مجال
التميز
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تميز دراسي وبحثي وإبداع علمي
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البحوث المنشورة
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البحث (1):
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عنوان البحث:
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EFL
Teachers Employability in Saudi Arabia: Native and Non-Native Speakers
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رابط الوصول:
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Link
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تاريخ النشر:
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Dec 2012
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موجز عن البحث:
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This paper explores the process of hiring
EFL teachers, the criteria used, and the effect of the status of applicants
as native/non-native speakers of English on their employment potential. A
questionnaire surveyed 56 recruiters in Saudi Arabia by asking them to listen
to five speakers applying for teaching jobs by leaving voice messages on an
employer’s answer machine. The analysis of the data revealed that the
academic qualification, teaching experience, native speaker status, nationality,
and accents of the applicants were perceived to be important as hiring
criteria. Also, it was found that the participants who assigned more
importance to the status of the applicant as native or non-native speaker,
nationality, and accent perceived the non-native speakers to be less
qualified and therefore had limited chances in employability.
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المؤتمرات العلمية:
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المؤتمر (1):
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عنوان المؤتمر:
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Annual
International Conference on Language, Literature and Linguistics
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تاريخ الإنعقاد:
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09/07/2012
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بلد
ومكان الإنعقاد:
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Singapore
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طبيعة
المشاركة:
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Presentation
of a paper
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عنوان
المشاركة:
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EFL Teachers
Employability in Saudi Arabia: Native and Non-Native Speakers
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الملخص:
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Recently, the issues of Non-Native English
Speaker Teachers (NNESTs) have been gaining considerable attention in applied
linguistics. One of these issues is the employability of NNESTs all over the
world and the hiring practices of EFL programme administrators. In the UK and
the US, the literature showed that Native English Speaker Teachers (NESTs)
have a privileged status as they are perceived as model speakers and ideal
teachers. Thus, the NESTs have an advantage of over their NNESTs
counterparts. Also NNESTs are often perceived as having a lower status in the
profession and therefore they have been shown to face discriminatory
attitudes when applying for teaching positions (Mahboob, 2003; Clark and
Paran, 2007)
Obviously, the research to date has taken into
consideration only the context of English speaking countries and has left
behind the non-English speaking world. Therefore, this paper endeavours to
fill such apparent gap by asking two questions: 1- What are the important hiring criteria used in the recruitment of
EFL teachers in the Saudi higher education institutions? 2- Does the status
of applicants as native/non-native English speakers affect their hiring
potential?
A questionnaire was administered to 56
respondents. The data analysis
revealed that the academic qualification, teaching experience, native speaker
status, nationality, and accents of the applicants were perceived to be
important as hiring criteria in this particular order. Also, it was found
that the participants who assigned more importance to the status of the
applicant as native or non-native speaker, nationality, and accent perceived
the non-native speakers to be less qualified and therefore had limited
chances in employability.
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المؤتمر (2):
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عنوان المؤتمر:
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5th
Annual International Conference on Literature, Languages and Linguistics
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تاريخ الإنعقاد:
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July 2012
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بلد
ومكان الإنعقاد:
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Athens,
Greece
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طبيعة المشاركة:
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Presentation
of a paper
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عنوان المشاركة
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EFL Textbook
Evaluation: Saudi Perspective
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الملخص:
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Textbook Evaluation
has been the topic of a variety of education-related articles and books.
Overall, the existing body of literature can be divided into two main
categories, the one providing checklist criteria for conducting the
evaluation process, and the other encompassing empirical research on the
issue. However, none of the latter category attempted to triangulate
teacher-student attitudes towards a certain textbook.
The current
study addresses this gap in the literature by investigating the effectiveness
of Interactions II Writing through the attitudes of teachers and
students at Riyadh Teachers College, Saudi Arabia, who were involved in using
the textbook. The evaluation process included Likert scale questions about
the topics, activities, aspect of writing, language, and visuals of the
textbook. It also incorporated open-ended questions for qualitative
interpretations. The participants’ sample included 36 male Saudi students and
4 male Arab teachers at Riyadh Teachers College in Saudi Arabia.
The findings indicate
that Interactions II was positively perceived by both groups of
participants since most of its topics were considered stimulating, and its
activities helpful for developing students’ writing skills. The qualitative
analyses revealed that to some of the participants the mechanics of writing
seemed more important than the process of writing.
Some
observations were made about culture-related problems in the textbook. Other
observations touched upon biases of Interactions II Writing
toward gender and culture conveyed via the language or/and visuals in each
chapter.
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المؤتمر (3):
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عنوان المؤتمر:
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Saudi
Scientific International Conference
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تاريخ الإنعقاد:
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October
2012
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بلد
ومكان الإنعقاد:
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Brunel,
UK
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طبيعة المشاركة:
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Poster
presentation
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عنوان
المشاركة:
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Native
Speakership as a Qualification on its Own
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الملخص:
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Considerable attention in applied linguistics has
been given recently to the issues of Non-Native English Speaker Teachers
(NNESTs) especially their employability and the hiring practices of EFL programme
administrators. The literature shows that Native English Speaker Teachers
(NESTs) are usually preferred over NNESTs.
The research to date has considered only the
context of English speaking countries leaving behind the non-English speaking
world. Therefore, this paper endeavours to fill such apparent gap by asking this
central question: To what extent are less
qualified NESTs preferred over qualified NNESTs?
A questionnaire, which included a listening task,
was administered to 56 respondents. The data
analysis revealed that less qualified NESTs were indeed preferred over
qualified NNESTs. Also, it was found that qualified NNESTs, especially
Asians, had significantly limited chances of employment owing to the fact
that they were perceived less qualified merely because of their NNEST status,
accents, and nationalities.
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جوائز التكريم:
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الجائزة (1):
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مسمى الجائزة:
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Best Student
Research Paper
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الجهة المانحة:
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Global
Science Technology Forum
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تاريخ منح الجائزة:
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July 2012
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مجال التكريم:
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Language, Literature
and Linguistics
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