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SAUDI FEMALE STUDENTS’ ENGAGEMENT IN LANGUAGE LEARNING

By Sarah A. Bin Hossan

Abstract

Thesis (Ph.D.), Language and Literacy Education, Washington State UniversitySAUDI FEMALE STUDENTS’ ENGAGEMENT IN LANGUAGE LEARNING Abstract by Sarah Ali Bin Hossan, Ph.D. Washington State University December 2017 Chair: Joy Egbert This is an exploratory qualitative study that aims to investigate how Saudi female English language learners perceived their engagement in language learning and whether and how the use of an LMS technology engaged them. The study included 25 full time female undergraduate students enrolled in a course in a university English Department in the Kingdom of Saudi Arabia. Findings indicating that the participants did not generally perceive themselves to be engaged in their English classes or in their use of LMS to learn English. Students indicated that they would be more engaged with group work, if the tasks were based on their interests, if they had more feedback and more encouragement to participate, and if they were comfortable to making mistakes. Further, there did not seem to be a strong link between grades, participation, and engagement. However, the engagement principles in this study served as an effective guideline for exploration because there was a strong connection between what participants perceived as important and the five components of engagement. Therefore, the principles can provide a practical guideline for what teachers can do to engage students in classes, including when using technology.Washington State University, Language and Literacy Educatio

Topics: Educational technology
Year: 2017
OAI identifier: oai:research.libraries.wsu.edu:2376/13047
Provided by: Research Exchange
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