Developing a Framework for Classroom Lesson Delivery to Improve English Teachers’ Performance in the Foundation Year Programme at a Saudi University

Abstract

The current English programme provided to foundation year students at King Abdulaziz University is failing to equip learners with the desired level of English language. This paper assesses the teaching materials and proposes a teaching framework to improve teachers' lesson delivery. The framework was designed to overcome some of the shortfalls in the mandatory course book series (Headway Plus). The framework adopted Kumaravadivelu's (2010) principles for lesson delivery: diagnosis, treatment and assessment, and advocates the development of cognitive ability, encourages collaborative learning, problem solving, emphasizes process rather than product, communication skills, and self-inquiry. Fifteen English teachers participated in a pilot study by implementing the new lesson delivery framework over a 14-week course. A peer observation strategy was used to help the teachers reflect on their teaching methods and improve the quality of their teaching. Also, during the last two weeks of the course the head of the English unit and an external observer conducted observations to monitor and assess teachers' development. The findings of the study revealed the new framework helped teachers improve their lesson delivery and encouraged them to use new teaching techniques such as problem solving and a student-centred approach. However, the results also indicated there was a need for teacher training courses to help teachers understand the principles behind the different teaching methodology. In addition, a cultural factor was found to be influential, as some teachers were reserved about criticizing other teachers' performance.

EFL Teachers Response to the Ecological Expectations of the Teaching Context at a Saudi University

“…In short, the program diminishes the agency of the students as it does not allow them to be active agents in their own learning or to move towards autonomy. The study affirms that the current program is failing to equip learners with the desired level of English language suggests a new approach for teaching the mandatory books after some training for the teachers on the new way (Aburizaizah, 2013).…”

A Need for a Substantive Change in Tertiary EFL Education

“…Such expected results with this communicative curriculum that focuses on task-based and active learning, it is clear that students see the curriculum as new in a Saudi context. Saudi students are used to traditional teaching ways, with the grammar-translation method being the dominant ESL teaching approach (Aburizaizah, 2013). This finding reveals that the students were aware of the importance of presentation, vocabulary building, and writing in English to Arab World English Journal www.awej.org ISSN: 2229-9327 328 their success in their preparatory program.…”

“…However, some learners think that using the target language to produce meaningful output in certain situations and contexts is more important. In a needs analysis study carried out by Aburizaizah (2013), results reveal expressive skills were the most critical skills for students' success in the preparatory year program.…”

Teacher Development in Higher Education in an EFL Context: Why Evaluate and How to Evaluate?

“…English is now regarded as one of the leading subjects in the Saudi educational system, since it has become a mandatory subject from Grade 6 up to the tertiary level. Most Saudis see English as an essential language for the future prosperity of the country in different domains (Aburizaizah, 2014). At all Saudi universities, foundation year (FY) programmes, required for all fresh students coming from high school, are introduced with a great emphasis on English language teaching.…”