Saudi EFL Context Research Articles

Corrective Feedback in the Saudi EFL Writing Context: A New Perspective

Corrective feedback (CF) in writing classes has been a central issue in the field of SLA. Various SLA studies recommended that raising the awareness towards EFL students' perceptions and attitudes of CF practices might lead to more effective learning of writing skills and more successful teaching methods in the L2 classroom (Ellis, 2009; Ferris, 2007; Lee, 1997; Pawlak, 2014). The present paper proposes a new perspective towards the use of CF practices in writing classes at the Saudi EFL context. The study, therefore, aims at collecting necessary data on students' attitudes towards the proposed practices of CF and finding out whether such practices would be positively or negatively perceived by students. It also aims at finding out whether or not such practices are beneficial for students. The results showed approval on the use of the proposed practices of CF among the majority of participants. Participants were motivated and exhibited patent ability for self-correction.

Investigating The Impact Of Task-Based English Language Teaching On Student Competencies At A Saudi EFL Context

Investigating The Impact Of Task-Based English Language Teaching On Student Competencies At A Saudi EFL Context

Conceptualizing Language Learning Metaphors in the Saudi EFL Context: Practicality, Applicability & Appropriacy

This paper tries to investigate the trends about the use of metaphors in the Saudi EFL classrooms. The proper implementation of metaphors (i.e. instruction, acquisition, and socialization metaphors) by teachers can be a reason for boosting source in the interactional and instructional patterns of the Saudi EFL classrooms, and the significance of these metaphors at aforementioned settings was investigated in the present study. Focusing upon the perceptive design of the study, a survey was conducted to know the significance of the three metaphors in the interactional settings of the Saudi EFL classrooms. This study targeted Saudi EFL teachers’ attitudes towards the three delimited metaphors.. The respondents consisted of 200 Saudi EFL teachers drawn from the English Language Centers of the Saudi Universities. A 22-item Likert-scale questionnaire was designed to know the opinions of Saudi EFL teachers about the dynamic use of metaphors in the context of the Saudi EFL classroom. The findings of the study reflected that the Saudi EFL teachers represented by the cohort of this study presented a mixed attitudes towards the utilization of the three delimited metaphors. The findings show that a limited exposure of instructional metaphor may be one of the reasons of the poor performance of the Saudi EFL teachers. A limited exposure of acquisition metaphor may also be damaging the dynamics of teacher student interactional and instructional patterns inside the Saudi EFL classrooms. The findings further show that the teachers’ imbalanced use of class time and hardly any reliance on the coordinated interaction might be due to the limited exposure to the latest techniques embedded in the socialization metaphor. Although policy makers do not acknowledge the fundamental role of metaphors into classroom pedagogies, the participant-teachers recommended professional use of all the metaphors to achieve prerequisite dynamics of the EFL classrooms by fully acknowledging the applicability, appropriateness, and practicality of all the variables of acquisition metaphor.

Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender

This paper reports findings from a study that investigated language learning strategies (LLS) used by Saudi EFL students at Aljouf University. A total of 134 students (66 males, 68 females) completed a questionnaire adapted from Oxford’s (1990) Strategy Inventory for Language Learning (SILL). The aim of the study was to better understand the relationship between the use of LLS and gender and duration of English language study. The results showed that the average of strategy use was in the low to medium range. Cognitive, metacognitive and compensation strategies were used most frequently, while memory and affective strategies were reported to be least frequently used. The results also showed that female students used more LLS than male students, although the difference was not significant. No significant difference was found in relation to duration of studying English, although students with long duration reported using LLS most frequently. Pedagogical implications of these findings are discussed in relation to Saudi EFL context.

Traditional & Socio-Cultural Barriers to EFL Learning: A Case Study

<p>This research tends to ascertain several traditional and socio-cultural barriers to English language learning in Saudi Arabia and to explore more ways than before for making teaching and learning more effective. The findings of four quantitative and qualitative surveys conducted in this regard reveal a unique traditional and socio-cultural milieu, which turns the Saudi EFL learners lackadaisical towards English. The belief that prosperity and prestige are blessed by divine force rather than proficiency in English has influenced Saudi parents and Saudi EFL learners since time in memorial. In addition, a laissez-faire attitude to English language teaching in Saudi schools, lack of motivation for English, inadequacy of competitive and learning environment both at home and schools, and the appointment of some unskilled school-teachers were investigated as some of the major barriers to learning English in the Kingdom of Saudi Arabia. A piecemeal reform taken over a period was found ineffective. Therefore, implementation of culturally relevant English curricula, learner-centered instruction, appointment of skilled English teachers and establishment of boarding schools were recommended to address the aforementioned challenges. The findings of the present research is no doubt specific to Saudi EFL context but the traditional and socio –cultural barriers and the exclusion of local culture in EFL textbooks may have exactly the same impact in many non-native English speaking countries.</p>

Analyzing the Relationship between L2 Motivational Selves and L2 Achievement: A Saudi Perspective

The present study aims at exploring the relationship between L2 motivational selves and L2 achievement in Saudi EFL context. The participants of the study are Saudi Foundation Year female students (aged18-20) studying at English Language Institute of King Abdulaziz University, Jeddah. To serve this purpose, Dornyei’s (2009) L2 Motivational Self System is utilized as a theoretical framework to find out the relationship between L2 selves (Ideal and ought to), students’ intended efforts to learn English , and their achievement (marks obtained in formal exams). This is carried out through the survey in the form of structured questionnaire and semi-structured interview. Moreover, the marks sheet of English language test of the participants is also obtained for this purpose. The analysis of both quantitative and qualitative data reveals that L2 Ideal self highly affects both the motivational level to learn English language and their formal L2 achievement as compared to ought to L2 self which has significant influence only on participants' motivational level i.e. their efforts to learn English (criterion measure). The results of the study are significant enough to generalize, thus, it offers a graphical representation of the relationship between all the variables under discussion. In the end, pedagogical recommendations have been made in order to develop and strengthen L2 ideal selves of the EFL learners.

Investigating teachers’ written corrective feedback practices in a Saudi EFL context

In recent years there have been a growing number of studies on written corrective feedback (WCF), particularly in terms of the efficacy of different types of WCF. However, few of these studies have investigated what shapes teachers’ WCF practices and how they align with students’ preferences. This study, conducted with staff and students in a large Saudi university that has strict guidelines on WCF provision, examined the teachers’ WCF practices in relation to the institutional guidelines, their own beliefs about the most effective forms of WCF as well as their students’ preferences. Data collected included the feedback given by three teachers on their students’ writing (15 students per teacher), follow-up interviews with the teachers, and questionnaires completed by the students. The study found that although the teachers followed the strict guidelines and provided comprehensive indirect feedback, these practices did not always accord with their beliefs. Most of the WCF given tended to be on mechanics, and the teachers seemed unaware that this was the main focus of their feedback. They were also largely unaware that their students preferred direct feedback and mainly on grammar. We conclude our paper with some policy recommendations.

A Study of Students and Teachers' Preferences and Attitudes towards Correction of Classroom Written Errors in Saudi EFL Context

It is no doubt that teacher written feedback plays an essential role in teaching writing skill. The present study, by use of questionnaire, investigates Saudi EFL students' and teachers' preferences and attitudes towards written error corrections. The study also aims at identifying the difficulties encountered by teachers and students during the feedback process. The questionnaire findings reveal that both teachers and students have positive attitudes towards written error correction. The study also shows that while teachers and students share such common preferences as the importance of error correction and the types of errors, there are considerable discrepancies as to the techniques of error correction. For instance, students favor the overall correction, whereas most teachers do not. However, the results show that students prefer teacher correction to peer and self-correction. Moreover, both the teachers and students have encountered a number of difficulties, so suggestions have been investigated so as to deal with the problems.

Impediments to cultural teaching in EFL programmes at a Saudi University

Literature in a given language is the ultimate culmination of cultural expression. However, in Saudi universities, the literature of the English language, mainly British and American, is meagrely taught due to dogmatic religious considerations. This study reviews relevant research on culture and literature teaching in EFL, and further delves into an exploration of the perceptions and attitudes of faculty and students with regard to why literature should or should not be taught in the Saudi EFL context. Employing descriptive research techniques, i.e., questionnaires and interviews, this study aims at investigating the perceptions of faculty and students involved in the EFL programme provisioned in the English Department, College of Languages and Translation, King Khalid University (KKU), and their attitudes towards literature teaching and exposure to the culture of a language. Implications for pedagogy and curriculum development will form part of the conclusions.