Saudi EFL Context Research Articles

Navigating the Maze: Re-evaluating the Foreign Language Classroom Anxiety Scale (FLCAS) in the Saudi EFL Context

Navigating the Maze: Re-evaluating the Foreign Language Classroom Anxiety Scale (FLCAS) in the Saudi EFL Context

Global perspective and willingness to communicate in the Saudi EFL context: A correlational study

This study examines the relationship between global perspective (GP) and willingness to communicate (WTC) among Saudi EFL learners, with a particular focus on the influence of gender. An explanatory sequential mixed methods approach was employed in this research. The study involved administering questionnaires to a sample of 150 undergraduates (96 males, 54 females) and conducting semi-structured interviews with 8 participants (4 males, 4 females) to gain deeper insights. The quantitative results revealed an insignificant difference between GP and WTC in English overall. However, a moderate positive correlation was found between WTC and specific GP domains (cognitive, intrapersonal, and interpersonal). The qualitative interview analysis further highlighted that learners with a higher GP demonstrated greater WTC and were driven by factors such as intercultural awareness and openness to multiculturalism. This study contributes to the understanding of the complex interplay between GP and WTC in English, an area previously underexplored in the context of Saudi EFL learners. The results emphasize the nuanced role that GP plays in influencing learners' willingness to communicate. The findings suggest that educational strategies aimed at enhancing global perspectives among learners could foster a greater willingness to communicate in English. This highlights the importance of integrating elements of intercultural awareness and multicultural openness into EFL curricula to better support student engagement and communication.

The Role of Artificial Intelligence (AI) in Developing English Language Skills in the Saudi EFL Context: An Analytical Study

This paper explores the role of Artificial Intelligence (AI) in language learning, examining its impact on language skills. The study synthesises research findings from diverse sources, including academic journals, conference proceedings, and scholarly books, to provide a comprehensive overview of the current state of AI integration in language learning. Key themes addressed include the effectiveness of AI-driven language learning platforms, the role of AI in learning experiences, the potential of AI technologies in language learning. Additionally, the paper discusses challenges and future directions in the field, offering insights for researchers, educators, and practitioners interested in harnessing the potential of AI to enhance language learning outcomes.

Care-Based Pedagogy in the Saudi EFL Context: Possibilities and Challenges

The present study investigates the implementation of care-based pedagogy within the Saudi Arabian context of English as a second language of instruction. This study aims to examine the effects of cultivating caring connections, providing individualized support, and creating an inclusive learning environment on the language learning experience, in response to the increasing focus on student-centered approaches. By reviewing previous research on care-based pedagogy in EFL context, the findings of this study underscore the need to foster positive interpersonal connections, recognize and value cultural differences, and attend to the comprehensive growth of students. This study makes a valuable contribution to the current body of literature on pedagogical practices in Saudi Arabia. It offers valuable insights into the possible advantages and obstacles associated with the implementation of care-based approaches in English language instruction within the Saudi context. The purpose of these insights is to provide information to educators, policymakers, and curriculum creators who are interested in improving the quality of English language instruction and fostering a supportive learning environment in classrooms in Saudi Arabia.

The Impact of Virtual Learning on Students’ Engagement in the Saudi EFL Context: A Connectivism-Theoretic Perspective

Drawing on the connectivism learning theory (CLT), this paper probes the extent to which virtual learning (VL) influences students’ engagement (SE) in the Saudi EFL context. More specifically, this paper tests the hypothesis of whether or not VL improves SE in terms of eight learning variables: class attendance, class participation, the acquisition of the four language skills, learning anxiety, learning motivation, learning self-efficacy, willingness to communicate, and learning autonomy. This paper adopts a mixed-method approach, represented by both quantitative and qualitative methods of analysis and constituting two methodological instruments: a questionnaire and an interview. The sample consists of 256 EFL majors who are studying English at Prince Sattam bin Abdulaziz University, Saudi Arabia, and 14 EFL teachers who are teaching English at the same university. Three main findings are reported in this study: first, there is a positive attitudinal perception by the participants concerning the impact of VL on SE; second, VL increases students’ attendance, enhances their class participation, learning motivation, learning self-efficacy, learning autonomy, and willingness to communicate, and it decreases students’ learning anxiety; and third, SE is influenced by VL in terms of both productive and receptive language skills; positively, with regard to speaking and listening; and negatively, in terms of reading and writing. Pedagogically, the results of this paper necessitate reconsidering the efficiency with which new technologies are used in learning and teaching, and it is further anticipated to offer promising potential for the possibility of whether or not to completely depend on virtual learning in the near future.

High-Tech Innovations in English Language Teaching: Investigating the Role of Digital Solutions in Saudi EFL Context

As modern technology continues to advance, language teaching has also embraced the integration of high-tech innovations and solutions. The performance of the students is positively impacted by these new digital learning methods. However, since technology keeps evolving, it is imperative to monitor the use of modern digital solutions in educational settings. In line, it has become increasingly important to delve into the effects of digital applications, platforms, and tools on language learning and teaching practices. The present study aims to probe the role of digital solutions in ELT pedagogy within the context of Saudi Arabia. For this purpose, this study aims to examine the perceptions of teachers and learners regarding the efficacy of digital solutions for the improvement of language competence and performance along with the challenges faced during the process. The research utilizes a mixed-methods approach, incorporating both surveys and interviews as data collection instruments, involving a sample population comprised of 417 students and 10 teachers. The findings reveal that students are quite enthusiastic about the use of digital applications, resources, and technology in the EFL classrooms; however, they have also exposed the lack of usage of the latest trends in technology in the learning environments. Moreover, the teachers also show a positive attitude toward the integration of high-tech solutions in the pedagogy for a better and improved learning and teaching experience. However, they also express a certain degree of unease over their level of technology apprehension, cost-related issues, and the long-term viability of digital solutions in the educational landscape. The study suggests that digital solutions have the potential to bridge the gap in access to quality education, predominantly in far-off areas or for people with limited resources. Considering the role of digital solutions in ELT can certify that educational opportunities are more reachable and inclusive for all Saudi learners, irrespective of their geographic location or socio-economic background. Thus, relevant stakeholders have to take certain initiatives to fill the gaps.

The effectiveness of Professional Learning Communities in the Saudi EFL context: Teachers’ Perspective

This investigation focuses on the adoption and efficacy of Professional Learning Communities (PLCs) within the English Language Unit (ELU) at Taibah University. It showcases a rising trend in the engagement and perceived significance of PLCs among ELU instructors, accentuating their vital contribution to fostering professional growth and collaborative education. Nonetheless, the study uncovers varying degrees of satisfaction among teachers across different campuses, highlighting the need for a more individualized approach to implementing PLCs that suit the distinct requirements of each campus and its teaching staff. The research, conducted in 2023, encompassed gathering data from PLC sessions across Taibah University's campuses and issuing a survey to ELU teachers. A descriptive statistical approach was employed to verify the validity of the study. The findings particularly point out lower satisfaction levels among female faculty members at specific campuses, signaling urgent areas for improvement. The outcomes demonstrate the effectiveness of PLCs in nurturing environments conducive to mutual support and joint learning. Instructors have suggested various improvements to augment the impact of PLCs, like incentivizing teacher involvement, alleviating time constraints, diversifying presentation methods, and focusing more on tangible classroom-related issues. Additionally, the research reveals a pronounced preference among teachers for PLCs to concentrate more on practical, real-world classroom topics rather than theoretical ones, stressing the importance of tailoring PLC activities to the day-to-day challenges faced by educators.

College English Teaching in Saudi Arabia: Challenges and Solutions

English is the main language used in academic and research settings worldwide, playing a crucial role in acquiring knowledge across various fields and gaining access to cultural values from different parts of the world. In Saudi Arabia, English has become a vital language for effective communication and an integral part of the educational curriculum, particularly at the university level. All new students and those joining English departments must enroll in English courses as part of the Preparatory Year Program (PYP). Despite significant investments aimed at promoting the use of English among Saudi university students, the results have not met the authorities' expectations. This paper aims to conduct a comprehensive review of research carried out by Saudi scholars and others, focusing on the challenges faced by teachers and learners in the Saudi EFL context. The study will delve into the reasons behind the perceived shortcomings in English language delivery at the university level and explore a range of issues that are widely acknowledged to impact the teaching and learning process. By reviewing available studies in the literature, the study will examine related factors and discuss potential solutions to improve the learning and teaching situation.

The Role of Interlanguage Practices in Feedback Mechanisms: A Case Study with Saudi EFL Learners

This study explored the efficacy and role of interlanguage feedback practices to and from EFL learners’ perspective at Qassim University which is a large university with a diverse Arabic speaker learner group. It also gauged the correlation between using interlanguage feedback practise, tolerance of language ambiguity and motivation to learn among the participants. A convenience sample of 48 EFL undergraduates at Qassim University were encouraged to judiciously adopt interlanguage in giving and receiving feedback in the EFL class for a period of eight weeks. Thereafter, a questionnaire was used to gather information on the predictors for interlanguage use in feedback and their outcomes on learning perceptions of the learners. Results indicated that students have moderate perceptions towards practicing interlanguaging feedback. Results also reported positive and moderate direct correlation between practicing interlanguaging feedback, tolerance of ambiguity and learning motivation. This was reflected in foreign language ambiguity tolerance, followed by learning motivation. Results also helped conclude that in the Saudi EFL context, an English-only classroom is not yet suitable to optimize learning, given the learners’ learning style and prevalent pedagogical methods, and as far as interlanguage use in feedback mechanisms is concerned, learners are positive to the idea as it aids in achieving their learning goals.

The Effect of Emotional Intelligence and Self-Efficacy Awareness on EFL Teachers’ Pedagogical Practices: A Qualitative Study in the Saudi EFL Context

The study aims to explore the EFL Saudi teachers’ perceptions of awareness of emotional intelligence (EI) and self-efficacy. It aims to explore the EFL teachers’ awareness of EI and self-efficacy that might influence their performances in EFL classrooms. Moreover, the study examines EI and self-efficacy strategies used by EFL teachers to aid them in their classrooms. The study uses a qualitative paradigm by collecting data using two tools: a workshop and follow-up semi-structured interviews. The data were collected at a Saudi university’s English Language institute. The sample consisted of six Saudi EFL teachers. The findings reveal that teachers have positive perceptions of the awareness of EI and self-efficacy. In addition, teachers utilized their social surroundings in attempting to understand their students’ needs to facilitate the learning process. Despite being unfamiliar with technical terms, teachers’ responses were aligned with the cornerstones of EI and self-efficacy. Teachers emphasized the role of gaining knowledge through their experiences which thus helps them in their pedagogical practices. Based on the findings of the study, pedagogical implications and future research recommendations were suggested.

Learning analytics in the EFL classroom: Technology as a forecasting tool

Ideal e-learning management systems (eLMSs) offer many applications given their huge dataset. They are a repository of information needed for the smooth functioning of the teaching-learning process in tech-enabled spaces. Databases created in these analytical systems permit not only the retrieval of data but also the updation of changing learning and pedagogical needs. This study aims to provide insights into predictive educational benefits to EFL classrooms as a result of the application of analytic methods by using grades in final exam scores of 25 EFL female learners of an undergraduate course at Prince Sattam bin Abdulaziz University (PSAU), Saudi Arabia. The study also analyzed the learning behaviours on Blackboard. Results show that lesson videos have the highest hit out of the three parameters (lesson videos, textual notes, practice exercises) offered on the e-learning platform (BlackBoard), followed by practice questions, and the least visitations were registered for the textual notes. Correlation between the learning videos (related to the three literature lessons taught) and final grades showed statistical significance at 95% confidence level, in addition to the factor of topic completion by the learners being a highly influencing factor in final grades. As a predictive model, Learning Analytics (LA) established that videos are a preferred way of learning English in the Saudi EFL context. The results of the study are likely to be of significance to course developers, teachers, and learners of EFL.

The relationships between reading mindsets, reading engagement, and reading comprehension performance in the Saudi EFL context

This study determines the relationship between reading mindsets and reading comprehension performance with the use of reading engagement as a mediating variable. It drew on Dweck’s (1999) mindset theory and employed a correlational research design to collect data from 567 EFL undergraduate students majoring in English in three public universities in Saudi Arabia. The data collection was conducted by distributing two questionnaires and administering a reading comprehension test. The collected data were analyzed using a two-phase structural equation modeling approach (i.e., measurement and structural models). The results indicated that there was a significant correlation between a growth reading mindset and reading engagement. Nevertheless, a significant yet negative correlation was revealed between a fixed reading mindset and reading engagement. Moreover, there was a significant and positive correlation between reading engagement and reading comprehension performance. Lastly, the findings showed that reading engagement served as a mediating variable in determining the correlation between reading mindsets and reading comprehension performance. The relevance of the current study stems from the dearth of research on reading mindsets. Also, previous studies have not focused on exploring the correlation between mindsets and performance in the EFL context. Therefore, the current study is expected to benefit EFL readers, instructors, and policymakers.

REVISITING SAUDI UNIVERSITY EFL LEARNERS’ ENGAGEMENT TO TEACHERS WRITTEN CORRECTIVE FEEDBACK FROM A SOCIO-COGNITIVE PERSPECTIVE

The empirical studies addressing learners’ engagement to teachers’ corrective feedback on their writing tasks in the Saudi EFL context as well as its impact on the students’ improvement of writing skill are still a few. Therefore, the proposed research project aims to empirically address the Saudi EFL learners’ responses to teachers’ written corrective feedback on their writing tasks. Addressing the EFL learners’ engagement in the teachers’ written feedback is a key issue in improving learners’ writing skills. As a result, the proposed project attempts to measure Saudi learners’ engagement with their learners’ feedback from a multi-dimension perspective; learners’ uptake, affective engagement, cognitive engagement, and meta-cognitive engagement, and behavioral engagement. Investigating the learners’ responses to their teacher’s feedback, the proposed project uses a socio-cognitive method that contributes to realizing the differences in EFL responses toward their teacher’s corrective feedback. The proposed study relies on different sources of data that include students’ writing assignments, semi-structured questionnaires. The sample of the study consists of 90 elementary level students belonging to the applied college at PSAU, 30 pre-intermediate students belonging to Business administration College, and 30 intermediate level students belonging to the college of humanities and sciences. The collected data reflect to what extent learners are engaged with the corrective feedback of their teachers, which can be partly accounted for their ideas and experiences about the written corrective feedback and second language writing and the learning context in which the feedback was received and processed. The findings of the research projects proposes that the EFL instructors should have a deeper understanding of the students’ cognitive and behavioral, engagement, feedback processing. This deeper understanding of students’ responses to written correct feedback would largely contribute to improving learners’ writing skills.

Negotiating Identity through Multimodal Meaning Making: Investigation of Investment, Imagination and Choice in a Virtual Saudi EFL Context

Negotiating Identity through Multimodal Meaning Making: Investigation of Investment, Imagination and Choice in a Virtual Saudi EFL Context

The Impact of COVID-19 Pandemic on Teachers’ Creativity of Online Teaching Classrooms in the Saudi EFL Context

The worldwide coronavirus disease (COVID-19) has engendered substantial changes for teachers and students. During this epidemic, teachers have been trying to adapt to unforeseen conditions and teaching in remarkable ways to meet the objectives of their virtual lessons. Accordingly, teachers’ creativity has been significantly affected by this severe condition. Therefore, this study aimed to explore to what extent teachers were able to enhance creativity in their classes during the pandemic from their students’ perceptions in the Saudi context of English as a foregin language. Moreover, the study sought to determine whether these perceptions diverged significantly due to students’ gender and university level and teachers’ gender. To this end, a 62-item English Language Teacher Creativity Scale with seven multi-dimensions was carried out on a group of 500 male and female university students chosen by a snowball sampling method. Results from this descriptive quantitative study showed a moderate level of creativity in the teaching styles of EFL teachers. The unexpected pandemic has affected teachers’ preparedness and limited their capacity to develop creative online teaching methods. Results have also shown no significant differences between the perceptions of students and the level of their teachers’ creativity due to students’ gender, university level, and teacher’s gender. Based on these results, limitations and recommendations were provided.

A Hybrid Curriculum Framework for Developing Content, Sequence and Methodology in the Saudi EFL Context

English is the dominant language of international communication. Therefore, language teachers worldwide use several language teaching methods and curriculum design approaches to create a learning environment that promotes significant and continuous improvements in their students’ language proficiencies. However, many of these teaching methodologies and curriculum content designs may not always be suitable and effective across every EFL teaching and learning setting. To this end, this paper takes into consideration such concern and advocates the use of a specific framework for developing a hybrid curriculum specifically designed for EFL students enrolled in the preparatory year at Jazan university. The aim is to meet students’ immediate needs and common interests of using their L2 meaningfully and purposefully inside and outside the university settings. The framework is built around thematic and text-based content in addition to the ESL integrated skill textbook currently used by teachers. This course outline may inform Saudi language policymakers to adopt a hybrid curriculum that also involves instructional themes that address students’ immediate needs and, therefore, gives them a motive to use L2 in real-life contexts.

Teachers’ Perceptions of Promoting Student-Centred Learning Environment: An Exploratory Study of Teachers’ Behaviours in the Saudi EFL Context

Background. Although the constructivist and humanistic theories advocate for a more student-centred learning approach, the contemporary practice of English teachers is more oriented towards the behavioural approach in the Saudi EFL context.
 Purpose. This study aimed to explore teachers’ perceptions of promoting student-centred learning in the Saudi EFL context. It initially amplifies elements of effective student-centred EFL teaching and merges the elements with teachers’ behaviours, resulting in four measurable categories: assessment strategy, communicative approach to learning, teachers’ qualifications, and group activities in teaching EFL.
 Methods. Following the quantitative approach, a questionnaire on teachers’ observable behaviours, comprising 47 items and categorised under four constructs, with a three-point Likert scale, was carried out on a group of 302 English teachers. The instrument was devised through an online survey. To analyse data, descriptive and inferential statistical analysis was used. Exploratory factor analysis was performed to validate the study’s instrument.
 Results. The interpretation of data primarily showed teachers’ self-reported practices were more oriented toward a teacher-centred approach, specifically in teaching grammar. Other findings showed teachers’ positive attitude towards student-centred learning in lesson preparation, using ICT to prepare interactive teaching materials and giving constructive feedback. Teachers had a mediocre attitude towards their professional qualifications, indicating that the teachers might need more effective English language training workshops based on their needs. Additional data also proved that there was no significant difference in teachers’ perception in terms of their gender, location and status of the school, and classroom size.
 Implications. This study provides an overview of the teachers’ position on integrating student-centred learning in their English classroom and thus accentuates the need for potential opportunities for the teachers’ professional development and demands less content overload so that the teachers can ample their teaching process appropriately.

Teachers' Perspectives towards Online Professional Development Programs during the Period of COVID-19 Pandemic in the Saudi EFL Context

This study aimed to explore a group of teachers' perspectives on the effectiveness of online professional development programs in the Saudi English context. To achieve this main research objective, a five-point Likert scale with 21 items belonging to four essential dimensions was carried out on 537 English teachers using the snowball sampling method. The data was collected online through a Google Form-generated link. The study's findings revealed that English teachers' perceptions of the effectiveness of online professional development programs presented to them during the pandemic of Covid-19 were relatively high. No statistically significant differences were found due to gender, age, experience, or qualifications regarding teachers' perceptions of the effectiveness of online professional development programs. However, there were statistically significant differences in the efficiency of these programs between teachers who have attended these programs and those who have not in favour of the former. On the basis of these findings, limitations and recommendations were put forward.

Lateral Multimodal Learning in a Saudi EFL Context: Investigating the Perceptions of Teachers and M2E Female Learners

Background: ELT scenario in Saudi Arabia has undergone a sea change since the pandemic. With an aim to maximize resource utilization and ensure wide learner base, college students (male and female) are taught simultaneously, the former in a face-to-face mode and the latter in an audio-only mode. The nomenclature given to this unique classroom design by the researchers is Lateral Multimodal Learning (LML), one which has its own advantages and disadvantages. This mode of learning puts a great deal of pressure on the teachers as they must attend to a huge number of students with different needs and levels of competence, whereas it ensures best utilization of infrastructural and human resources by the administrations. Being a newly developed educational model, it is important to assess the efficiency of this type of learning. Methods : This study evaluates the model from the point of view of students (99), using a questionnaire, and that of teachers (06), using semi-structured interviews. Results : The results show that Saudi female students present high perceptions of learning via LML (M=4.03); are satisfied with this type of learning (M= 3.81) and the aids applied in learning via LML (M= 4.02). Findings also show moderate perceptions on the difficulties they encountered while emerging in LML mode (M =3.39). Furthermore, the study shows correlation between the four domains, i.e., perceptions, satisfactions, challenges, and aid. The highest correlations were between perceptions and satisfactions (r=.719); perceptions and aids (r=.659), and satisfaction and aids (r=.656). The teachers’ interviews show their agreement on the efficacy of LML as being professionally fulfilling and one that they would like to continue with in the future too. Conclusions: The study concludes with recommendations, which would be of great benefit and help for all parties or stakeholders involved.

Lateral Multimodal Learning in a Saudi EFL Context: Investigating the Perceptions of Teachers and M2E Female Learners.

Background: ELT scenario in Saudi Arabia has undergone a sea change since the pandemic. With an aim to maximize resource utilization and ensure wide learner base, college students (male and female) are taught simultaneously, the former in a face-to-face mode and the latter in an audio-only mode. The nomenclature given to this unique classroom design by the researchers is Lateral Multimodal Learning (LML), one which has its own advantages and disadvantages. This mode of learning puts a great deal of pressure on the teachers as they must attend to a huge number of students with different needs and levels of competence, whereas it ensures best utilization of infrastructural and human resources by the administrations. Being a newly developed educational model, it is important to assess the efficiency of this type of learning. Methods: This study evaluates the model from the point of view of students (99), using a questionnaire, and that of teachers (06), using semi-structured interviews. Results: The results show that Saudi female students present high perceptions of learning via LML (M=4.03); are satisfied with this type of learning (M= 3.81) and the aids applied in learning via LML (M= 4.02). Findings also show moderate perceptions on the difficulties they encountered while emerging in LML mode (M =3.39). Furthermore, the study shows correlation between the four domains, i.e., perceptions, satisfactions, challenges, and aid. The highest correlations were between perceptions and satisfactions (r=.719); perceptions and aids (r=.659), and satisfaction and aids (r=.656). The teachers' interviews show their agreement on the efficacy of LML as being professionally fulfilling and one that they would like to continue with in the future too. Conclusions: The study concludes with recommendations, which would be of great benefit and help for all parties or stakeholders involved.