Education Context and English Teaching and Learning in the Kingdom of Saudi Arabia: An Overview

Alrashidi, Oqab; Phan, Huy P.

doi:10.5539/elt.v8n5p33

Cited by 129 publications

(167 citation statements)

References 15 publications

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“…A study conducted by Altwaijri (1982) revealed that the students from Saudi government schools have been studying English language since 10 years, but their performance is not satisfactory. Therefore, most of the students lack the skills and motivation of learning English language, who are admitted in university programs after passing from high schools (Alrashidi & Phan, 2015;Al-Nasser, 2015). There is an immediate need of conducting various academic projects and search for improved teaching qualities at the Saudi government schools to implement the objectives and aims of vision 2030.…”

Section: Literature Reviewmentioning

confidence: 99%

Changes Required in Saudi Universities Curriculum to Meet the Demands of 2030 Vision

Yusuf¹

2017

IJEF

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The evaluation of changes required in the Saudi universities curriculum to meet the demands of 2030 vision has been focused in the study. The qualitative research design has been employed to evaluate existing issues, prevailed among the students in Saudi universities. Systematic review has been adopted as a research method to identify the gaps in existing curriculum and associated problems within Saudi Universities. The findings revealed that there are certain barriers that may influence the implementation of the vision 2030 adversely in Saudi Arabia. Therefore, recommendations based on the analysis have been made, which included future research studies to be conducted that may look into more areas of educational sector. The results represented that there are certain barriers that may influence the implementation of vision 2030 adversely in Saudi Arabia. Therefore, the study has made recommendations, which include conducting future investigations that will explore further fields.

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Section: Literature Reviewmentioning

confidence: 99%

Changes Required in Saudi Universities Curriculum to Meet the Demands of 2030 Vision

Yusuf¹

2017

IJEF

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“…The stages of schooling for both boys and girls' schools are the same, and so are the educational facilities and syllabi, albeit for "small differences to meet the needs of each gender" (Alrashidi & Phan, 2015).…”

Section: Gender and Education In Ksamentioning

confidence: 99%

“…The first public school was established in 1930, two years before the founding of present-day Saudi Arabia (Alrashidi & Phan, 2015). For the first thirty years, however, only male students were enrolled in schools.…”

Section: Gender and Education In Ksamentioning

confidence: 99%

Children, Gender and School Curricula in Saudi Arabia

Ghalib

2017

IJEL

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The present study investigates the effect of gender representation in Saudi Arabian school curricula on children's value systems and social character. In particular, the study examines gender distribution in first-grade school textbooks in Saudi Arabia where schooling, and education at large, is single-sex throughout. The data for the study is constituted by six textbooks prescribed for the first school semester at boys' and girls' schools. The study attempts a content analysis of the texts and illustrations in these textbooks in order to examine the representation, indeed construction, for the children of society and the stereotypical social roles of its members. Analysis reveals a gendered representation. Women suffer low visual and verbal visibility, and are almost completely denied occupations. Moreover, social activity is segregated by gender, with women appearing mostly in indoor activities and men in outdoor activities. The paper concludes by revisiting these findings against the backcloth of the idiosyncratic religious and cultural character of the Saudi society in which gender differences are normalized.

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“…Altwaijri (1982) stated that "Saudi students study English for nearly ten years, yet their overall performance level in English is low" (p. 6). For the above-mentioned reasons, the majority of students, who move from high school to university, generally lack the skills and motivation in learning and in acquiring English language, and that lack is evidenced by their low scores (Al-Nasser, 2015;Alrahaili, 2013;Alrashidi & Phan, 2015;Elyas & Picard, 2010). Thus, it was necessary to take initiatives and to conduct comprehensive academic projects for searching for the best ways and means to improve the quality of teaching and learning English at Saudi government schools.…”

Section: Literature Reviewmentioning

confidence: 99%

Attitudes and Perceptions of Saudi EFL Teachers in Implementing Kingdom of Saudi Arabia’s Vision 2030

Al-Zahrani¹,

Rajab²

2017

IJELE

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The study aimed at exploring the attitudes and perceptions of English as a Foreign Language (EFL) teachers at public schools in the Kingdom of Saudi Arabia, in achieving the Kingdom"s "2030 Vision" which relates to the development of education in general and to the EFL discipline in particular. The study adopted the descriptive approach by utilizing a survey tool for the study which consisted of nineteen items divided into four constructs. The study sample consisted of 550 female and 450 male, Saudi government schools EFL teachers from the main regions of the Kingdom. The results of the statistical analysis of the responses of the participants indicated overwhelmingly a high level of positive attitude towards professional development in the teaching of English Language (EL), reaching 91% as well as a near unanimity in the responses of the participants which was reflected in the lack of statistically significant relationship between the responses of the participants towards implementing 2030 vision through the achievement of professional development as well as working towards establishing international networking with teachers of English in various countries around the ISSN 2325-0887 2017 www.macrothink.org/ijele 84 world. The results also indicated that there are still certain obstacles that may adversely affect the implementation of the vision of Saudi Arabia in 2030. Thus, the researchers have made several recommendations including conducting future research studies that will look into further areas not covered by this study.International Journal of English Language Education

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Education Context and English Teaching and Learning in the Kingdom of Saudi Arabia: An Overview

Cited by 129 publications

References 15 publications

Changes Required in Saudi Universities Curriculum to Meet the Demands of 2030 Vision

Changes Required in Saudi Universities Curriculum to Meet the Demands of 2030 Vision

Children, Gender and School Curricula in Saudi Arabia

Attitudes and Perceptions of Saudi EFL Teachers in Implementing Kingdom of Saudi Arabia’s Vision 2030

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