Exploring English as a Foreign Language Instructors’ Self-Derived English Language Policies at Higher Education Level: A Case Study in the Saudi Context

Alnasser, Suliman Mohammed Nasser

doi:10.3389/feduc.2022.865791

Cited by 8 publications

(15 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…ELPs in the Saudi context have received much attention in recent years (e.g. Alnasser, 2022a;Alnasser, 2018a;Alnasser, 2018b;Elyas & Badawood, 2016;Payne & Almansour, 2014), and the literature suggests that existing policies are implicit in nature. For instance, English is the language of instruction in many disciplines (such as medicine and administration), even though the main legislative document in the Saudi higher education system does not state that this should be so.…”

Section: Language Policies: An Overviewmentioning

confidence: 99%

Shaping English Language Policies in Academia: Female Saudi English as a Foreign Language Learners’ Perspectives

Almohaimeed

Alnasser

2022

IJL

View full text Add to dashboard Cite

English in Saudi Arabia is an English as a Foreign Language (EFL) context which offers very limited opportunities for language practice. The literature suggests that English education in Saudi higher education suffers from weaknesses in English language learning outcomes, leading researchers to explore ways to mitigate this concern. Hence, English language policies (ELPs) can play a significant role in compensating for the lack of limited language practice opportunities outside the classroom and within academic settings. Therefore, this study addresses the necessity of introducing ELPs in academia from learners’ perspectives. A mixed method approach was employed to collect data using an online survey (n = 257) and semi-structured interviews (n = 10). The participants were female Saudi EFL learners undertaking undergraduate and post-graduate academic programs in Saudi higher education English departments. The main findings of the study suggest that ELPs do not exist in these departments, and that students are highly motivated to engage in designing these policies. The implications of this study are also discussed.

show abstract

Section: Language Policies: An Overviewmentioning

confidence: 99%

Shaping English Language Policies in Academia: Female Saudi English as a Foreign Language Learners’ Perspectives

Almohaimeed

Alnasser

2022

IJL

View full text Add to dashboard Cite

show abstract

“…The Saudi higher education institutions dedicate a great deal of their attention to English language instruction. For example, they commonly establish English language academic departments, language centres, and EFL preparation programs, all of which aim to fulfil the country's educational as well as job market needs (Almohaimeed & Alnasser, 2022;Alnasser, 2022;Alsuhaibani, 2015). Moreover, English is employed as the language of instruction in many disciplines, such as engineering, computer sciences, English language, and medicine (Peng, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Moreover, English is employed as the language of instruction in many disciplines, such as engineering, computer sciences, English language, and medicine (Peng, 2019). The country tends to internationalise its higher education system through the adoption of English as the language of instruction (Alnasser, 2022;Alnasser & Almoaily, 2022;Spira, 2013). Such trends increase the demand and need for better environments for language learning.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Such discourse may not allow for sufficient needed interaction and language practice for the learners where they appear to be rather passive and, therefore, are likely to be demotivated to engage actively in the learning process. Moreover, research has suggested that discourse in Saudi EFL classrooms is not limited to English, where it has been reported commonly that Arabic (L1) is used for instruction and communication purposes (Almoaily & Alnasser, 2019;Alnasser, 2022;Alnasser & Almoaily, 2022). The findings reported in the literature suggest that less exposure and practice of English in the Saudi EFL context (Dmitrieva, 2019) needs to be compensated simply because language practice is integral to linguistic development (Khezrlou, 2021;Illes & Akcan, 2017;Lee & Du, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

I Want but I Can’t: The Dilemma of EFL Learners in Practising English in the Saudi Context

Alnasser¹

2022

IJEL

Self Cite

View full text Add to dashboard Cite

The current literature suggests that learners in foreign English language learning contexts may suffer from the lack of opportunities to practise English. Language practice is regarded as fundamental for mastery of English. This study aimed to investigate Saudi EFL learners’ English language use outside the domain of the classroom. A mixed-method approach was adopted for data collection by employing an online survey with an open-ended section and conducting semi-structured interviews. The study participants were male and female students undertaking BA English programs at Saudi universities across the main five regions in the country. The study adopted a convenience sampling technique, and a total of 627 students responded to the survey (M = 291; F = 336), and eight students were interviewed (M = 5; F = 3). The data collection process went through two phases to obtain deeper insights into the investigated phenomenon: first, administering the online survey and conducting the analysis to extract the main themes of inquiry; and second, using these themes as a guide for conducting the interviews. The study’s main findings include learners finding themselves in a dilemma where they desire more practice of English outside the domain of the classroom and, at the same time, lack proper opportunities for practice. Implications of the study are also discussed.

show abstract

“…In Saudi higher education, all Saudi universities and colleges today harbor English departments and English language centers that provide language-teaching services to English and non-English major students (Alnasser, 2022;Alsuhaibani, 2015). English is currently the medium through which instructors communicate with students in medicine, engineering, technical education, and many other majors (Alsuhaibani, 2015;Peng, 2019).…”

Section: Introductionmentioning

confidence: 99%

English Language Use by Saudi Female Students in Higher Education: Insights for Educators and Policymakers

Almohaimeed

Alnasser

2022

IJLLS

View full text Add to dashboard Cite

Saudi higher education recognizes the importance of teaching and learning the English language, leading to the establishment of several academic English departments to fulfill national needs. Mastery of English in an EFL (English as a foreign language) context requires more frequent language use, both inside and outside the classroom domain. Current research suggests that investigations into Saudi students’ English language use inside the classroom have been addressed, but outside its boundaries and at the department level have yet to be addressed. This study aimed to address that gap to provide insights into female learners’ perspectives on the Saudi EFL learning environment. It adopted a mixed-methods approach for data collection. A seven-item survey with an open-ended section was filled out by Saudi female students (n = 381) studying in English departments nationwide. Additionally, semi-structured interviews with two questions were conducted with BA and MA English students (n = 10). The findings reveal the failure of Saudi English departments to provide students with the English practice opportunities they need and learners’ dissatisfaction with the current learning environment. The implications of the study include the urgent need for decision-makers to intervene and change the current status quo.

show abstract

Exploring English as a Foreign Language Instructors’ Self-Derived English Language Policies at Higher Education Level: A Case Study in the Saudi Context

Cited by 8 publications

References 34 publications

Shaping English Language Policies in Academia: Female Saudi English as a Foreign Language Learners’ Perspectives

Shaping English Language Policies in Academia: Female Saudi English as a Foreign Language Learners’ Perspectives

I Want but I Can’t: The Dilemma of EFL Learners in Practising English in the Saudi Context

English Language Use by Saudi Female Students in Higher Education: Insights for Educators and Policymakers

Contact Info

Product

Resources

About