The aim of the present study was to examine the effect of using communicative language teaching (CLT) activities on EFL students’ speaking skills at the English Language Institute (ELI) of the University of Jeddah (UJ). The researcher conducted the current study in two classes of 21 female EFL students each; one class was the experimental group and the other the control group. The experimental group was taught using three communicative activities—interviewing, problem-solving, and role-playing—while the control group was taught using traditional methods. The current study followed a quasi-experimental study to answer the primary research question. The quasi-experimental study was conducted using a pre- and post-test design to determine if there was a significant difference between the scores of the experimental and control groups. The findings of the current study show that the experimental group scored higher than the control group. These findings have positive implications for the continued implementation of CLT teaching practices at the ELI of UJ.
Mentoring programmes are very common in many educational environments, especially for MA students. This study focuses on MA students' needs for a mentoring programme in the ELI of king Abdul-Aziz University (KAU), Saudi Arabia. It examines the type of services that graduate students might need in the mentoring programme. The sample of participants were 30 MA students in TESOL at KAU. The data was collected through distributing a questionnaire consisting of 21 questions in which 19 items were open-ended questions and 2 items were closed-ended questions. The study followed a mixed method approach. The closed-ended questions were analysed quantitatively while the open-ended questions were analysed thematically. The findings showed that MA students are in urgent need of a mentoring programme that offers academic support, library services, and other support services like psychological counselling and guidance with MA dissertations. This study is a thorough literary work since it focuses on the needs of MA students in the Saudi context before the actual implementation of the mentoring programme. It also suggests that after a period of initiating the mentoring programme, a survey can be sent to MA students via email to ask about their opinions of it and any further recommendations to enhance it. Finally, it suggests that further research can be tackled from the male perspective through investigating their needs.
This study compares males and females perception of the effect of social media on their social interaction to understand the difference between both genders. The study follows a mixed-method methodology using a questionnaire with closed-ended items and open-ended questions. Responses to the questionnaire are collected form 207 male and female students from a public university in Saudi Arabia. In general, the results of the questionnaire are insignificant which indicate that there are no differences between both genders. However, the results of the open-ended questions show that females have a negative view of the effect of social media on human relations while males have a positive point of view. However, both genders have a positive point of view regarding balancing between friends and family in real life and virtual world through time management.
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