Enhancement of Higher Education Teaching of English in Saudi Arabia

Abstract

The research focused on the use of peer-observation of learning and teaching (POLT) as an approach to evaluating the teaching of English in institutions of higher education in Saudi Arabia. The existing literature has supported the relevance of POLT as a new approach to ensuring quality assurance and improving student-learning outcomes. The research involved 107 respondents who had different qualifications as teachers of English in institutions of higher education in Kingdom of Saudi Arabia. The study revealed an overwhelming support for the approach in terms of improving the quality of English learning in the country. The implementation of the approach requires the support of the accreditation bodies in the country, as well as the involvement of respective universities and collaboration with teachers for the best learning and teaching outcomes.

“Because more trust now”: The Role of Peer Observation of Teaching in Building a Faculty Community of Practice

“…Faculty developers' perceptions of peer observation of teaching in this study mirror the existing literature regarding enhanced collegiality, relationship building, and increased and improved communication (Albaiz, 2016;Bell & Mladenovic, 2008;Hendry et al, 2021;Hendry & Oliver, 2012;Shousha, 2015). However, the importance placed by the participants on the values of 'trust, ' 'honesty' and 'mutuality'-i.e., authenticity, were heightened within this faculty development community.…”

“…As researched by several, peer observation of teaching or PoT can enhance teaching and learning practices, increase collegiality, boost educators' confidence, and increase collaboration (Albaiz, 2016;Bandura, 1977;Bell & Mladenovic, 2008;Hendry et al, 2021;Hendry & Oliver, 2012;Shousha, 2015;York St. John University, 2018). Gosling (2002) defines three PoT models: evaluation or management model, development model, and peer review model.…”

Exploring the Impact of Ineffective Formal Communication between Teachers and Students: A Case Study of Mustaqbal University and Jubail University College, Kingdom of Saudi Arabia

“…As one participant stated, "As a teacher, I focus on the use of both verbal and non-verbal forms of communication; sometimes, I utilize blackboards and JUC emails for announcements and online practices." Teachers, therefore, should focus on implementing non-verbal forms of communication, on reaching out to students who may have issues with verbal communication (Albaiz, 2016;Kassem, 2019;Alrabai, 2017b). Thus, the implementation of non-verbal communication such as gestures maintains eye contact; facial expressions would be effective in improving the communication process.…”