English Language Teaching and Cultural Implications in Saudi Arabia

Farooq, Muhammad; Soomro, Abdul Fatah; Umer, Muhammad

doi:10.5539/ijel.v8n3p177

Cited by 6 publications

(6 citation statements)

References 17 publications

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“…In constant with Hui's (2010) findings, the results revealed teachers' willingness and readiness to engage in cultural teaching while some problems were observed in their perception of some aspects linked with the activities employed, the assessment methods used, and the cultural teaching practices. The findings also go hand in hand with Farooq, Soomro, and Umer's (2018) results, which revealed that teachers are aware of integrating culture and language in their teaching.…”

Section: Discussionmentioning

confidence: 57%

Intercultural Learning in Moroccan Higher Education: A Comparison between Teachers’ Perceptions and Students’ Expectations

Echcharfy

2020

IJREE

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In light of the new millennium, there has been a growing need for learners who can live and act as intercultural speakers/intermediaries in such a globalized world. This need, therefore, has brought a new learning pedagogy called "Intercultural Learning", aims to provide an everlasting learning process to prepare intercultural speakers for cross-cultural encounters. However, the way intercultural learning is perceived by the teachers would differ from the way it is perceived by the students, which may affect the learning outcomes. In this respect, the present study aims to compare teachers' perceptions with students' expectations regarding intercultural learning in Moroccan higher education. To this end, with a total sample of 51 participants (teachers "N=25" & students "N=26"), two Likert scale questionnaires were used. Based on descriptive and inferential statistics, the findings indicated that most of the teachers held positive perceptions by showing a high degree of agreement with different aspects of intercultural learning namely, the cultural aspects of language teaching, the cultural topics covered, the techniques and the assessment methods used in intercultural learning. Regardless of students' disagreement with some aspects of intercultural learning, the results revealed that they showed positive and high expectations about most of the aspects. Furthermore, on the basis of independent samples t-test, the results indicated that the means of the two groups are not significantly different, and so there is no significant difference between teachers' perceptions and learners' expectations regarding intercultural learning. The study provides insightful implications for teachers and learners regarding intercultural learning.

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Section: Discussionmentioning

confidence: 57%

Intercultural Learning in Moroccan Higher Education: A Comparison between Teachers’ Perceptions and Students’ Expectations

Echcharfy

2020

IJREE

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“…Only one instrument is used in the study, which is a questionnaire instrument. This questionnaire instrument was adapted and modified based on the instrument built by Farooq et al (2018). It consisted of three sections: (A) the background information of the respondent: GIL secondary school teachers' personal information, educational background and teaching experience of the respondent, (B) 15 items about the GIL secondary school teachers' perceptions regarding the importance of teaching German culture in GIL classroom, and (C) 14 items about GIL secondary school teachers' classroom activities.…”

Section: Methodsmentioning

confidence: 99%

“…Integrating culture into FL or L2 teaching is an area in language research that attracted the attention of many scholars and researchers during the last decades (Byram & Kramsch, 2008;Farooq et al, 2018;Liddicoat & Scarino, 2013;Nguyen et al, 2016;Putra & Musigrungsi, 2022). The application or involvement of cultural aspects in teaching foreign languages has long been debated by scholars.…”

Section: Statement Of Problemmentioning

confidence: 99%

The Importance of Teaching Culture in German as an International Language Classroom in Malaysia

Kok

Singh²

2022

MJSSH

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This study aims to explore teachers’ perceptions of the importance of culture in teaching German as an international language in secondary schools in Malaysia based on the interrelationship between language and culture which are closely related. The quantitative method through questionnaires was conducted to collect data. A total of 66 Malaysian secondary school German teachers were involved in this study. The results show that teachers agreed on the involvement of German culture in the German language curriculum. They are generally aware of the importance of teaching and integrating culture in the foreign language classroom and they often conducted cultural language activities in their teaching practice. Based on the results, some implications are obtained from the study on the importance of integrating culture in the German language classroom and recommendations are made for future studies.

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“…Arab learners perceive writing in the traditional style, abiding by rules and a specific structure (Altheneyan & Boayrid, 2019). Farooq et al (2018) also found that culture plays a significant role when a learner learns English as a foreign language; it becomes essential to understand the target language's culture to express thoughts, ideas, and feelings copiously.…”

Section: Research Studies On Iep Academic Writing Skills-mentioning

confidence: 99%

Exploring Teachers and Students’ Perceptions towards Emergency Online Learning Intensive English Writing Course during COVID-19 Pandemic

Sheerah¹,

Yadav²,

Allah³

et al. 2022

AWEJ

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For ages, teaching and learning face-to-face has been very popular and considered the best way to achieve knowledge and accomplish academic activities. However, during the Covid-19 Pandemic, where on the one side, the whole world was searching for a solution to cope with the situation on the other side online learning demonstrated a substantial alternative. The present paper aimed to investigate the teachers and students’ perceptions of the emergency online learning process, especially for intensive English writing courses. The study is descriptive using the qualitative research methodology. The two focus groups (teacher and student) are interviewed, consisting of 42 participants, asking open-ended questions mainly about the benefits and challenges of the writing course during the Pandemic. The paper ends with the teachers and students’ positive response that indicates the thrilled and jubilant welcome of the synchronized online/virtual learning in the latest situation that emerged due to the Pandemic. Eventually, the study discussed the quality assurance efforts, particularly towards the spontaneous conduction of lectures infused with motivation, responsibility, discipline, and flexibility offered without any interruption. The Internet proved a great learning tool in assuring many resources.

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English Language Teaching and Cultural Implications in Saudi Arabia

Cited by 6 publications

References 17 publications

Intercultural Learning in Moroccan Higher Education: A Comparison between Teachers’ Perceptions and Students’ Expectations

Intercultural Learning in Moroccan Higher Education: A Comparison between Teachers’ Perceptions and Students’ Expectations

The Importance of Teaching Culture in German as an International Language Classroom in Malaysia

Exploring Teachers and Students’ Perceptions towards Emergency Online Learning Intensive English Writing Course during COVID-19 Pandemic

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