search study explored the underlying causes and impacts of foreign language anxiety (FLA) and then studied these impacts on the language achievement of Saudi students in EFL classrooms in KSA. Credible academic researches and conference papers are critically reviewed in the context of the relationship between foreign language anxiety and language achievement of EFL students in Saudi Arabia. The findings of the review revealed that government initiatives and exposure to globalization in Saudi Arabia, students are encouraged to get expertise in English through EFL courses. However, the review of literature demonstrated that Saudi students experience anxiety while learning English as an unknown language. Additionally, the level of understanding in students of FLA negatively affected their accomplishment. Therefore, the collaborative strategies in classrooms are needed with complete participation of language instructors and favourable environment with positive competition building strategies encourage EFL students to enhance learning. 

scholarly journals The Impact of Students’ Proficiency in English on Science Courses in a Foundation Year Program

2020 ◽  
Author(s):  
Hamza Alshenqeeti
Keyword(s):  
Saudi Arabia ◽  
Academic Success ◽  
English Language ◽  
Arab World ◽  
Placement Test ◽  
First Year ◽  
Science Courses ◽  
Scatter Plots ◽  
The Impact ◽  
The Relationship

English plays a crucial role in determining a student’s academic success and career path in Saudi Arabia. This is one of the reasons why Saudi universities offer mandatory foundation year programs to university entrants. The assumption is that if a student has high proficiency levels in the English language, the student will be able to meet the challenges and demands of other science courses that are taught in the English language in the first-year program as well as the subsequent bachelor's programs. In order to prepare students for academic success, the tendency at most Saudi universities is to use international, mostly US or UK, publishers to provide the resources for its curriculum which is based on the Common European Framework of Reference for Languages (CEFR) as a standard for designating language ability. This study investigates the relationship between university students’ English language levels and their performance in science courses in a foundation year program at a Saudi university. Using Oxford University’s Q: Skills Placement Test, quantitative data is used to establish the students’ language levels according to the internationally accepted CEFR scales. The scores were then correlated with students’ overall averages in the science courses. Data was gathered over a period of five academic years and statistical analyses were conducted using Pearson’s Correlation Coefficient formula and scatter plots. The findings and conclusions have fundamental implications for curriculum designers at universities in Saudi Arabia as well as institutions of higher education in the Middle East and the Arab world.

scholarly journals Impact of Formative Assessment Practices on Student Motivation for Learning the English Language

2022 ◽  
Vol 10 (1) ◽  
pp. 25-41
Author(s):  
Anita Muho ◽  
Gentjana Taraj
Keyword(s):  
High School Students ◽  
Formative Assessment ◽  
Student Motivation ◽  
English Language ◽  
Peer Assessment ◽  
Assessment Practices ◽  
School Students ◽  
Self Assessment ◽  
Motivation For Learning ◽  
The Impact

This study aimed at exploring the impact of formative assessment practices on student motivation for learning the English language. As Leahy, Lyon, Thompson, and Wiliam (2005) stated, education needs to change its function from collecting the results of right or wrong, and to encourage teachers in gathering information that will affect the educational decisions. This study is a non-experimental, correlational study, to describe the relationship between formative assessment practices and motivation for leaning. The instrument used was a questionnaire on high school students from public and private schools, who were selected randomly by stratified sampling. They belonged to three major high schools of Durres, Albania. The findings of this study showed that factors like strategic questions used by the teacher during formative assessment, student’s portfolio, self-assessment, and peer assessment affected positively the motivation for learning the English language. The results of the regression equation revealed that from four independent variables, the factor that had the greatest impact on motivation for learning were strategic questions used by the teacher during formative assessment, followed by self-assessment, peer assessment and student’s portfolio. This study identified ways of intervention to promote motivation for learning the English language. The study will contribute in the Albanian context showing how assessment practices made an impact on student motivation. It will help educational institutions and policy makers, foreign language teachers in improving the assessment practices to promote student motivation in learning the English language.

scholarly journals The Impact of Internet Experience and Attitude on Student Preference for Blended Learning

2017 ◽  
Vol 6 (1) ◽  
pp. 65 ◽  
Author(s):  
Majed Gharmallah Alzahrani ◽  
John Mitchell O’Toole
Keyword(s):  
Saudi Arabia ◽  
Blended Learning ◽  
Learning Environments ◽  
Demographic Variables ◽  
The Internet ◽  
Learning Approaches ◽  
Saudi Students ◽  
Positive Attitudes ◽  
Student Preference ◽  
The Impact

The purpose of this study is to investigate student experience with the Internet, and their attitudes towards using it, inan attempt to determine the impact of these experiences and attitudes on their view of the implementation of blendedlearning. Data from 142 Saudi students at a leading university in Saudi Arabia were collected via an onlinequestionnaire. The results reveal that students have both experience with and positive attitudes towards using theInternet. Demographic variables had no effect on these attitudes, but experience variables showed significant effects.Interestingly, there were mixed interactions regarding student study year; negatively with Internet experience andpositively with preference for the implementation of blended learning. Neither experience with the Internet norprogram of study appeared to influence student preference for blended learning but age, study year, and attitudestowards the Internet were associated with positive attitudes towards blended learning. Importantly, students in thepresent study supported the implementation of blended learning, but not entirely online learning. Student attitudestowards the Internet in general appeared to influence their attitude to learning approaches that use the Internet inblended learning environments. Discussion of these results is presented with suggested implications.

The Impact of Mobile Phones on English Language Learning: Perceptions of EFL Undergraduates

2016 ◽  
Vol 7 (2) ◽  
pp. 264 ◽  
Author(s):  
George Mathew Nalliveettil ◽  
Talal Hail Khaled Alenazi
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Mobile Phone ◽  
Mobile Phones ◽  
English Language ◽  
English Language Learning ◽  
Advanced Country ◽  
Educational Value ◽  
Teaching Learning ◽  
The Impact

Researchers across the world are examining the educational value and effectiveness of integrating the latest electronic gadgets with teaching-learning activities in the classroom. In spite of the availability of latest electronic gadgets like iPods, tablets, and smartwatches, researchers are more interested in the educational value of the mobile phones for the teaching-learning of English. In a technologically advanced country like Saudi Arabia, the third and fourth generation (3G, 4G) mobile devices are available at affordable prices, and people of all streams find it necessary to own a mobile phone for connecting with their friends and relatives.  Moreover, it has become a common trend among undergraduates to carry a mobile phone to the classroom as well. The present study examines the impact of mobile phones on students’ English language learning.  A field study was conducted on fifty-two undergraduate male students majoring in English language and literature at Aljouf University, Saudi Arabia.  The methodology of data collection included a self-report for students and a teacher questionnaire.   Findings of the study are significant for EFL teachers and researchers for introducing innovative methods and resourceful materials for the English classroom.

scholarly journals Using Digital Formative Assessment to Evaluate EFL Learners’ English Speaking Skills

2021 ◽  
pp. 103-123
Author(s):  
Zeynep Çetin Köroğlu
Keyword(s):  
Formative Assessment ◽  
English Language ◽  
Formative Assessments ◽  
Significant Finding ◽  
Preparation Time ◽  
Technical Problems ◽  
Efl Learners ◽  
Speaking Test ◽  
English Speaking ◽  
Speaking Skills

As it is known formative assessment focuses on both the learning process and learner's performance. In this study digital formative assessment and traditional speaking tests were utilized comparatively to evaluate 52 upper-intermediate EFL learners' English language speaking skills. The study was designed as a mixed-method. The quantitative data were collected via achievement tests which had been administered both in traditional speaking tests and digital formative tests. The qualitative findings were collected with students' interviews which consisted of four open-ended questions. The results of the study showed that participants outperformed in digital formative tests in comparison to traditional speaking tests. Another significant finding of the study is that participants are satisfied with the digital formative assessments in terms of peer collaboration during tests, enriched test materials, and preparation time for the speaking test. Although they have positive views on digital formative assessment, participants are dissatisfied with it in terms of technical problems that they encountered during the administration of digital formative tests.

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