A Case Study of EFL Teachers’ Perceptions and Practices in Written Corrective Feedback

Based on a mixed-method approach, this interpretive exploratory case study aimed to identify English as Foreign Language (EFL) teachers’ perceptions and practices in Written Corrective Feedback (WCF) in the Saudi context. The study analysed quantitative data gathered from an anonymous custom designed 15-question online survey and qualitative data from an open-ended question (at the end of the online survey) and semi-structured interviews. Participants were one hundred and eighty-four English as a Foreign Language (EFL) teachers (n =184) who responded to the online survey (113 females and 71 males) and 7 participants who responded to the semi-structured interview (5 males and 2 females). The study findings indicated no significant differences between male and female teachers in considering “time” as the main factor in following a particular strategy for written corrective feedback (93%). The results from the semi-structured interviews highlighted the need for further research in written corrective feedback in the Saudi context to address serious issues related to the teachers’ work-load. Some recommendations were identified for further research in written corrective feedback

Comparing Different Pedagogical Techniques to Teach Spelling at a Saudi High School: A Case Study

This study investigates whether teaching spelling to high school students using different techniques, i.e. copy, cover, compare and flip folder, would improve students’ spelling. Additionally, it explores students’ opinions and perceptions towards these techniques. The research conducted in Granada high school in Makkah, Saudi Arabia. Thirty-six male students participated in this study whose levels according to the course book were assumed to be B1 in the Common European Framework of Reference for Languages (CEFR). In this study, a mixed research method was used where data was analyzed quantitatively and qualitatively. The first group was taught using copy cover and compare method (CCC), which emphasizes repeated practice when errors occur in students spelling, whereas the second group was trained using the flip folder technique which is a combination of visual, auditory, and kinesthetic techniques that were believed to enhance memorization. A post-test was utilized immediately after the intervention and the results showed that the CCC group outperformed the Flip Folder group

Arabic vis-à-vis English in the Gulf: Bridging the ideological divide

This chapter explores how bottom-up and top-down language policies in the Gulf countries interact with wider language ideologies and discourses related to globalization, internationalization of higher education, and neoliberalism. Drawing on Irving and Gal’s theories of semiotic formation of language ideologies and Bourdieu’s theory of language and symbolic power, the chapter critically examines the interrelatedness of language ideologies, symbolic power and policies surrounding Arabic and English and resultant effects on linguistic identities. The chapter explores how the languages Arabic and English are often symbolically polarized despite the fact that in everyday practice, languages are interwoven through translingual practice. The chapter suggests concrete ways in which to bridge this ideological divide through glocalization and the legitimizing of translingual practice in multiple domains, including English-medium education

Exploring Connotative Meanings and Metaphors of Saudi Animal Proverbs: A Semantic and Pragmatic Analysis

Proverbs tend to reflect a nation s social values attitudes and beliefs The connotative meanings underlying animal proverbial sayings can either be affectionate or abusive based on the cultural aspects of the language under investigation Although the semantic connotations of animal proverbs have been extensively studied little scholarly attention has been paid to the proverbial expressions pertaining to animals in Saudi Arabia The main aim of this study is to semantically and pragmatically investigate the connotations of animal proverbs in Hijazi Arabic in Saudi Arabia The paper also seeks to deduce the representation of human-animal relation and explore the cultural values of the Hijazi society as depicted in the proverbs The data is collected from different sources mainly from a book of Hijazi proverbs by Atique 2018 About 11 animal proverbs were selected classified and translated both literally and figuratively into Englis

English Language Educational Policy in Saudi Arabia Post 21st Century: Enacted Curriculum, Identity, and Modernisation: A Critical Discourse Analysis Approach

There has been limited research focusing on the place of culture and resulting teaching and learning identities in EFL and how these issues impact on EFL policy, curriculum and enacted curriculum, especially textbooks. Even less research has focussed on these issues in the Gulf context. Some international research has explored the role of culture and geopolitical factors affecting EFL policies in the world. Some other studies (several in the Gulf context) have explored global historical and political developments and how they have affected cultures and hence EFL curricula within those cultures. A few studies have explored the enacted curriculum (specifically in relation to textbooks) in Gulf countries and its relationship to the local culture(s) and discourses. This paper is the first in the KSA context to examine the full range of documents including policy, curriculum and textbooks (as representative of enacted curriculum) and to explore how these documents arise out of cultural identities and in turn may have a range of effects on teacher and learner identities

The Effect of Electronic Flashcards on EFL Students' Vocabulary Learning: The Case of Saudi Arabia

This study aimed to investigate the effect of electronic flashcards on EFL vocabulary learning of preparatory-year female students at a  Saudi Arabia. It was conducted following the quantitative research methodology with a quasi-experimental design. Two groups were assigned: an experimental group who used electronic flashcards, and a control group who employed the traditional method of vocabulary learning. A pre-test and a post-test were administered in order to appraise their performance before and after the experiment. The results revealed that the post-test scores of students in the experimental group were significantly higher than their pre-test. Also, the results showed that electronic flashcards promoted students' vocabulary, causing a statistical significance in comparison to the control group. Based on these findings, this study was able to draw a number of implications and recommendation

COGNITIVE DIVERSITY AMONG EFL LEARNERS: IMPLICATIONS FOR TEACHING IN HIGHER EDUCATION

With a theory-driven interest in the factors that make some language learners more successful than others, this study attempts to measure the cognitive diversity level of EFL learners at a Saudi university. To achieve this purpose, the Ehrman and Leaver’s questionnaire of learners’ cognitive profiles (Ehrman & Leaver, 2003) was adapted, translated into Arabic, and then randomly distributed to foundation year students taking English as a Foreign Language as a main course. The overall results reveal that the cognitive diversity among students is considerable. It ranges between moderate to high, according to the Simpson Diversity Index (Simpson, 1949). On this account, several implications are suggested to improve the quality of EFL teaching at the university level. These implications and recommendations are mostly directed to the committees concerned with qualification assurance or professional development

A blueprint of Saudi English typology: A substrate effect

Although some Englishes in Asia have received extensive attention, the grammar of Saudi English remains relatively unexamined. It remains unclear whether the Saudi English grammatical (or morphosyntactic) patterns derive from universal principles. Al-Rawi (2012); Mahboob and Elyas (2014) seem to provide an individual description. This paper is an attempt to provide an analysis for the morphosyntactic features of the variety of English in Saudi Arabia from a global approach by adopting Kortmann and Szmrecsanyi (2004) geographic and variety-specific perspectives. Our findings show that Saudi English has 7 distinctive features. Four of them are universal. Due to the limitations in covering all the distinctive features and due the clear analogy between these features and the substrate Arabic patterns, we argue that the distinctive features are simply the result of the substrate influence rather than universal principles that derive these deviant form