A Critical Review of Grammar Teaching Methodologies in the Saudi Context

Althaqafi, Abeer Sultan

doi:10.5539/elt.v11n11p65

“…This started with pre-test, through learning objectives, materials presentation and exercises for each sub-unit, to self-assessment and reflection on learning, to post-test. The adoption of the deductive method of teaching was in line with the advantages of this method, such as its superiority in solving grammatical problems quickly and accurately (Mountone, 2004;Althaqafi, 2018), and its capacity to get straight to the point, so as to save time (Widodo, 2006;Rahman & Rashid, 2017).…”

Section: Discussionmentioning

confidence: 94%

“…Furthermore, Larsen-Freeman (2001) argues that as an essential part of communication, grammatical competence is difficult to achieve just through exposure to natural input. However, up to now, the heated debates continue among experts and practitioners on the issue of explicit versus implicit instruction (Rahman & Rashid, 2017;Alenezi, 2019;Althaqafi, 2018).…”

Section: Introductionmentioning

confidence: 99%

Integrating the deductive method and holistic assessment approach to teaching English grammar in English education programmes

Sujana

¹

,

Udin

²

,

Susanti

³

et al. 2020

ITJ

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Mastery of English grammar for students in English education departments has a dual purpose, namely to improve their ability to communicate in English fluently and accurately, and to prepare them for becoming English teachers capable of explaining aspects of the English language. Thus, the English grammar course series is expected to equip students with the ability to use the language at the same time as explaining elements of the English language. This investigation aims to improve the learning, learning process, and the results of English grammar courses by integrating the deductive method and holistic assessment approach. This consists of assessment for learning (AfL), assessment as learning (AaL), and assessment of learning (AoL). The study was conducted among 72 fourth-semester students in the English education department at the University of Mataram. Data were collected using various techniques such as tests, observations, portfolios, and documentation, and were analysed qualitatively and quantitatively. From the analysis it was concluded that (1) the materials of EG were designed to fulfil the teaching and learning process by integrating the deductive method and the holistic assessment approach, with the proportion of AfL and AaL higher than that of AoL; (2) the integration produced a significant improvement in the TOEFL test (SWE section), with an increase of 63.24 points – from an average 388.84 on the pre-test to 452.01 on the post-test; (3) students responded positively to both the model used and the implementation of the deductive method and holistic assessment. The practical implication of this research is that those teaching grammar in English education need to consider applying holistic assessment in both design and implementation.

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“…More recently, ALM has become popular among teachers in Saudi Arabia due to the learning benefits it offers to the education system (Alresheed, 2008;Althaqafi, 2018). However, it depends on the availability of resources in a specific teaching environment.…”

Section: Audio Lingual Methods (Alm)mentioning

confidence: 99%

Appropriate Teaching Methods for General English and English for Specific Purposes from Teachers' Perspectives

Khalil¹,

Semono-Eke²

2020

AWEJ

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Teaching methodology has a significant impact on the learning process of students. The English language has changed over time. This research investigates the most appropriate and useful teaching methods for teaching General English (GE) and English for Specific Purposes (ESP) in the Saudi context. This study is an attempt to share experienced English as a foreign language (EFL)/ English as a second language (ESL) teachers' methodology for teaching EG and ESP to Saudi EFL learners. The paper aims to answer the following questions: 1) What are the conventional methods for teaching GE and ESP?; 2) What are the English teachers' perceptions of these effective teaching pedagogies?; 3) What are the practical measures to improve student efficiency in learning English? The sample of the study was n = 63 English teachers randomly selected at different universities in Saudi Arabia. For collecting the quantitative data, 63 native and non-native experienced English teachers were requested to fill in a semi-structured questionnaire. The results show that 73% of the English language teachers prefer to use the Communicative Language Teaching (CLT) along with other teaching methods. The findings shed light on some highly useful teaching methods that have proved successful in EG and ESP classes. The researchers expect the study will be significant in contributing to the most appropriate methods used in Saudi Arabia for language teachers. Hopefully, teachers wishing to teach in the future will have an insight into the teaching methods that fulfill the requirements of the students.

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“…In the Saudi context, CLT has gained popularity. Some researchers have studied the use of CLT at different levels of the education system (Alsufyani, 2016;Althaqafi, 2018)…”

Section: Communicative Language Teaching (Clt)mentioning

confidence: 99%

Appropriate Teaching Methods for General English and English for Specific Purposes from Teachers' Perspectives

Khalil

¹

,

Semono-Eke²

2020

View full text Add to dashboard Cite

Teaching methodology has a significant impact on the learning process of students. The English language has changed over time. This research investigates the most appropriate and useful teaching methods for teaching General English (GE) and English for Specific Purposes (ESP) in the Saudi context. This study is an attempt to share experienced English as a foreign language (EFL)/ English as a second language (ESL) teachers' methodology for teaching EG and ESP to Saudi EFL learners. The paper aims to answer the following questions: 1) What are the conventional methods for teaching GE and ESP?; 2) What are the English teachers' perceptions of these effective teaching pedagogies?; 3) What are the practical measures to improve student efficiency in learning English? The sample of the study was n = 63 English teachers randomly selected at different universities in Saudi Arabia. For collecting the quantitative data, 63 native and non-native experienced English teachers were requested to fill in a semi-structured questionnaire. The results show that 73% of the English language teachers prefer to use the Communicative Language Teaching (CLT) along with other teaching methods. The findings shed light on some highly useful teaching methods that have proved successful in EG and ESP classes. The researchers expect the study will be significant in contributing to the most appropriate methods used in Saudi Arabia for language teachers. Hopefully, teachers wishing to teach in the future will have an insight into the teaching methods that fulfill the requirements of the students.

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A Critical Review of Grammar Teaching Methodologies in the Saudi Context

Cited by 6 publications

References 4 publications

Integrating the deductive method and holistic assessment approach to teaching English grammar in English education programmes

Integrating the deductive method and holistic assessment approach to teaching English grammar in English education programmes

Appropriate Teaching Methods for General English and English for Specific Purposes from Teachers' Perspectives

Appropriate Teaching Methods for General English and English for Specific Purposes from Teachers' Perspectives

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