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

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.

A Comparative Study of EFL Instructors’ Essay Rating: Holistic Versus Analytic Approaches at a Tertiary Institution in Saudi Arabia

This study seeks to explore the factors that influence EFL instructors’ rating decisions while using holistic and analytic rubrics. Few studies have been conducted on the factors that influence the rating practices of EFL instructors, specifically, in the Saudi EFL context. This study addresses this gap and contributes more broadly to the understanding of the interplay between EFL instructors and the use of holistic and analytic rubrics. The data were collected in a Saudi university at a preparatory year program (PYP). This study utilizes semi-structured interviews with eleven EFL instructors from different nationalities. Guided by the critical language testing as a theoretical framework and with qualitative analysis, the study reveals that critical language testing can minimize the negative consequences of writing assessment done by graders; however, students’ low English proficiency, time constraints, heavy workload can negatively affect the rating practices. Finally, several pedagogical implications, insights, and recommendations for future research are put forward in the conclusion.

COVID-19 Myth Busters: Comparing knowledge and perceptions amongst the dental workforce at an institution in the Eastern Province, Saudi Arabia

Background Currently, world is suffering from a respiratory disease names as COVID-19. This is a novel coronavirus (n-CoV), a new strain which has not been previously identified in humans and it has spread in more than 100 locations internationally due to which it is termed as “public health emergency of international concern” (PHEIC) by the World Health Organization So far, no study done as yet to assess whether the dental workforce is aware about the facts and myths related to Covid-19 awareness. Objective This study aims to analyze and compare the level of awareness about the facts and myths related to COVID-19 amongst faculty, dental students and prep year students of the College of Dentistry (COD) as part of an awareness campaign. Methods An awareness test about COVID-19 was designed using information from the World Health Organization’s (WHO) Myth Busters Awareness webpage. The questionnaire was administrated online to faculty and students, of the College of Dentistry and preparatory year students who had applied for the admission to the dental college using a secure enterprise online assessment platform (Blackboard). The tests were administered over a period of three months from March to June 2020. A written informed consent was obtained. Results The online COVID-19 awareness test was administered to 810 participants, out of which 325 (40%) were prep year students, 429(53%%) were dental students, and 56 (7%) were faculty members. Analysis of the results showed that 86% of the Faculty were able to correctly identify the facts and the myths related to COVID-19 followed by 81% of the prep year students and 74% of the dental students. Preparatory year student’s knowledge related to COVID-19 was found to be high when compared to dental students (26.47±4.27, 23.67±6.2). Student to faculty knowledge score did not differ significantly (p = 0.808). Conclusion This study reports about a successful pilot test conducted to assess the perceived knowledge about facts and myths related to corona virus amongst the dental workforce.

A Proposed Strategic Plan for the Preparatory Year in the Light of Saudi Arabia Vision 2030

The purpose of this study was to prepare a proposed strategic plan for the preparatory year, which would provide the first-year university program, in the light of Saudi Arabia vision 2030. The researchers in this study used the analytical descriptive curriculum to suit the nature of the subject, and given the nature and objectives of the study, the researchers used the "purposeful sampling", through the identification of a group of experts, selected from the specialists and management experience in academic work, according to the following criteria: (Have experience, leadership in academic work, focus on who has experience in strategic planning and focus on who has experience in academic accreditation and quality). 36 experts responded, taking their views on the applicability of the proposed strategic plan to Saudi Arabia's environment and their development observations. The study provided a practical explanation of how the proposed strategic plan was prepared in accordance with the Pfeiffer model and the SWOT model, which were developed in a number of stages: Define the concept of the strategic plan, Form the strategic planning group on the basis of the preparatory year, Self-evaluation and self-study for the preparatory year in the light of the criteria of the National Centre for Assessment and Academic Accreditation (NCAAA) and environmental analysis of the preparatory year, gap analysis and define prioritization, Building the strategic plan, which includes the following stages: exploring the stakeholders' views on the vision, mission and current objectives of the preparatory year; formulating the vision, mission and strategic goals in the light of the results of the stakeholders survey and the views of the experts, after adjusting the formulation of the vision, mission and strategic goals in the light of the results of the stakeholders survey; alignment the proposed strategic goals of the preparatory year with each of the following: The strategic goals of Imam Abdul Rahman Ben Faisal University “IAU”, the criteria of the NCAAA, the National Qualifications Framework 2020 and the formulation of the final vision, mission and strategic goals in the light of the results of the survey of stakeholders and experts; formulation of sub-goals, blessings and performance indicators for each strategic goals, the implementation plan for apply of the strategy, follow-up and evaluation of the proposed strategic plan for the preparatory year.

Learning Styles of Saudi ESP Students

Explorations in learning styles have proved the significance of the ways students approach, assimilate, and process information. Students’ perceptions and their organization influence the quality of language learning and guide them towards autonomy, too. This study attempts to identify the preferred perceptual learning styles of 86 Saudi English for Specific Purposes (ESP) female students in the Preparatory Year Deanship, Prince Sattam bin Abdul Aziz University, Saudi Arabia. To accomplish this aim, a Perceptual Learning Style Preference Questionnaire (PLSPQ) developed by Joy Reid (1987) was used. The results showed that the participants’ major learning styles were Kinesthetic, Group, Auditory, Visual, and Tactile, whereas their minor style was Individual. The analysis of the data also revealed that the most preferred learning style was the Kinesthetic learning style (18.64%, M=4.42), and the least preferred one was the Individual learning style (14.30%, M=3.39). The second to fifth place belonged to Group (17.19%, M=4.07), Auditory (16.81%, M=3.98), Visual (16.55%, M=3.92) and Tactile (16.52%, M=3.91) learning styles. The findings have implications for teachers, syllabus designers, and researchers to take into consideration students’ preferred learning styles for language learning while teaching, changes in the learning environment, and material adaptation.

Saudi EFL Instructors’ and Students’ Perspectives Towards Virtual Learning During COVID-19 Pandemic

The Covid-19 pandemic and the sudden transition from face-to-face to virtual learning have given rise to various challenges and obstacles in teaching contexts all over the world. This paper explores the impact of this unexpected transition in the teaching and learning process based on English as a foreign language (EFL) teachers’ and learners’ experiences at a Saudi university. This research employed a mixed methods approach. Four male and female EFL teachers were involved in addition to thirty-six students from a preparatory year program. The key findings of the study revealed that there were three major challenges encountered in the use of virtual classroom applications during the pandemic, including crucially a lack of technology and Internet connection, having large numbers of students in a virtual learning classroom, and lack of student and teacher interaction when using virtual learning classes. Although Saudi EFL students and teachers viewed the virtual learning classes in a positive light during the pandemic period, they reported that in the post-pandemic period and over the long term, they would prefer traditional face-to-face teaching.

Time Perspective, Hope and Self-Regulation among Preparatory Year University Students: Exploring the Connections

This study aimed to investigate the relationship between time perspective, hope and self-regulation among foundation year students at a Malaysian public university. A survey questionnaire on the three constructs was completed by 118 Malay students aged between 18 to 21. The findings showed a significant positive correlation between the future time perspective and self-regulation (r = 0.251, p = 0.007). However, the association is a weak one. Likewise, a significant relationship was found between hope and two of the temporal orientations, i.e., the future orientation (r = 0.399, p = 0.001) and the past positive at r = 0.271, p = 0.003., which is also considered a weak relationship. However, no significant association was observed between the past positive time perspective and students’ self-regulation. On the contrary, the past negative and present-fatalistic time orientations have a significant negative relation with hope at r = - 0.308, p = 0.001 and r = - 0.207, p = 0.028, respectively. A similar result was obtained for the association between self-regulation and the PN orientation at r = - 0.290, p = 0.002. It was also found that hope and students’ self-regulation are strongly correlated (r = 0.268, p = 0.004). In essence, the results imply that students with a high future time orientation are likely to have high levels of hope and self-regulation. Therefore, time perspective, especially the future orientation, and self-regulation skills could be important intervention factors for addressing students’ academic obstacles. The findings of this study are beneficial for counselors, educators, and supervisors in designing intervention programs to help students become more positive and optimistic individuals.

THE EFFECT OF USING MENTAL COMPUTATION IN IMPROVING MATHEMATICAL PROBLEM - SOLVING ABILITY AMONG STUDENTS

<p>The present study aimed to identify the effect of mental computation in improving the ability of university undergraduates in mathematical problem - solving. To achieve this aim, the quasi - experimental approach was used. Participants were (80) preparatory year students at Najran University in Saudi Arabia who were distributed into two main groups using the simple random sampling. One of these groups (N = 40) was assigned as the experimental group and was taught via the use of mental computation method. The second group (N = 40) was assigned as the control group and studied through the use of traditional methods. Mathematical problem - solving ability pre-test and posttest were applied to both groups. Findings showed that there were statistically significant differences between the two groups with regard to the mathematical problem- solving posttest in favor of the experimental group.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0994/a.php" alt="Hit counter" /></p>

Textbook Evaluation: A Case Study of Cutting Edge

This paper, in deviation from the traditional practices of textbook evaluation, reports the faculty members’ evaluation of Cutting Edge, Student Book, KSA Third Edition Intermediate Level, by Sarah Cunningham & Peter Moor, published by Pearson 2013 in terms of Language Development Skills, in general, and, Listening, Speaking, Reading, Writing, Grammar & Vocabulary, and Style & Appropriacy in particular. 20 EFL teachers participated in this mixed method approach of study who work at the Department of English Skills, Preparatory Year, Najran University, Saudi Arabia. A google form questionnaire, consisted of 57 numerically rated items & open-ended questions under 7 domains, was created to elicit faculty members’ responses. The validity of the questionnaire was examined by a group of experts in the textbook evaluation and content analysis. The analysis indicates that the respondents evaluated the textbook contents positively and the majority viewed them mostly suitable in terms of language skills, usage, and appropriacy. However, the researcher, based on the adverse comments like video material for listening, lack of specific strategies for conversation or other spoken activities, and hardly distinction between active and passive vocabulary under listening, speaking and grammar & vocabulary domains, suggests that a latest EFL commercial textbook or series be reviewed which, potentially, will cover the space. To conclude, the researcher recommends developing authentic materials that are tailored to the needs and interests of the learners.

Is There a Real Need for the Preparatory Years in Higher Education? An Educational Data Analysis for College and Future Career Readiness

Universities seek to qualify students for their academic and career futures and meet labor market requirements. Hence, a preparatory year is provided to bridge the gap between high school outcomes and the needs of university study plans. The preparatory year is the first year of support in the life of university students, and for decades, it has been recognized as important. It is considered the most crucial stage in the life of university students, where they build and refine their skills and choose their academic major, in which they complete their academic and career life. Due to the importance of this year, which requires the full attention and care of the higher authorities in terms of preparation, development, and renewal, this research outlines the importance of the preparatory year at a local level and in international institutions. Moreover, it sheds light on the details of King Abdulaziz University (KAU) students as a case study. It measures the relationship between the admission weighted ratio (AWR), the college enrollment allocation weighted ratio (CEAWR), and the performance of three batches of male and female students (three consecutive years), with details of students’ college allocation after the end of the preparatory year. More importantly, it aims to realize students’ progress through their weighted averages during their preparatory year, and the extent to which the goals of the preparatory year are achieved. After an analytic survey of the reality of the preparatory year, based on the statistical tests conducted, this study found that it is not possible to be satisfied with the weighted ratio for colleges’ direct allocation of high school students. The tests showed a difference between the AWR and that of the CEAWR, which indicates a change in the level of students’ performance from high school to university, due to the positive impact of the preparatory year. More precisely, it was noted that there is a possibility of studying the sufficiency of the weighted ratio for the direct allocation of some colleges in future research.