English Education Policy in Saudi Arabia: English Language Education Policy in the Kingdom of Saudi Arabia: Current Trends, Issues and Challenges

Barnawi, Osman Z.; Al-Hawsawi, Sajjadullah

doi:10.1007/978-3-319-46778-8_12

Cited by 48 publications

(51 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…All participants had Arabic as their first language. They started learning English in grade 4 of primary school and had received approximately 1600 hours of EFL instruction between their public school and university education [ 67 ]. Two additional participants were excluded because they did not guess or did not look up any target words during the training sessions (see below).…”

Section: Methodsmentioning

confidence: 99%

Exploring the effect of lexical inferencing and dictionary consultation on undergraduate EFL students’ vocabulary acquisition

Alahmadi

Foltz

2020

PLoS ONE

View full text Add to dashboard Cite

This study compares how lexical inferencing and dictionary consultation affect L2 vocabulary acquisition. Sixty-one L1 Arabic undergraduates majoring in English language read target words in semi-authentic English reading materials and were either asked to guess their meaning or look it up in a dictionary. A pre- and delayed post-test measured participants’ knowledge of target words and overall vocabulary size. The results show a significant and comparable learning effect for both vocabulary learning strategies (VLS), with a higher pre-test vocabulary size related to a larger learning effect for both VLS. In addition, the better participants were at guessing correctly, the better they learned words through inferencing. The results suggest that both VLS are equally effective for our learner group and that learners’ overall vocabulary size influences the amount of learning that occurs when using these VLS.

show abstract

Section: Methodsmentioning

confidence: 99%

Exploring the effect of lexical inferencing and dictionary consultation on undergraduate EFL students’ vocabulary acquisition

Alahmadi

Foltz

2020

PLoS ONE

View full text Add to dashboard Cite

show abstract

“…Policymakers in Saudi Arabia thought that Cambridge and Oxford textbooks could be used in Saudi Arabia; although they were effective in many regions, they may not work well in Saudi Arabia. There is also a rate race of obtaining accreditation among different faculties in different universities in Saudi Arabia (Barnawi & Al-Hawsawi, 2017). This race may result in developing negative impact on educational system such as a language choice and educational reforms that may not match the needs of Saudi people in their particular context (Barnawi & Al-Hawsawi, 2017).…”

Section: International Journal Of Educationmentioning

confidence: 99%

“…There is also a rate race of obtaining accreditation among different faculties in different universities in Saudi Arabia (Barnawi & Al-Hawsawi, 2017). This race may result in developing negative impact on educational system such as a language choice and educational reforms that may not match the needs of Saudi people in their particular context (Barnawi & Al-Hawsawi, 2017). Such an anomaly was observed in 2007 when the Ministry of Education decided to substitute the local English curricula designed by a group of female supervisors from Jeddah, although its content was derived from the context of Saudi culture.…”

Section: International Journal Of Educationmentioning

confidence: 99%

Causes of Paradigm Shift from EFL to ESL in Higher Education in Saudi Arabia

Alzhrani

Alkubaidi

2020

IJE

View full text Add to dashboard Cite

The use of English as a Foreign Language (EFL) in Saudi Arabia does not appear to continue in the coming years on account of its strong commitment towards the 2030 vision that aims to reformulate and restructure the foundations of the social and economic fabric of the Saudi society. The Arabic language holds its significance in the society due to being a religious language. The current review has analyzed the paradigm shifts from EFL to ESL in higher education in The Kingdom of Saudi Arabia and predicted the future of English in Saudi Arabia. The major challenge that policymakers may encounter would be how to localize education of English language to meet the Saudi norms and standards of learning while at the same time modernize and internationalize the higher education through western theoretical knowledge and the English language. Suggestions regarding these aspects may direct individuals involved in language planning in Saudi Arabia.

show abstract

“…Furthermore, the Ministry of Education (MoE) has endorsed intensive preparatory-year English programmes at local HE institutions in the country in order to help first-year college/university students to enhance both their linguistic and communicative competencies. English has become a medium of instruction at most public and private colleges/universities across the country, and areas such as science, medicine, engineering and information technology are taught exclusively in English (Barnawi & Al-Hawsawi, 2015).…”

Section: The Status Of English Education In the Kingdom Of Saudi Arabiamentioning

confidence: 99%

Re-reading Your CELTA Training Course: A Case Study of Four International Teachers Working at a Saudi HE Institution

Barnawi¹

2016

ELT

Self Cite

View full text Add to dashboard Cite

This paper examines the philosophy and underlying assumptions of one of the most popular short TESOL teacher training courses, CELTA-Certificate in Teaching English to Speakers of Other Languages. The findings from semi-structured interviews with four international teachers working at a Saudi HE institution that were designed to discover how these teachers viewed their CELTA training in retrospect are also presented. These findings show that the CELTA course was based mainly on a performance-based philosophy (competency-based training-CBT), which is an inappropriate approach for language teacher education. The paper also contends that it is inappropriate to realize language teacher education on a performance-based philosophy such as this, and that furthermore, in light of the neoliberal globalization of English education, the uncritical acceptance of language teachers with such qualifications in particular discourse communities may bring more contradictions to the already complex role a teacher is required to play.

show abstract

English Education Policy in Saudi Arabia: English Language Education Policy in the Kingdom of Saudi Arabia: Current Trends, Issues and Challenges

Cited by 48 publications

References 18 publications

Exploring the effect of lexical inferencing and dictionary consultation on undergraduate EFL students’ vocabulary acquisition

Exploring the effect of lexical inferencing and dictionary consultation on undergraduate EFL students’ vocabulary acquisition

Causes of Paradigm Shift from EFL to ESL in Higher Education in Saudi Arabia

Re-reading Your CELTA Training Course: A Case Study of Four International Teachers Working at a Saudi HE Institution

Contact Info

Product

Resources

About