مجال
التميز
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تميز دراسي و بحثي
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البحوث المنشورة
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البحث (1):
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عنوان البحث:
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Integrating Computer-Assisted Language
Learning in Saudi Schools: A Change Model
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رابط البحث:
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Click here
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تاريخ النشر:
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04/10/2015
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موجز عن البحث:
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Computer-assisted language learning (CALL) technology and
pedagogy have gained recognition globally for their success in supporting
second language acquisition (SLA). In Saudi Arabia, the government aims to
provide most educational institutions with computers and networking for
integrating CALL into classrooms. However, the recognition of CALL’s efficacy
does not translate into easy acceptance and integration in English as a
Second Language or English as a Foreign Language (ESL/EFL) classrooms in
Saudi schools, particularly where teaching of both English language and
information and communication technologies (ICT) is subject to religious and
cultural constraints. There are other barriers that impede native Arabic
speakers from learning English. Accordingly, the research question addressed
in this paper is an exploration of the overt and covert factors that affect
CALL use and integration in Saudi Arabian secondary schools. A case study
approach using mixed methods was employed to interview and observe a
sample of teachers and school inspectors in urban and rural secondary
schools. Results were supplemented with an online questionnaire and analysed
using both descriptive statistics and thematic analysis.
The findings lead to recommending a model to address the covert
and overt issues identified, and provide systematic support for integrating
CALL into Saudi Arabian English language classrooms
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المؤتمرات العلمية:
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المؤتمر (1):
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عنوان المؤتمر:
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9th International technology,
education and development conference INTED2015
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تاريخ الإنعقاد:
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02/03/2015
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مكان
الإنعقاد:
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Madrid, Spain
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طبيعة المشاركة:
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Oral Presentation
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عنوان المشاركة:
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FACTORS AFFECTING COMPUTER-ASSISTED LANGUAGE LEARNING IN SAUDI
ARABIA CLASSROOMS
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ملخص المشاركة:
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Computer-assisted language learning (CALL)
technology and pedagogy have gained recognition globally for their success in
supporting second language acquisition (SLA). In Saudi Arabia the government
aims to provide most educational institutions with computers and networking
for integrating CALL into classrooms. However, the recognition of CALL’s
efficacy does not translate into easy acceptance and integration in English
as a Second Language or English as a Foreign Language (ESL/EFL) classrooms in
Saudi schools particularly where teaching of both English language, and
information and communication technologies (ICT) is subject to religious and
cultural constraints. There are ranges of other barriers that impede native
Arabic speakers from learning English. Accordingly, the research question
addressed in this paper is an exploration of the overt and covert factors
that affect CALL use and integration in Saudi Arabian secondary schools. A
case study approach using mixed methods was employed to interview and observe
a sample of teachers and school inspectors in urban and rural secondary
schools. Results were supplemented with an online questionnaire and analysed
using both descriptive statistics and thematic analysis.
Previous research has identified the objective
of CALL as ‘normalisation’ or complete integration of computers into everyday
classroom life where they are used routinely by language students and
teachers in the same manner as other learning tools. This concept is used as
a standard by which to identify the material and non-material factors that
impede SLA along with the technological pedagogical content knowledge (TPACK)
model and the technology acceptance model (TAM) (Alsofyani, bin Aris, Eynon,
& Abdul Majid 2012) created to improve and understand the use of
technology acceptance in classrooms. Ostensibly, the fact that young learners
are already familiar with blogging, online chatting and gaming, iPods,
smartphones and instant messaging should enhance the efficacy and ease of
introducing digital technologies into the classroom. Yet despite teachers and
students having access to a variety of ICT in a personal capacity, the
analysis of results suggests that they are unable to integrate CALL
effectively because of both overt and material constraints to do with access,
training and resources on the one hand, and less tangible cultural and
religious reasons that affect motivation and attitudes on the other. Urban
and rural schools experience these factors differently. While constraints are
not directly linked to lack of funding, or interest at the policy level,
where the Ministry of Education has an express commitment to improve English
language teaching, the results suggest some ambivalence about policy
implementation.
The conclusion draws on the findings to
recommend a model, emerging from the analysis, which proposes to address the
covert and overt issues the study identifies, and provide systematic support
for integrating CALL into Saudi Arabian English language classrooms.
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المؤتمر (2):
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عنوان المؤتمر:
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IT in Teacher Education (ITTE) UK Annual Conference
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تاريخ الإنعقاد:
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8-10/07/2013
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مكان
الإنعقاد:
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Bedford – UK
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طبيعة المشاركة:
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Paper presentation
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عنوان المشاركة:
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Factors affecting CALL use in Saudi
education system
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ملخص المشاركة:
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Factors affecting CALL use &
Integration in Saudi Arabia Secondary schools. To successfully integrate CALL
technology into EFL classrooms, institutions need to understand the issues
that most strongly affect technology use and to provide their faculty members
with the support required to integrate CALL into their teaching methods.
Based on individual needs analyses and clearly defined educational goals,
institutions can decide on the appropriate number of computers and scope of
CALL facilities required by their particular teachers and students. The
Ministry of Education in Saudi Arabia since last decade actively encourages
the use of CALL in public schools. However, even with the huge funding, there
are some overt and covert factors that affecting CALL use and integration in
the Saudi schools. The aim of this study is to investigate and explore the
overt and covert factors that affecting CALL use and integration in Saudi
Arabia secondary schools. As suggested by Berge, any new introduction of technology
should come after careful planning, strategic goals and direction. (Berge,
1995) For the digital age to be embraced within the classroom, it has to be
alongside a professional education that recognises the new methodology and
not simple practical ability
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المؤتمر (3):
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عنوان المؤتمر:
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6th Saudi Students Conference
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تاريخ الإنعقاد:
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11-14/10/2012
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مكان
الإنعقاد:
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London.UK
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طبيعة المشاركة:
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Paper presentation
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عنوان المشاركة:
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Exploring the
nature of the Saudi English teachers’ beliefs and attitudes toward EFL and its effect on their teaching practice.
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ملخص المشاركة:
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The Kingdom of Saudi Arabia (KSA) is emerging as a global player
in world politics and commerce. To sustain its growth and development it
needs to be involved in international dialog at all levels, both state and
street. English is the Lingua Franca of the world, and the Saudi government
has focused on increasing the proficiency of English at all levels of
education. To this end English as a Foreign Language (EFL) has been made
mandatory at schools and institutes of higher education. However, the quality
of Saudi learners EFL is abysmal. Even after years of study, most students
are unable to communicate in English, and have only the most basic reading
and writing skills. This state of learner incompetence can be partly
attributed to negative teacher attitudes , beliefs and unproductive classroom
practices. This paper examines the reasons behind negative teacher attitudes
and their relation to classroom practices. It was found that almost half the
EFL teachers in KSA are biased against English. These biases have led to
demotivated teachers; who are teaching only for economic security. They use
normative language teaching methods, and learners have little communicative
practice in English within or without the classroom. Furthermore, such
methods promote rote learning and learners are dispirited, displaying no
motivation to learn, and focusing only on passing exams. The Saudi EFL education
system needs an urgent overhaul to address the root cause of this learner
apathy and incompetence in EFL– the negative attitudes of Saudi EFL teachers.
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المؤتمر (4):
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عنوان المؤتمر:
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BETT Show
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تاريخ الإنعقاد:
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January 2015
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مكان
الإنعقاد:
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London.UK
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طبيعة المشاركة:
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Paper Presentation
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عنوان المشاركة:
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Factors affecting New Technologies use in Saudi classrooms
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ملخص المشاركة:
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To successfully integrate technology into EFL classrooms,
institutions need to understand the issues that most strongly affect
technology use and to provide their faculty members with the support required
to integrate CALL into their teaching methods. Based on individual needs
analyses and clearly defined educational goals, institutions can decide on
the appropriate number of computers and scope of CALL facilities required by
their particular teachers and students. The aim of this research is to
investigate the overt and covert factors that affect effective use and
integration of CALL in Saudi Arabia secondary schools.
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