Saudi EFL Teachers’ Readiness and Perceptions of Young Learners Teaching at Elementary Schools

Malihi, Joza Fahd Al

doi:10.5539/elt.v8n2p86

Cited by 8 publications

(6 citation statements)

References 12 publications

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“…Previous research on teacher preparedness in Malaysia has shown that teachers are not always equipped for educational reform (Alazzam, Bakar, Hamzah, & Asimiran, 2012). Al Malihi (2015) in Saudi Arabia and Ekwueme, Ekon, and Ezenwa-Nebife (2015) in Nigeria found that teachers were not adequately prepared for a change in education policy in their respective countries. According to Lynch, Smith, and Menter (2016), readiness" refers to the willingness of educational workers to actively participate in reform initiatives.…”

Section: Teaching Readinessmentioning

confidence: 98%

Teachers’ readiness and usage of online teaching practices in the Kingdom of Saudi Arabia: An empirical investigation

Husain,

Ali,

Saifi

et al. 2023

JEELR

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The substantial disruption caused by the COVID-19 epidemic to the world's education system is only one of the many setbacks the world has recently experienced. The transition of the students from their offline learning mode to a fully digital approach was not easy from the beginning for them. The online teaching readiness heavily relied on their competencies and skills to adapt the pedagogy, training, technical skills, a proper mindset and new roles. This research endeavors to evaluate the readiness of the teachers belonging to higher education institutions (HEIs) to handle online education based on the online teaching readiness model. A systematic questionnaire with 30 statements was used by the researcher to collect and analyse data from 296 HEI lecturers in Saudi Arabia. Smart PLS3 was used to attain reliability, convergent, discriminate validity and model fitness. These programs will help equip the teachers with the necessary technical skills, pedagogy, competency and readiness to comprehend the requisite techniques of online teaching and the vital strategies for keeping their students engaged. Technical proficiency, pedagogy, competency and teaching readiness show a direct relationship with online education. On the other hand, attitude and training do not show any relationship with online education.

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Section: Teaching Readinessmentioning

confidence: 98%

Teachers’ readiness and usage of online teaching practices in the Kingdom of Saudi Arabia: An empirical investigation

Husain,

Ali,

Saifi

et al. 2023

JEELR

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“…There must be a comprehensive strategy for teaching English to young learners that takes into account the specific characteristics and needs of this age group. the pre-service teachers may help young earners develop strong language skills and a lifelong interest in education by implementing these research-based practices in their English language classrooms (Al Malihi, 2015;Restuningrum, 2018). The use of technological aids in TEYL, including smart boards, applications, and online materials, is on the rise.…”

Section: Teaching English To Young Learnersmentioning

confidence: 99%

“It’s Exciting and Motivating”: Pre-Service Teachers in Teaching English to Young Learners in Kurikulum Merdeka Implementation

Khunaivi,

Anshori,

Hidayah

2023

sicee

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Caused by the Covid-19 pandemic, rapid shifts in teaching strategies have exposed preservice teachers to novel difficulties and opportunities. Because of these shifts, pre-service teachers now face new challenges in teaching English, especially to young learners in the implementation of Kurikulum Merdeka. The purposes of this study were to explore how pre-service teachers prepared themselves in teaching English to young learners and what made them excited and motivated in teaching English to young learners at the Islamic elementary level. Joining teaching practice at the Islamic elementary level directly made pre-service teachers challenged in doing such kinds of teaching and learning processes in handling the learners in the implementation of Kurikulum Merdeka. To overcome these problems, the pre-service teachers employed such kinds of strategies by utilizing inventive pedagogical tools like the "Snake and Ladder" and "Beberan" Game Board, as well as teaching strategies like project-based learning and cooperative learning. This study suggested that future preservice teachers needed more appropriate strategies and media, especially in teaching English to young learners at the Islamic elementary level. Finally, pre-service teachers needed to find ways to get the young learners involved and working together in the classroom and they culled the best strategies and media in the teaching and learning process.

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“…The questionnaire consisted of closed-ended questions and few open-ended ones. The researcher formulated the questionnaire based on that of Fahd Al Malihi (2015) and Khalil and Kholofelo Semono-Eke (2020). The 16 questions (Appendix A) contain demographic, background, and others that reveal the English teacher's teaching methods, materials, and opinions.…”

Section: Instrumentmentioning

confidence: 99%

Current Teaching Methods Used for English Language Teaching in Upper Elementary School and the Preferred Ones for the Lower Grades

Alhindi¹,

Halabi²

2021

ELR

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There is no doubt that the teaching method has a significant effect on the student`s outcome and the responsibility for choosing the right method falls on the teacher. With experience, the teacher will be able to decide which method will fit the student’s needs. This research examines the most popular teaching methods and materials for teaching the English language in Saudi public schools, particularly in the upper elementary grades. It also aims to explore the perceptions of English language teachers of the methods and materials they consider to be the most effective in the teaching of lower elementary grades in Saudi public schools, who will be exposed to the English language for the first time. The sample of the study comprised 44 English teachers in Saudi public schools. The findings show that the majority of the English language teachers use Communicative Language Teaching (CLT) either alone or with other teaching methods. Moreover, most of them are willing to use it with the low grades of elementary. The findings also show that the most used materials in the classroom are videos, pictures, audiovisuals and the least used are written texts. These were the same materials that the teachers would like to use (with the same order of preference) for teaching the lower elementary grades. The findings have implications for current English language teachers who are willing to change their way of teaching and future teachers who would benefit from being aware of the effective methods of teaching the elementary grades in particular.

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Saudi EFL Teachers’ Readiness and Perceptions of Young Learners Teaching at Elementary Schools

Cited by 8 publications

References 12 publications

Teachers’ readiness and usage of online teaching practices in the Kingdom of Saudi Arabia: An empirical investigation

Teachers’ readiness and usage of online teaching practices in the Kingdom of Saudi Arabia: An empirical investigation

“It’s Exciting and Motivating”: Pre-Service Teachers in Teaching English to Young Learners in Kurikulum Merdeka Implementation

Current Teaching Methods Used for English Language Teaching in Upper Elementary School and the Preferred Ones for the Lower Grades

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