English-Mediated Presentations in Pharmacy: Exploring Literacy Practices among Saudi Female Undergraduates

Abstract

Despite the complex nature of language learners' needs, researchers on language use in tertiary education tend to look at these needs through textual analyses associated with written discourse more than any other aspect of language use. Because learners' needs, however, extend to include recognizing the challenges and situated nature of language use among learners (Hyland, 2006), this article adopts a social account of literacy (Barton, 1994;Barton and Hamilton, 1998;Street, 1984;Pahl & Rowsell, 2012) to explore the literacy practices surrounding how year-five female undergraduates engage with English-mediated oral presentations in pharmacy at a Saudi Arabian university. The article offers a situated understanding of these undergraduates' views of English as a considerable challenge in this literacy event to provide a more in-depth understanding of how undergraduates address this challenge. The article concludes by offering some suggestions as to how knowledge of the social practices surrounding learners' engagement with reading and writing can help to inform EAP pedagogical practices.

‘We Were Scared of Catching the Virus’: Practices of Saudi College Students During the COVID-19 Crisis

“…According to Bin Dahmash (2019) and Alghamdi (2020), the practices of female college students can be used to refer to patterns of behaviour distinct from literacy events. Bin Dahmash (2019) explored the literacy practices of seven Saudi undergraduates using English on social media drawing on ethnographic tools.…”

“…This assertion was reinforced by the suggestion that drawing on the linguistic knowledge language learners already have, as well as their current language practices, could help teachers determine what content and reading strategies they need to teach (Barton & Potts, 2013). Indeed, Alghamdi (2020) contended that exploring the social practices of language learners using English in different environments is vital when designing educational plans to meet students' needs.…”