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Flipped classroom strategy and Saudi secondary students' grammar proficiency AlQout, Abeer Mohammed; Alhamami, Munassir
English Learning Innovation Vol. 5 No. 1 (2024): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v5i1.29409

This study investigated the impact of FC on Saudi secondary school students' grammar proficiency. The participants in this study were 61 Saudi female students from the second level of secondary school. The participants were divided into two groups: the control group consisted of 30 students, and the experimental group consisted of 31 students. The control group was taught using the traditional method of instruction, while the experimental group was taught using FC. The data collection instrument was a pretest and posttest that were designed by the researchers. The pretest was administered at the beginning of the intervention, and the posttest was administered after a period of four weeks. The data from the pretest and posttest were analyzed quantitatively. The findings of the study revealed that FC did not have a significant impact on students' performance in grammar. There was no statistical difference between the scores of the students in both groups in the posttest. This study contributes to the existing literature on FC by providing evidence that FC does not have a significant impact on students' performance in grammar. One explanation is the potential mismatch between the self-directed nature of online education and the level of maturity and discipline typically expected from high school students. Also, other factors, such as the quality of the instructional materials and the teacher's pedagogical skills, may be more important than FC in improving students' grammar proficiency.

Saudi K-12 teachers' views on English teaching using technology Al-alami, Aisha Mohammed; Alhamami, Munassir
English Learning Innovation Vol. 5 No. 1 (2024): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v5i1.31613

Teachers play a vital role as key stakeholders in the educational process. They have comprehensive insights into specific challenges that schools encounter, and their perspectives can provide in-depth presentations on particular issues faced within schools. This study investigated the perceptions of Saudi K-12 teachers on the use of technologies in teaching English as a foreign language (EFL). A mixed-method study was conducted in 13 K-12 schools in the southern part of Saudi Arabia to investigate teachers' perceptions of using technologies in teaching and learning EFL. The study involved 35 teachers, both male and female, who teach English at different levels in K-12 education. Quantitative data were collected through questionnaires (n = 30) and analyzed quantitatively. Qualitative data were collected through interviews (n = 5) and analyzed thematically. The study found that Saudi K-12 teachers generally have positive perceptions of the use of technologies to teach English in their classrooms. They believe that technologies can improve student motivation, engagement, and achievement. They also believe that technologies can give students access to a wider range of resources and help them develop 21st-century skills. The study also identified some challenges to the use of technologies in Saudi K-12 education, such as lack of teacher training, limited access to technology, and cultural factors. However, the study also provided valuable insights into the criteria that teachers use to choose technologies to teach English in Saudi Arabia. The findings of this study have implications for the development of technology policies and practices in K-12 schools. The findings also provide valuable insights for teachers and researchers who are interested in the use of technologies in EFL in general and K-12 education in particular.

The effect of movies on listening comprehension for Saudi EFL students Alqahtani, Samah Abdullah; Alhamami, Munassir
Englisia: Journal of Language, Education, and Humanities Vol 11, No 2 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i2.20302

This study investigated the effectiveness of using movies to improve the listening skills of Saudi EFL students and their attitudes towards movie-based activities. A questionnaire was administered to 147 participants, 113 of whom were female and 34 of whom were male. The participants were divided into four age groups: 18-20 years, 21-25 years, 26-30 years, and above 30 years. Participants were required to have no history of hearing impairment or learning disabilities that may affect listening skills. Descriptive and inferential statistics were used to analyze the data. The results showed that movies had a positive impact on students' listening skills, and most participants had a positive attitude towards using movies as a learning tool. However, some challenges were also identified, such as finding appropriate movies and lacking guidance on effective movie use. The findings of this study have implications for English language teachers, providing insights into the benefits and challenges of using movies, and suggesting the need for training programs on incorporating movies into language teaching. Overall, this study contributes to understanding how technology-based tools like movies can enhance language learning outcomes.

Translanguaging in the ESP Context: Saudi Students' Perceptions of the Bilingual Practices Alasmari, Muhammad; Qasem, Fawaz Ali; Alhamami, Munassir
ELT Worldwide: Journal of English Language Teaching Vol 11, No 1 (2024)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v11i1.60894

Applied linguists address translanguaging from a variety of angles to comprehend its effectiveness, applicability, and how it supports or undermines social and educational goals in various bilingual and multilingual environments around the world. A small number of studies have been carried out to demonstrate the reality of pedagogical translanguaging in the context of higher education and, more specifically, in countries where the official language is distinct from the language of instruction in language education. Therefore, this study broadens the understanding of translanguaging practices in English for Specific Purposes (ESP) programs in Saudi universities through the perceptions and perspectives of ESP undergraduate students. The participants of this study were ESP 150 students at the University of Bisha. The data was obtained quantitatively and qualitatively using three research tools: the learners’ questionnaire, observation of teaching sessions, and semi-structured interviews with the learners. The findings indicated that students have a positive attitude towards translanguaging. They found it a useful pedagogical strategy to improve their understanding of ESP terminologies and their field-related complex terms. On the pedagogical level, the study contributed to the field of translanguaging by providing a clear picture of how students perceive translanguaging and how the use of the mother tongue along with English in the classrooms was significant in engaging the students in the learning process.

Perceptions of Saudi EFL Teachers on the Adequacy of Textbooks Somaili, Maryam Hassan; Alhamami, Munassir
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 7 No. 2 November (2023): ENGLISH FRANCA : Academic Journal of English Language and Education pr
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v7i2.8450

This study evaluated elementary school EFL textbooks (We Can Series) from the perspectives of male and female teachers in Saudi Arabia. A quantitative approach was used, with data collected through a questionnaire. The questionnaire, adopted from Alharbi (2017), consisted of 49 items arranged into five textbook evaluation criteria: layout and design, textbook objectives, language methods and activities, language skills, and general evaluation. The questionnaire was administered online using Google Forms to 51 primary school teachers. The results of the study revealed that the primary-stage textbooks are efficient in terms of layout and design. The objectives are stated and highlighted in each section, all language skills are included, there are an appropriate number of activities and exercises, and there are instructions beside each part of the content. However, the study also found that the book's objectives, exercises, skills, and teaching methods are inappropriate for learners' needs at these levels; the number of lessons allocated each week is insufficient for the book's content; there is no logical progression between topics; and supplemental materials such as test models are not available. Additionally, there was a lack of cohesion and sequencing between textbooks in the "We Can Series." In light of these results, the researcher suggested some recommendations for addressing the drawbacks of the EFL primary school textbooks. These recommendations include: revising the objectives and exercises to better align with learners' needs; increasing the number of lessons allocated each week; providing a logical progression between topics; and developing supplemental materials such as test models. The study concludes that the We Can Series has the potential to be an effective EFL textbook series, but that some revisions are necessary to address the identified drawbacks. The recommendations made by the researcher should be considered by the publishers of the We Can Series in order to improve the textbooks and make them more suitable for use in Saudi Arabian elementary schools.

Saudi Undergraduate EFL Learners' Listening Strategies Al-shehri, Yasmeen; Alhamami, Munassir
Tamaddun Life Vol 22 No 2 (2023): December
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v22i2.579

Listening comprehension is a critical skill for English as a foreign language (EFL) learners, and it is particularly challenging for Saudi EFL learners due to the differences between Arabic and English phonology. This study investigated the listening strategies used by EFL learners. The Listening Comprehension Strategy Inventory (LCSI) was administered to 73 Saudi EFL learners in a Saudi public university. The survey was divided into three sections: metacognitive, cognitive, and socio-affective strategies. The results showed that the most commonly used listening strategies in each category were: Metacognitive strategies: using prior knowledge and experience to help understand, predicting what will be said, and checking understanding. Cognitive strategies: focusing on key words, repeating words to become familiar with sounds, and using context clues; and Socio-affective strategies: developing a positive attitude towards listening, and believing that it is possible to understand what will be heard. comparing the results of the three constructs show that participants had the highest mean scores for cognitive strategies, followed by metacognitive strategies, and then socio-affective strategies. The results suggest that Saudi EFL learners use a variety of listening strategies. This study contributes to the field by providing new insights into the listening strategies used by Saudi EFL learners.

The effect of movies on listening comprehension for Saudi EFL students Alqahtani, Samah Abdullah; Alhamami, Munassir
Englisia Journal Vol 11 No 2 (2024)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i2.20302

This study investigated the effectiveness of using movies to improve the listening skills of Saudi EFL students and their attitudes towards movie-based activities. A questionnaire was administered to 147 participants, 113 of whom were female and 34 of whom were male. The participants were divided into four age groups: 18-20 years, 21-25 years, 26-30 years, and above 30 years. Participants were required to have no history of hearing impairment or learning disabilities that may affect listening skills. Descriptive and inferential statistics were used to analyze the data. The results showed that movies had a positive impact on students' listening skills, and most participants had a positive attitude towards using movies as a learning tool. However, some challenges were also identified, such as finding appropriate movies and lacking guidance on effective movie use. The findings of this study have implications for English language teachers, providing insights into the benefits and challenges of using movies, and suggesting the need for training programs on incorporating movies into language teaching. Overall, this study contributes to understanding how technology-based tools like movies can enhance language learning outcomes.

English as a foreign language teaching approaches in Saudi K–12 education: teacher-centered or student-centered Alqahtani, Razan Mohammed; Alhamami, Munassir
Journal of Education and Learning (EduLearn) Vol 18, No 3: August 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i3.21303

This study explores the educational methodologies employed by Saudi English as a foreign language (EFL) teacher, with a specific emphasis on contrasting teacher-centered approachand student-centered approach. Additionally, the research examines the teachers' personal beliefs regarding the most effective approach for implementation in EFL classrooms. To gather data, an online questionnaire was administered to 42 EFL teachers across Saudi K–12 schools in the Southern part of Saudi Arabia. The questionnaire comprised two sections: a demographic information segment and an inquiry into teachers' perspectives and practices. The results of the study showed a dichotomy. While a majority of participants professed that both teacher-centered and student-centered methodologies carry equal importance, a more nuanced picture emerged when examining their claimed practices versus actual classroom behavior. The majority of EFL K–12 instructors in Saudi classrooms leaned towards adopting teacher-centered approaches. These findings hold significant implications for EFL teacher training and professional development courses. This may be due to teachers' lack of confidence in implementing student-centered approaches, the traditional educational culture in Saudi Arabia, or pressure to prepare students for high-stakes exams. The study suggests that teacher education programs should focus on developing teachers' understanding and confidence in using student-centered approaches, and that the Ministry of Education should create a more supportive environment for student-centered teaching approaches.

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