Saudi EFL Classroom Research Articles

Blended Learning in the Saudi EFL Classroom: Insights from Teachers on Pedagogical Impact

In an era where technology seamlessly blends with teaching methodologies, this study examines EFL teachers’ perceptions in Saudi Arabia regarding the impact of blended learning methodologies on student engagement compared to traditional teaching approaches. This paper aims to explore the challenges these teachers encounter in implementing blended learning and its perceived effects on learning outcomes. Through a qualitative research design, the study engaged 42 EFL teachers, selected randomly to encapsulate a wide array of genders, academic backgrounds, teaching experiences, and levels of technological proficiency. A bespoke, researcher-developed questionnaire with open-ended questions was strategically employed to extract in-depth insights into the teachers’ experiences and perceptions regarding blended learning within the Saudi educational context. Thematic analysis was utilized to uncover patterns and themes within the responses. The findings reveal that while blended learning methodologies are recognized for their potential to moderately enhance student engagement through increased participation, attentiveness, and enthusiasm for learning, challenges significantly temper their effectiveness. These include technological barriers, disparities in digital literacy, and the complexities of integrating blended learning into existing pedagogical frameworks. Despite these obstacles, the study identifies a cautious optimism among EFL teachers about the potential of blended learning to enrich educational outcomes, provided that the aforementioned challenges are systematically addressed. This research is significant as it contributes critical insights into the evolving role of blended learning in EFL education, highlighting the need for strategic implementation and support mechanisms to fully leverage its benefits in enhancing student engagement and learning outcomes in Saudi Arabia. Based on these findings, implications, limitations, and recommendations were provided.

Investigating the Effect and Students' Perceptions of Using Instagram as a Writing Teaching Tool in Saudi EFL Classrooms

Social media platforms have gained exceptional popularity, especially in the last ten years, and have subsequently become important to current human lifestyle. Instagram (IG) is among the most popular social media platforms, and is used by millions of people every day, especially young adults. Given this significance, social media platforms have been used for educational purposes, too. Thus, this study aims at exploring the perceptions of female high school students about the potential of utilizing IG as a writing teaching tool. Using the Mixed Method Design, thirty-five high school female students learning English as a foreign language were included in the survey with the same students taking part in the experimental part of the study designed to explore the impact of IG on students’ language learning processes. Seven students from the same experimental group were also interviewed for their opinions about IG use. After conducting quantitative and qualitative analyses, the findings show that IG is the most frequently used social media platform among the participants and that they favor it for educational and language learning purposes, especially as a writing teaching tool. Additionally, it was found that IG had a positive impact on the students’ language learning based on their achievement scores. Thus, it is concluded that it can be used to enhance the learning of English supplementary to formal teaching by exposing the students to writing the English language while they are using this platform as part of their everyday practice.

Communication barriers in the EFL classroom: is poor listening the culprit that obstructs learning?

ABSTRACT This study has been conducted with eighty undergraduate EFL students at Qassim University, over a period of six weeks, with forty students each in control and experimental groups. The results from the mixed-method analysis show that the experimental group achieved higher scores in listening skills and general comprehension than the control group. There were, also, four listening difficulties experienced by students namely, lack of time to learn, lack of facilities, lack of mastery of vocabulary, and difficulty with the phonics of English. Communication problems stem not just from widely held misconceptions (such as, that listening skills need no training) but also, from the paucity of institutional training in these skills, particularly in the larger context of Saudi EFL classrooms. To facilitate a more wholesome learning experience for the EFL students, language teachers and course designers need to consider these four listening barriers and adopt feasible methods to overcome them. This can be achieved by training teachers to endorse action research by which they can analyze the problems that students encounter and apply effective teaching implications to overcome them.

Learning Through SMS in Saudi EFL Classroom: An Inter-University Study of Learner Perceptions and Achievement of Autonomy

Technology as a learning tool or otherwise holds great attraction for learners today. The current study explored the impact of Short Messages as Learning Tool (SMLT) on EFL Saudi learners learning confused English words. It also gauges learners' satisfactions towards using such tools on their autonomy and language proficiency. The study pursued a quasi-experiment research design. It recruited 80 EFL learners across Najran University and Qassim University, KSA. To ensure parity of existing language proficiency and learning success, the Oxford Placement Test is administered once before and once at the end of the intervention to all of the 80 participants to obtain comparative values.. Furthermore, a semi-structured interview is also used with three randomly selected participants from each of the experimental groups to obtain data on individual perceptions of the EFL learners to the use of MALL in the EFL classroom. Content analysis is used to identify dominant themes in these. Findings revealed that learners acquisition for confusing words were developed to a great extent in both universities. Moreover, the study found that there is no significant difference in the students' achievement attributed to the learning sittings, Z = .935. Finally the students expressed satisfaction in terms of their autonomy ratings and complementary points of view on the use of SMS, based on the semi-structured interviews. The current research is useful as its findings can apply to mobile teaching and text messaging in the English classroom for EFL curriculum developers and English language teachers.

Linguistic phenomena at play in the Saudi EFL classroom

The present study assesses the correlation between metalinguistic awareness and language dominance for bilingual Saudi EFL learners as such factors are responsible for successful intercultural communication. The study participants comprise convenience samples, a total of 166 EFL learners, selected by native-speaking EFL teachers from eight sections in the language and translation departments at Qassim University. The study also examines the vocabulary size of these participants who are all from the second and third levels of education by applying a cross-sectional survey approach. The aim is to understand the role of metalinguistic awareness and language dominance in the interactions of the sample who are comparably native in Arabic and English with native English speakers. Results of the study show that Saudi bilingual learners have high positive perceptions in lexical metalinguistic awareness and moderate levels with regard to language dominance. The study also shows that there is a correlation between metalinguistic awareness and language dominance (r=0.78) as the receptive and expressive vocabulary quantity are the significant predictors. Moreover, results show that vocabulary size is not affected by morphological metalinguistic awareness.

Linguistic phenomena at play in the Saudi EFL classroom

The present study assesses the correlation between metalinguistic awareness and language dominance for bilingual Saudi EFL learners as such factors are responsible for successful intercultural communication. The study participants comprise convenience samples, a total of 166 EFL learners, selected by native-speaking EFL teachers from eight sections in the language and translation departments at Qassim University. The study also examines the vocabulary size of these participants who are all from the second and third levels of education by applying a cross-sectional survey approach. The aim is to understand the role of metalinguistic awareness and language dominance in the interactions of the sample who are comparably native in Arabic and English with native English speakers. Results of the study show that Saudi bilingual learners have high positive perceptions in lexical metalinguistic awareness and moderate levels with regard to language dominance. The study also shows that there is a correlation between metalinguistic awareness and language dominance (r=0.78) as the receptive and expressive vocabulary quantity are the significant predictors. Moreover, results show that vocabulary size is not affected by morphological metalinguistic awareness.

A Review of Interactional Competence Assessment in the Saudi EFL Context

Interactional competence (IC) lies at the heart of the communicative skills an EFL learner is supposed to master. This paper investigates the meanings, assessment methods, and implications of IC in a second/foreign language setting and particularly in the Saudi context. The first part charts a theoretical background to the study of language from the early debate of the notions of competence and performance, through the evolution of communicative competence and the emergence of the term interactional competence. The second part of the paper outlines how IC has been described in the literature from multiple perspectives; interactional patterns, resources and strategies, IC authenticity, raters’ interpretations of IC and finally how the term was used in the Saudi context. However, it was aimed through this paper to draw an advantageous picture that provides a comprehensive understanding to how the term interactional competence has been taken up in the field of second/foreign language assessment. Needless to say, IC assessment is still an under-researched field in Saudi Arabia, and needs further efforts from the teachers, researchers and policy makers to provide thorough insights into assessing and employing interactional skills in the Saudi EFL classrooms.

Getting Cinema into the Saudi EFL Classroom: Catering to Changing Learner Needs

Objectives: The language proficiency of English as a foreign language (EFL, henceforth) learners at Qassim University is currently below the expected standards. Even with pedagogical innovations taking the place of conventional methods in the classrooms, and feature films being increasingly used as authentic language exposure, the inclusion of feature films for teaching English is not welcomed in Saudi Arabia though English films are quite popular with the EFL learners in other parts of the globe. Pilot studies, before the current research, demonstrated positive outcomes with using feature films in the EFL classrooms, the results of which prompted this study. The current study discusses the implications of using films in language teaching, using questionnaires for collecting data from students and teachers of English at Qassim University, Saudi Arabia. The study spanned twelve weeks, during which time, an intervention was administered to the experimental group. At the end of the 12 weeks, the participants in the experimental group reported an increased communicative proficiency and engagement in the lessons when the teacher used films. The analysis of the students’ responses proved that the use of film-based language teaching is an effective and authentic means of language training. With enhanced communicative competence, EFL learners felt naturally confident to speak in English in real-world language situations. The results of the study would be beneficial to the EFL students, EFL teachers, schools, curriculum developers, and governments especially in terms of improved EFL instructions and improved economy, not only in Arabian but any foreign language learning context.

A Study on Classroom Discourse in Enhancing Metacognition to Develop Writing Skill in Saudi EFL Students

Generally, learning outcomes are not always as expected; instead, they show a degree of variation depending on various factors. Likewise, despite the fact of providing writing instruments in Saudi EFL classrooms, the outcomes are not always as expected. The reasons may range from classroom atmosphere to individual cognition and many other related variants around. However, it is a small attempt in teachers’ perspective to see if anything is lacking in the implementation of ‘teaching writing strategies’ for EFL classrooms. To verify this assumption between practicality and literature, this paper intends to explore ‘the implementation of writing strategies of faculty’ during teaching writing skills. In addition, this paper also attempts to identify what sort of discourse tools and metacognitive strategies university faculty are incorporating in their teaching, and what is ignored or not used up to the mark while enhancing Saudi EFL students’ meta-cognitive awareness. To collect responses for this study, a survey questionnaire was administered among 36 English language educators of the Jazan region. The results of this study revealed that there is a component that was given minor importance during teaching, though teachers used other strategies and tools extensively. Furthermore, one of the aims of the study is to demonstrate how discourse can be used to offer a solution in the present scenario. In a nutshell, this research recommends the significance of the neglected subcomponent and its importance in improving writing metacognition.

Perceptions and Application of Learner Autonomy for Vocabulary Development in Saudi EFL Classrooms

This qualitative case study explored how female English language learners in the Kingdom of Saudi Arabia (KSA) realize learner autonomy, especially in the context of the learner’s meaning development via purposeful vocabulary acquisition. EFL students’ perceptions and applications of autonomous learning strategies for English vocabulary development were investigated, and their adapted methods for learning English. Data collection included face-to-face semi-structured interviews of 8 students from two different classrooms, classroom observations, participants’ reflections on specific English coursework, and English learning autobiographies. The findings revealed the students’ appreciation of the English language showed how various autonomous learning methods developed their sense of self-possession, self-confidence, and learning outcomes. This study brings to light the necessity for further review of the role of EFL learners in developing the required skills for the English language.

Mobile Assisted Language Learning in Saudi EFL Classrooms: Effectiveness, Perception, and Attitude

The utilization of mobiles in EFL classrooms offers valuable opportunities for creating an effective learning environment. To determine the role of such a technology, the present study investigates the effectiveness of using m- learning or MALL in EFL classrooms, and how the use of such an apparatus correlates with the learners' academic achievements. It also examines the perceptions and attitudes of EFL students towards applying MALL in the classroom as an educational tool. A hybrid design containing both quantitative and qualitative questions was employed for the purpose of collecting the data. A total number of 126 students from different Saudi universities have been surveyed. Then, the data were analyzed and tested using Pearson test of relationship as well as descriptive statistics. The findings exhibited a positive correlation between the hours of using mobiles for learning purposes and the students' academic performance. Furthermore, the participants perceived m-learning as a beneficial and assistant tool, and expressed positive attitudes concerning its implementation in the classroom.

Teacher Perceptions of the Effectiveness of Using Handheld Devices in Saudi EFL Classroom Practices

This study aims to investigate the effectiveness of using handheld devices such as smartphones and tablets for language teaching purposes (Mobile-Assisted Language Learning, or MALL). A questionnaire with a comment section was distributed in order to investigate EFL teachers’ perceptions on including or excluding smartphones and tablets in the EFL learning process. Data were collected through a 5-Likert scale questionnaire in a leading Saudi university. The findings revealed that the majority of teachers claimed to hardly ever use Android System Phones or iPhones (iOS System), Android tablets or iPads (iOS System) in classroom teaching. Importantly, the study found out that there is a statistically significant difference between male and female teachers in terms of which smart device operating system was reported being used. Within the few participants who employed technology, it was found that teachers with less teaching experience were more open to using technological devices in classroom. In addition, the findings showed that a significant number of teachers admitted to rarely using handheld devices in teaching reading, writing, listening, grammar or playing language-learning games. However, the majority of teachers said they sometimes used applications to assign online exercises, share information about the course, provide visual aids, develop the learners’ speaking skills or as a translation tool. Moreover, teachers claimed to employ these devices frequently to teach vocabulary through visual aids when teaching. Teachers also rely heavily on these devices to communicate with students via social networks, and to access textbooks. Overall, teachers did not effectively integrate MALL into completing classroom language-learning activities or practicing language functions or skills.

Introducing Socrative as a Tool for Formative Assessment in Saudi EFL Classrooms

Introducing Socrative as a Tool for Formative Assessment in Saudi EFL Classrooms

Integration of Technology among Saudi EFL Teachers

In the field of education, technology is currently considered a new trend. This study aims to examine the factors that affect the integration of new technologies in EFL classrooms. Factors considered include teacher’s age, teacher’s level of technological proficiency, and teacher’s perception of technology. To achieve this, the study involved a questionnaire consisting of 21 items and a total of 38 Saudi EFL teachers participated in it.
 The results indicate that there is no significant relationship between teacher age and technology integration. However, both teachers’ level of proficiency in technology and teacher’s perception of technology were significantly related to technology integration in Saudi EFL classrooms.
 It is recommended to provide teachers with professional development and support in technology integration and to supply classrooms with resources such as computers and smart boards. 

Role of visual element in spoken English discourse: implications for YouTube technology in EFL classrooms

PurposeRecent advancements in science and technology have led to an emphasis on using technology to make education more interesting. The inclusion of computers, internet and technological media has made education more diverse, vivid and enthusiastic. The use of technology such as YouTube in education stimulates visual and auditory learning, which results in favorable outcomes. The purpose of this paper is to provide a guideline for more systematic utilization of YouTube that has been possible in Saudi EFL classrooms at King Khalid University/Kingdom of Saudi Arabia.Design/methodology/approachYouTube videos that illustrated a variety of special spoken discourse and interaction were selected to widen Saudi EFL students’ socio-linguistic experience. In total, 48 students were divided into two groups; one group intensively used YouTube through the course, while the other did not. A quasi-experiment method was used to collect data.FindingsThe use of YouTube in studying English spoken discourse played a pivotal role in enhancing Saudi EFL students’ proficiency. The experimental group students’ outcomes revealed positive gains through the integration of video elements in teaching.Originality/valueThis study is among the first to examine the use of YouTube technology for educational purposes, particularly in the context of Arab countries.

Introducing Socrative as a Tool for Formative Assessment in Saudi EFL Classrooms

Introducing Socrative as a Tool for Formative Assessment in Saudi EFL Classrooms

Exploring Teachers' Beliefs and Practices on the Use of the Mother Tongue as a Mediational Tool in a Saudi EFL Classroom

Exploring Teachers' Beliefs and Practices on the Use of the Mother Tongue as a Mediational Tool in a Saudi EFL Classroom

The Use of Code-Switching by EFL Saudi University and School Teachers

It is common to hear bilinguals‟ code-switch two languages when speaking in different situations. In bilingual classrooms such as Saudi ones where most of the individuals have the knowledge of two languages, the linguistic phenomenon of combining languages is quite common. While teaching English as foreign language, Teachers do code-switch in the classroom and reasons for may be that for Clarification, Translation, Checking Understanding, Repetitive Functions, Linguistic Competence, and Giving Instructions Effectively. Despite the significance of the phenomenon, the reasons for teachers‟ code-switching in bilingual classroom discourse have not been investigated in Saudi although the research on the same issue has been carried out in the developed countries in the context quite different from the one existing in Saudi classrooms. The main purpose of the study was to identify the significance of each function of codeswitching by observing why they code-switch and what specific pedagogical functions code-switching serves in the classrooms and note taking during the classes. Quantitative study based on observation, recording and note taking was conducted to ascertain the teachers‟ awareness about the functions of code-switching. Moreover, recording used in this study was to capture the actual instances of code-switchingas used in normal conversational setting in the study. This study, attempts to highlight and explain some of the reasons of code-switching in the foreign language classroom. In short, this paper has made an attempt to better understand the trends of code-switching in Saudi EFL classrooms.

Exploring Teachers' Beliefs and Practices on the Use of the Mother Tongue as a Mediational Tool in a Saudi EFL Classroom

Exploring Teachers' Beliefs and Practices on the Use of the Mother Tongue as a Mediational Tool in a Saudi EFL Classroom

Teachers’ Perceptions towards Pedagogical Implications of Code Switching: Saudi EFL Classroom Context in Focus

Teachers’ Perceptions towards Pedagogical Implications of Code Switching: Saudi EFL Classroom Context in Focus