Feasibility Study: Saudi Educational Facility

2021

Educational institutes all over the world were not exempted from the lockdown created on account of COVID 19 pandemic in the beginning of the year 2020. Educational institutes were compelled to shift to the online mode without time for preparation or training of any kind. The situation was challenging for all but more so for teachers teaching English as a second language. They adapted to the online mode at a short notice. Yet, one can imagine how difficult it must be for language teachers since language is a skill-based subject. Even while engaged in online teaching, teachers experimented with various strategies to make the online virtual learning experience as effective as possible. One such strategy was the use of home assignments. Starting with the assumption that home assignments can complement classroom teaching for developing the writing skills of ESL students, the researcher implemented the experiment in a college of education. 50 students in the first year were randomly selected for the experiment and divided into 2 groups of 25 each. All the 50 students attended the same online sessions; however, the students in the control group were given home assignments regularly for three weeks.A researcher made test was conducted which was based on a standardized writing achievement test. The students who were given home assignments performed better than their counterparts in the control group. The second variable was the role of teachers in using home assignments strategy for improving the writing skills of students. The qualitative analysis intended not to examine the opinion or attitude of teacher; they had no option. So, the set of statements that they responded to were related to their role in the entire process. On the basis of their responses, the researcher was able to list the mandatory duties and responsibilities of English teachers while assigning home tasks.

2018

Jurnal PTK dan Pendidikan

The objective of this research was to determine the urgency of availability of facilities, time, and parental guidance at home for students' English learning achievement. For that, this research needs to explore the correlation between the things. Therefore, we used a correlational method with 118 English language education program students as participants or subjects for doing research. Students need the motivation from their parents, not only teachers at school. This argument is based on the consideration that children spend more time with their parents at home. Data collection was carried out using documentation and questionnaires. We used SPSS 25 to calculate and answer the hypotheses of each variable. Then used F statistics and multicorrelation to answer the hypotheses of all variables. Based on the results of the study, F change 0.001 <0.05 This means that the hypothesis is accepted and there is a significant relationship between study time learning facilities and parental guidance on student achievement. So that, it can be concluded that each unit increases learning indicators such as; learning facilities, study time and also parental support accompanied by changes in student achievement units in English.

Globalization poses many challenges to societies that are still steeped in their traditional worldviews. This is because the modern world requires individuals who understand other cultures to enable them function effectively in a globalized social, educational, and economic environment. One way of overcoming the challenges of globalization is developing an education system that produces globally conscious individuals. To achieve this goal, a universal language is necessary to allow effective cross-cultural interaction and communication. This essay discusses the challenges that face Saudi Arabia with regards to the medium of instruction in the education system. The paper highlights the two conflicting views regarding the integration of English language into the curriculum. It provides the arguments advanced by the traditional theorists who argue that the local language is sufficient to meet the country's needs, and the modern theorists who support a universally recognized language as a means of equipping learners with relevant skills to function in a global environment. Finally, it emphasizes the necessity of adopting the modern approach as a way of developing a curriculum that will meet the needs of individuals who will be required to function in a multicultural environment. Running head: REDEFINING ENGLISH CURRICULUM PROGRAMS IN SAUDI ARABIA 1 Introduction One of the most visible impacts of globalization is the breaking down of the socioeconomic and cultural barriers that hindered interaction of different cultures from interacting with each other. Language is one of the key drivers of this process because it bridges the linguistic gap between people from different racial and cultural backgrounds. A universal language not only offers a medium for cross-cultural communication, but also provides a platform for the exchange of ideas, technologies, and cultural transformation as well as for facilitating international trade. Consequently, any society that fails to learn a universally recognized language risks isolation from the rest of the world. On this front, the English language has emerged as a global language that is used in many countries around the world. The international significance of the Kingdom of Saudi Arabia as a leading oil exporter necessitates the need for a universal language that she can use to do business with other nations. However, Saudi Arabia is one of the countries whose acquisition of the language has lagged behind other countries. For a long time, her education curriculum has relied on the Arabic language, and it is not until recently that English was introduced it the curriculum. Regardless, the issue of whether or not Saudi Arabia should acquire English as a second language has generated a lot of controversy among Saudi scholars. Whereas some argue that the kingdom's native language (Arabic) is sufficient for her social, cultural, educational, and economic needs, others contend that acquiring a second language (English) is necessary. They posit that English will not only help the country integrate easily in the global environment, but also facilitate the adoption of technology, which has become the major driver of educational and economic activities. This section of the research discusses the different views held by the opponents and proponents for the integration of English language into the Saudi Arabian education curriculum. In the end, this essay asserts the need to adopt a theoretical framework that will guide the acquisition of a universal language without eroding the country's culture, social values and beliefs, or compromise people's aspirations.

British Journal of Teacher Education and Pedagogy, 2022

In Saudi Arabia, there are several school types where children go and learn both English and Arabic: (i) Public (government) and Quranic schools; (ii) private schools where Arabic is the medium of instruction with an intensive English course; (iii) international schools where English is the medium of instruction, and one course is allocated to Arabic and Islamic Studies. This study surveyed a sample of parents to find out the number of hours allocated to English; kinds of textbooks used and whether parents consider them sufficient; parents' views of their children's proficiency level in the different English language skills; which language is stronger in children: English or Arabic; which language children use in communicating with their siblings, parents and relatives; the effects of learning English (L2) on Arabic (L1); and the optimal age for starting to learn English. Results showed that at government and Quranic schools, students take 1-2 hours of English a week which parents think are insufficient. At private schools, hours allocated to English vary (between 5-10). At international schools, English is the medium of instruction in all courses. Most parents prefer that children start learning English in kindergarten or first grade. English is the stronger and preferred language for international school students. Private School students have a good command of English and Arabic. Arabic is the stronger and preferred language for Government and Quranic School children. Some parents think that the textbook used at Government School are good, but some teachers are incompetent in their instructional techniques. Some Public Schools (in remote areas or small towns) are understaffed which results in reducing the teaching hours from 2 to 1 hour per week. Parents' views on the status and quality of foreign/second language education in each type of elementary school in Saudi Arabia are reported in detail.

Lack of sufficient practice of English outside formal classes is one of the reasons for unexpectedly low outcome of English language education in the countries where English is used as a foreign language (EFL). Community English Learning Centers (CELCs) can help people practice English in real-life situations and ultimately make them competent users of the language. This paper expounds methods and techniques for teaching-learning of all skills of English language at CELCs for people of various ages and status. It also discusses policies that can turn CELCs into entertaining and effective places for English language education.

2014

The paper investigates how English Language Teaching has been adopted to support Saudi Arabia’s integration with Wallerstein’s modern world system, to back its progress from periphery to semi-periphery zone, and to push it from semi-periphery to core zone. To this end, the paper unravels the confluence of the socio-political and economic factors of globalizing Saudi Arabia and analyzes Saudi English Language Education Policies documented in the official papers and textbooks to show how they have been designed to gain Saudis’ consent to accept English simply as a tool to be used at the personal, state, and religious levels. Keywords: English Language Teaching, English Language Education Policies, Saudi Arabia, World System