EFL Saudi Students’ Class Emotions and Their Contributions to Their English Achievement at Taif University

Ismail, Nasrah Mahmoud

doi:10.5539/ijps.v7n4p19

Cited by 22 publications

(23 citation statements)

References 34 publications

(40 reference statements)

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“…In a study sample of 315 Saudi university students (177 males and 138 females), Ismail (2015) reported that females significantly outperformed males in English achievement. Likewise, Al-Nujaidi (2003) reported that significant gender differences favoring females were found in Saudi EFL learners' performances on tests.…”

Section: Role Of Gendermentioning

confidence: 99%

Factors Underlying Low Achievement of Saudi EFL Learners

Alrabai¹

2016

IJEL

104

121

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This paper is devoted to examining the factors responsible for the low achievement in English as a foreign language (EFL) among Saudi students. While some of these factors are demographic variables that pertain specifically to the learners themselves, such as gender, age, motivation, attitudes, aptitude, anxiety, autonomy, learning strategies, and learning style, most are external and outside the learners' control. These external factors are particularly represented by sociocultural factors, such as the influence of Arabic as the first language (L1); religion, culture, and society; instructional variables, such as teacher behavior and teaching styles, the curriculum, and the teaching methods; and finally, problems with the educational system in Saudi Arabia, such as overcrowded classes, lack of teacher training, and a lack of technology. This paper begins by emphasizing the importance of English language learning for Saudis, followed by an analysis and a discussion of the factors that might explain their lack of achievement. The paper concludes by presenting some implications and offering recommendations for EFL practitioners and policymakers in the Kingdom of Saudi Arabia (KSA) to address the factors contributing to low EFL achievement among Saudi learners.

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Section: Role Of Gendermentioning

confidence: 99%

Factors Underlying Low Achievement of Saudi EFL Learners

Alrabai¹

2016

IJEL

104

121

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“…Considering learners' emotions, Ismail (2015) emphasized the salient function of both positive and negative emotions in their processes of learning and final achievement. Furthermore, Méndez Lopez and Pea Aguilar (2013) found that both positive and negative emotions influence foreign language learners' motivation.…”

Section: Emotions and Teaching Productive Skillsmentioning

confidence: 99%

The Influence of Emotion Based Language Instruction on Speaking and Writing Skills among EFL learners: An Empirical Study

Adel

Najjari

Farivar

et al. 2020

IJLLT

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Effective learning is the ultimate goal in every educational system, which can be achieved by considering the intertwined relationships of both cognitive and affective procedures. In line with this argument, this study intends to shed light on the impact of Emotion Based Language Instruction (EBLI) in enhancing teaching productive skills (speaking and writing) to EFL students. To do so, Quasi-Experimental Study was carried out among Iranian English as foreign language (EFL) students. The learning materials and the supplementary parts were selectively developed based on the Metric of Emotioncy designed by Pishghadam (2016). To observe the influence of EBLI, the differences in scores of pre and posttest of IELTS were statistically calculated. The results displayed a significant change in speaking and writing skills among students in the experimental group. The findings of the present study may foster EBLI implementation and increase the related knowledge in teaching foreign/second languages.

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“…For example, Taylor and Albasri (2014) research discussed that there is a dramatic increase in overseas Saudi Students in western universities. The figure of Saudi students reported before 2005 was around 5000 students that has remarkably increased to 100 thousand in 2013-2014 (Ismail, 2015). In other words, the economic prosperity in KSA, government reforms opened doors for western companies and the increase in iconic and social status of Saudi families lead to 100s of thousands of Saudis to study and live abroad.…”

Section: The Significance Of English Learning In Ksamentioning

confidence: 99%

“…Despite the ever-increasing importance of EFL education and perception of youth towards English learning, there is a scarce research found in context of FLA and EFL achievement in KSA context (Ismail, 2015). Some investigations are found in recent years due to the importance of adequate researches in this domain.…”

Section: Fla and English Achievement In Saudi Arabiamentioning

confidence: 99%

Review of Foreign Language Anxiety Relationship with Language Achievement of EFL Students in Saudi Arabia

Alsaleem¹

2019

IJEL

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This study is conducted to evaluate learning and teaching English as a foreign language (EFL) in the Kingdom of Saudi Arabia (KSA) since English is still treated as a foreign language. Despite the prevailing high-level anxiety in Saudi learners of the English language, there are limited researches available to study the impact of language anxiety on the achievement of the student in a particular language. This literature search study explored the underlying causes and impacts of foreign language anxiety (FLA) and then studied these impacts on the language achievement of Saudi students in EFL classrooms in KSA. Credible academic researches and conference papers are critically reviewed in the context of the relationship between foreign language anxiety and language achievement of EFL students in Saudi Arabia. The findings of the review revealed that government initiatives and exposure to globalization in Saudi Arabia, students are encouraged to get expertise in English through EFL courses. However, the review of literature demonstrated that Saudi students experience anxiety while learning English as an unknown language. Additionally, the level of understanding in students of FLA negatively affected their accomplishment. Therefore, the collaborative strategies in classrooms are needed with complete participation of language instructors and favourable environment with positive competition building strategies encourage EFL students to enhance learning. 

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EFL Saudi Students’ Class Emotions and Their Contributions to Their English Achievement at Taif University

Cited by 22 publications

References 34 publications

Factors Underlying Low Achievement of Saudi EFL Learners

Factors Underlying Low Achievement of Saudi EFL Learners

The Influence of Emotion Based Language Instruction on Speaking and Writing Skills among EFL learners: An Empirical Study

Review of Foreign Language Anxiety Relationship with Language Achievement of EFL Students in Saudi Arabia

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