Prof. Dr. Choudhary Z A H I D Javid - Taif University, Kingdom of Saudi Arabia

Prof. Dr. Choudhary Z A H I D Javid - Taif University, Kingdom of Saudi Arabia
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Prof. Dr. Choudhary Z A H I D Javid
Taif University, Kingdom of Saudi Arabia
English Language, Linguistics, and Literature
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Foreign Languages Department, Taif University, KSA
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Papers by Prof. Dr. Choudhary Z A H I D Javid
Formative Assessment and Consequential Validity: A Practice Yet to be Effectively Implemented in Saudi Higher Education
PJE
, 2015
Standardized tests have been found in various settings strongly influencing students' learning pr...
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Standardized tests have been found in various settings strongly influencing students' learning processes as well as outcomes, but such tests have been reported being unhelpful in improving student learning. In contrast, formative assessment (FA) is employed to help students know the level of their learning during a course and allow them to increase the standard of their learning, through knowing their learning weaknesses, receiving informative feedback from their teachers and applying adequate learning strategies, in order to achieve the formulated goals of the course. A thorough examination of empirical published research in the field revealed that insightful studies in Saudi academic context are still awaited. Therefore, this exploratory study was an attempt to investigate consequential validity of formative assessment at a Saudi university. To examine the nature of the consequential validity, data were collected from 960 English-major students via a survey (of whom 465 responded), 18 classroom observations and 4 focus-group interviews. The data underwent both statistical and content analysis. The results showed that FA, in the context of this study, seriously lacks intended consequential validity-positive impact on students' learning. Besides, the data indicated a strong unintended consequential validity i.e., negative bearing of FA on what the students learnt, how they learnt it and the depth of their learning. Therefore, it is recommended that FA practices should be urgently revisited with expert understanding for the
WEB-BASED TEACHER EDUCATION IN PAKISTAN: INFRASTRUCTURE AND PERCEPTIONS OF TRAINEE TEACHERS
JSSIR
, 2015
In the 2l"t century, technolog) has become an integral part of the education system and at the sa...
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In the 2l"t century, technolog) has become an integral part of the education system and at the same time both technologt and education are interrelated and interdependent. Technologt has facilitated the educational process in general and professional educalional institutes. A teacher b the focal person in the whole process and to keep abreasl with the developments, professional development b of ulmost importonce. To meet lhe increasing demand for professional development, various programs have been conceived for teacher deyelopment. In Pakistan, Allama lqbal Open University (AIOU) is ofering a Diploma and MA in Teaching of English a a Foreign Language (TEFL) through print-based distance education. The present research focuses on the problems being faced by the trainee teachers and their perception regarding integration of technologt in such programs. A survey was conducted covering three aspects: trainee teacher' access to technologt, problems being faced by them in print-based distance educalion, and their perceplion regarding the integration of technologt with lhe existing teacher education programs offered through print-based distance education. It was found that majority of the trainee teachers has access to internet. They want to improve their professional skills, but can't leave their institutes, so they have to continue their professional development through distance education programs. At the same time, they are facing problems in face+o-face tutorial meetings, assignments, coordination with tutors and peers. They perceived that if technologt is embedded with the existing print-based distance education programs, it wouldfacilitate them in their learning.
Enhancing Writing Skills through Blogs in an Undergraduate English Language Classroom in Pakistan
Linguistics & Literature Review
, 2016
Web 2.0 technologies, including blogs, have opened up new avenues of personal and professional co...
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Web 2.0 technologies, including blogs, have opened up new avenues of personal and professional communication. A blog is an online journal which can be continuously updated by its users (Matheson, 2004). Teachers are using blogs for activities and interaction with their students. The present study focused on using blogs for enhancing writing skills of undergraduate English language learners. A group of undergraduate English language learners was selected randomly and they were provided instructions through teacher's blog to improve their writing skills. Their writing skills (paragraph, essay and story writing) were assessed through pre-test and post-test focusing on structure, creativity and logical sequence of ideas. The finding revealed that they not only enhanced their writing skills but blogs created a collaborative learning environment as well.
Pronunciation of Monophthongs and Diphthongs among Punjabi Speaking EFL Learners
by
Prof. Dr. Choudhary Z A H I D Javid
and
Aisha Noor
ELF Annual Research Journal
, 2016
This study attempts to analyze the academic needs of the Punjabi speaking EFL (henceforth PSEFL) ...
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This study attempts to analyze the academic needs of the Punjabi speaking EFL (henceforth PSEFL) learners who face problems in the production of English monophthongs and diphthongs.Considering the nature of the study, the researchers adopted a problem-solution oriented research approach. This quasi-experimental study included 10 participants. The researchers analysed and interpreted data to understand pronunciation problem of monophthongs and diphthongs faced by Punjabi speaking EFL learners.The findings revealed that English monophthongs and diphthongs pose serious problems that affect both the competence and performance of the PSEFL learner: Making their speech phonologically poor and at times semantically ambiguous. The diphthongal perception of learners varies because of their academic and linguistic background. It transpired that PSEFL learners showed better sound patterns when teachers provided remedial measures to overcome the problematic sound of monophthongs and diphthongs. Based on the findings of the study, suggestions and recommendations have been forwarded to effectively deal with the problem areas of PSEFL learners which are spotted in this study.
Formative Assessment Failing to Promote Saudi Undergraduates’ Academic Competence
Journal of Language, Linguistics and Literature
, 2017
Undergraduate students are given research assignments as a formative assessment instrument to pro...
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Undergraduate students are given research assignments as a formative assessment instrument to promote their self-learning and academic skills, and allow them to practice their creative repertoire to help them meet the pragmatic job-market demands of 21st century. This paper will describe the extent to which the English-major students at a Saudi University viewed research assignments instrumental in sharpening their academic skills and promoting their academic achievements. Data were collected via a Likert-scale questionnaire and four focus-group interviews to find answers to the research questions. The results showed that the research assignments triggered no significant development in the level of the students’ learning for various reasons, such as institutional, interpersonal and to some extent cultural, among others. The students passed research assignments without adequate understanding of the research topics and acquisition of academic skills that resulted in their surface-level learning, indicating very strong negative washback. Therefore, suggestions are presented that undergraduate research assignments should obligate students to comprehend properly, analyse thoroughly, and apply with maximum dexterity what they learn. Also, once the assignments are evaluated (graded), students must receive adequate constructive feedback, accurately communicated, to help them know where they performed well and where there is room for further improvement. Thus, this study offers direct implications to teaching, learning, and research in higher education, and questions the current oversights in the area of formative assessment and course requirements among teaching academics.
Keywords:  Academic Competence, Formative Assessment, Summative Assessment, Undergraduate Research Assignments, Washback
Impact of Emotional Intelligence on Academic Achievement of English Language Learners
Journal of Social Sciences and Humanities
, 2017
Among different learning concepts and models in psychology, EI is progressively being infused in ...
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Among different learning concepts and models in psychology, EI is progressively being infused in teaching, education and development. Although students are equipped with books, notebooks, pens and pencils while teachers have course books, charts, blackboard, reference books and other teaching resources, most of the time students cannot meet the standards of learning. The purpose of the present research is to find out the relationship between emotional intelligence and academic success of the university students (enrolled in MA English) and important gender differences on academic success. BarOn Emotional Intelligence Quotient Inventory of 125 items (Bar-On EQ-i: 125) was used to collect the data from 60 university graduates. The EQ-i of each student was compared with the marks obtained in the final examination at graduation level considered as academic success. Pearson correlation coefficient was computed to assess the relationship between emotional intelligence and academic success of the students, and to analyze relationship among overall academic success
Role of Content Schema in Reading Comprehension Among Saudi EFL Students: EFL Teachers' Perspective and Use of Appropriate Classroom Strategies
International Journal of English Linguistics
, 2018
This empirical survey investigates the perceptions of English language teachers towards the role ...
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This empirical survey investigates the perceptions of English language teachers towards the role of content schemata in reading comprehension among Saudi EFL learners. Furthermore, it also attempts to explore the use of appropriate classroom strategies employed by English language teachers to activate content schemata to enhance learners' reading comprehension. A modified Likert-scale strongly-agree to strongly-disagree questionnaire was administered to 61 male and female EFL faculty from English Language Center (ELC), Taif University to generate data. The findings have reinforced that background knowledge of Saudi EFL learners help them significantly in reading faster with better understanding. It has also been reported that pre-reading strategies of brainstorming, classroom discussions about the topic and questioning are the most favored ones to activate Saudi EFL learners' background knowledge. It has also been learnt that while-reading strategies of directing the students' attention to signal words, main idea, important phrases, titles, subtitles and effectively linking the target text to their students' cultural and social experiences also contribute towards reading comprehension. The findings have also revealed that English language teachers consider low English language proficiency and poor reading skills of Saudi ELF leaners as well as the lack of appropriate teaching aids as the major obstacles in activating the content schemata. Several recommendations have been forwarded which have significant pedagogical implications in materializing much sought-after goal of effective ELT in the KSA by ensuring better reading skills among Saudi EFL learners.
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Teachers perceive low proficiency and lack of aids as key barriers to effective content schemata activation in reading.
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A Gender-based investigation of Attitudes of Saudi EFL Learners towards English Language Teaching
NUML journal of critical inquiry
, 2017
This empirical study is an attempt to analyze perceptions of Saudi preparatory year EFL learners ...
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This empirical study is an attempt to analyze perceptions of Saudi preparatory year EFL learners regarding various dynamics of English language teaching along gender lines. This survey exploited a Likert-scale questionnaire to generate data related to their perceived attitudes towards ELT in the context of Saudi higher education. 132 participants from a Saudi university were investigated through a self-developed survey. The final instrument had 42 items divided into the following three sub-categories: 1) Saudi EFL learners' attitudes towards English Language and its culture,2) Saudi EFL learners' attitudes towards ELT learning /teaching, and 3) Saudi EFL learners' attitudes towards teachers'/learners’ role. Independent samples T-test was run to identify whether any significant difference exists in the perceptions of Saudi male and female EFL learners. The results of statistical analyses exhibited significant differences along gender lines as the third sub-categories was concerned, whereas no such differences were reported for the first two. Findings have also revealed that Saudi EFL learners seem to believe that learning a foreign language is easier if it is supported by society and surroundings. Both groups have shown high preferences towards friendly teachers and the use of target language in classes. Participants of this study have positive attitudes towards English language, its culture, and high status of English language in Saudi society. Majority of the participants reported to have strong urge to achieve high English language proficiency. Findings also revealed that Saudi male and female EFL learners bore strong instrumental motivation. Recommendations of the study included use of a variety of innovative pedagogical techniques like role-play, simulation, exploiting realia, group/pair work, etc. To ensure better results, Saudi EFL learners need to be exposed to audio-visual teaching aids as well as training to exploit modern technology to practice target language in real-life situations in addition to the academic setting of EFL classrooms.
Keywords: EFL learners, ELT perceptions, attitudes, gender
A comparative Investigation of Perceived Characteristics of Effective Teachers in Saudi EFL Context
Kashmir journal of language research
, 2016
The study in hand is a comparative investigation of the characteristics of effective EFL teachers...
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The study in hand is a comparative investigation of the characteristics of effective EFL teachers as perceived by Saudi EFL students majoring in English and Sciences. The participants of the study comprised of two groups drawn from two academic programmes, i.e., English major (EM) and Non-English major (NEM). The researchers used a self-developed 29-item Likert-scale questionnaire to elicit responses of 645 participants of the study. Standard procedure was adopted to achieve reliability and validity of the instrument. Independent-samples T-test was run to calculate the descriptive analyses as well as to identify whether any statistically significant differences exist in the perceptions of EM and NEM participants. The results have revealed that both groups exhibited similarities in their perception towards the personality and ability characteristics of effective EFL teachers; thus, partially rejecting the hypotheses set for this study. The result also indicated that the participants showed preference for personality characteristics as compared to ability characteristics as indicated by higher mean values assigned by both groups.
Key words: effective teacher; ability characteristics; personality characteristics
Identification of Language Learning Beliefs among Saudi EFL Learners
It is argued that positive yet realistic beliefs are source of success as language learners where...
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It is argued that positive yet realistic beliefs are source of success as language learners whereas negative or unrealistic beliefs can be an impediment to successful language learning. This empirical survey identifies Saudi English as a foreign language (EFL) learners' beliefs through Beliefs About Language Learning Inventory (BALLI) developed by . The Arabic version of the questionnaire has been administered and 118 Saudi EFL learners from a Saudi university returned the questionnaire. The research questions set for this survey include what beliefs Saudi EFL learners have towards the difficulty of foreign language learning, foreign language aptitude, the nature of language learning, learning and communication strategies and motivation and expectations for English language learning. The results reveal that the participants bear high English language learning aptitude and believe that it is easier to learn it in childhood. No strong relationship in learning subjects like science and math and English language was reported. The participants also believe that for quick and successful language learning, it is imperative to practice the target language extensively. A positive trend is that Saudi EFL learners have been extremely positive and encouraging towards their chances of achieving communicative competence and do not have any unnecessary inhibition in speaking English.
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High mean of 4.64 indicates that intensive repetition and practice are deemed essential for effective language learning by participants.
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Saudi University Undergraduates’ Beliefs about Language Learning along Gender Lines
International Journal of English Linguistics
, 2018
A growing mass of research has reported that each human being is different like a signature and p...
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A growing mass of research has reported that each human being is different like a signature and particular characteristics based on their specific personalities have a strong effect on their language learning possibilities. Research posits that identification of EFL learners' beliefs about language learning positively affects language learning process as it helps the teachers to address to their students' learning effectively and also bears positive overbearing in case they bear some less positive beliefs. The study in hand is an attempt to investigate the beliefs of Saudi undergraduates along gender lines by using Horwitz's (1987) BALLI. The comparative analyses generated by Independent-sample T-test reveal that male participants have assigned comparatively higher values to the majority of the questionnaire items as compared to their female counterparts. The participants of this survey have exhibited the greatest gender-based differences in their beliefs about "motivation and expectations". Beliefs about "learning and communication strategies" and "the nature of language learning" have shown medium gender-based differences whereas male and female participants have seen eye to eye to each other in their perceived beliefs related to "foreign language aptitude" and difficulty of language learning. The findings of this empirical study have several pedagogical implications to revisit and modify teaching/learning practices of English language in Saudi Arabia in particular and Arab world in general. The findings will help English language teachers teaching in the KSA to understand the gender-based dimensionality of the language learning beliefs which will help them align their teaching methods to their learners' beliefs; thus, maximizing the possibilities of much sought after goal of effective and efficient ELT in the KSA.
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Saudi EFL learners exhibited negative beliefs about English due to internal and external factors, indicating barriers to motivation.
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A Gender-based Investigation of the Perception of English Language Teachers at Saudi Universities Regarding the Factors Influencing Learner Autonomy
AWEJ
, 2018
Learner autonomy has been a focus of attention in the realm of English Language Teaching (ELT) re...
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Learner autonomy has been a focus of attention in the realm of English Language Teaching (ELT) research nowadays and the study in hand is an attempt to investigate learner autonomy in theory and practice from the perspective of English language teachers. It aims to identify gender-based perceptions of English language teachers from a Saudi university regarding the role of the textbooks, study material, support of English language teachers, the students' learning strategies, students' motivation and self-evaluation in enhancing learner autonomy. This empirical survey has involved 30 male and 30 female (n=60) English language teachers from English language center of Taif University, Saudi Arabia to record their insights and views about their perceptions and prospects of these pedagogical constructs in their teaching practices. The participants of the study responded to a 35-point Likert-scale modified questionnaire to generate data. Independent-samples T-test has been run to calculate percentages of their responses as well as to identify any statistically significant gender-based differences. The results revealed that only six items out of the total 35 have shown significant gender-based differences in the perceptions of the participants of the survey. The findings have revealed that the participants of this study bear extremely positive attitudes towards the pedagogical significance of learner autonomy and have exhibited encouraging trends about the implementation of this construct in the classrooms. Recommendations have been forwarded based on the results of this survey.
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Participants showed positive attitudes towards learner autonomy, spearheading recommendations for effective classroom implementation based on survey results.
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A Gender-based Investigation of the Perception of English Language Teachers at Saudi Universities Regarding the Factors Influencing Learner Autonomy
Learner autonomy has been a focus of attention in the realm of English Language Teaching (ELT) re...
more
Learner autonomy has been a focus of attention in the realm of English Language Teaching (ELT) research nowadays and the study in hand is an attempt to investigate learner autonomy in theory and practice from the perspective of English language teachers. It aims to identify gender-based perceptions of English language teachers from a Saudi university regarding the role of the textbooks, study material, support of English language teachers, the students' learning strategies, students' motivation and self-evaluation in enhancing learner autonomy. This empirical survey has involved 30 male and 30 female (n=60) English language teachers from English language center of Taif University, Saudi Arabia to record their insights and views about their perceptions and prospects of these pedagogical constructs in their teaching practices. The participants of the study responded to a 35-point Likert-scale modified questionnaire to generate data. Independent-samples T-test has been run to calculate percentages of their responses as well as to identify any statistically significant gender-based differences. The results revealed that only six items out of the total 35 have shown significant gender-based differences in the perceptions of the participants of the survey. The findings have revealed that the participants of this study bear extremely positive attitudes towards the pedagogical significance of learner autonomy and have exhibited encouraging trends about the implementation of this construct in the classrooms. Recommendations have been forwarded based on the results of this survey.
Teaching Effectiveness of Native and Non-Native EFL Teachers as Perceived by Preparatory Year Students in Saudi Context
Language in India
, 2018
This study aims at investigating the perceptions of Saudi preparatory year programme (PYP) studen...
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This study aims at investigating the perceptions of Saudi preparatory year programme (PYP) students, who are taught by native English teacher (NETs) as well as non-native English teachers (NNETs), towards teaching effectiveness of NETs and NNETs in the intensive English language PYP at Taif University. The study investigated 132 Saudi PYP students through a self-developed 2-point questionnaire. Descriptive statistics were run for data analyses. It has been found out that the participants of this study have exhibited positive attitudes towards their NETs and NNETs. Though the results have shown an overall preference for NETs but it seems that the respondents also believe that NNETs effectively contribute by virtue of their own experiences as English language learners and their experience as teachers. It may be concluded that Saudi EFL learners represented by the participants of this survey believe that NETs are more successful in creating richer classroom environment, teaching/assessing speaking skills, listening skills, vocabulary and reading skills better. The findings reveal that NNETs use innovative strategies and explain lessons more clearly to make their students learn better. By virtue of their personal experiences as language learners themselves, they have been perceived to understand their students' questions and language difficulties in a better manner that facilitate learning process. Therefore, it may be concluded that each group has been perceived to have their own particular strengths which give one an advantage over the other, these differences do not make one better than the other.
Teaching Effectiveness of Native and Non-Native EFL Teachers as Perceived by Preparatory Year Students in Saudi Context
This study aims at investigating the perceptions of Saudi preparatory year programme (PYP) studen...
more
This study aims at investigating the perceptions of Saudi preparatory year programme (PYP) students, who are taught by native English teacher (NETs) as well as non-native English teachers (NNETs), towards teaching effectiveness of NETs and NNETs in the intensive English language PYP at Taif University. The study investigated 132 Saudi PYP students through a self-developed 2-point questionnaire. Descriptive statistics were run for data analyses. It has been found out that the participants of this study have exhibited positive attitudes towards their NETs and NNETs.
A Proficiency-Based Comparative Investigation of Listening Comprehension Strategies Employed by Saudi EFL Learners
International Journal of English Linguistics
, 2018
The study in hand intends to investigate the comparative analyses of the perceptions of Saudi EFL...
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The study in hand intends to investigate the comparative analyses of the perceptions of Saudi EFL learners with high grade point average (HGPA) and low-grade point average (LGPA) towards cognitive, metacognitive and socio-affective listening comprehension strategies employed by them to comprehend listening texts. A modified 5-point strongly agree to strongly disagree Likert-scale questionnaire has been administered to Saudi EFL learners with HGPA and LGPA to generate data for this empirical study. The reliability and validity of the questionnaire has been determined. The instrument was translated into Arabic which was administered to the cohort from both levels to identify their responses towards the various questionnaire items. Independent-samples T-test was run to determine descriptive statistics as well as to identify whether any statistically significant difference exist along GPA. The data generated through this comparative analysis were used to test three null hypotheses set for this study. The results have reported that by and large no significant differences exist in the perceptions of the HGPA and LGPA participants of this study and null hypotheses were accepted. It was found that Saudi EFL learners represented by the participants of this study resort to cognitive strategies the most followed by the metacognitive ones to comprehend listening texts. As far socio-affective strategies are concerned, the results indicate their least use by the participants of this study. The findings of this empirical study suggest that Saudi EFL learners like to exploit bottom-up strategies more than the top-down ones. Recommendations have been forwarded at the end based on the findings of this empirical study.
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Main strategies used by HGPA group were cognitive, emphasizing bottom-up methods over top-down, reinforcing trends in strategy preference across contexts.
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ENGLISH FOR SPECIFIC PURPOSES: ROLE OF LEARNERS, TEACHERS AND TEACHING METHODOLOGIES
by
European Scientific Journal ESJ
and
Prof. Dr. Choudhary Z A H I D Javid
This article aims at presenting insights regarding the peculiar role of
learners, teachers and te...
more
This article aims at presenting insights regarding the peculiar role of
learners, teachers and teaching methodologies to address to the specific
needs of English for Specific Purposes (ESP) programmes. It has been found
out that adulthood teaching demands that ESP teaching should not be
restricted only to instructional setting but other modes, such as self-access
study, project work, cooperative learning etc. should be incorporated in the
program. It has also been reported that ESP learners should be actively
involved in the process of the choice of the content materials, curriculum
development and teaching methodology to ensure maximum commitment
and motivation of the program participants. The following five key roles
have been identified for ESP practitioners who need to discharge their work
as a 1) teacher, 2) course designer and material provider, 3) collaborator, 4)
researcher and 5) evaluator. ESP teachers have to bear the extra burden of
the content area of the learners as well. Additionally ESP practitioners have a
challenging task because they are not in the position of being the 'primary
knower' of the carrier content and in most of the cases ESP learners may
know more about the content than the teachers. The findings strongly suggest
that ESP teaching calls for an extremely professional behavior on part of
ESP teachers who need to update their knowledge by remaining constantly in
touch with the research in the various fields of ESP. It is suggested that no
single teaching methodology can be sufficient to address diverse and peculiar
needs of ESP learners and ESP practitioners have to pick and choose from a
host of teaching methodologies to run an effective ESP course. It may be
summed up that as the learners’ personalities as well as the learning contexts
are diverse and specific, there is an unavoidable need to choose matching
pedagogical methodologies.
English for Specific Purposes: Role of Learners, Teachers and Teaching Methodologies
Abstract
This article aims at presenting insights regarding the peculiar role of learners, teach...
more
Abstract
This article aims at presenting insights regarding the peculiar role of learners, teachers and teaching methodologies to address to the specific needs of English for Specific Purposes (ESP) programmes. It has been found out that adulthood teaching demands that ESP teaching should not be restricted only to instructional setting but other modes, such as self-access study, project work, cooperative learning etc. should be incorporated in the program. It has also been reported that ESP learners should be actively involved in the process of the choice of the content materials, curriculum development and teaching methodology to ensure maximum commitment and motivation of the program participants. The following five key roles have been identified for ESP practitioners who need to discharge their work as a 1) teacher, 2) course designer and material provider, 3) collaborator, 4) researcher and 5) evaluator. ESP teachers have to bear the extra burden of the content area of the learners as well. Additionally ESP practitioners have a challenging task because they are not in the position of being the 'primary knower' of the carrier content and in most of the cases ESP learners may know more about the content than the teachers. The findings strongly suggest that ESP teaching calls for an extremely professional behavior on part of ESP teachers who need to update their knowledge by remaining constantly in touch with the research in the various fields of ESP. It is suggested that no single teaching methodology can be sufficient to address diverse and peculiar needs of ESP learners and ESP practitioners have to pick and choose from a host of teaching methodologies to run an effective ESP course. It may be summed up that as the learners’ personalities as well as the learning contexts are diverse and specific, there is an unavoidable need to choose matching pedagogical methodologies.
Key words: English for Specific Purposes; Practitioner; ESP learners; Needs Analysis
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ESP teachers must continually update their knowledge and adapt diverse teaching methods to cater to the unique needs of ESP learners.
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Saudi English-major undergraduates and English Teachers' perceptions regarding effective ELT in the KSA: A Comparative Study
by
Muhammad U Farooq
and
Prof. Dr. Choudhary Z A H I D Javid
This study investigated Saudi English-major undergraduates and English teachers of Taif Universit...
more
This study investigated Saudi English-major undergraduates and English teachers of Taif University to determine the factors that hinder effective ELT in Saudi universities and sought their suggestions to improve the situation. The data were collected from 134 participants: 103 English-major undergraduates and 31 English teachers from foreign languages department, Taif university who responded to a 5-point agree/disagree structured questionnaire. The study also intended to identify whether any significant differences existed between both the populations in this regard. Thirty-four items were grouped into two categories: 19 were included to identify the causes whereas the rest 15 items were meant to record the participants' suggestions to ensure effective ELT in Saudi Universities. Results of Independent Samples T-test reported a reasonable level of similarities in the responses of both sample groups towards the causes of ineffective ELT in the KSA and in their suggestions to improve the situation. Both groups saw eye to eye with each other and assigned high values to the following items: a) classroom should be more interactive, b) classrooms need to be equipped with modern teaching resources, c) students' English language proficiency is poor when they join Taif University, d) the students have to pass an English language proficiency test to qualify for the next academic year and e) the department should start remedial courses for the weaker students. Significant differences were reported in 12 out of the total 34 items. The researchers forwarded the recommendations based on the findings of the study to enhance ELT effectiveness at Saudi Universities.
Saudi Undergraduates' Motivational Orientations towards English Language Learning along Gender and University Major Lines: A Comparative Study
by
Muhammad U Farooq
and
Prof. Dr. Choudhary Z A H I D Javid
Research into language learning motivation has proliferated in the EFL contexts including the Ara...
more
Research into language learning motivation has proliferated in the EFL contexts including the Arab world reflecting its appreciation in learning English as a foreign language. It has been contended that foreign language learning motivation cannot be treated as a single orientation, and variables such as learners' gender, major subject of study, language proficiency, geographical location, etc. play a significant role in this regard. This study intended to investigate Saudi undergraduates' motivational orientations for learning English as a foreign language and to identify whether or not any statistically significant differences existed due to the participants' gender and university major. The researchers developed a 30-item self-reported 5-point agree/disagree Likert scale questionnaire that was administered to 709 male and female Saudi undergraduates from three departments: English, medicine and information technology. MANOVA results reported that the participants of this study exhibited higher extrinsic motivational orientations with fairly high intrinsic orientations. Male English-major were more positive towards both motivational orientations as compared to their female counterparts, but it was found it was the other way round for other populations of the study. The results indicated that significant differences existed in the participants' extrinsic motivational orientations due to their gender and university major.
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