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All Journal English Review: Journal of English Education Indonesian EFL Journal Indonesian Journal of English Language Teaching and Applied Linguistics Language, Technology, and Social Media
Tariq Elyas
King Abdulaziz University
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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THE IMPACT OF CRITICAL THINKING ON LEARNERS’ EFL VOCABULARY RETENTION: THE ARAB CONTEXT Tariq Elyas; Budor S. Al-Zahrani
Indonesian EFL Journal Vol 5, No 2 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v5i2.1901

Abstract

This experimental study aimed to investigate the impact of a critical thinking based pedagogical approach on learners’ retention ability of EFL vocabulary.  There were two groups in the study: an experimental and a control group. The experimental group received vocabulary instruction with a critical thinking-based approach whereas the control group was taught in the conventional methods of vocabulary teaching. The treatment consisted of seven lessons delivered over 12 weeks. At the end of the treatment, the immediate posttest was administered and two weeks after the immediate posttest, the delayed posttest was administered. The resulting data were subjected to descriptive and inferential statistical analysis using SPSS software. The results showed that the experimental group outperformed the control group. Based on these results, the researchers concluded that the adopted critical thinking-oriented language instruction to EFL vocabulary has a positive effect on vocabulary retention, with implications for policy-makers, teacher trainers and teachers.
NATIVE ENGLISH SPEAKERS VERSUS NON-NATIVE ENGLISH SPEAKERS: THE IMPACT OF LANGUAGE TEACHERS ON EFL LEARNER'S ENGLISH PROFICIENCY Tariq Elyas; Noor Motlaq Alghofaili
English Review: Journal of English Education Vol 7 No 2 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v7i2.1773

Abstract

In the field of TESOL, the perception that Native English Speaking Teachers (NESTs) are better than Non-Native English Speaking Teachers (NNESTs) has influenced language schools, recruitment policies and institutional leadership practices. The tendency to recruit more NESTs and achieve improved learning outcomes can be seen in English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts. This paper aims to investigate whether NESTs or NNESTs have any impact on the EFL learners’ language proficiency in Saudi EFL context. This quantitative study adopts pretest-posttest experimental and ex post facto designs to determine students’ achievement in two language skills, namely speaking and listening. The two groups of participants are EFL students in a foundation year program at a Saudi Arabian University. One group was taught by a NEST and the other by a NNEST. The quantitative data were analyzed by using SPSS. The findings indicated that teachers’ nativeness and backgrounds have no significant effects on the Saudi EFL learners’ speaking and listening skills. Here, Saudi EFL learners can equally perform in classes taught by NESTs or NNESTs. In the light of the findings, the study suggests that recruitment policy should not be influenced by the employers’ belief that NESTs possess better teaching skills than NNESTs.  
The Implementation of Critical Thinking in a Saudi EFL Context: Challenges and Opportunities Budor Saeed Al Zahrani; Tariq Elyas
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 1, No 2 (2017): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (167.785 KB) | DOI: 10.21093/ijeltal.v1i2.21

Abstract

The aim of this paper is to explore the challenges to, and benefits of, fostering of critical thinking (CT) in the Saudi EFL (English as a foreign language) context.  In the next section, the concept of CT will be clarified.  In the following two sections, possible challenges or barriers to CT, whether religious or pedagogical, in the Saudi context are analyzed and refuted.  After discussing the religious and the educational background of this issue, practices for promoting CT inside EFL classrooms are described.  Finally, the benefits of incorporating CT strategies into language learning are outlined.
Culture in Advertisements: A Discursive and Semiotic Analysis of Maestro Pizza Advertisements in Saudi Arabia Hajer Mohammed Albogami; Nuha Alshurafa; Tariq Elyas; Maather Alrawi
Language, Technology, and Social Media Vol. 3 No. 2 (2025): December 2025 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.v3i2.271

Abstract

Advertisements have long been acknowledged not merely as tools for product promotion but as powerful cultural agents that reflect and shape societal values. This study critically examines the cultural and ideological underpinnings embedded in Maestro Pizza advertisements aired on Saudi National Days 88, 89, and 91. Employing Fairclough’s Critical Discourse Analysis (CDA) and Barthes’ Semiotic Theory, this research investigates twelve selected visual frames from three advertisements to uncover how Saudi cultural identities, historical figures, and social norms are represented. The findings highlight the prominence of cultural symbols such as national landmarks, historical narratives, and the evolving image of Saudi women, illustrating how these advertisements align with national ideologies and social conventions. This study underscores the significance of advertising as a medium for cultural transmission, offering new insights into how advertisements can reflect and perpetuate national identity in the context of Saudi Arabia. The implications of these findings contribute to the broader field of media studies and cultural representation in advertising.
Co-Authors Budor S. Al-Zahrani Budor Saeed Al Zahrani Hajer Mohammed Albogami Maather Alrawi Noor Motlaq Alghofaili Nuha Alshurafa