scholarly journals English Language, Its Status, Teaching and Learning in the Kingdom of Saudi Arabia: A Critical Review of Related Literature

2021 ◽  
Vol 21 (16) ◽  
Keyword(s):  
Saudi Arabia ◽  
Critical Review ◽  
Teaching And Learning ◽  
English Language ◽  
Kingdom Of Saudi Arabia ◽  
Related Literature

scholarly journals The Effectiveness of Collaborative Teaching and Learning and Engaging Students as Partners on English Language Teaching in Saudi Arabia

2021 ◽  
Vol 11 (10) ◽  
pp. 1288-1294
Author(s):  
Badriah M. Alkhannani
Keyword(s):  
Saudi Arabia ◽  
Teaching And Learning ◽  
English Language ◽  
Collaborative Teaching ◽  
Traditional Classroom ◽  
English Language Teaching ◽  
Curriculum And Pedagogy ◽  
Students Satisfaction ◽  
Shed Light ◽  
Main Strategy

This paper looks at the effectiveness of Collaborative Teaching and Learning (CTL) strategies in increasing students’ satisfaction in their learning outcomes, experiences, and achievements. The main strategy addressed in this paper is engaging Students as Partners in the CTL. Student engagement correlates with positive learning experiences and outcomes for students. ‘Students as Partners’ principles and approaches are relevant to many aspects of enhancement and innovation in curriculum and pedagogy, particularly in Higher Education. While this may not be a novel or new idea in the West, many countries in Asia and the Middle East have yet to incorporate collaborative approaches in the classrooms. As such, this review hopes to shed light on the possibilities and advantages of engaging learners in aspects that in a traditional classroom, the role that only educators and teachers take on. This paper also explores the potential issues, challenges, and further work required in the application of CTL in an English as a Foreign Language (EFL) classroom in Saudi Arabia.

A Critical Review of Consciousness-Raising Approaches: Applied Linguistics vs. Systemic Functional Linguistics

2016 ◽  
Vol 8 (2) ◽  
pp. 12
Author(s):  
Aiyoub Jodairi Pineh
Keyword(s):  
Critical Review ◽  
Teaching And Learning ◽  
English Language ◽  
Systemic Functional Linguistics ◽  
Language Teaching ◽  
Applied Linguistics ◽  
English Language Teaching ◽  
Consciousness Raising ◽  
Functional Linguistics ◽  
Recent Developments

<p class="2"><span lang="EN-AU">This paper is a critical review of the notion of consciousness-raising approach in the mainstream Applied Linguistics (AL) and Systemic Functional Linguistics (SFL). It reviews the development of this approach from traditional grammarian perspectives to the recent developments in AL, and compares and contrasts this approach in AL with the notion of grammatical metaphor (GM) in SFL as a compatible resource for consciousness-raising. The paper concludes that SFL introduces new and developmental resources of consciousness at different times and spaces, which is subject to further linguistic investigations. It has also implications for the English language teaching and learning in EFL contexts. </span></p>

ALEXEI VASSILIEV, The History of Saudi Arabia (London: Saqi Press, 1998). Pp. 482. $69.95 cloth.

2000 ◽  
Vol 32 (1) ◽  
pp. 190-192
Author(s):  
Hala Fattah
Keyword(s):  
Saudi Arabia ◽  
Middle East ◽  
English Language ◽  
Arabian Peninsula ◽  
African Studies ◽  
Advisory Group ◽  
Kingdom Of Saudi Arabia ◽  
History Of ◽  
Central Eastern ◽  
Attention To Detail

This is the most complete and perhaps the best treatment of the origins and development of the Kingdom of Saudi Arabia yet to appear in the English language. No serious library can afford to pass it up. The author is a Russian scholar who was Middle East correspondent for Pravda for many years, as well as the director of the Institute for African Studies and member of the Russian Foreign Ministry's advisory group. His knowledge of languages is used to great advantage in the book, and his bibliography of Arabic, Turkish, Russian, English, and French works is an impressive contribution to the history of the Arabian Peninsula. Rare indeed is the scholor who has read, let alone been able to retrieve, the number of valuable local histories that Vassiliev has used for the book. Despite its overwhelming attention to detail, his history is written in a fluid and accessible style, holding the reader's attention till the last. The narrative never flags, even when the author reconstructs the minutiae of the almost daily battles between the armies of central, eastern, and western Arabia in great and absorbing detail. In fact, some sections make for riveting reading, especially those in the latter part of the book, when Ibn Saud faces off against the Ikhwan or browbeats both the internal and external opposition to create his own imprint on the Arabian Peninsula.

scholarly journals The Notion of Emotion in EFL Learning and Teaching in Saudi Arabia: A Critical Review of 20 Years of Research

2021 ◽  
Author(s):  
Fakieh Alrabai
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
Language Learning ◽  
Critical Review ◽  
English Language ◽  
Future Research ◽  
Learning And Teaching ◽  
Emotional Factors ◽  
Context Of Learning ◽  
New Research

This paper provides a broad critical review of the research that examined the emotional factors such as learners’ attitudes, motivation, language anxiety, autonomy, and self-esteem in the context of learning English as a foreign language (EFL) in Saudi Arabia over a period of 20 years (2000-2020). The aim of this critical review is to answer some questions relating to identifying the most common themes of research efforts in this area, the strengths, and weaknesses among it; and to explain how such efforts have contributed to the development of English language learning/teaching within the Saudi context. The study is significant in that the findings identified some issues with thematic orientation in Saudi EFL emotion research—particularly regarding under- and over-explored topics due to an element of randomness in how research topics related to EFL emotions are often selected and explored, with some topic areas receiving excessive attention and others receiving little or no attention. Some issues related to research design and methodology were also acknowledged and assessed. The study suggests that it is useful to develop ways to coordinate and streamline future research on EFL emotions in Saudi Arabia and to work towards developing new research protocols that investigate the practicalities of language learning emotions in real learning situations.

scholarly journals Exploring the Role of Teacher Talk in Saudi EFL Classroom: Importance of F-Move in developing Students’ Spoken Skill

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Mohammed Judaya M Alanazi ◽  
Jacquie Widin
Keyword(s):  
Saudi Arabia ◽  
Data Analysis ◽  
Teaching And Learning ◽  
English Language ◽  
Analytical Framework ◽  
English Language Teaching ◽  
Teacher Talk ◽  
Efl Classrooms ◽  
Response Feedback

English language teaching in Saudi Arabia faces several challenges from both teacher and students’ perspective. Teacher Talk (TT) is one of the areas of teaching and learning which is often neglected in classroom research even with its high importance in student learning. Identifying the literature gap on TT in specific sociocultural contexts, this study aims to investigate different types of f-moves in Teacher Talk and their impact on developing students’ dialogic skills in English as Foreign Language (EFL) classrooms in Saudi Arabia. The IRF sequence (initiation, response, feedback or F-move) is considered a common sequence of TT in Saudi EFL classrooms. This study uses Cullen’s (2002) analytical framework which focuses on the third sequence of the IRF and Vygotsky’s (1978) sociocultural theory to explore the emerging themes of TT in Saudi Arabian secondary classrooms. The methodology of the study is a qualitative case study, and the participants of the study are 18 secondary school teachers all share Arabic as their first language. The data was collected through classroom observation, audio-recording of forty-five-minute classroom lessons, and semi-structured teacher interviews. The analysis focused on the discoursal and evaluative role of F-Move. The data analysis shows three F-Move types 1) F-Move Repetition Discoursal 2) F-Move Evaluative 3) F-Move Elaborative Discoursal. The findings point out that these F-Moves may increase student-teacher interaction, identification, and correction of errors, and maintain and guide dialogic conversation/interaction between teacher and students if it is correctly oriented. The data analysis shows examples in which TT promotes students’ involvement and increases their dialogic skills while, on the other hand, when TT reduces students’ potential to participate and consequently reduces the students’ spoken output.

scholarly journals Teachers’ and Students’ Attitudes towards L1 Use in EFL Classrooms in the Contexts of Bangladesh and Saudi Arabia

2016 ◽  
Vol 9 (12) ◽  
pp. 62
Author(s):  
Israt Jahan Shuchi ◽  
A B M Shafiqul Islam
Keyword(s):  
Saudi Arabia ◽  
Teaching And Learning ◽  
English Language ◽  
Mother Tongue ◽  
Pedagogical Tool ◽  
Major Subject ◽  
Teachers And Students ◽  
Language Classrooms ◽  
Students Attitudes ◽  
L1 Use

<p>The role of a mother tongue (L1) in the teaching and learning of a foreign language (FL) has been the subject of much debate and controversy. This paper reports on a piece of research carried out in our own teaching environments (at universities both in Bangladesh and Saudi Arabia) and presents an analysis of the attitudes of students and teachers towards the use of learners’ mother tongue (in this case Bengali and Arabic) in English language classrooms at the tertiary level where English is taught as a non-major subject. For the study, two surveys with the same questionnaires were conducted in two universities each from Bangladesh and the Kingdom of Saudi Arabia (KSA) with the participation of 1000 students and 30 teachers. Results suggest that a judicious and moderate use of L1 does not hinder learning; rather, it assists, aids and facilitates the teaching and learning process thus providing the teacher with an effective pedagogical tool for maximizing the learning outcomes.</p>

scholarly journals A CRITICAL REVIEW OF THE SINGAPORE ENGLISH LANGUAGE SYLLABUS AS AN ADVANCE SYLLABUS IN ENGLISH LANGUAGE TEACHING (ELT)

2020 ◽  
Vol 4 (1) ◽  
pp. 46-60
Author(s):  
Imam Munandar
Keyword(s):  
Critical Review ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Descriptive Study ◽  
Functional Approach ◽  
English Language Teaching ◽  
National Standard ◽  
Teaching English ◽  
Technical Issues

Abstract: The syllabus function as a framework that provide a national standard from which teachers gain a clear target of teaching English in schools. This research is a descriptive study by which it critically reviews the English language syllabus in Singapore, as an advance syllabus at time. The instrument of the review is a set of syllabus review outlined by Chew. This research has found  th the at syllabus is seen to be organized around the functional approach which necessitates the language in use. Besides, it conceptualizes language as an integration of linguistics, sociocultural, discourse and strategic competences. Teaching and learning leaning language is heavily put on learning process. It sees language acquisition involves certain processes and strategies, and thus teacher should focus on them. The syllabus implementation faces some challenges. Some teachers have different belief and values from the syllabus and resist the adoption. While the syllabus prescribes the communicative approach, they retain structuralism and behaviorism in teaching and learning the language. This situation is worsened by some technical issues. Some heads of department in schools have weak socialization of the syllabus in their schools, leading it unnoticed by teachers. Some textbooks fail to comply with the approach prescribed in the syllabus and thus demand a larger effort from teachers to select textbooks that accurately reflect the syllabus. Keywords: Chew’s Critical Review of Syllabus, English language syllabus, English Language Teaching Abstrak: Fungsi silabus sebagai kerangka kerja yang menyediakan standar nasional supaya para guru mendapatkan target yang jelas untuk mengajar bahasa Inggris di sekolah. Penelitian ini adalah penelitian deskriptif yang mengkaji silabus bahasa Inggris secara kritis di Singapura, sebagai silabus lanjutan pada saat itu. Instrumen ulasan adalah seperangkat tinjauan silabus yang digariskan oleh Chew. Penelitian ini menemukan bahwa silabus diorganisir dengan pendekatan fungsional yang mengharuskan bagaimana bahasa digunakan. Selain itu, bahasa dikonsepkan sebagai integrasi linguistik, sosiokultural, wacana dan kompetensi strategis. Mengajar dan belajar bahasa sangat bergantung pada proses belajar. Hal ini terlihat dari penguasaan bahasa melibatkan proses dan strategi tertentu, dan dengan demikian guru harus fokus pada strategi tersebut. Sementara itu, implementasi silabus menghadapi beberapa tantangan. Beberapa guru memiliki kepercayaan dan nilai yang berbeda dari silabus dan menolak untuk di adopsi. Ketika silabus menentukan pendekatan komunikatif, mereka mempertahankan strukturalisme dan behaviorisme dalam mengajar dan belajar bahasa. Situasi ini diperburuk oleh beberapa masalah teknis. Beberapa kepala departemen di sekolah memiliki sosialisasi silabus yang lemah di sekolah mereka, sehingga tidak diperhatikan oleh guru. Beberapa buku teks gagal mematuhi pendekatan yang ditentukan dalam silabus dan karenanya menuntut upaya yang lebih besar dari guru untuk memilih buku teks yang secara akurat yang mencerminkan silabus. Kata Kunci: Analisa kritis silabus Chew, Silabus Bahasa Inggris, Pembelajaran Bahasa Inggris

scholarly journals Exploration and Exploitation of Mobile Apps for English Language Teaching: A Critical Review

2021 ◽  
Vol 14 (4) ◽  
pp. 43
Author(s):  
Julius Irudayasamy ◽  
Sani Yantandu Uba ◽  
Carmel Antonette Hankins
Keyword(s):  
Mobile Applications ◽  
Critical Review ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Mobile Apps ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Mobile Technologies ◽  
Research Review

With the progression of various mobile technologies, mobile applications have tremendously increased, especially during the Covid-19 pandemic, and such applications have been exploited much in teaching and learning. This study explores the educational potential of using mobile applications in English language teaching (ELT) or Mobile Assisted Language Teaching (MALT). A critical review of the research in mobile applications in English language teaching is explored in this study, specifically from the published papers since 2015. Initially 131 articles were selected from ScienceDirect, SAGE, IEEEXplore, and Google Scholar. However, only 13 articles matched the inclusion criteria. These articles were analyzed and reviewed using the following categories: the role of mobile technology, pedagogical practices, research methodologies, the context of usage, and outcomes. The research found that mobile technologies in teaching language are increasing, and it is expected to rise in the future. In addition, teachers use different technologies to enhance English language teaching in the settings of inside and outside classrooms. During the COVID-19 pandemic, schools have closed indefinitely. This unexpected situation has forced students to stay at home, and online learning seems to grow exponentially. Thus, through this research review, significant educational outcomes are identified for future investigation practices.

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