Implementation of Curriculum and Assessment Accreditation Standards in an English Language Programme at a Saudi University

Al-Bargi, Abdullah

doi:10.1007/978-3-030-21421-0_13

Cited by 3 publications

(3 citation statements)

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“…Quality assurance for English language education in Saudi Arabia has started recently. The initial evolution of Saudi higher education towards standards began with establishing the National Commission for Academic Accreditation and Assessment (NCAAA) in 2004 (Al-bargi, 2019). The Ministry of Higher Education is "highly concerned with the pursuit of excellence in effective EFL teaching-learning in the arena of education, but it experiences tardy progress especially in college level" (Liton, 2012, p.1).…”

Section: Developing and Validating Professional Teaching Standards Fo...mentioning

confidence: 99%

Developing and Validating Professional Teaching Standards for Higher Education EFL Instructors in Saudi Arabia: A Delphi Study

Alsowat

2021

ALLS

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This study aimed at developing and validating professional teaching standards for higher education EFL instructors in Saudi Arabia. The Delphi technique was utilized to gain a consensus among the panel of experts through three rounds. In the first round, a survey was sent to 31 English language teaching and teacher education experts to select the appropriate standards and provide any additional standards. Ninety-six performance indicators were generated at the end of this round. In the second round, the survey was sent to 29 experts to rate their responses on a 5-point Likert scale. In the third round, the survey was sent back to the experts to review their responses and provide any modifications. By the end of the third round, eighty-one performance indicators were identified and categorized into seven standard fields: language, knowledge of learners, learning environments, instruction, technology use, assessment, and professionalism. The study reveals insight into the professional standards which are appropriate for higher education EFL instructors in Saudi Arabia. This framework will help improve faculty teaching practices and for their continuous professional development.

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Section: Developing and Validating Professional Teaching Standards Fo...mentioning

confidence: 99%

Developing and Validating Professional Teaching Standards for Higher Education EFL Instructors in Saudi Arabia: A Delphi Study

Alsowat

2021

ALLS

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“…Within this landscape, the Saudi EFL context adheres to traditional teaching norms and conservative practices (Elyas & Picard, 2012), even as thousands of students enroll in English for Academic Purposes (EAP) programs annually at secondary and tertiary institutions (Alsowat, 2021). Unfortunately, these programs often fail to address the evolving needs of learners in the face of contemporary educational and economic changes (Al-bargi, 2019), with inappropriate teaching methods identified as a major contributor to students' underachievement in language learning (Al Asmari, 2016). Despite the unique complexities of the Saudi EFL context compared to other EFL settings (Afzal & Omar, 2021;Al-Asmari, 2016;Sulaimani & Elyas, 2015), efforts to localize global ELT methods and approaches have been lacking.…”

Section: Introductionmentioning

confidence: 99%

“…These programs predominantly focus on language teaching methods without considering their applicability in the Saudi EFL context (Al-Shehri, 2017). Despite substantial investments by the Saudi government in English language teacher training and professional development over the last two decades, desired outcomes have remained elusive (Assalahi, 2021;Alshumaimeri & Almohaisen, 2017;Oudah & Altalhab, 2018), resulting in a perception of underachievement among learners (Al-bargi, 2019). In the context under consideration, prior research (e.g., Ghajarieh & Safiyar, 2023;Khan et al, 2020) has posited the necessity of culturally responsive professional development initiatives to facilitate the adaptation of pedagogical approaches and instructional materials to local contexts.…”

Section: Introductionmentioning

confidence: 99%

Glocalizing English Language Teaching in the Arabian Gulf: Professional Development's Mediating Influence

Ahmad

2023

REGISTER J.

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Methods and materials in English Language Teaching (ELT) are influenced by the unique socio-cultural contexts of instruction. Nonetheless, English as a Foreign Language (EFL) teaching practices in the Arabian Gulf tend to adopt a one-size-fits-all approach when it comes to teaching methods and pedagogical approaches. This study investigates the influence of the Cambridge English Teacher (CET) professional development program on the classroom practices of EFL instructors in the Arabian Gulf and its role in facilitating the contextualization of teaching in alignment with Saudi cultural norms. The study involved 120 Saudi EFL university teachers as participants. Employing a convergent parallel design that incorporated a survey questionnaire and semi-structured interviews, the results demonstrated that the CET program empowered participants to contextualize their teaching methods and adapt their classroom delivery to the local teaching environment. Specifically, the findings revealed that participants perceived their learning experience in the CET program in four distinct dimensions: contextualizing teaching methods, localizing Communicative Language Teaching (CLT) principles, diversifying teaching methodologies and materials, and comprehending context-specific classroom management strategies. Moreover, the study highlighted the significant impact of contextually tailored in-service professional development programs in the process of "glocalizing" teaching methods. In conclusion, the research findings carry implications for EFL educators, professional development initiatives, and provide valuable directions for future research endeavors.

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Informal EFL learning in Saudi Arabia and the role of the internet: an ecological perspective

Alqarni¹

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Other publications during candidature No other publications. Contributions by others to the thesis No contributions by others. Statement of parts of the thesis submitted to qualify for the award of another degree No works submitted towards another degree have been included in this thesis. Research involving human or animal subjects This research project involved human participants. The ethical clearance of this research was approved in August 8 th 2017. Data collection procedures were conducted according to the ethical guidelines set by The University of Queensland. The ethical Clearance Number: 17-021-MA02946. Please refer to the Appendices section for the official approval letter.

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Implementation of Curriculum and Assessment Accreditation Standards in an English Language Programme at a Saudi University

Cited by 3 publications

References 20 publications

Developing and Validating Professional Teaching Standards for Higher Education EFL Instructors in Saudi Arabia: A Delphi Study

Developing and Validating Professional Teaching Standards for Higher Education EFL Instructors in Saudi Arabia: A Delphi Study

Glocalizing English Language Teaching in the Arabian Gulf: Professional Development's Mediating Influence

Informal EFL learning in Saudi Arabia and the role of the internet: an ecological perspective

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