دكتوراه
علوم إنسانية واجتماعية
University of Exeter
مجال التميز | بحثي ودراسي |
البحوث المنشورة |
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البحث (1): | |
عنوان البحث: | A Sociomaterial Perspective of the Challenges of Implementing the Communicative
Approach in Saudi State Schools |
رابط إلى البحث: | https://dx.doi.org/10.24093/awej/vol12no4.20 |
تاريخ النشر: | 11/12/2021 |
موجز عن البحث: | Despite its dominance in the field of teaching English as a second/foreign language, the implementation of the Communicative Language Teaching (CLT) approach continues to be challenging and problematic. A similar set of constraints – including but not limited to challenges related to educational cultures, contextual and conceptual factors, and lack of authentic materials and facilities – have been reported as factors hindering CLT implementations in many contexts. Language teaching and learning materials and facilities are crucial elements that have been found to affect communicative language teaching implementation. However, the issue of how those material elements can affect CLT implementation has rarely been the focus of research in CLT implementation studies. In this paper, the researcher examines the effect of language teaching and learning materials on teachers’ ability to teach communicatively. Thus, informed by sociomateriality this paper attends to a gap in the literature about how material elements of the curriculum hinder the implementation of the communicative language teaching approach in the Saudi context. The data examined in this study were collected through classroom observations and semi-structured interviews. The analysis of the findings indicated that material elements in the curriculum exerted agency and power, hindering teachers’ ability to teach communicatively and learners’ ability to improve their learning experiences. The report concludes with practical implications related to the complexity of curriculum development and implementation and the emergent nature of such processes as webs of entangled human/nonhuman relations that give rise to education. |
المؤتمرات العلمية |
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المؤتمر (1): | |
عنوان المؤتمر: | CamTESOL |
تاريخ الإنعقاد: | 05/02/2021 |
مكان الإنعقاد: | Virtual |
طبيعة المشاركة: | presentation |
عنوان المشاركة: | Exploring Curriculum Development in Saudi Arabia: Saudi Primary EFL Teachers’ Perspectives on the Implementation of CLT into State-Schools’ English Curriculum. |
ملخص المشاركة: | In the past two decades educational policies have been fundamentally changed in Saudi Arabia. One of these changes is the adoption of the communicative language teaching (CLT) approach. This study investigates teachers’ perspectives on the challenges they face while implementing CLT into the English curriculum at the primary level in state-schools. This study is exploratory and interpretive in nature. The research data in this study is drawn from three main sources: a questionnaire, unstructured classroom observations, and semi-structured interviews. The participants are primary Saudi EFL teachers. The findings of the study indicate that teachers are under increasing performative pressures that have raised feelings insecurity and dissatisfaction with the profession. The findings show that EFL teachers perceive informal in-service training as “mediocre” and “disconnected from reality”. Findings also show that ineffective administrative practices are major challenges that hinder any successful CLT implementation. This study should be of value to those in the realm of education wishing to resolve two fundamental questions: what could educational policy and curricular changes signify beyond the obvious pedagogical changes on the instructional level, and what effects do they have on teachers and their practice? |
المؤتمر (2): | |
عنوان المؤتمر: | TESOL Arabia |
تاريخ الإنعقاد: | 21/03/2019 |
مكان الإنعقاد: | Dubai |
طبيعة المشاركة: | Presentation |
عنوان المشاركة: | Curriculum Innovation in Saudi Arabia: a Critical Analysis of the Implementation of CLT into the Saudi Educational Context |
ملخص المشاركة: | The major aim of this paper is based on the argument that the implementation of CLT into the Saudi context will not be an easy task given the fact that some of the characteristics of the Saudi educational culture are in some sort of conflict with CLT. I will address this argument by comparing some of the core principles underlying CLT against the features that characterize the Saudi educational culture. To do this I have reflected on my experience as a former Saudi student, who went through the “old traditional” curriculums, an elementary level English teacher for a short period of time, and now as an early childhood teacher’s educator. Moreover, I looked at research studies conducted in other similar EFL contexts, mainly China, Korea, and Turkey, about curriculum innovation and the introduction of CLT in these contexts. My claim of the similarity between those EFL educational contexts and the Saudi educational context is based on two major foundations. First of all, the ELT field in those contexts experienced a shift from “traditional” teaching methodologies to the CLT approach in a particular period of time, which is what is happening recently in the Saudi ELT context. Secondly and more importantly, during my review of the literature published in those educational contexts most of the studies (Burnaby & Sun, 1989; Li, 1998; Yu, 2001; Jin & Cortazzi, 2006; Hu, 2005; Ozsevik, 2010; Karakas, 2013) reported a relatively similar set of difficulties and constraints that faced the implementation of and transition to CLT due to some sort of conflict between the principles of CLT and the characteristics of the educational culture in each single context. The set include difficulties that fall in four major categories: 1-by the teachers; 2- by the learners; 3- by the educational systems; 4- by the nature of CLT itself. The nature of the distinctive features of each educational culture in each context may vary, but still my argument is that these contexts are somewhat similar to the Saudi context in the existence of such a conflict and some of the difficulties faced that produce and result in complicating the experience of implementing CLT. |
المرفقات
- https://uksacb.org/wp-content/uploads/AWEJPaperAcceptanceLetter-1.pdf
- https://uksacb.org/wp-content/uploads/CamTESOLCertificate-1.pdf
- https://uksacb.org/wp-content/uploads/CamTESOLconferencePowerPointPresentation.pdf
- https://uksacb.org/wp-content/uploads/CamTESOLprsenterRecognitionCertificate-1.pdf
- https://uksacb.org/wp-content/uploads/TA2019-conference-1.pdf
- https://uksacb.org/wp-content/uploads/TESOLArabia2019-notification-for-paper-92-1.pdf
- https://uksacb.org/wp-content/uploads/TESOLArabiaConference2019-1.pdf