A gender-based investigation into the required English language policies in Saudi higher education institutions

Abstract

The Saudi Arabian higher education system is yet to address specific issues concerning language planning and policy. Policies concerning English language use in Saudi academia remain ungoverned, thus leading to implicit personal policies (i.e., self-directed policies). Such freedom in language use may generate concerns among stakeholders, especially if differences emerge between men and women in the same workplace. Current literature does not offer insights into how English is used by each gender in academic settings or outside the classroom in Saudi Arabia; this study seeks to address this gap. A six-item online survey was distributed among higher education English language departments in Saudi Arabia. The questionnaire was completed by 210 faculty members (67 men and 143 women). Responses from men and women were compared using the Mann-Whitney test. The main findings include significant differences in language use between the two genders, suggesting different levels of commitment to English use. These findings imply that future English language policies may need to incorporate divergent views between the two genders. The recommendations include the need for micro-level policies and the involvement of both genders in designing policies to ensure their successful application.

Analyzing the efficacy of comprehensive testing: a comprehensive evaluation

“…The discrepancy observed between the findings of our study and those of previous research, such as the studies by Alnasser (2022) and Liu et al (2022), potentially arises from divergent educational, and methodological factors. The studies by Alnasser and Liu et al were conducted in Saudi Arabia, where gender norms and expectations in educational settings may influence student performance differently compared to the context of our study.…”

“…Consistent with the primary objective, our study's outcomes indicated that there is no significant difference between male and female students in comprehensive tests. This observation notably diverges from other research, such as the study by Alnasser (2022) in Saudi Arabia, which saw female students excelling beyond male counterparts in areas like mathematics and science. Moreover, an analysis of combined national and international assessment data from the same region reinforced these findings, showing girls to surpass boys across similar academic disciplines and educational levels (Liu et al, 2022).…”

“…Stereotype threat, a phenomenon in which individuals feel at risk of confirming negative stereotypes about their gender, has also been identified as a contributing factor to gender disparities in academic achievement (Inzlicht and Schmader, 2012). One study conducted in Saudi Arabia found significant differences in language use between male and female faculty members, suggesting different levels of commitment to English use (Alnasser, 2022). A sample study of 3,759 students in Saudi Arabia showed that female students outperformed male students in math, science, and their respective domains (Alnasser, 2022).…”

“…One study conducted in Saudi Arabia found significant differences in language use between male and female faculty members, suggesting different levels of commitment to English use (Alnasser, 2022). A sample study of 3,759 students in Saudi Arabia showed that female students outperformed male students in math, science, and their respective domains (Alnasser, 2022). Another study analyzed national and international assessment data from Saudi Arabia and found that boys consistently underperformed compared to girls in both mathematics and science at both grade levels (Liu et al, 2022).…”

The Role of Government Initiatives in Supporting Education and Health Issues in the Arab World Study in Egypt and Saudi Arabia

“…The study indicates that incorporating cultural heritage courses into Saudi Arabian college curriculums is crucial for the Saudi Education sector (Alhefnawi et al, 2023). Saudi Arabia's higher education system lacks language planning and policy, with unrestricted English language use in academics, potentially raising concerns about gender disparities in professional environments (Alnasser, 2022). Government of Saudia Arabia are progressively exploring the use of AI in several public sector domains, such as military operations, surveillance, healthcare services, medical research, transportation, education, and emergency response (Alshahrani et al, 2022).…”