Saudi EFL Learners Research Articles

Analysis of Phonetic and Phonological Constraints of Saudi EFL Learners

This study explores the pronunciation difficulties experienced by Saudi EFL learners at Jouf University (JU) in the north of Saudi Arabia. To achieve this purpose, two main instruments were implemented: an experiment of pronunciation sensitivity response and two interview formats. The sample of this study was selected randomly and consisted of (n=20) students studying English major in their sixth level at JU, and (n=10) English language instructors from the same institution. A mixed-method approach was employed to find out the phonetic and phonological difficulties that participants encountered during the implementation of the experiment of pronunciation sensitivity response, and to interpret participant's responses to the interview formats. The findings revealed that EFL learners experienced six phonetic and phonological problematic patterns related to mispronunciation of: initial consonant cluster, final consonant cluster, multi-syllabic words, unfamiliar sounds, vowels, and voiced or voiceless phonemes. It was also found that EFL learners and instructors had different views regarding these phonetic and phonological issues. The limited time for practice, the lack of authentic materials and tasks, and the need for immersion classes, and effective instruction and learning were all found to be responsible about the phonetic and phonological problems EFL learners encountered and at the same time they were found to be the motives for overcoming these issues. It is believed that the implications and recommendations included in this study would improve the performance of Saudi EFL speaking abilities once they are incorporated effectively in their English learning settings.

Saudi EFL Learners’ Test Anxiety Levels during CBT and PBT

Saudi EFL Learners’ Test Anxiety Levels during CBT and PBT

The Impact of Vocabulary Knowledge on the Reading Comprehension of Saudi EFL Learners

Vocabulary knowledge is the building block of learning a second language and the degree of success for learning any language depends on the amount of vocabulary a learner possesses. Vocabulary knowledge contributes to mastering language skills (reading, listening, writing, and speaking). Therefore, the present study aims at determining the role of vocabulary size in reading comprehension among Saudi EFL learners. The participants of this study included 64 male students who studied at the first level in the academic year 2018/2019 at King Khalid University. Both the Vocabulary Size Test developed by (Schmitt et al.) and reading comprehension test taken from the TOEFL preparation manual were used to collect the necessary data for the study. The results of the study revealed that the overall vocabulary size of Saudi EFL learners was 2025 word families. This amount helps students to comprehend 90% of written texts as pointed out by many researchers in this field. The results also showed a significant relationship between vocabulary size and reading comprehension. Vocabulary knowledge is an important predictor for comprehending written texts. The study provides some implications for educational stakeholders such as putting more emphasis on teaching vocabulary and using different teaching strategies that assist in the acquisition of vocabulary in general and academic vocabulary in particular. 
 Keywords: vocabulary knowledge; vocabulary depth; vocabulary breadth; reading comprehension; Saudi EFL learners.

Self-efficacy Sources and Reading Comprehension: The Mediating Role of Reading Self-efficacy Beliefs

The study aimed at identifying the association between Bandura’s four hypothesized self-efficacy sources and reading comprehension by employing reading self-efficacy beliefs as a mediating variable. A correlational research design was used. A total of 351 Saudi EFL learners were selected from eight public universities of Kingdom of Saudi Arabia by employing proportionate stratified random sampling. Two questionnaires including ‘questionnaire for sources of reading self-efficacy’, and ‘reading self-efficacy beliefs questionnaire’, and an IELTS reading comprehension test were used to collect the data. Path analysis by AMOS 23 was utilised in order to test the hypotheses. Findings provided support for the proposed conceptual framework, disclosing that all the four self-efficacy sources were significantly associated with reading self-efficacy beliefs. Also, reading self-efficacy beliefs were significantly associated with reading comprehension. Lastly, reading self-efficacy beliefs mediated the association between self-efficacy sources and reading comprehension. This study offered several theoretical and practical implications for EFL learners, instructors, and educational policymakers on the need of inculcating self-efficacy beliefs among learners to facilitate them in English reading comprehension . Keywords: Self-efficacy sources; reading self-efficacy beliefs; reading comprehension; path analysis; Saudi EFL learners

Podcasting for Saudi EFL Learners: Evaluating New Strategies for Pronunciation Enhancement

Saudi EFL students find English pronunciation a major obstacle to their learning experience. The reason is partly the favoured pedagogy which is grammar translation, and majorly, little or no exposure to spoken language. In this scenario, podcasts have been proven to be of a great use for providing to the learners readily available listening materials. However, such interventions are rare in Saudi learning environments. The current study aimed to fill this gap and examined the attitudes of twenty three Saudi students of English at Qassim University towards podcasts as a facilitator for proper pronunciation. Five podcasts related to the current English listening and speaking textbook were given to the learners who were to use these over a period of six weeks with a follow- up questionnaire administered at the end of the experiment. Responses indicated that students had positive attitudes and a high acceptance rate to the use of the podcasts and reported that the intervention was helpful in both learning of new pronunciation and practice of language they already knew. Though CALL as a language learning strategy is highly recommended by institutions in Saudi Arabia, micro studies on specific aspects are still few, and therefore, the findings of the current study will aid in introducing pedagogical changes for the larger good of the student community and their specific needs.

FORM, MEANING OR USE: WHAT WORD KNOWLEDGE ASPECT SHOULD L2 LEARNERS FOCUS ON DURING DICTIONARY LOOKUPS? ALL AT ONCE OR ONE AT A TIME?

A twenty-six-item questionnaire featuring 26 various word knowledge components (i.e. pieces of information relevant to a word) was handed to 90 Saudi EFL learners in order to a. identify the individual components that they were most and least interested in when performing dictionary lookups and b. pinpoint the word knowledge aspect (i.e. the strand or category to which individual word knowledge components relate to) to which their lookups were mostly oriented (i.e. form , meaning , or use ). The subjects reported an extreme interest in digital pronunciation of words (i.e. pronunciation embedded in digital dictionaries), L1 equivalents, spelling as well as the L2 first and basic meaning of words paralleled with a high negligence towards verb transitiveness, word origin, pronunciation in a paper dictionary, meanings of word affixes as well as stylistic usage of words. In terms of word knowledge aspects , their word lookups were reportedly far more oriented towards word meaning and word form with significantly far less attention paid to the aspect of word use. Hence, we believe, L2 learners should be cautioned when performing dictionary lookups against this notable disinterest in the aspect of word use as it would most likely, in the long run, have a negative effect on their communicative competence in the L2 (i.e. their knowledge about how and when to use L2 utterances appropriately). Finally, we suggest that this study be replicated in other contexts and countries of different L1 backgrounds so that we can ascertain whether the learners’ L1 background has any relevance to the interest and attention they would pay to the three word knowledge aspects when consulting dictionaries (e.g. would word use be given significantly more attention among EFL Latin learners than Arab learners?). Article visualizations:

Effects of Learning Culture on English-Language Learning for Saudi EFL Students

This quantitative study aimed to investigate the influence of incorporating English-culture learning into English-language learning by observing the perspectives of Saudi EFL learners. It illustrated if there is an effect of learning culture on English language competence to the students of Prince Sattam bin Abdulaziz University. The studyʼs methodology included a questionnaire administered to 70 undergraduate female students in the English department at Prince Sattam bin Abdulaziz University, Saudi Arabia. Results show that Saudi students recognized that culture and language are related to each other and the learning process cannot be fully realized without consideration of both aspects. Moreover, the study found that learning the English language with its corresponding cultural elements will enhance the speed and enjoyment of Saudi studentsʼ learning process. Furthermore, the study demonstrates that learning a foreign language not only involves studying syntactic structures or learning new vocabularies, but also should incorporate some cultural elements. From Saudi students' point of view, the only difficulty that might face them is the differences between Arabic and English cultures. Finally, this study recommends that further research can investigate the effect of culture on learning from the teachers' point of view.

Exploring EFL Learners’ Perceptions about Journal Writing: Voices from the Saudi Context

This small-scale qualitative study aims to explore the Saudi EFL learners’ perceptions and experiences about their journal writing practice. The study adopts an interpretive approach to understand the multiple realities and subjective experiences of twenty-two female students in the Saudi context. Suiting its purpose, this study utilizes a qualitative data collection tool, which are semi-structured interviews to elicit and gather EFL learners’ views about their writing skills and journal writing activity. The interviews were manually transcribed and inductively analyzed aiming to answer three research questions. The iterative process of data analysis led to the emergence of five major themes which are: a) The Trend of Writing a Journal in the Saudi Context; b) The Significance of Writing a Journal in the Saudi Context; c) The Impact of Writing a Journal on EFL Learners’ Writing Skills; d) The Challenge of Writing a Journal in the EFL Context; and e) The Future of Writing a Journal in the Saudi EFL Context. In the light of the findings, recommendations and suggestions are put forward to make journal writing an integral part of the EFL curriculum in the Saudi EFL context.

The Roles of Positive and Negative Evidence in the Development of the English Present Progressive Structure

The type of linguistic evidence necessary for ultimate L2 attainment has been a major topic of debate. This research investigates the role of negative vs. positive evidence in the acquisition of the affirmative and negative present progressive structures. Following a quasi-experimental design, 49 Saudi EFL learners were divided into three groups: Control Group (n=13), Negative Evidence group (n=15), and Positive Evidence group (n=21). It was hypothesized that negative evidence would be more effective for the acquisition of the present progressive structure than positive evidence, to the point that a significant difference would result between the performance of the two experimental groups. The participants took a pre-test, after which they were given classroom intervention sessions on the use of the English present progressive structure. They then took a post-test. The results show significant differences in the performance of the experimental groups compared to the control group. However, there was no statistical difference between the two experimental groups. Thus, the research supports the importance of the role of negative evidence in teaching L2 when paired with positive evidence. We outline pedagogical implications for further research to determine the extent to which the two types of evidence can be blended in English language classrooms.

Exploring Language Learning Strategies of Saudi EFL learners at Shaqra University, Saudi Arabia

Among the effective learning tools that enhance the L2 learning process, learning strategies are considered the most vital and essential techniques could be used by the learners for improving their L2 achievement. The current study explored the preferred language learning strategies for group of Saudi EFL learners in Shaqra University, Saudi Arabia. The sample of the study included 60 male undergraduate students enrolled in English department in 2019 academic session. The sample responded to the Strategy Inventory for Language Learning (SILL) questionnaire by Oxford. Results were analyzed using SPSS program. Findings showed that the sample used almost all strategies in an average level. The findings showed that social strategy was used most frequently by this group of students followed by metacogntive strategy. Both strategy categories used with high range according to Oxford scale. While the rest of the strategies fell in the average range, compensation, cognitive, affective, except for the memory strategy which was used with low range. Based on the findings of the study, it is implied that training programs are suggested in this case to explain to the students the importance of using all LLSs as much as possible without focusing on one particular strategies and neglecting the others.

Integrating Cooperative Learning in Reading Classrooms: An Investigation of Saudi EFL Learners' Perception

The Social Interdependence Theory offers pedagogical implications indicating that positive participation in the learning process results in higher academic and social progress. In light of this theory, this study explores Saudi EFL learners’ perceptions of cooperative learning (CL) activities in English reading classrooms. A large body of research has investigated the application of CL in language classrooms, but it has mostly focused on how implementing CL affects learners’ achievements and academic performance rather than their perceptions of CL. Therefore, this study investigates Saudi learners’ perceptions of CL in reading classrooms. The study’s participants were 64 low-level EFL learners taking a general English course as part of their preparatory year requirements. The study adopted a descriptive survey-based design. The participants were first given a language background questionnaire and the Oxford Quick Placement Test to determine their proficiency levels. Then, they were taught using a method of CL – Reciprocal Teaching – for six one-hour sessions. The learners were next given a survey questionnaire that consisted of 14 items concerning their perception of CL activities in reading classrooms after all of the Reciprocal Teaching sessions had been completed. Overall, the findings reveal that the participants have positive views of CL in reading classrooms. Based on the findings, the study offers pedagogical implications for future classroom practices.

Assessment Challenges & Impact of Formative Portfolio Assessment (FPA) on EFL Learners’ Writing Performance: A Case Study on the Preparatory English Language Course

Present study aimed to explore the impact of formative portfolio assessment on Saudi EFL learners’ overall writing performance. The study reviewed literature of prevailing assessment challenges including the formative role of portfolio assessments to develop an understanding of the nature of assessments and various issues related to assessment practices. The current research applied formative portfolio assessment (FPA) technique as an intervention material in the ongoing preparatory Intensive English Language course and utilized semi-structured interviews to elicit qualitative data from students. The findings of the study suggest: formative portfolio assessment inspires autonomous learning among students by empowering them taking more control of the learning and assessment process.

Attitudes of Saudi EFL Learners towards Speaking Skills

This paper looks at intensive program students’ perceptions of English-speaking skills and emphasizes the immediate need for improving them at all levels of higher education. For this purpose, 100 students (50 males and 50 females) of the intensive program from colleges of Arts, Business and Community, Saudi Arabia were administered a questionnaire. The data were analyzed quantitatively with SPSS. The findings of the study show that male and female students do not differ in their perceptions about learning to speak English and they are now becoming more aware of the growing importance of learning English. It is also found that lack of environment, interest and motivation are the most important factors that affect students’ speaking skills. In addition, female students’ perception towards English learning is more positive. The analysis also indicates that there is an undisputed agreement among the learners that English language will play an important role in Saudi Arabia. Finally, some implications for teachers to develop students' speaking skills are presented.

EFL Learners’ Preferences of Corrective Feedback in Speaking Activities

This study examines the preferences and perceptions of Saudi EFL learners concerning the use of Corrective Feedback (CF) during speaking activities. The participants consisted of sixty EFL pre-intermediate female learners in their preparatory year at the English Language Institute (ELI) in King Abdulaziz University in Saudi Arabia. The study utilized both quantitative and qualitative approaches, including a questionnaire to establish learners’ CF preferences when it came to the correction of errors during speaking activities, followed by interviews with ten learners to establish additional information on, and the reasons for, these preferences. The findings revealed that the students held a positive attitude to CF during speaking activities, strongly agreeing that their teachers’ CF could improve their speaking skills. The study also found that students preferred CF to be immediate and to be given by their teachers, who they considered the most qualified to provide such feedback. In addition, the majority of respondents favored receiving CF on their oral grammatical errors. This study provides beneficial information concerning students’ preferences towards the use of CF during speaking activities. This has the potential to contribute to EFL classroom practice, enabling teachers to reevaluate their instruction, particularly in relation to speaking skills, in order to improve speaking proficiency. Moreover, these results contribute to the literature focusing on EFL learners’ preferences when it comes to the use of the CF in English speaking classes in Saudi Arabia.

The Effect of Communication Strategy Instruction on Saudi EFL Learners’ Strategy Use, Speaking Proficiency and Self-Efficacy

The current study investigated the effect of communication strategy instruction on Saudi EFL learners’ strategy use, speaking proficiency and speaking self-efficacy. Two intact classes of EFL freshmen at Thadiq Sciences and Humanities College, Shaqra University, KSA participated in the study in the first semester of the academic year 2018-2019. They were assigned to an experimental group (N = 20) and a control group (N = 19). A speaking test and a speaking self-efficacy questionnaire were administered to the two groups. Students’ oral production and communication strategy use were assessed by independent raters. Independent samples t-tests performed on the pretest mean scores of the two groups showed that they were homogenous in strategy use, speaking proficiency and speaking self-efficacy prior to the treatment. Treatment group students were then taught four communication strategies: circumlocution, approximation, appeal for help, and fillers in the Listening and Speaking 2 (Eng 122) course. The control group received the teaching sequence adopted in the course’s textbook which includes no training on communication strategy. Independent and paired samples t-tests revealed that the treatment group outperformed the control group in all dependent variables, hence supporting the positive effect of communication strategy training on strategy use, speaking proficiency and speaking self-efficacy. Pedagogical implications are offered.

Learning-Oriented Assessment, Critical Thinking and English Language Speaking Skills: Exploratory Study of Saudi EFL Learners

This exploratory study uses the theoretical underpinnings of Learning-Oriented Assessment (LOA) to investigate Saudi EFL learners’ perceptions as well as their progress in the comparative analysis of an LOA group of students and a traditional control class at Taif University English Language Centre (TUELC). The study uses both quantitative and qualitative techniques to assess how learners in the LOA group improve their English speaking proficiency during the course. The data shows that LOA proved to be a successful resource in the whole process. Answering three research questions, the study concludes that LOA may prove to be a daunting task for teachers due to their excessive monitoring responsibilities, yet it plays a vital role in improving the learners’ critical thinking, their abilities for self and peer assessment and improving their overall English language skills.

Interactive Whiteboard (IWB) Effectiveness in Vocabulary Achievement and Motivation: Saudi EFL Learners’ Perceptions and Insights

English language teaching in Saudi Arabia has witnessed an enormous change with the introduction of modern technological equipment in the preparatory year program in Saudi universities. The new generation of digital natives have certain expectations about the use of technology, such as the Interactive Whiteboard (IWB) in their EFL classrooms. The current research study conducted at a Saudi university, involving two intact groups from the preparatory year EFL learners, aimed at understanding the perceptions and insights of the learners while providing them intervention with the help of Interactive Whiteboard (IWB) for 6 weeks. The data was collected at the end of the intervention, through a Likert-scale questionnaire designed for this study. The data attained showed that Saudi EFL learners’ experiences about the effects of Interactive Whiteboard (IWB) on their vocabulary achievement and their motivation were positive. Whereas the experiences of both the male and female participants were similar.

Moderating Influence of Classroom Observation on the Relationship between Motivation, Learner Autonomy and Learning Outcomes among Saudi EFL Learners

Saudi EFL learners have often felt a strong dissonance and lack of autonomy when learning a foreign language mainly due to overpowering influence of L1, the Arabic language, and partly due to penetration of socio-cultural norms in their communicative and learning patterns. This study investigates the moderating effect of classroom observation on relationship between learners’ motivation and learner autonomy in order to get the desired learners outcome. The study adopted a pretest and posttest experiment to measure the effect of classroom observation as a pedagogical technique in teaching EFL courses. These tests helped to assess how much classroom observation contributed to increasing the learners’ motivation and learner autonomy for a better attainment of learning outcomes. The data was collected through quantified results of pre-post tests and a questionnaire which focused on students’ views about classroom observation and other variables of the study, viz., motivation, learner autonomy and learning outcomes. Statistical results obtained through SPSS reveal that learners’ level of motivation and their autonomy increase as a result of increased frequency of classroom observation in their EFL courses. Prior to the implementation of classroom observation as a pedagogical technique, learners felt more inhibitions and dissonance resulting in consequences such as lack of motivation, loss of interest, low grades, rote learning, and too much dependence on the instructor’s help. But classroom observation as a novel pedagogical technique developed and sustained leaners’ motivation, learner autonomy and helped them attain best learning outcomes.

Attitudes of Saudi EFL Learners towards Speaking Skills

This paper looks at intensive program students’ perceptions of English-speaking skills and emphasizes the immediate need for improving them at all levels of higher education. For this purpose, 100 students (50 males and 50 females) of the intensive program from colleges of Arts, Business and Community, Saudi Arabia were administered a questionnaire. The data were analyzed quantitatively with SPSS. The findings of the study show that male and female students do not differ in their perceptions about learning to speak English and they are now becoming more aware of the growing importance of learning English. It is also found that lack of environment, interest and motivation are the most important factors that affect students’ speaking skills. In addition, female students’ perception towards English learning is more positive. The analysis also indicates that there is an undisputed agreement among the learners that English language will play an important role in Saudi Arabia. Finally, some implications for teachers to develop students' speaking skills are presented.

A Gender-Based Analysis of Saudi EFL Learners’ Approaches towards Outcome-Based Education: Learning Outcomes and Teaching Resources in Focus

A Gender-Based Analysis of Saudi EFL Learners’ Approaches towards Outcome-Based Education: Learning Outcomes and Teaching Resources in Focus