Do Saudi EFL Teachers Promote Creativity in Their Classrooms?

Al-Qahtani, Abdulaziz Ali

doi:10.5539/elt.v9n4p11

Cited by 14 publications

(22 citation statements)

References 23 publications

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“…In addition, some E-learning applications permit students learning English to readily access beneficial language resources and communicate directly with native English speakers. Furthermore, students can study English listening, verbal communication, reading, and written communication skills in authentic contexts (Debski & Gruba, 1999;Yang & Chen, 2007;Al-Qahtani, 2016;Al-Hassan & Shukri, 2017). However, Westbrook (2006) has argued that incorporating E-learning into the studying of EFL is not delivering anticipated outcomes.…”

Section: Introduce the Problemmentioning

confidence: 99%

The Role of E-learning in Studying English as a Foreign Language in Saudi Arabia: Students’ and Teachers’ Perspectives

Mutambik¹

2018

ELT

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Over the past few decades, there have been tremendous increase in technology advancement and the significance of this in the field of education cannot be overemphasised. The adoption and use of E-learning in studying EFL, in particular, is one such areas that has experienced such fast-paced development for some time now. As a result, the government all over the world are committing a lot of resources to keep up with this technology advancement. In this light, the government of Saudi Arabia through its Ministry of Education has recently made commitment, both as the practical and policy levels, with the hope to also benefit from using E-learning in studying EFL in Saudi Schools. However, little is known about the perception of students and teachers regarding the role of E-learning is studying EFL in the Saudi context. In an attempt to contribute to this research base, this paper draws on an empirical investigation using group interviews with students and teachers in order to gain insight into their perception about the role of E-learning in studying EFL in Saudi Arabia. The findings are presented and discussed in four thematic areas: promoting key learning skills, independent learning, flexible learning and interactive learning. The paper also highlights the limitations of the research and concludes by making a number of recommendations.

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Section: Introduce the Problemmentioning

confidence: 99%

The Role of E-learning in Studying English as a Foreign Language in Saudi Arabia: Students’ and Teachers’ Perspectives

Mutambik¹

2018

ELT

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“…It is challenging to induce creativity by telling teachers to be creative, but they should be provided with some essential supervision on how to be creative and consequently teach creatively and train students to think creatively (Niu & Liu, 2009). The findings of this study emphasize the results of Al-Qahtani (2016) concerning the little effort EFL teachers make to foster creativity in their teaching practices. Thus, textbook designers and EFL supervisors, and teachers must be familiarized with the importance and applications of creativity.…”

Section: Discussionmentioning

confidence: 66%

Teaching Practices of EFL Teachers and the Enhancement of Creative Thinking Skills among Learners

Masadeh

2021

IJAE.j.asia.edu

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Development of students' creativity has been a prerequisite for the survival in this fast-changing technological age. Enhancement of learners' higher-order thinking skills should be the main concern of education systems around the world. Therefore, the present study aims to survey EFL teachers' knowledge about creative thinking, the activities they practice to enhance creative thinking skills. It also aims to understand EFL teachers' perceptions about the importance of creative thinking activities in promoting EFL learners' creativity. Moreover, it aims to check if there are significant differences between participants' perceptions due to teaching experience and stage. A total of 56 teachers took part in the present study through responding to a questionnaire developed to achieve the aims. Results revealed EFL teachers' lack of knowledge of creative thinking skills. Nevertheless, they showed that they "Often" practice creative thinking activities in classroom. Results also indicated that these activities were perceived "Important" for the enhancement of EFL learners' creative thinking skills.

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“…Because most undergraduate students were born in the so-called digital age and have developed some technological competence as a matter of course, the use of printed texts alone in EFL classrooms could hinder their language learning experience [7], [8], [15]. In KSA college settings, teachers use a traditional didactic instructional mode [22], because it has been argued that some aspects of traditional instruction are still needed and are prominent in countries such as the KSA [23]. For EFL learners in the KSA, the application of these changes in English textbooks through digital technologies should enhance the quality of learning and make it easier to grasp new content [22].…”

Section: Review Of the Literaturementioning

confidence: 99%

“…In KSA college settings, teachers use a traditional didactic instructional mode [22], because it has been argued that some aspects of traditional instruction are still needed and are prominent in countries such as the KSA [23]. For EFL learners in the KSA, the application of these changes in English textbooks through digital technologies should enhance the quality of learning and make it easier to grasp new content [22].…”

Section: Review Of the Literaturementioning

confidence: 99%

Postsecondary Instructors’ Perspectives on Teaching English as a Foreign Language by Means of a Multimodal Digital Literacy Approach

Almusharraf

Engemann

2020

Int. J. Emerg. Technol. Learn.

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It can be argued that multimodal digital literacy practices promote the development of literacy skills needed for today’s world without being constrained to one mode of learning. Anecdotal evidence suggests that the employment of multimodal practices during instruction within EFL classrooms in the Kingdom of Saudi Arabia (KSA) is minimal and fraught with obstacles to its effective utilization. It is, therefore, essential to determine whether this is the case and, if so, to develop strategies that would ameliorate this situation. This study, therefore, sought to identify KSA postsecondary EFL instructors’ self-reporting of their use of various types of technology, computer software, and online software; the different teaching/learning and assessment strategies that they employ; the obstacles they face with the use of technology in their classrooms; and their beliefs about the use of multimodal digital literacy practices for teaching and learning. The study, which was based on the premises of social semiotic theory, utilized a mixed-methods design from which survey and focus group interview data were triangulated. The findings demonstrated that while most postsecondary EFL instructors have a strong positive attitude towards multimodal digital literacy practices and make robust use of specific types of technology and software programs, obstacles prevent these practices from being more widely and frequently deployed in the KSA. Suggestions for how to make a transformation to a more pronounced use of multimodal practices happen, and the limitations to the study are also presented.

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Do Saudi EFL Teachers Promote Creativity in Their Classrooms?

Cited by 14 publications

References 23 publications

The Role of E-learning in Studying English as a Foreign Language in Saudi Arabia: Students’ and Teachers’ Perspectives

The Role of E-learning in Studying English as a Foreign Language in Saudi Arabia: Students’ and Teachers’ Perspectives

Teaching Practices of EFL Teachers and the Enhancement of Creative Thinking Skills among Learners

Postsecondary Instructors’ Perspectives on Teaching English as a Foreign Language by Means of a Multimodal Digital Literacy Approach

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