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 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 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 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.

Script Familiarity and Its Effect on CAPTCHA Usability

2012 ◽  
Vol 4 (2) ◽  
pp. 74-87 ◽  
Author(s):  
Ashraf Khalil ◽  
Salam Abdallah ◽  
Soha Ahmed ◽  
Hassan Hajjdiab
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
User Study ◽  
Research Area ◽  
English Language Proficiency ◽  
Web Based ◽  
Interactive Proofs ◽  
Proficiency Level ◽  
New Research ◽  
Human Interactive Proofs

Many web-based services such as email, search engines, and polling sites are being abused by spammers via computer programs known as bots. This problem has bred a new research area called Human Interactive Proofs (HIP) and a testing device called CAPTCHA, which aims to protect services from malevolent attacks by distinguishing bots from human users. In the past decade, researchers have focused on developing robust and safe HIP systems but have barely evaluated their usability. To begin to fill this gap, the authors report the results of a user study conducted to determine the extent that English language proficiency affects CAPTCHA usability for users whose native language is not English. The results showed a significant effect of participants’ English language proficiency level on the time the participant takes to solve CAPTCHA, which appear to be related to multiple usability issues including satisfaction and efficiency. Yet, they found that English language proficiency level does not affect the number of errors made while entering CAPTCHA or reCAPTCHA. The authors’ results have numerous implications that may inform future CAPTCHA design.

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

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.

scholarly journals Autonomous Language Learning at Tertiary Education Level in Saudi Arabia: Students’ and Instructors’ Perceptions and Practices

2021 ◽  
Vol 21 (1) ◽  
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Tertiary Education ◽  
Qualitative Interviews ◽  
Educational Process ◽  
Shared Responsibility ◽  
Autonomous Learning ◽  
Structured Interviews ◽  
Learning Practices ◽  
Rural College

The ultimate goal of educational institutions is to create self-independent, lifelong learners and discourage regurgitation of information in exams and evaluation. Thus, this study investigated (a) autonomous learning perceptions and practices among Saudi EFL students (n=312) and (b) instructors’ perceptions of their student’s autonomous language learning at a rural college at Jouf University in Saudi Arabia. This study utilizes a mixed method explanatory sequential research design using both quantitative (questionnaires) and qualitative (interviews) research. The results of this study reveal that the students perceive their teachers as being largely responsible for most (50%) of the learning practices. The rest of the practices were viewed as either their own responsibility or mutually shared responsibility with their teachers with 25% for each. The quantitative analysis also indicates a medium frequency level (mean=3.2) of learning activities among students indicating that students have little exposure and experience in autonomous learning at their current institution. As for the gender differences, there are minor differences seen in the results, but they are not statistically significant. Semi-structured interviews provided in-depth insights on students’(n=14) and teachers’ (n=6) perceptions of autonomous learning. Based on the findings, the instructors have positive attitude towards autonomous learning and are cognizant about its importance, but it is not effectuated in the educational process. Students and instructors agree that weakness in English attenuate utilising autonomous learning practices. The study proposes training programs, re-evaluate curriculum and implement self-access learning time to promote autonomous learning at the tertiary level in Saudi Arabia.

scholarly journals Sources and Levels of Foreign Language Speaking Anxiety of English as a Foreign Language University Students with regard to Language Proficiency and Gender

2015 ◽  
Vol 4 (1) ◽  
pp. 49 ◽  
Author(s):  
Emre Debreli ◽  
Seren Demirkan
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Foreign Language Anxiety ◽  
Structured Interviews ◽  
Speaking Anxiety ◽  
Proficiency Level ◽  
Language Classroom ◽  
Efl Students ◽  
And Gender ◽  
Turkish Cypriot

<p>Although foreign language anxiety is a widely explored subject in the area of English as a Foreign Language (EFL), studies that focus on the speaking anxiety in EFL, as well as the gender and language proficiency level–anxiety relationship, are rare. The present study investigates the phenomenon in an EFL context and analyzes the levels of EFL students’ speaking anxiety and the sources that make them anxious. It also explores whether there is any relationship between anxiety and students’ language proficiency level and gender. Data were gathered from 196 Turkish and Turkish Cypriot students through questionnaires (Foreign Language Classroom Anxiety Scale), as well as through semi-structured interviews with 10 students who participated in the questionnaires. The findings indicated that the students generally had low level of speaking anxiety, although students with a higher level of language proficiency had a higher level of anxiety compared with that for students with a lower level of language proficiency. No statistically meaningful difference was observed with regard to students’ gender and anxiety levels. Factors that caused anxiety—such as difficulty in pronunciation, being asked immediate questions by the teacher, not understanding the question asked by the teacher—not found in the current literature also emerged from the present study. Implications for teacher education are also discussed.</p>

“Most of the Teaching is in Arabic Anyway”, English as a Medium of Instruction in Saudi Arabia, Between De Facto and Official Language Policy

2019 ◽  
Vol 4 (2) ◽  
pp. 59-73
Author(s):  
Ismael Louber ◽  
Salah Troudi
Keyword(s):  
Saudi Arabia ◽  
International Education ◽  
Language Policy ◽  
Engineering Students ◽  
Medium Of Instruction ◽  
Official Language ◽  
Structured Interviews ◽  
Gulf Region ◽  
Preparatory Year ◽  
Expatriate Teachers

There has been much debate about the issue of English as a Medium of Instruction (EMI) and the place of English in the context of international education in general and in the Arabian/Persian Gulf region in particular. This study explores the use of EMI in an undergraduate engineering programme in the Kingdom of Saudi Arabia (KSA). Using a qualitative approach to data collection by means of open-ended questionnaires and semi-structured interviews, this study explores the views of Arab expatriate teachers of scientific subjects, Saudi engineering students and preparatory year EFL non-Arab expatriate teachers on the use of EMI in their institution. The study sheds light on a certain gap in terms of actual classroom practices, between EMI as an official language policy and Arabic as de facto medium of instruction. Furthermore, the findings of the study suggest that the implementation of EMI may pose several challenges to both teachers and students.

scholarly journals English language proficiency and academic performance: A study of a medical preparatory year program in Saudi Arabia

2015 ◽  
Vol 5 (4) ◽  
pp. 140 ◽  
Author(s):  
Feroze Kaliyadan ◽  
Nazer Thalamkandathil ◽  
SrinivasRao Parupalli ◽  
TarekTawfik Amin ◽  
MagdyHassan Balaha ◽  
...  
Keyword(s):  
Saudi Arabia ◽  
Academic Performance ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Preparatory Year

scholarly journals Undergraduate Students’ Attitudes Towards Learning English in Rural University Branches in KSA: A Case Study of Al-Kamil's Branch

2022 ◽  
pp. 1-8
Author(s):  
Hamda A. Laouini ◽  
Keyword(s):  
Saudi Arabia ◽  
Data Collection ◽  
Language Learning ◽  
Language Proficiency ◽  
Undergraduate Students ◽  
Foreign Language Learning ◽  
Preparatory Year ◽  
The University ◽  
Learning English ◽  
Attitudes Towards Learning

The present study was conducted to assess and investigate the attitudes of the Preparatory Year students towards leaning English at rural branch of the University of Jeddah in Saudi Arabia. The author endeavours to examine and measure the University students’ opinions and perceptions regarding the importance of Learning English. He also attempts to explore the areas of difficulties in foreign language Learning within the rural context of AlKamil College of Sciences and Arts (Makkah, Saudi Arabia). 75 randomly selected students (40 male and 35 female) participated in this study project. In this study, the researcher opted for a mixed research method. For quantitative data collection a five-point Likert scale questionnaire was adapted from Gardner’s ‘Attitude Motivation Test Battery (AMTB) along with a silent interview for a qualitative data collection in order to assess the participants’ attitudes and perceptions regarding learning English. Overall, the results reveal that students in rural university branches in Saudi Arabia hold positive attitudes towards learning English and they are constantly attempting to improve their language proficiency. This study also explores the different obstacles impeding the students’ sought progress in language learning along with the possible solutions that may enable them to use and practise English in a more spontaneous way.

Sign in / Sign up

Export Citation Format

Share Document