Factors Influencing Non-Native EFL Teachers’ Identity Construction at a Saudi School in Kuala Lumpur, Malaysia

Othman, Juliana; Aljuhaishi, Sultan Fahd

doi:10.24093/awej/vol12no3.35

Cited by 4 publications

(3 citation statements)

References 22 publications

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“…Previous studies showed that a positive work environment significantly impacts teacher identity (Cao et al, 2022;Othman & Fahd Aljuhaishi, 2021). In this study, the work environment significantly affects social identity but does not have a significant effect on personal identity.…”

Section: Working Environment and Female Teachers' Identitymentioning

confidence: 47%

Using Two-Factor Theory to Examine Female Teachers’ Identity in Higher Education Institutions in China

Xiong,

Subramaniam,

Dan

et al. 2023

E-BPJ

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The number of female teachers in higher education institutions in China has exceeded half of the total number of teachers. However, their work and quality of life are far from reaching the ideal level, with many facing an identity dilemma. Based on the two-factor theory, using purposive sampling,125 female teachers in higher education institutions were given a questionnaire. Independent t-test and correlation analysis was used to examine the factors affecting the female teachers’ identity in China’s higher education institutions. This study suggests solutions to improve female teachers' identity dilemmas and their quality of life.

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Section: Working Environment and Female Teachers' Identitymentioning

confidence: 47%

Using Two-Factor Theory to Examine Female Teachers’ Identity in Higher Education Institutions in China

Xiong,

Subramaniam,

Dan

et al. 2023

E-BPJ

View full text Add to dashboard Cite

show abstract

“…(Doan & Hamid, 2021;Lee, 2020). Similarly, researchers have numerous opportunities to address how the learning expectations communicated by EFL instructors conflict sharply with sociocultural norms (Othman & Aljuhaish, 2021;Sung & Zhang, 2021). While instructors strive to assist all learners in improving their proficiency levels, there may be unintended contributions to reinforcing existing educational norms.…”

Section: Discussionmentioning

confidence: 99%

Exploring Motivation and Engagement: Sociocultural Influences on Saudi Female EFL Learners

Alharbi

2024

hesj

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The major theoretical works of Albert Bandura and Lev Vygotsky apply to this quantitative study on how female English as a Foreign Language (EFL) learners enrolled at a public university in Saudi Arabia respond to the sociocultural orientations influencing motivation and engagement in foreign language learning. By evaluating the peer-reviewed academic literature and accounting for evidence gaps in this research area, the study seeks to address how a small group comprised of the target population feels motivated and engaged with the EFL instructional content. The main results revealed that female EFL learners in Saudi Arabia prefer learning a second language in collaborative environments with peers. While these results provide empirical evidence that young women in Saudi Arabia have more opportunities to become proficient in L2 English and participate in the global economy, these results suggest that in Saudi Arabia, there are increasing opportunities for young learners to achieve proficiency in L2 English and engage in the global economy. Furthermore, the role of technological innovation in enhancing learner autonomy is noteworthy. Additionally, the prevailing sociocultural norms in Saudi Arabia influence the skill sets acquired by EFL learners. Future studies on how female EFL learners in Saudi Arabia respond to constructive emotional and intellectual challenges will help researchers close evidence gaps. The future research implications of this study are such that ongoing progress is possible despite the limitations.

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“…Magno (2009) suggests that EFL teachers need to know how language is acquired, including strong beliefs about EFL learning, improving approaches towards the learning-teaching method, and EFL teachers should have the strength, expertise, and skills to deal with emerging issues in the course. Othman & Aljuhaish (2021) added that the professional identities that teachers or lecturers allow themselves and others are essential to the materials they teach and their relations with their students (Othman & Aljuhaish, 2021). This implies that lecturers' identities are relevant in their decision-making about their role and how they prepare their teaching approaches.…”

Section: Efl Teachers' Experiences and Perceptions Of Their Learnersmentioning

confidence: 99%

Learning English in an Arabic context: a study of first-year Libyan university students' challenges in the learning of English.

Aljoundi

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This study sought to identify the challenges that lecturers and students faced in developing English language communicative competence for academic purposes at a university within the College of Humanities situated in Zliten city in the north of Libya. This research canvassed students’ and lecturers’ experiences and perceptions in the teaching and learning of academic English in a foreign language context. Within a case study approach, a convergent mixed methods research design was used. Data was collected through qualitative and quantitative methods in an interpretative paradigm. The study employed three data generation methods, a semi-structured interview, focus group discussion, and questionnaires. The findings suggest that the qualitative and quantitative findings in this study can be classified into four categories of EFL Libyan learning challenges namely: linguistic, cultural, institutional, and structural challenges. Linguistic challenges are those related to language issues confronted by both lecturers and students. Most participants (lecturers and students) agreed that Arabic and English are linguistically dissimilar. They are unable to comprehend academic literature in the English language because of the phonological differences between Arabic and English. It is considered the most common linguistic challenge with respect to student anxiety and inadequacy regarding the attainment of academic English proficiency. The cultural challenge manifests as a dissonance between students’ cultural predilections and the decoding required for meaning making in English as a foreign language. A cultural insistence and expectation for Arabic hegemonic communication exacerbates the development of communicative competence in the target language. Institutional challenges are described as the general position of higher education in Libya, and the problems students encounter when joining this education system. The effect of insular politics also negatively impacts effective institutional operations. Finally, structural challenges were related to the overall teaching program coherence. This included the lack of appropriate curriculum design standards and poorly designed policies of English language teaching and learning. The study concludes by making suggestions to improve communicative competence in the target language at the research site.

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Factors Influencing Non-Native EFL Teachers’ Identity Construction at a Saudi School in Kuala Lumpur, Malaysia

Cited by 4 publications

References 22 publications

Using Two-Factor Theory to Examine Female Teachers’ Identity in Higher Education Institutions in China

Using Two-Factor Theory to Examine Female Teachers’ Identity in Higher Education Institutions in China

Exploring Motivation and Engagement: Sociocultural Influences on Saudi Female EFL Learners

Learning English in an Arabic context: a study of first-year Libyan university students' challenges in the learning of English.

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