Are English Language Teachers in Saudi Arabia Ready to Integrate Technology?

Saqlain, Nadeem; Alqarni, Fawaz; Ghadi, Needal

doi:10.1016/j.sbspro.2013.10.319

Cited by 15 publications

(10 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Other participants pointed out that the Vision was overly ambitious about incorporating technology to an optimal level; the technological infrastructure at some schools will not provide opportunities for better teaching practices. This is, to some extent, consistent with [25], who describe technology penetration at some rural areas schools as scarce and underfunded. Further, many schools lack modern devices and equipment that would make English instruction more enjoyable and effective [26].…”

Section: Discussionsupporting

confidence: 90%

Transforming English Language Education in Saudi Arabia: Why Does Technology Matter?

Al-Shehri

2020

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

Several studies have discussed the potential of reforming the Saudi educational system in line with Vision 2030 announced in 2016. While some studies highlighted factors that can make transformation successful, reviewed studies proposed future plans on how educational reform can take place, i.e., studies that investigated the Vision’s educational opportunities are mostly proposals, meaning that no experimental research has yet been conducted on the actual learning practice, particularly with English education and the incorporation of technology into learning. Thus, the current longitudinal study is an attempt to investigate English language teachers’ perceptions of and attitudes about the Vision and whether they have experienced any remarkable educational changes in their own behavior and teaching practices. The study was conducted with 15 female in-service English language teachers. Data was collected in two phases to reveal any change in teachers perceptions over time. The study concluded that almost all participants held positive attitudes toward Vision 2030. However, there was not a correlation between teachers' perceptions and actual teaching experience in terms of pedagogical and technological perceptions and the Vision's implications.

show abstract

Section: Discussionsupporting

confidence: 90%

Transforming English Language Education in Saudi Arabia: Why Does Technology Matter?

Al-Shehri

2020

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

show abstract

“…The researchers concluded that teachers are very much willing to use technology in their classes if they are provided with incentives and unlimited access to technology such as computers and the Internet. Similarly, Saqlain, Al-Qarni, and Ghadi (2013) found that all the participating teachers of their study were willing to use technology to teach English as a foreign language. The issue of differences between males' and females' attitudes and perceptions regarding the use of technology was highlighted in the aforementioned study as an important research topic to be investigated by a further study in the future.…”

Section: Introductionmentioning

confidence: 92%

Male and female language teachers' technology integration differences in elementary schools in the United Arab Emirates

Almekhlafi

Ismail

Al-Mekhlafy

2016

IJRSET

View full text Add to dashboard Cite

Today, educators and policy makers are paying increasing attention to the integration of educational technology in K-12 schools to promote better learning outcomes. Research has recently indicated that integrating technology into the curriculum promotes not only stimulating curricula based on real world problems and tools, but it also expands opportunities for successful teaching and learning. Teachers have found technology to be a motivating and appealing tool in their classes, particularly when it comes to teaching languages. However, investigating the differences between male and female teachers pertaining to technology integration strategies and applications has not received enough attention, particularly in elementary schools in the United Arab Emirates (UAE). The purpose of this study was to investigate the differences between male-female teachers' technology integration in elementary schools in the UAE. A Questionnaire and focus group interviews were used as the two main tools for data collection. Results show some significant differences between male and female teachers in the strategies and intensity of technology integration in their classes.Both quantitative and qualitative results show that teachers perceived technology as a tool for promoting language teaching and learning. Recommendations for successful technology integration were highlighted at the end of the study. Suggestions for conducting further studies were also discussed.

show abstract

“…This major trend is in line with the Saudi Ministry of Education's (MOE) efforts which focus on developing innovation in education (Alresheed, Leask, & Raiker, 2015;Saqlain, Al-Qarni, & Ghadi, 2013). The Saudi MOE's attention to the implementation of technology in education can be seen with its various projects to digitalize learning over the past years.…”

Section: Introductionmentioning

confidence: 78%

Exploring Saudi EFL Learners’ Agency Toward the Use of WhatsApp for English Learning at Qassim University

Alqasham¹

2018

IJL

View full text Add to dashboard Cite

This study investigates a Saudi tertiary EFL (English as a foreign language) students’ experiences and use trajectory of WhatsApp for their out of class English learning in a longitudinal study for a 12-week semester. The study utilized agency theory (van Lier, 2004, 2008, 2010) as the analytical tool to acquire a deeper understanding of how the students’ use of WhatsApp could introduce innovative ways that could assist them to practice and collaborate in English learning outside the classroom. A mixed methods approach was adopted for data collection and included six instruments consisting of initial and post-project interviews, focus group participation, a post-project questionnaire, observations, and research log to gather data from the students’ use of WhatsApp. The participants were 25 male students who are studying in the first and second levels of the Preparatory Year Program (PYP) at the main campus of Qassim University. The study results showed that WhatsApp’s implementation demonstrated its sustainability outside the classroom for English learning as evident by the students’ continued use of WhatsApp even after the study ended by the 12th week; in fact, they continued to use it until the end of the semester (week 17). The affordances of WhatsApp allowed the students to develop autonomy, to practice what they were learning, to collaborate with each other, and to shift from being passive learners to active ones, not only in English studies but in other subjects as well. Finally, this study concludes by demonstrating the significance of interpreting the dynamic and complex nature of the innovation’s implementation process through the lens of van Lier’s agency theory from an ecological perspective. It also identifies the limitations of the study and recommends ways in which researchers could investigate the advantages of social networking in the language classroom.

show abstract

Are English Language Teachers in Saudi Arabia Ready to Integrate Technology?

Cited by 15 publications

References 11 publications

Transforming English Language Education in Saudi Arabia: Why Does Technology Matter?

Transforming English Language Education in Saudi Arabia: Why Does Technology Matter?

Male and female language teachers' technology integration differences in elementary schools in the United Arab Emirates

Exploring Saudi EFL Learners’ Agency Toward the Use of WhatsApp for English Learning at Qassim University

Contact Info

Product

Resources

About