Humanizing Pedagogy: Minimizing Negative Teacher Talking Time on the Teaching of English Language as a Foreign Language

The study aims at studying minimizing negative teacher talking time as a tool of humanizing teaching English language as foreign language in Saudi Arabia context. The study accentuates the variety conceptual perspective of teaching talking time and its main causes. The study is based on quasi-experiment method and 50 students were divided into two groups; one group taught through minimizing teacher talking time and maximizing student teacher talking time interactively, whereas, the other group is taught deductively. The study found out that minimizing teacher talking time and maximizing student’s time talking time enhance humanization sense of learning English language among Saudi learners and it promotes interactive motivational sense among the learners. The experimental group students’ outcomes revealed positive gains through maximizing student talking time and positive interactive English practice in English classroom. This study is one of the forerunner studies which play a salient role in shed lighting on the importance of humanizing teaching English in Saudi Arabia context through minimizing teacher talking time. The study recommends that teaching English language should be based on learner centeredness relying on minimizing negative teacher talking time and maximizing student talking time through using pedagogic techniques and strategies. Keywords: Teacher talking time, negative teacher talking time, positive  teacher talking time efficiency, humanization . DOI: 10.7176/JLLL/77-07 Publication date:March 31st 2021

Scaffolding Strategy and Customized Instruction Efficiency in Teaching English as a Foreign Language in the Context of Saudi Arabia

This study investigates how to teach English in optimal way using scaffolding, consideration of the learners’ needs and preference in the context of Saudi Arabia. The study entails the role of scaffolding strategy, personification, differentiation, individualization and customization in maximizing teaching English’s quality and facilitation of learning process. The study is based on descriptive approach and the researchers use a questionnaire as an instrument of data collection. The findings of the study have revealed that using scaffolding and implementing customized instructions in teaching English in Saudi Arabia context maximizes teaching’s quality, grasp learners’ awareness and interactivity. The study recommends that customized instruction and customized syllabus should be implemented in English class in Saudi Arabia, Keywords: customization, differentiation, personification, individualization, scaffolding, efficiency DOI: 10.7176/JLLL/77-05 Publication date:March 31st 202

Spoken English Production and Speech Reception Processes from Sentence Structure Perspective

This study aims to accentuate spoken production and speech reception regarding sentence formation. The study demonstrates the spoken production models such as Fromkin's Five Stage Model, The Bock and Levelt Model, Fromkin's Five Stage Model, Parallel –Processing Models and The Dell Model. It also states communicative problems strategies and many types of errors and mistakes relatively common in normal speech production, such as spoonerisms and speech errors. The study entails speech perception and how spoken language is perceived through linearity, segmentation, speaker normalization, and the basic unit of speech perception

Teacher Talk and Learner Involvement in EFL Classroom: The Case of Saudi Setting

This study investigates the maximum output of minimizing teacher talk and activating classroom interactivity in teaching English as a foreign language in light of 21st-century skills.  It focuses on the self-evaluation of teacher talk (SETT model) and classroom interactional competence (CIC) that guides the teachers to use interaction as a tool to give their learners enough learning opportunities. Teacher talking time is analyzed from a dualistic perspective, quantity and quality. The classroom interaction's analysis is based on the micro contexts and the pedagogic aspects. This research is conducted with a qualitative approach and content analysis method. The data source is the recording of ten English classes at the college of sciences and arts in Dhahran Aljanoub, King Khalid University (KKU). The study's findings have revealed that instructors dominate talking in English class and pose questions to students to minimise teacher talking time, and the most interactional features are based on displaying questions and teachers' domination of English classroom discourse

Customization and Contextual Teaching Approach Efficiency in Promoting English Proficiency among Saudi EFL Learners

This study investigated the proper implementation of customization and contextual teaching approach in fostering English proficiency among King Khalid University’s students studying English as an intensive course. The study aims to implement customization and contextual teaching approach in teaching the English language as an intensive course at King Khalid University and inculcate the tendency to activate updated teaching approaches to assimilate Saudi learners’ attention in English class. To achieve the aim of the study, the researcher employed the descriptive analytic method. The subjects of the study consisted of 50 EFL teachers drawn from King Khalid University. The study showed that customization and contextual teaching approach grasp Saudi students’ attention, satisfy their needs and preferences, and consider their learning styles.  Moreover, the study has concluded that the students’ needs, preferences, and learning styles are the milestone of the learning process's success. The study concluded that consideration of students’ needs, preferences, learning styles and correlating them to social life setting play a crucial role in facilitating learning the English language