Exploring the Application of Flipped Classrooms on EFL Saudi Students' Speaking Skill

2017 ◽  
Vol 9 (4) ◽  
pp. 28 ◽  
Author(s):  
Manal Al-Ghamdi ◽  
Abdullah Al-Bargi
Keyword(s):  
Saudi Arabia ◽  
Flipped Classroom ◽  
English Language ◽  
Statistical Significance ◽  
Future Research ◽  
Control Group ◽  
Multiple Sources ◽  
Pedagogical Approach ◽  
Speaking Skill ◽  
Preparatory Year

This qunatitatively based research utilising quasi experimental design, sought to explore the effect of implementing the flipped classroom (FC) pedagogical approach on female, preparatory year program (PYP) English as a Foreign Language (EFL) students at the English Language Institute (ELI), King Abdulaziz University (KAU) in Saudi Arabia. An experimental group as well as a control group were assigned in this study. The data collection was carried out using multiple sources, including pre- and post-speaking achievement tests in addition to two custom designed questionnaires. The results revealed that the FC did not sufficiently enhance the experimental group’s speaking skill to cause a statistical significance in comparison to the controlled group. On the other hand, students held a positive attitude toward the FC experiment and the used instructional videos. The study also aims to enlighten and familiarise EFL colleagues within the context of Saudi Arabia, as well EFL colleagues from around the world, with this pedagogical approach in the area of EFL education. Conclusions and recommendations for future research studies are presented at the end of this paper.

scholarly journals The Effect of Electronic Flashcards on EFL Students' Vocabulary Learning: The Case of Saudi Arabia

2020 ◽  
Vol 1 (2) ◽  
pp. 114-125
Author(s):  
Asma A. Alghamdi ◽  
Tariq Elyas
Keyword(s):  
Saudi Arabia ◽  
Quantitative Research ◽  
Vocabulary Learning ◽  
Statistical Significance ◽  
Control Group ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
Preparatory Year ◽  
Experimental Group

This study aimed to investigate the effect of electronic flashcards on EFL vocabulary learning of preparatory-year female students at a  Saudi Arabia. It was conducted following the quantitative research methodology with a quasi-experimental design. Two groups were assigned: an experimental group who used electronic flashcards, and a control group who employed the traditional method of vocabulary learning. A pre-test and a post-test were administered in order to appraise their performance before and after the experiment. The results revealed that the post-test scores of students in the experimental group were significantly higher than their pre-test. Also, the results showed that electronic flashcards promoted students' vocabulary, causing a statistical significance in comparison to the control group. Based on these findings, this study was able to draw a number of implications and recommendations

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.

Accessible tourism: a bibliometric review (2008–2020)

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Guanghui Qiao ◽  
Liu Ding ◽  
Linlin Zhang ◽  
Huili Yan
Keyword(s):  
English Language ◽  
Research Literature ◽  
Future Research ◽  
Sampling Frame ◽  
Multiple Sources ◽  
Knowledge Maps ◽  
Tourism Research ◽  
Content Type ◽  
The Usa ◽  
Bibliometric Review

Purpose The purpose of this paper is to reveal the knowledge evolution process, research hotspots and future trends in the accessible tourism research literature from 2008 to 2020. Design/methodology/approach A total of 213 articles on accessible tourism were selected from the core collection database of Web of Science (WoS) and analyzed using CiteSpace. Findings Over the 13-year period between 2008 and 2020, an increasing number of studies have been published concerning accessible tourism, but the overall base is still small. The research content mainly includes six modules. Among institutions, the University of Technology Sydney has published the largest number of papers. Cooperation among countries involves the USA, the United Kingdom, Australia, Portugal and China. Tourism Management is the leading journal for disseminating research on accessible tourism. Definition of “Accessible tourism” and the different scope of this phenomenon are re-discussed. In recent years, “experience” and “participation” have become the “new favorites” in accessible tourism research, which could reveal insights into future research directions. Research limitations/implications The sampling frame was defined in terms of the WoS database and even though this is an important database for global academic information, in the big data era, the authors may have to integrate information from multiple sources to comprehensively reveal and understand knowledge maps. Second, because of the operational constraints of the CiteSpace software, the authors only selected outputs published in peer-reviewed journals, excluding other published works, such as books and conference papers. Finally, because of the language restrictions of the authors, this research is limited to journals published in the English language. Practical implications Practically, the results of this study made a conclusion of accessible tourism research so that the researchers can easily know what has currently been done and what future research can do. Tourism managers can also understand the demands and the constraints of tourism for the people who have barriers to travel. They can supply more specific products for the accessible tourism and further promote the construction of barrier-free travel environments. Originality/value This paper unifies the literature on senior tourism and people with disabilities tourism, and uses CiteSpace to construct data and network visualizations, including a burst and dynamic analysis for the period covered by the sample. Furthermore, this paper proposed a more diversified accessible tourism.

Randomized Controlled Trials of Headache Treatments in Pregnancy: A Systematic Review

2020 ◽  
Author(s):  
Elisa T. Bushman ◽  
Gabriella Cozzi ◽  
Rachel G. Sinkey ◽  
Catherine H. Smith ◽  
Michael W. Varner ◽  
...  
Keyword(s):  
Systematic Review ◽  
At Risk ◽  
English Language ◽  
Statistical Significance ◽  
Cochrane Library ◽  
Control Group ◽  
Inclusion Criteria ◽  
Headache Diagnosis ◽  
Registration Number ◽  
In Pregnancy

Abstract Objective Headaches affect 88% of reproductive-aged women. Yet data are limited addressing treatment of headache in pregnancy. While many women experience improvement in pregnancy, primary and secondary headaches can develop. Consequently, pregnancy is a time when headache diagnosis can influence maternal and fetal interventions. This study was aimed to summarize existing randomized control trials (RCTs) addressing headache treatment in pregnancy. Study Design We searched PubMed, CINAHL, EMBASE, ClinicalTrials.gov, Cochrane Library, CINAHL, and SCOPUS from January 1, 1970 through June 31, 2019. Studies were eligible if they were English-language RCTs addressing treatment of headache in pregnancy. Conference abstracts and studies investigating postpartum headache were excluded. Three authors reviewed English-language RCTs addressing treatment of antepartum headache. To be included, all authors agreed each article to meet the following criteria: predefined control group, participants underwent randomization, and treatment of headache occurred in the antepartum period. If inclusion criteria were met no exclusions were made. Our systematic review registration number was CRD42019135874. Results A total of 193 studies were reviewed. Of the three that met inclusion criteria all were small, with follow-up designed to measure pain reduction and showed statistical significance. Conclusion Our systematic review of RCTs evaluating treatment of headache in pregnancy revealed only three studies. This paucity of data limits treatment, puts women at risk for worsening headache disorders, and delays diagnosis placing both the mother and fetus at risk for complications.

An Empirical Study of Reading Habits and Interests of Saudi University EFL Learners

2015 ◽  
Vol 7 (2) ◽  
pp. 1 ◽  
Author(s):  
Hussam Rajab ◽  
Alhasan Al-Sadi
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Future Research ◽  
Small Scale ◽  
Reading Habits ◽  
Efl Learners ◽  
Academic Reading ◽  
Preparatory Year ◽  
The University ◽  
L1 And L2

<p align="left">This small-scale, quantitative study investigated the reading habits and interests of Saudi English-as-a-foreign-language (EFL) students at a university-level preparatory year program (PYP). The study aimed to identify certain habits and preferences of EFL learners with regard to various personal practices of the reading process in first language (L1) as well as in second language (L2). The study utilized a custom-designed, 10-item questionnaire on a Likert scale format in order to gain more insights into the manners with which students may or may not approach reading. The participants were newly-registered, male and female students (<em>n=330</em>) on the university PYP course with mixed English Language proficiency. Analysis of the data collected using descriptive statistical tools indicated several issues relating to the reading habits in general, including students’ lack of interest as well as lack of motivation towards ‘academic reading’ in both L1 and L2. However, the analysis revealed a greater level of engagement in reading in social media contexts. The study has several implications for future research and pedagogy in EFL reading as well as implications for the EFL classroom. </p>

scholarly journals A Proposed Courses Structure for the Preparatory College Year

2017 ◽  
Vol 8 (4) ◽  
pp. 53
Author(s):  
Mohammed H. S. Al Ashry (Ashry)
Keyword(s):  
High School ◽  
Saudi Arabia ◽  
Learning Process ◽  
English Language ◽  
Large Percentage ◽  
High School Education ◽  
Course Structure ◽  
Knowledge And Skills ◽  
First Semester ◽  
Preparatory Year

Colleges in Saudi Arabia receive many college applicants with all sorts of high-school education, knowledge and skills. A large percentage of these applicants have a weak background in the English language, math and science. As a result, most Saudi Universities have a precollege year labeled the preparatory year. During this year accepted applicants are scrutinized to weed out the less qualified, and prepare those with limited deficiencies for college. It is important for a freshman to acknowledge his/her lacking and or lagging in any of the mentioned fields above. Such recognition facilitates the learning process for those who realize their deficiencies. This paper presents samples of a course structure that meets the needs of those with inadequate background in all or two of the three mentioned subjects. The paper offers examples of two curriculum courses in the two main topics, English and math, and suggests a basic curriculum set of courses for the physics discipline. The first semester introduces fundamental material in the two subjects, with more in depth intermediate courses in the second semester. The paper presents a few simple examples for both semesters.

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 Channeling assessments in English language learning via interactive online platforms

2019 ◽  
Vol 6 (2) ◽  
pp. 228-238 ◽  
Author(s):  
Astri Yulia ◽  
Nor Azilah Husin ◽  
Faiz I Anuar
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Control Group ◽  
Online Assessment ◽  
Verbal Skills ◽  
Online Platforms ◽  
Online Assessments ◽  
Quasi Experimental ◽  
Speaking Skill

Technology adoption in classrooms has impacted the way educational practitioners conduct assessments. Online quizzes are preferred compared to paper-pencil based tests. However, very few information that explains the contribution of online assessment towards holistic attainment of students in English. The present study aimed at examining the effects of online assessments on students’ performance. This research employed a quasi-experimental study to evaluate the role of interactive online assessments toward students’ performance in English. Eighty-six undergraduate students in TESL participated in this study; 53 were randomly assigned to the online group while 33 were assigned to the control group. The research computed t-tests to compare the performance of both groups on five different assessments. The results revealed that the online assessment group performed better on four assessments tested—listening and reading skills. The control group performed significantly higher on the assessment that involved presentation (evaluated speaking skill). These findings indicate that online assessments enhance students’ mastery of listening, reading, and writing skill but rather not so much influence on verbal skills. This research implies that educational practitioners should not entirely rely on interactive online platforms. To incorporate the blended-learning approach, classroom activities must consist of a combination of online and offline strategies.

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.

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