Identification of Language Learning Beliefs among Saudi EFL Learners

Al-Malki, Eidah Abdullah; Javid, Choudhary Zahid

doi:10.24093/awej/vol9no4.13

Cited by 3 publications

(4 citation statements)

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“…Significantly, the neutral option, "neither agree nor disagree" was never selected by the majority of the participants for any item. While the findings generally confirmed those of the previous research in the Saudi context (Al-malki & Javid, 2018;Al-Roomy, 2015;Alsamaani, 2012), a few significant differences were observed. These are highlighted in the relevant sections below.…”

Section: Research Questionsupporting

confidence: 90%

“…The findings revealed that the students were uncertain about their foreign language learning aptitude; however, their beliefs were positive towards their language learning motivation and expectations, as well as towards their learning and communication strategies. A similar, more recent quantitative study was conducted by Al-malki and Javid (2018) to collect data from 118 university students in Saudi Arabia. The analysis of the BALLI data showed that the learners held positive beliefs about their English learning aptitude.…”

Section: Introductionmentioning

confidence: 99%

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An Exploratory Study of Beliefs about Foreign Language Learning Among Self-Learners of English in Saudi Arabia

Aljasir

2022

JESR

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This mixed-method exploratory study was conducted to investigate the types of beliefs that Saudi self-learners of English as a foreign language bring to the learning process. It also examined the possible links between those beliefs and self-rated English proficiency and explored whether individual factors, such as age and gender, played a role in shaping the learners’ beliefs. Data were collected from 243 participants, using three instruments, two quantitative and one qualitative. The first was the Background Information Questionnaire, which was designed specifically for this study and consisted of two parts. The first part collected demographic data about the learners, and the second part elicited the participants’ self-rated English proficiency in the four basic skills of listening, speaking, reading, and writing. The second questionnaire was a modified version of Horwitz’s (1985) Beliefs about Language Learning Inventory (BALLI) and consisted of 27 items. The qualitative data were collected using one-on-one retrospective interviews, mainly to support and interpret the questionnaire results. The findings revealed that the beliefs of the participants were mostly realistic. Further, a significant positive correlation at the .01 level was found between the learners’ belief that they had foreign language aptitude and their self-rated English proficiency. The results of independent samples t-tests revealed two significant differences in learner beliefs according to gender and four significant ones according to age. The study concluded by offering recommendations and suggestions for further research in the field. Received: 3 December 2020 / Accepted: 27 January 2021 / Published: 3 January 2022

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Section: Research Questionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

An Exploratory Study of Beliefs about Foreign Language Learning Among Self-Learners of English in Saudi Arabia

Aljasir

2022

JESR

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“…Thus, native teachers have become ideal models of good language teachers due to their command and fluency in the language (Sahin, 2005). They have an additional responsibility of inculcating positive beliefs among learners as positive beliefs can lead to enhanced motivation (Al Malki and Javid, 2018). However, one potential problem that the native English teachers face in Saudi Arabia is the cultural barrier that exists between the English teachers and Saudi students.…”

Section: Introductionmentioning

confidence: 99%

The Effective a Native Teacher of English Language in Saudi Arabia EFL Classroom

Abu¹

2023

IJELT

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This research study attempts to find out the best practices that can make a Native English teacher an efficient and effective teacher in Saudi Arabia and the cultural difference that can effect students’ learning process. English teaching by native English teachers is preferred due to their high fluency and proficiency on the language, however they bring their own set of cultural norms and perspectives in the classroom that they value the most. Cultural milieus must be given much attention, when a foreign language is taught, as children are still in the early stages of internalizing their own culture and values. A mixed approach was utilized for the study. A questionnaire on a 5-point scale was distributed to students to understand their perceptions on the effectiveness of native English teachers in the classroom. A semi-structured interview with open ended questions was also conducted with native English teachers to understand how they perform in classroom. Three themes were generally focused on teacher effectiveness, cultural difference, and preferred language in classroom. Overall, the students were satisfied with the teaching capabilities of NESTs having neutral opinions about cultural difference. Cultural barrier was considered as a hurdle by the teachers but at the same time teacher’s nativity was reflected as significant in learning. Where students’ preferred bilingual methods in the classroom, teachers considered the use of mother tongue an impedance in English learning and therefore should be avoided.

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“…The first interest is in language learners' strategies concerning any action taken by the learners to make learning easier, faster, more effective, and more enjoyable (Ang et al, 2017). The second one is that language learners' beliefs related to any preconceived ideas, views, and opinions that they have about language learning (Al-Malki & Zahid Javid, 2018).…”

Section: Introductionmentioning

confidence: 99%

An English Learning: Rural Students Beliefs

Mulia

Amiruddin

Manan

et al. 2021

JPBI

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This study departs from the researcher's experience as a volunteer teacher in a school where students face obstacles in learning English due to a lack of motivation and supporting facilities that impact their English performance. Therefore, the purpose of this study is to analyze beliefs in learning English. This study uses a quantitative method with a survey design using Horwitz's Beliefs About Language Learning Inventory questionnaire as a research instrument. The population in this study found 136 students. The instrument used to collect data is a questionnaire. The technique used to analyze the research data is qualitative and quantitative analysis. The findings show that students support various beliefs about learning English. The most common beliefs held by students are motivation and expectations. Students have reasonable confidence in motivation and hope (72.35%) because they have a better education, and a future career can be achieved through good English skills. It can be said that students have good motivation to learn English because they think it will be helpful for their dream job in the future.

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Identification of Language Learning Beliefs among Saudi EFL Learners

Cited by 3 publications

References 0 publications

An Exploratory Study of Beliefs about Foreign Language Learning Among Self-Learners of English in Saudi Arabia

An Exploratory Study of Beliefs about Foreign Language Learning Among Self-Learners of English in Saudi Arabia

The Effective a Native Teacher of English Language in Saudi Arabia EFL Classroom

An English Learning: Rural Students Beliefs

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