scholarly journals Dental Students’ Perceptions of ESP Material and its Impact on Their Language Proficiency: A Case Study of a Saudi Arabian University

2020 ◽  
Author(s):  
Uzma M Hashmi ◽  
Hussam Rajab ◽  
Asrar Ehsan Sindi
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Research Question ◽  
Saudi Arabian ◽  
Dental Students ◽  
Future Research ◽  
Structured Interviews ◽  
Main Research ◽  
Classroom Activities ◽  
The Impact

The paper aims to explore the dental English for Specific Purposes (ESP) students’ perceptions of the ESP material and its influence on their English proficiency in the dentistry department of a Saudi Arabian university. The study adopts a qualitative technique of semi-structured interviews to elicit the views of 12 purposively chosen participants. The process of a thematic analysis of the qualitative data led to the emergence of three overarching themes that aimed to answer the main research question which is how the dental students in the Saudi context perceive the ESP materials and the impact these materials have on their language proficiency. The key findings indicate that the ESP learners in the dentistry department have a very positive attitude towards learning the English language in general and ESP in particular. Their awareness of their linguistic needs makes it a significant study in the field of ESP in Saudi Arabia. The results also suggest that the coursebook contents and material are outdated and inappropriate for the ESP learners in the Saudi English as a Foreign Language (EFL) context. The findings illustrate that the ESP teachers need to use the English language in classrooms and introduce learner-centred interactive activities to encourage students to participate in classroom activities. In light of the findings, the study outlines the implications and gives directions for future research.

scholarly journals Arabizi across Three Different Generations of Arab Users Living Abroad: A Case Study

2021 ◽  
Author(s):  
Mariam Haghegh
Keyword(s):  
Generational Differences ◽  
English Language ◽  
Research Question ◽  
Arabic Language ◽  
Future Research ◽  
Structured Interviews ◽  
Educational Work ◽  
Main Research ◽  
Insight Into

The study explores the sociolinguistic phenomenon, Arabizi, from a new perspective by investigating the case of three Arabizi users coming from different generations: Azer (42 years old), Nada (29 years old), and Mira (21 years old). The main research question of the study is how generational differences between Arabizi users shape their experiences with Arabizi in terms of 1) how they learned it, 2) how they currently use it, 3) how they perceive its effect on the Arabic language, 4) their attitude towards its users, 5) and their expectations for its future use. Semi-structured interviews were employed to gain a deeper insight into participants’ experiences with Arabizi, taking into consideration their linguistic, educational, work, and social backgrounds. The significance of this case study lies in how Arabizi users’ surroundings and life experiences influence their linguistic choices and perceptions. Findings provide insight into how Arabizi is considered advantageous compared to using English language. It is also perceived to be a phase for youngsters that will subside in the future as technology develops. The study concludes with recommendations for future research on how Arabizi transforms as its users grow older.

scholarly journals Arabizi across Three Different Generations of Arab Users Living Abroad: A Case Study

2021 ◽  
Vol 5 (2) ◽  
pp. 156-173
Author(s):  
Mariam Haghegh
Keyword(s):  
Generational Differences ◽  
English Language ◽  
Research Question ◽  
Arabic Language ◽  
Future Research ◽  
Structured Interviews ◽  
Educational Work ◽  
Main Research ◽  
Insight Into

The study explores the sociolinguistic phenomenon, Arabizi, from a new perspective by investigating the case of three Arabizi users coming from different generations: Azer (42 years old), Nada (29 years old), and Mira (21 years old). The main research question of the study is how generational differences between Arabizi users shape their experiences with Arabizi in terms of 1) how they learned it, 2) how they currently use it, 3) how they perceive its effect on the Arabic language, 4) their attitude towards its users, 5) and their expectations for its future use. Semi-structured interviews were employed to gain a deeper insight into participants’ experiences with Arabizi, taking into consideration their linguistic, educational, work, and social backgrounds. The significance of this case study lies in how Arabizi users’ surroundings and life experiences influence their linguistic choices and perceptions. Findings provide insight into how Arabizi is considered advantageous compared to using English language. It is also perceived to be a phase for youngsters that will subside in the future as technology develops. The study concludes with recommendations for future research on how Arabizi transforms as its users grow older.

scholarly journals An Analysis of Algerian Manufacturing and Engineering Master’s Students’ Needs

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Nouria MESSAOUDI ◽  
Hafida HAMZAOUI- ELACHACHI
Keyword(s):  
English Language ◽  
Engineering Students ◽  
Research Question ◽  
Language Teachers ◽  
Successful Implementation ◽  
Structured Interviews ◽  
Master's Students ◽  
Main Research ◽  
Education Leaders ◽  
English Language Teachers

Needs analysis is considered as an effective tool to design a course of English for Specific Purposes (ESP) that best fits the students’ needs. Thus, the present paper responds to a main research question focuses on what the Algerian Manufacturing and Engineering Master’s students need English for. It aims at investigating the students’ language needs and identifying the stakeholders’ perceptions of the ESP course. For this purpose, this research is based on a case study design through which a target situation, a present situation, a learner factor and teaching content analyses were undertaken. In fact, this is done in order to help teachers and education leaders in Algeria to draw a clear policy to ensure successful implementation of ESP courses. Two questionnaires and two semi-structured interviews were addressed to Algerian Engineering Master’s students, English language teachers, subject-specialists and administrators. The results revealed that Engineering students were highly motivated to learn English. They also indicated that there is an absence of an adequate proficiency level of English from the part of the students as they are unable to practice effectively the four skills namely listening, speaking, and communication. This is why they need to learn English in order to write exam answer, read textbooks, course handouts, follow lectures, and listen to instructions and explanations. Finally, designing a more focused English language course, training teachers, and providing financial support are highly recommended.

scholarly journals Spelling Problems and Causes among Saudi English Language Undergraduates

2019 ◽  
Author(s):  
Dheifallah Altamimi ◽  
Radzuwan Ab Rashid
Keyword(s):  
University Students ◽  
Education System ◽  
English Language ◽  
Mother Tongue ◽  
Learning Experience ◽  
Research Question ◽  
Arabic Language ◽  
Structured Interviews ◽  
Spelling Errors ◽  
Main Research

Arab students who learn English as a foreign language, especially Saudi students, face different challenges during the process of learning of the four English language skills, especially writing and its component (spelling). This paper aims to investigate the preceded causes of students’ spelling errors. The main research question sought to be answered is: What are the causes of spelling errors made by the Saudi university students? The research participants were 15 students in the English Language Department at Tabuk University and 15 English language lecturers from the same department. Group structured interviews were designed for the lecturers and students. The findings reveal that there are different causes of students’ spelling errors such as the education system and university syllabus, students’ learning attitude, and the interference between English and Arabic language. This paper concludes that the spelling errors which Saudi university students commit were caused by the negative impacts of their education system and syllabus, where the syllabus ignores the importance of spelling rules and techniques, and the interference between English and Arabic language when the learners refer to their mother tongue while writing in the English language. It is hoped that the findings revealed in this study will help the policymakers in taking necessary actions in improving the learning experience of Arab learners of English. This paper calls for a reform in the English language teaching in Saudi education system so that spelling is given the required emphasis as it is the foundation of English proficiency.

scholarly journals Decolonizing Diabetes

2019 ◽  
Vol 14 (2) ◽  
pp. 252-275
Author(s):  
Roger Stephen Pilon ◽  
Monique Benoit ◽  
Marion Maar ◽  
Sheila Cote ◽  
Fern Assinewe ◽  
...  
Keyword(s):  
Type 2 Diabetes ◽  
Lived Experience ◽  
Indigenous Peoples ◽  
Research Question ◽  
Structured Interviews ◽  
Northern Ontario ◽  
Main Research ◽  
The Impact ◽  
The Way

This article presents insights into the colonial experience of Indigenous Peoples living with type 2 diabetes within seven First Nation communities in Northern Ontario. A constructivist grounded theory methodology, guided by a decolonizing and participatory action approach to conducting research with Indigenous Peoples, was utilised in this study. Twenty-two individuals with type 2 diabetes were interviewed. The main research question explored the impact of colonization on the lived experience and perceptions about developing type 2 diabetes for Indigenous Peoples.  Using semi-structured interviews, the three main categories that emerged from the analysis of the interview transcripts were changing ways of eating, developing diabetes, and choosing your medicine.  A substantive theory was developed that suggests that Indigenous Peoples, with type 2 diabetes, often live with the perception that there is ‘no going back’ to the way things once were prior to European contact. As a result, they have adapted the way they live with diabetes which can, at times, be at odds with Indigenous world views. An adaptation that considers a complementary approach to the way individuals live and manage diabetes including both Traditional and Western ways may provide a framework for a decolonized model of type 2 diabetes care for Indigenous Peoples.

scholarly journals Learners' attitudes and motivation to learn english

2014 ◽  
Author(s):  
Ιρέν Χοβανισιάν
Keyword(s):  
Primary Schools ◽  
English Language ◽  
Sixth Grade ◽  
Future Research ◽  
Motivation To Learn ◽  
Structured Interviews ◽  
Qualitative Approaches ◽  
Positive Attitudes ◽  
Almost All ◽  
The Impact

The aim of the present study is to examine attitudes and motivation to learn English among Greek learners of the sixth grade of primary school and the third grade of lower secondary school in relation to variables such as age, gender and language attainment level. What is more, this study seeks to explore the extent to which Greek learners are aware of the concept of English as an International Language (EIL) and their attitudes towards and motivation to learn EIL or at least to incorporate some EIL-related features into their English language learning.The data were collected in 27 state schools (13 primary schools and 14 lower secondary schools) in the eastern and western parts of Thessaloniki, Greece. Both quantitative and qualitative approaches were adopted with the overall number of 1,142 survey respondents and the total of 31 interviewees. The data elicitation tools employed were a 71-item attitude/motivation questionnaire, which explored learners’ attitudes towards English, towards learning English at school, towards the native speakers of English and learners’ motivation to learn English for a plethora of reasons; the Oxford Quick Placement Test, which measured the respondents’ language attainment level; and a concise questionnaire used for the short semi-structured interviews. The results of the study highlight that age is the most influential variable across almost all attitude/motivational variables, in which young learners are reported to have more positive attitudes and a higher level of motivation. With regard to the impact of proficiency level, more proficient learners have more positive attitudes towards English and are motivated to learn English for instrumental reasons and for personal enjoyment. In addition, the results show that gender is not influential, and this finding leads to the assumption that, with special reference to English, attitudes and motivation seem to have become gender-neutral. The qualitative data obtained from the short interviews amplified and enriched the findings of the study by providing a more insightful and detailed picture of the learners’ attitudes and motivation.Suggestions for future research and a number of pedagogical recommendations are made on how to increase and sustain learners’ attitudes and motivation and to raise learners’ awareness of EIL, based on the findings of the present study.

Chinese Graduate Students at a Canadian University

2021 ◽  
pp. 120-136
Author(s):  
Wei Yang ◽  
Xiaoli Jing
Keyword(s):  
Graduate Students ◽  
Coping Strategies ◽  
Language Proficiency ◽  
English Language ◽  
Future Research ◽  
Structured Interviews ◽  
Academic Challenges ◽  
External Resources ◽  
Chinese Graduate Students ◽  
Internationalization Of Education

With the growing trend of globalization and internationalization of education, an increasing number of Chinese students choose to pursue higher education in Canada. In order to explore Chinese international students' academic challenges and coping strategies in Canadian universities, the authors conducted semi-structured interviews with 16 students studying graduate programs in one Canadian university. The findings reveal that Chinese graduate students encounter a number of academic challenges due to their limited English language proficiency, and the different educational norms and practices between China and Canada. By employing the theory of student agency as the theoretical framework, the study finds that Chinese graduate students possess the agency to cope with their academic challenges. The coping strategies can be grouped into two categories: the first category is to rely on students' personal improvement and the second category is to resort to external resources. The chapter concludes with implications for future research.

How Do Effective Upper Elementary Teachers of English Language Learners Show Support?

2019 ◽  
Vol 121 (7) ◽  
pp. 1-42
Author(s):  
Holland W. Banse ◽  
Natalia A. Palacios ◽  
Anna Martin
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Research Question ◽  
Upper Elementary ◽  
Comparative Case Study ◽  
Future Research ◽  
Data Set ◽  
Latino Ells

Background/Context Latino English language learners (ELLs) comprise a rapidly growing portion of the student population, and much empirical attention has been devoted to supporting their English language and literacy proficiency. Less is known about how to support Latino ELLs’ social-emotional needs. Latino ELLs face the dual challenge of learning English and academic content simultaneously; they also may face stigma, anti-immigration sentiment, and deficit perspectives from teachers and peers. Consequently, they may be in especial need of support from their teachers. Research Question This study addresses the question, How do effective teachers show support within upper elementary classrooms with varying levels of English language proficiency? Research Design We employed a multiple and comparative case study approach to answer this question, using videotaped English language arts lessons from the Measures of Effective Teaching data set. We compared how teachers demonstrate supportiveness in three types of fourth- and fifth-grade classrooms: (1) high-ELL and high-gains; (2) no-ELL and high-gains; and (3) high-ELL and low-gains. Conclusion/Recommendations We observed that only high-ELL, high-gains teachers showed supportiveness in the following distinct ways: through contingent and effusive praise, by describing the relevance of content, and by advancing relationships with students. We discussed why these demonstrations of supportiveness may be important, particularly for Latino ELLs. We conclude with ideas for future research and practical implications for teachers and teacher preparation programs.

scholarly journals Causes of Saudi Students’ Unwillingness to Communicate in the EFL Classrooms

2019 ◽  
Vol 7 (1) ◽  
pp. 51
Author(s):  
Rasha Fawzi Kadi ◽  
Abeer Ahmed Madini
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Negative Evaluation ◽  
Future Research ◽  
Structured Interviews ◽  
Online Questionnaire ◽  
Related Factors ◽  
Saudi Students ◽  
Preparatory Year ◽  
English Language Institute

It can be argued that the ultimate goal of ESL\EFL pedagogy is to enable students to have communicative competence. To achieve this, EFL teachers implement various techniques and strategies that aim to produce communicatively competent students. Nevertheless, one of the major challenges teachers encounter is that students are often passive, unresponsive and unwilling to speak in the classroom. Accordingly, the current study seeks to investigate the causes of Saudi students' unwillingness to communicate in the EFL classroom. A total of 136 Saudi female preparatory year students at the English Language Institute (ELI) in King Abdulaziz University (KAU) participated in this study. To gain a deeper understanding of the causes of this phenomenon, a mixed methods approach was adopted. Two data collection instruments were utilized in this study: an online questionnaire with 126 participants and semi-structured interviews with 10 participants. Descriptive statistics were used to analyze the data obtained from the questionnaire, and the qualitative data obtained from the interviews were analyzed thematically using NVivo. The findings of the study revealed that the unwillingness to communicate is a complex and multifaceted phenomenon that can stem from multiple causes. The main causes reported by the participants were fear of making mistakes, low language proficiency, fear of negative evaluation, shyness, lack of self-confidence, inefficient school education, and teacher\classmates related factors. The study concluded by briefly stating some of the limitations, offering recommendations for future research, and providing valuable suggestions for English language practitioners and policymakers to enhance this communication obstacle

scholarly journals Measuring Digital Competence and ICT Literacy: An Exploratory Study of In-Service English Language Teachers in the Context of Saudi Arabia

2017 ◽  
Vol 10 (12) ◽  
pp. 38 ◽  
Author(s):  
Ahmed Abdulteeef M. Al Khateeb
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
Language Teachers ◽  
Future Research ◽  
Ict Literacy ◽  
Digital Competence ◽  
Diverse Range ◽  
English Language Teachers

The purpose of this research is to measure in-service English language teachers' digital competence, particularly for the enhancement of teaching English as a second/foreign language in schools in Saudi Arabia. Information and communication technology (ICT) knowledge is currently considered as a vital skill for foreign language teachers in addition to their linguistic competence. Recently, there has been a focus on digital competence, since it can be regarded as a gateway for enriching knowledge, economies, societies and individuals. There is also a massive need for teachers to assess their own digital competence according to non-conventional norms (i.e., having the ability to share content and manage information). In light of this rationale, this paper investigates the following research question: to what extent are English language teachers in Saudi Arabia digitally competent and in what aspects? This study used a standardized questionnaire that was constructed using a validated comprehensive framework. This instrument was designed to assess the professional capability of English language teachers in terms of their willingness and readiness to use ICTs along with their current digital competence used throughout their teaching and educational practices. The research included a diverse range of participants who come from various backgrounds, genders and experiences. The study was concluded with a presentation of useful recommendations and key research questions for future research.

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