Saudi Students’ Willingness to Communicate and Success in Learning English as a Foreign Language

Alqahtani, Majed

doi:10.17507/jltr.0606.06

Cited by 10 publications

(11 citation statements)

References 18 publications

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“…Al-Mohanna (2011), for example, examines aspects of classroom interaction which negatively impact the development of oral communication among university learners. Alqahtani (2015) investigates the difficulties faced by Saudi language learners that surrounds their willingness to learn English. Rafada and Madini (2017) study speaking-related anxiety in English language university classrooms.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In relation to research methodologies, quantitative methods which rely on questionnaires and surveys are commonly employed in language research within the Saudi context (e.g., Al-Khotaba, Alkhataba, Abdul-Hamid & Bashir, 2019;Alqahtani, 2015;Alrasheedi, 2020;Eissa, 2019;Javid, Al-Asmari, & Farooq, 2012, Soomro & Farooq, 2018. Qualitative methods, in contrast, do not seem to be similarly popular.…”

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confidence: 99%

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Learning to Present in English: Exploring the Voices of Preparatory-Year Female Undergraduates in Saudi Arabia

Alghamdi¹

2021

AWEJ

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This study examines how a group of students enrolled in preparatory year program at a Saudi university describe their experiences while engaging with a specific literacy event, i.e. oral presentations in an English as a Foreign Language classroom. It adopts a case study methodology that relies on qualitative data-collection techniques, including reflections written by female undergraduates, informal conversations with these undergraduates, observational fieldnotes of classroom activities and a research journal. Relying on a social understanding of literacy, collected data are thematically analysed to examine how students view their experiences in this academic literacy event. Three major themes are highlighted in this study in relation to students’ experiences with this event: topic choice, fear and anxiety and the gains and losses associated with learning to prepare and make short presentations in English. Discussion sheds light on the impact of these experiences on the identity positions that learners develop and negotiate to participate in this event. It also highlights some of the challenges that mediate students’ experiences in this event and how they recognize and address these challenges. The study draws attention to the need for more in-depth, qualitative research to examine academic literacy events in tertiary education in which learners’ voices are brought to light to explore the situated nature of learning and its impact on learners.

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Section: Literature Reviewmentioning

confidence: 99%

mentioning

confidence: 99%

Learning to Present in English: Exploring the Voices of Preparatory-Year Female Undergraduates in Saudi Arabia

Alghamdi¹

2021

AWEJ

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“…Many studies have been conducted to investigate some factors that related to L2 WTC. It was found that The L2 willingness to communicate has correlation to students' motivation (Hashimoto, 2002), integrative motivation (Peng, 2007), (Alqahtani, 2015) gender (Nadafian & Mehrdad, 2015), multiple intelligence (Mohammadzadeh & Jafarigohar, 2012). motivation, social and culture are several factors that affects students' willingness to communicate in English which effect students' success in learning English (Alqahtani, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…It was found that The L2 willingness to communicate has correlation to students' motivation (Hashimoto, 2002), integrative motivation (Peng, 2007), (Alqahtani, 2015) gender (Nadafian & Mehrdad, 2015), multiple intelligence (Mohammadzadeh & Jafarigohar, 2012). motivation, social and culture are several factors that affects students' willingness to communicate in English which effect students' success in learning English (Alqahtani, 2015). language learning orientation (Zarrinabadi & Abdi, 2011) and social support (MacIntyre et al, 2001) also had correlation to the L2 WTC.…”

Section: Introductionmentioning

confidence: 99%

EFL Learners’ Willingness to Communicate, Language Learning Orientation, and Social Support in Kampung Inggris Pare

Saidah

2021

Eralingua

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this current study conducted to investigate any significant relationship among students’ willingness to communicate and language learning orientation as well as any significant relationship between students’ WTC and social support. It used quantitative design. There were 78 students participated in this study. They were studying English in Kampung Inggris Pare. For collecting the data, the students were asked to fill out three questionnaires; WTC questionnaire consist of 25 items, Language learning orientation questionnaire of20 items, and social support of 6 items. Pearson Product moment correlation was applied for calculating the data to know any possible correlation between the variables. From the data analysis showed that any significant correlation between students’ willingness to communicate and their language learning orientation. However, there was no any significant correlation between students’ WTC and social support. The result of the study showed that students’ language learning orientation is the best motivation for students to improve their English proficiency trough their willingness to communicate in regard to four English skills, speaking, reading, writing and comprehension. Although social support over all did not give significant correlation, some support from other friend and teacher positively correlated to students’ WTC in regard to speaking and writing skill. Keywords: Willingness to Communicate, Language Learning Orientation, Social Support

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“…This general concern with textual analyses of written discourse is also echoed within investigations of English language learning and teaching in Saudi Arabia which often focus on identifying and addressing the challenges and difficulties that English language learners face. In relation to research methodology, these studies tend to rely heavily on quantitative methods, including surveys and textual analyses (e.g., Alqahtani, 2015;Alzubi d., 2017;Javid, Al-Asmari, & Farooq, 2012;Liton, 2012). Fewer studies adopt qualitative methodologies to provide deep understanding of situated uses of language (e.g., Barnawi, 2016;Ababneh, 2016;Mahboob & Elyas, 2014;Barnawi & Phan, 2015;Nazim & Hazarika, 2017).…”

Section: Introductionmentioning

confidence: 99%

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

Alghamdi¹

2020

AWEJ

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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.

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Saudi Students’ Willingness to Communicate and Success in Learning English as a Foreign Language

Cited by 10 publications

References 18 publications

Learning to Present in English: Exploring the Voices of Preparatory-Year Female Undergraduates in Saudi Arabia

Learning to Present in English: Exploring the Voices of Preparatory-Year Female Undergraduates in Saudi Arabia

EFL Learners’ Willingness to Communicate, Language Learning Orientation, and Social Support in Kampung Inggris Pare

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

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