The Influence of Identity on Students’ Learning Experiences in an English as Foreign Language Programme in a Saudi Medical University

Alhawsawi, Sajjadllah

doi:10.11648/j.edu.20150404.12

Cited by 22 publications

(44 citation statements)

References 26 publications

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“…Nonetheless, this is exactly the situation in Saudi EFL classrooms; the Arabic L1 is used extensively while teaching English as an L2 (e.g., Alkhatnai, 2011;Alhawsawi, 2013;Almutairi, 2008;Alnofaie, 2010;Alshammari, 2011;and Fareh, 2010). Past reserach attempted to define the portion of Arabic L1 use in English language classes in Saudi Arabia.…”

Section: The Use Of the Arabic Mother Tongue (L1) As A Medium Of Instmentioning

confidence: 99%

“…According to Alshammari, those teachers claim that the use of Arabic is necessary to reduce time and increase students' comprehension and that the use of Arabic made the learning process more effective. In fact, the real reasons behind using the mother tongue in EFL classes in Saudi Arabia appear to be the teachers' lack of competence and confidence in using English and/or their desire to make their job easier (see Alhawsawi, 2013;Rabab'ah, 2005).…”

Section: The Use Of the Arabic Mother Tongue (L1) As A Medium Of Instmentioning

confidence: 99%

“…Ethnically, the majority of Saudi citizens (90%) are Arabs, while a small minority (approximately 10%) are of Asian and African origins (Alhawsawi, 2013). The surrounding society can either promote or discourage the effective learning of foreign languages.…”

Section: The Influence Of the Society And Culturementioning

confidence: 99%

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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: The Use Of the Arabic Mother Tongue (L1) As A Medium Of Instmentioning

confidence: 99%

Section: The Use Of the Arabic Mother Tongue (L1) As A Medium Of Instmentioning

confidence: 99%

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Factors Underlying Low Achievement of Saudi EFL Learners

Alrabai¹

2016

IJEL

104

121

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“…e.g. Alhmadi, 2014;Al-Seghayer, 2014;Alrashidi and Phan, 2015;Alhawsawi, 2013;Al-Johani, 2009;Rajab, 2013;Al-Nasser, 2015;Abu-ghararah, 2014;Alkubaidi, 2014;Asiri ,2017, etc. )…”

Section: What Is the Degree Of Self-esteem And Efl Achievement Of Saumentioning

confidence: 99%

Self-esteem of Saudi Learners and Its Relationship to Their Achievement in English as a Foreign Language

Alrabai

2017

ELR

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This study examined the concept of language self-esteem among 263 Saudi learners of English as a foreign Language (EFL) and its association with their achievement in this language. The study utilized a questionnaire survey for data collection and descriptive statistical analyses (e.g. mean, standard deviation, correlations) and a t-test for data analysis. The findings of the study revealed a strong positive correlation (r = 0.414) between learners' self-esteem and their EFL achievement. In addition, participating learners demonstrated low levels of self-esteem (M = 2.94 (out of 5), SD = .44); and low language achievement (M = 62.80 (out of 100), SD = 12.75). There were also no significant differences between male and female learners in terms of both their self-esteem and EFL achievement. The findings derived from this study acknowledge the vital need for all the partners of EFL teaching/learning process in Saudi Arabia to find practical solutions to build and promote Saudi EFL learners' self-esteem for learning the English language. Based on these findings, some suggestions on how to put learner's self-esteem into practice in order to ensure optimal EFL learning outcomes as well as other points for possible future self-esteem research are presented in the concluding section of this paper.

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“…In addition, there is only little source of information (e.g. Abrar et al, 2018;Alhawsawi, 2014) about the students' experience of learning English in EFL countries in particular Indonesia.…”

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confidence: 99%

Students’ Experiences of Learning English in Indonesia: Some Effective and Ineffective Ways

Lubis

Nopriansah

Halim³

et al. 2019

Abjada

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<p>Although the study of effective strategies for teaching English as a foreign language (TEFL) in Indonesia has become prominent research topics for decades, little attention is paid to the students’ experiences of learning English. This study aims at researching some of our students’ experiences of learning English both at their junior and senior high schools. The students reflecting the experience were participants of our course unit of General English, Introduction to linguistics, Structure 2, History of English language, and were both from non-English and English departments at the University of Bengkulu and Dehasen University, Bengkulu, Indonesia. Of the eight effective and fourteen ineffective ways to learn English, we found three main issues apparent in our study namely self-confidence and motivation, learning environment, and methods and media in teaching English as a foreign language. Further explication of each issue is discussed.</p><p dir="RTL">على الرغم من أن دراسة الاستراتيجيات الفعالة لتدريس اللغة الإنجليزية كلغة أجنبية (TEFL) في إندونيسيا أصبحت موضوعات بحثية بارزة لعقود من الزمن، إلا أنه لم يتم إيلاء اهتمام كبير لخبرات الطلاب في تعلم اللغة الإنجليزية. تهدف هذه الدراسة إلى البحث في بعض تجارب طلابنا في تعلم اللغة الإنجليزية في مدارسهم الثانوية والإعدادية. كان الطلاب الذين يعكسون التجربة مشاركين في وحدة دوراتنا في اللغة الإنجليزية العامة، ومقدمة في اللغويات، والهيكل 2، وتاريخ اللغة الإنجليزية، وكانوا من أقسام غير الإنجليزية والإنجليزية في جامعة بنجكولو وجامعة ديهاسين، بنجكولو، إندونيسيا. من بين الطرق الثمانية الفعالة والأربعة عشر غير الفعالة لتعلم اللغة الإنجليزية، وجدنا ثلاث قضايا رئيسية واضحة في دراستنا وهي الثقة بالنفس والتحفيز، والبيئة التعليمية ، والأساليب ووسائل الإعلام في تدريس اللغة الإنجليزية كلغة أجنبية. مناقشة المزيد من شرح كل قضية.</p>

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The Influence of Identity on Students’ Learning Experiences in an English as Foreign Language Programme in a Saudi Medical University

Cited by 22 publications

References 26 publications

Factors Underlying Low Achievement of Saudi EFL Learners

Factors Underlying Low Achievement of Saudi EFL Learners

Self-esteem of Saudi Learners and Its Relationship to Their Achievement in English as a Foreign Language

Students’ Experiences of Learning English in Indonesia: Some Effective and Ineffective Ways

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