Abstract
This study explored the extent to which teachers of English as a Foreign Language (EFL) adopt and implement active learning strategies in their classrooms. The study, also, examined the obstacles encountering high school teachers to use active learning and it delved further into exploring the participants’ recommendations to mitigate these obstacles. The study followed a quantitative methodology. Sixty-six EFL teachers (Male n=22 and Female n=44) from Jeddah in the Kingdom of Saudi Arabia participated in this study. The researchers used an electronic custom-designed, 19-items rated on a five-point Likert scale questionnaire, for ease of dissemination and data collection. The findings revealed that the degree of employing active learning was medium (54.8%). However, 55% of the participants responded that they encountered some acute obstacles to implementing active learning in their classrooms. The findings showed no statistically significant differences attributed to gender, experience, and training about using active learning, obstacles, and recommendations to overcome the obstacles. The study discusses some of the obstacles to implementing active learning and concludes with some recommendations to the Ministry of Education to reinforce active learning in the education system of EFL contexts.
Highlights
1.1 Importance of EducationPioneering education systems that seek to enlighten the future generation must enable them to take the lead in serving themselves and the world at large
This paper aims to measure the use of active learning approaches implemented by teachers of English as Foreign Language (EFL) in their classes at schools in the city of Jeddah, Saudi Arabia
This study explored the degree to which English as a Foreign Language (EFL) high school teachers implement active learning in Jeddah in Saudi Arabia
Summary
Pioneering education systems that seek to enlighten the future generation must enable them to take the lead in serving themselves and the world at large Such a goal is at the heart of Saudi Arabia’s schooling system. This overarching goal is difficult to accomplish unless the education sector is given utmost planning and support before the Kingdom’s ambitious economic transition as an oil-dependent country On this basis, the education reform can make enormous achievement when the Ministry of Education assigns a sizeable portion of the revenues for the education system reforms to provide the best education outcomes for the future generation of the Kingdom. This paper aims to measure the use of active learning approaches implemented by teachers of English as Foreign Language (EFL) in their classes at schools in the city of Jeddah, Saudi Arabia
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
