scholarly journals Linguistic Impediments of Communicative Proficiency: A Case Study of Students in the CSHS, Shaqra University, Thadiq, KSA

2021 ◽  
Vol 14 (11) ◽  
pp. 61
Author(s):  
Hatim Hassan Tawfiq ◽  
Abdelshafie Alrayeh Abdelshafie
Keyword(s):  
Saudi Arabia ◽  
Teaching Strategies ◽  
English Language ◽  
Communicative Competence ◽  
Linguistic Barriers ◽  
Language Communication

This paper examines the linguistic barriers that impede English language communicative proficiency of the students of English language in the college of sciences and humanity studies, Thadiq, Shaqra University, Saudi Arabia. The paper gives the specific linguistic problems that detain attaining a perfect English language communicative competence. The paper also examines the teaching strategies that help students reach competency in oral skill. It concludes with some suggestions that help students to achieve a higher proficiency in English language communication. 

scholarly journals Exploring Communicative Language Teaching Principles Alignment of English Textbook in Saudi Arabia Middle School

2021 ◽  
Author(s):  
Ahmed O. Alharbi
Keyword(s):  
Middle School ◽  
Saudi Arabia ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Textbook Analysis ◽  
Target Language ◽  
Linguistic Complexity ◽  
Teaching Principles

This paper aims to analysis an English language textbook used in “middle school” (high school) in Saudi Arabia in-depth, to ascertain the type of pedagogy pushed by the teacher’s book. The criteria of analysis are adapted from Communicative Language Teaching (CLT). These criteria are used to analyses the textbook in terms of how communicative it is and personalised, how authentic, how meaningful; its degree of linguistic complexity; whether it is scaffolded, accuracy or fluency oriented; and how much of all each of these categories is in the textbook activities. The methodology of this paper is qualitative and presents only one aspect, textbook analysis, of a broader case study which forms part of a Ph.D. project that explores the factors behind the failure of implementation of CLT in Saudi Arabia. The results of this analysis show that in the textbook there is a careful balance between accuracy and fluency. There are some person, alised and meaningful activities, however most of the activities lack of authenticity which limits freedom for the students in using use the target language.

scholarly journals Pronunciation Problems of English Diphthongs Sounds Encountered by Saudi Students at Albaha University, Saudi Arabia. A case Study in Almandag

2020 ◽  
Vol 9 (4) ◽  
pp. 37
Author(s):  
Ibrahim Abdalla Ahmed Abker
Keyword(s):  
Saudi Arabia ◽  
Analytical Method ◽  
English Language ◽  
English Department ◽  
Saudi Students ◽  
Written Test ◽  
Study Participants

The present study highlights the pronunciation problems of English diphthongs sounds. The significance of this study some Saudi students as EFL sometimes face many problems when they speak English language. Pronunciation of diphthongs sounds is one of these problems. Students do not pay attention to diphthongs’ pronunciation in speaking. Consequently, they do not concentrate on diphthongs sounds. The researcher used Statistical Analytical Method. The data were collected by two tools; oral recorded and written tests. Students asked to pronounce twenty-five words contained diphthongs sounds on written sheets. Also, a written test took place for the same words, to put them into correct columns. The study participants contained twenty-five students from English department. The study arrived at the following results: Saudi students face problems in pronouncing centering diphthongs sounds ending in /ɪə/, /eə/ and /ʊə/ sounds. They mispronounced diphthongs words contain closing diphthongs sounds ending in /eɪ/, /aɪ/ and /ɔɪ/sounds. Students did not have enough ability to pronounce closing diphthongs sounds ending in /əʊ/ and /aʊ sounds. The recommendations of this study: students need more exercises about centering diphthongs sounds. They need more practices about closing diphthongs in general. Saudi students highly need to check their dictionaries to correct their pronunciation.

scholarly journals Investigating the Match and Mismatch between Students’ Learning Styles and Teacher’s Teaching Styles in a Saudi School: A Case Study

2021 ◽  
Vol 3 (2) ◽  
pp. 10-20
Author(s):  
Alaa Q. Alhourani
Keyword(s):  
Saudi Arabia ◽  
Learning Styles ◽  
Learning Style ◽  
English Language ◽  
Teaching Style ◽  
Teaching Styles ◽  
Language Teacher ◽  
Learning Style Preferences ◽  
Style Preferences

This study examines if there is a match or mismatch between students’ learning styles and the teacher’s teaching styles in a classroom at Khalid Bin Alwlid School, Tabarjal, Saudi Arabia. The main objectives of this study are to determine dominant learning styles of the whole secondary grade students and the teacher’s teaching style. This study was carried out as a case study, and the data were analyzed qualitatively and quantitatively. Participants of this study were a class of 15 students and their English language teacher to the first secondary stage. The instruments used for collecting data were Reid’s Perceptual Learning Style Preference Questionnaire (1995), Teachers Teaching Style Preferences Questionnaire (Peacock 2001), and semi-structured interview. The findings of this study indicated that the majority of the students had multiple learning styles with at least auditory and group as their major learning style preferences, followed by kinesthetic, tactile, and visual as their minor learning style preferences. They showed negative preference towards individual style. The major learning style preferences of the English language teacher were visual and individual, followed by tactile and kinesthetic as his minor style preferences, while his negligible teaching style preferences were auditory and group. There was a mismatch between the teacher’s teaching style and the students’ learning style at Khalid Bin Alwlid School, Tabarjal, Saudi Arabia

scholarly journals EXPLORING EFL TEACHERS� UNDERSTANDING AND BELIEFS IN INTERCULTURAL COMMUNICATIVE COMPETENCE IN INDONESIAN CONTEXT

2020 ◽  
Vol 6 (2) ◽  
pp. 121
Author(s):  
Nisa Hasanah ◽  
Wawan Gunawan
Keyword(s):  
High School Teachers ◽  
English Language ◽  
Communicative Competence ◽  
Culture Shock ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Cultural Aspects ◽  
Teaching Goals ◽  
Culture Education

As the result of globalization, the English language teaching goals in many countries have shifted from communicative competence to intercultural communicative competence (ICC). However, among the small number of studies on ICC in Indonesia, most of them focus on ICC in the tertiary level which shows there is a gap of work in the secondary level of education. Thus, this article attempts to seek the truth about senior high school teachers� understanding and beliefs as well as revealing their attempts in promoting ICC in the classroom. The case study was employed with two novice teachers as participants through interview and document analysis. The finding shows some interesting facts that both teachers viewed concept of ICC similarly as cross-cultural understanding in a way both to overcome misunderstanding and culture shock. Both teachers believed that language is culture bound, yet, only a very small trace of cultural aspects were shown in the documents; and as they viewed culture as dynamic, yet, the content being taught mainly covered static domain of culture.��Keywords: Byram�s five savoirs; culture education; intercultural communicative competence.

scholarly journals Pedagogic Effectiveness of Digital Storytelling in Improving Speaking Skills of Saudi EFL learners

2019 ◽  
Author(s):  
Hayam Mohamed Salama Eissa
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
English Language ◽  
Teaching English ◽  
Kingdom Of Saudi Arabia ◽  
English As Foreign Language ◽  
Efl Teachers ◽  
Speaking Skill ◽  
Conventional Methods

The purpose of this study is to find why adult learners are unable to speak English as Foreign language (EFL) in the Kingdom of Saudi Arabia. Moreover, it tests the pedagogy of adopting the strategy of Digital Story Telling (DST) in teaching English as a foreign language. The study is applied on Northern Boarder University as a case study. The first question raised in this study is whether the conventional methods of teaching are the reason behind their failure of speaking the English language and whether the modification in the pedagogy of teaching affects the learners' speaking skill. To this end, data are collected through a questionnaire. Furthermore, a model of a teaching program, based on using DST strategy, is improved and tested with a group of learners at the chosen university in Saudi Arabia. The findings reveal that the learners at the selected university find difficulty in speaking English, and that applying DST as a pedagogy help the students to develop their overall speaking skill. These findings assist EFL teachers in Saudi Arabia in creating a conducive atmosphere in and out their classes, which will motivate the learners a lot to speak English fluently. The conclusion of the research recommends that EFL teachers should modify their conventional methods of teaching English as a foreign language; they may apply the strategy of using DST on their students to test the competence of the hypothesis.

scholarly journals Use of Foreign Films in Cultivating Intercultural Communicative Competence in ELT—A Case Study

2019 ◽  
Vol 9 (2) ◽  
pp. 198
Author(s):  
Jianying Yue
Keyword(s):  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Research Data ◽  
Linguistic Competence ◽  
English Language Teaching ◽  
Mental Process ◽  
Intercultural Communicative Competence ◽  
Major Research

Foreign films have long been used in English Language Teaching (ELT) and been proved effective in improving learners’ linguistic competence. Cultivating Intercultural Communicative Competence (ICC) has gradually become a vital goal in English Language Teaching (ELT). However, whether foreign films can be used to improve learners’ ICC is less researched. Taking Byram’s ICC model, this paper tends to show foreign films can also be effective in improving learners’ ICC. This article reports an empirical study designed to explore the processes students engage in when viewing Disney film Mulan in a Chinese college classroom. Students’ study blogs, quizzes, and interviews are major research data and the analysis of the data illustrated foreign films’ role in cultivating learners’ ICC and explored the mental process of students’ interpretation of foreign films.

A qualitative case study of how an English language program at a U.S. university prepares Chinese students for U.S. undergraduate programs and communicative competence

2020 ◽  
Author(s):  
◽  
Mingming Wang
Keyword(s):  
International Students ◽  
English Language ◽  
Communicative Competence ◽  
Qualitative Case Study ◽  
Chinese Students ◽  
Full Time ◽  
Language Program ◽  
Undergraduate Programs ◽  
The U.S

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Chinese students account for about one-third of the international students at U.S. universities from 2013 to the present year 2020; however, many of them, after their arrival, feel it is difficult to fit into U.S. college learning environments. This study focused on how to get Chinese students ready for U.S. undergraduate programs. A qualitative case study method was utilized, and the case was the Intensive Language Program (ILP), a full-time program of an English language center at a Midwestern public university that is designed to support international students. Using theoretical frameworks on college readiness (Conley, 2010a, 2014b) and communicative competence (Canale and Swain, 1980, 1983), I explored how ILP prepared Chinese students for U.S. undergraduate programs in general, and I paid particular attention to how ILP improves Chinese students' communicative competence. My specific research questions were: 1. How do ILP teachers and leaders prepare students for U.S. undergraduate programs? 2. How do Chinese students who have finished the ILP program perceive ILP and how well it has prepared them for U.S. undergraduate programs? 3. How does ILP enhance Chinese students' communicative competence? The findings demonstrated that the ILP program provided valuable and comprehensive support to Chinese students in five overarching components: Think, Know, Act, Go, and Talk. Specifically, ILP added five great values to Chinese students: research, MLA and APA, writing, transition, and presentation. However, as they started their undergraduate program learning, Chinese students also shared two greatest needs: reading and the U.S. History course. The results are significant to the practices of the U.S. English language centers and international schools in China.

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