EFL Learning and Vision 2030 in Saudi Arabia: A Critical Perspective

Al-Mwzaiji, Khaled Nasser Ali; Muhammad, Ahmad Abdullah Salih

doi:10.5430/wjel.v13n2p435

Cited by 5 publications

(5 citation statements)

References 82 publications

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“…The Saudi education system needs to adapt to the 21st-century learning paradigm and the 2030 vision. Traditional teaching methods, which are often textbook-oriented, have been found to have little impact on students' http://ijlter.org/index.php/ijlter collaboration, creativity, communication, and critical thinking (Al-Mwzaiji & Muhammad, 2023).…”

Section: Background Of the Studymentioning

confidence: 99%

“Enhancing English Language Students Productive Skills through Project-based Learning: A Mixed Method Research”

Aldobekhi,

Abahussain

2024

IJLTER

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Project-based learning (PBL) is an alternative teaching approach which addresses the need for student-centered learning fostering a global shift towards 21st century skills of collaboration and problem-solving. This research examined the effect of PBL on English language students' productive skills during their freshman year at Majmmaah University. The research used a mixed-method design, including pre- and post-tests, semi-structured interviews, and participant observations. The sample size was calculated using Sloven’s formula employing a simple random sampling technique. Twelve female freshmen undergraduate students aged 18-22 from Majmmah University's first-year were sampled for writing and speaking IELTS test, observation research and interviews. The researchers used t-test using SPSS 24.0. The significance level was found to be less than the threshold of 0.05, indicating that the students speaking and writing performance improved after getting introduced to the PBL strategies. Semi-structured interviews revealed that PBL significantly improved students' English proficiency, including linguistic proficiency, individual and social attitudes, autonomy, motivation, confidence, research skills, creativity, and collaborative learning skills. It was also noted that during 10 weeks, initially, participants showed reduced use of L2, with L1 being their primary mode of communication. Their writing assignments contained 45% mistakes, plagiarism, and copied words. After the third stage, participants showed progress in linguistic proficiency and learning skills. They became more engaged in class discussions, developed autonomy, and increased personal skills. Thus, the study recommends implementing PBL in the Universities of Saudi Arabia to enhance speaking and writing skills of English as a Foreign Language (EFL) students.

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Section: Background Of the Studymentioning

confidence: 99%

“Enhancing English Language Students Productive Skills through Project-based Learning: A Mixed Method Research”

Aldobekhi,

Abahussain

2024

IJLTER

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“…Hence, the English language holds immeasurable significance in contemporary Saudi Arabia. Al-Mwzaiji and Muhammad (2023) succinctly captured the interdependence between Saudi Vision 2030 and English language acquisition by describing the relationship as mutual and complementary to each other, both inextricably linked.…”

Section: Overviewmentioning

confidence: 99%

The Newfound Status of English in 21st-Century Saudi Arabia

Al-Seghayer

2023

IJL

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To keep pace with Saudi Vision 2030, the status of English in Saudi Arabia has undergone rapid changes over the past few years and will continue to change and grow in the future. This article is intended to portray an accurate picture of the contemporary indomitable prominence of English in present-day Saudi Arabia on a variety of fronts. In particular, it identifies the prevalence of English in the overall landscape of Saudi Arabia in light of Saudi Vision 2030, especially in the Saudi education system, in the public perception, in the Saudi workforce, and in Saudi media outlets, as well as its function as the primary language of communication between Saudi citizens and expatriate residents. To this end, this in-depth discussion contributes to a better and deeper understanding of the central role English plays and its prestigious position in Saudi Arabia’s national setup and highlights Saudi Arabia’s newfound appreciation for English as a vital tool to meet its ambitious advancement plans.

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“…In addition, Saudi Vision 2030 aims to transform Saudi Arabia's economy from one based on oil to one based on knowledge by the year 2030 (Al-Mwzaiji & Muhammad, 2023). For this reason, successful businesses require that Saudi citizens must be able to communicate in the global language, which is English to convey the Saudi vision to the outside world (Al-Seghayer, 2019).…”

Section: Significance Of the Studymentioning

confidence: 99%

“…Therefore, it has become more important than ever to acquire English due to its great benefits for Vision 2030. Al-Mwzaiji and Muhammad (2023) indicated that for Saudi citizens to become more competitive in the global and labor markets, EFL learning is a crucial strategic catalyst.…”

Section: Significance Of the Studymentioning

confidence: 99%

EFL Listening Anxiety: Online and Face-to-Face Learning

Abdullah Almalki,

Abdullah Alkubaidi,

Abdulrahman Bahanshal

2023

IJELE

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Saudi Arabia is undergoing constant educational changes with online learning as one of the convenient alternatives to face-to-face (FTF) classrooms. This study focuses on English as a foreign language (EFL) learners’ anxiety when learning English, especially in listening skills. Several studies have addressed EFL listening anxiety in FTF classrooms. However, there is a dearth of literature on EFL listening anxiety in online classrooms, especially in the Saudi context. The present study aimed to contribute to a better understanding of EFL listening anxiety in both online and FTF learning modes. Therefore, the study explored EFL students' attitudes toward listening skills in online as well as FTF classrooms. Moreover, it examined whether EFL learners experienced listening anxiety in the aforementioned learning modes. A quantitative approach was employed, and a questionnaire was used to obtain data from a sample of 212 students studying in the English Language Institute at King Abdulaziz University. The findings revealed that despite the learning mode (online or FTF), EFL learners experience listening anxiety. However, online classrooms reduced the listening anxiety for beginner and intermediate EFL students slightly. Therefore, they were more confident in their listening skills in online classrooms. Based on these findings, the study offers pedagogical implications and recommends further research in this area to generalize the results to wider contexts.

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EFL Learning and Vision 2030 in Saudi Arabia: A Critical Perspective

Cited by 5 publications

References 82 publications

“Enhancing English Language Students Productive Skills through Project-based Learning: A Mixed Method Research”

“Enhancing English Language Students Productive Skills through Project-based Learning: A Mixed Method Research”

The Newfound Status of English in 21st-Century Saudi Arabia

EFL Listening Anxiety: Online and Face-to-Face Learning

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