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hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41062437/Formative_Assessment_and_Consequential_Validity_A_Practice_Yet_to_be_Effectively_Implemented_in_Saudi_Higher_Education"><img alt="Research paper thumbnail of Formative Assessment and Consequential Validity: A Practice Yet to be Effectively Implemented in Saudi Higher Education" class="work-thumbnail" src="https://attachments.academia-assets.com/61332357/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41062437/Formative_Assessment_and_Consequential_Validity_A_Practice_Yet_to_be_Effectively_Implemented_in_Saudi_Higher_Education">Formative Assessment and Consequential Validity: A Practice Yet to be Effectively Implemented in Saudi Higher Education</a></div><div class="wp-workCard_item"><span>PJE</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Standardized tests have been found in various settings strongly influencing students' learning pr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Standardized tests have been found in various settings strongly influencing students' learning processes as well as outcomes, but such tests have been reported being unhelpful in improving student learning. In contrast, formative assessment (FA) is employed to help students know the level of their learning during a course and allow them to increase the standard of their learning, through knowing their learning weaknesses, receiving informative feedback from their teachers and applying adequate learning strategies, in order to achieve the formulated goals of the course. A thorough examination of empirical published research in the field revealed that insightful studies in Saudi academic context are still awaited. Therefore, this exploratory study was an attempt to investigate consequential validity of formative assessment at a Saudi university. To examine the nature of the consequential validity, data were collected from 960 English-major students via a survey (of whom 465 responded), 18 classroom observations and 4 focus-group interviews. The data underwent both statistical and content analysis. The results showed that FA, in the context of this study, seriously lacks intended consequential validity-positive impact on students' learning. Besides, the data indicated a strong unintended consequential validity i.e., negative bearing of FA on what the students learnt, how they learnt it and the depth of their learning. Therefore, it is recommended that FA practices should be urgently revisited with expert understanding for the</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="31c8b47b6033672eb7c0ed75091c6aa1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61332357,"asset_id":41062437,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61332357/download_file?st=MTczMjQyNzYyMiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41062437"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41062437"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41062437; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41062437]").text(description); $(".js-view-count[data-work-id=41062437]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41062437; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41062437']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41062437, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "31c8b47b6033672eb7c0ed75091c6aa1" } } $('.js-work-strip[data-work-id=41062437]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41062437,"title":"Formative Assessment and Consequential Validity: A Practice Yet to be Effectively Implemented in Saudi Higher Education","translated_title":"","metadata":{"abstract":"Standardized tests have been found in various settings strongly influencing students' learning processes as well as outcomes, but such tests have been reported being unhelpful in improving student learning. 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EDUCATION IN PAKISTAN: INFRASTRUCTURE AND PERCEPTIONS OF TRAINEE TEACHERS" class="work-thumbnail" src="https://attachments.academia-assets.com/61331910/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41062410/WEB_BASED_TEACHER_EDUCATION_IN_PAKISTAN_INFRASTRUCTURE_AND_PERCEPTIONS_OF_TRAINEE_TEACHERS">WEB-BASED TEACHER EDUCATION IN PAKISTAN: INFRASTRUCTURE AND PERCEPTIONS OF TRAINEE TEACHERS</a></div><div class="wp-workCard_item"><span>JSSIR</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the 2l"t century, technolog) has become an integral part of the education system and at the sa...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the 2l"t century, technolog) has become an integral part of the education system and at the same time both technologt and education are interrelated and interdependent. Technologt has facilitated the educational process in general and professional educalional institutes. A teacher b the focal person in the whole process and to keep abreasl with the developments, professional development b of ulmost importonce. To meet lhe increasing demand for professional development, various programs have been conceived for teacher deyelopment. In Pakistan, Allama lqbal Open University (AIOU) is ofering a Diploma and MA in Teaching of English a a Foreign Language (TEFL) through print-based distance education. The present research focuses on the problems being faced by the trainee teachers and their perception regarding integration of technologt in such programs. A survey was conducted covering three aspects: trainee teacher' access to technologt, problems being faced by them in print-based distance educalion, and their perceplion regarding the integration of technologt with lhe existing teacher education programs offered through print-based distance education. It was found that majority of the trainee teachers has access to internet. They want to improve their professional skills, but can't leave their institutes, so they have to continue their professional development through distance education programs. At the same time, they are facing problems in face+o-face tutorial meetings, assignments, coordination with tutors and peers. They perceived that if technologt is embedded with the existing print-based distance education programs, it wouldfacilitate them in their learning.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e873d4961006219b0c70ac238b141711" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61331910,"asset_id":41062410,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61331910/download_file?st=MTczMjQyNzYyMiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41062410"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41062410"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41062410; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41062410]").text(description); $(".js-view-count[data-work-id=41062410]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41062410; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41062410']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41062410, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e873d4961006219b0c70ac238b141711" } } $('.js-work-strip[data-work-id=41062410]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41062410,"title":"WEB-BASED TEACHER EDUCATION IN PAKISTAN: INFRASTRUCTURE AND PERCEPTIONS OF TRAINEE TEACHERS","translated_title":"","metadata":{"abstract":"In the 2l\"t century, technolog) has become an integral part of the education system and at the same time both technologt and education are interrelated and interdependent. 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It was found that majority of the trainee teachers has access to internet. They want to improve their professional skills, but can't leave their institutes, so they have to continue their professional development through distance education programs. At the same time, they are facing problems in face+o-face tutorial meetings, assignments, coordination with tutors and peers. They perceived that if technologt is embedded with the existing print-based distance education programs, it wouldfacilitate them in their learning.","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"JSSIR"},"translated_abstract":"In the 2l\"t century, technolog) has become an integral part of the education system and at the same time both technologt and education are interrelated and interdependent. Technologt has facilitated the educational process in general and professional educalional institutes. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41061895"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41061895/Enhancing_Writing_Skills_through_Blogs_in_an_Undergraduate_English_Language_Classroom_in_Pakistan"><img alt="Research paper thumbnail of Enhancing Writing Skills through Blogs in an Undergraduate English Language Classroom in Pakistan" class="work-thumbnail" src="https://attachments.academia-assets.com/61331866/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41061895/Enhancing_Writing_Skills_through_Blogs_in_an_Undergraduate_English_Language_Classroom_in_Pakistan">Enhancing Writing Skills through Blogs in an Undergraduate English Language Classroom in Pakistan</a></div><div class="wp-workCard_item"><span>Linguistics & Literature Review</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Web 2.0 technologies, including blogs, have opened up new avenues of personal and professional co...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Web 2.0 technologies, including blogs, have opened up new avenues of personal and professional communication. A blog is an online journal which can be continuously updated by its users (Matheson, 2004). Teachers are using blogs for activities and interaction with their students. The present study focused on using blogs for enhancing writing skills of undergraduate English language learners. A group of undergraduate English language learners was selected randomly and they were provided instructions through teacher's blog to improve their writing skills. Their writing skills (paragraph, essay and story writing) were assessed through pre-test and post-test focusing on structure, creativity and logical sequence of ideas. The finding revealed that they not only enhanced their writing skills but blogs created a collaborative learning environment as well.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="15c3da26998e36b96e9a416bde54e4ea" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61331866,"asset_id":41061895,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61331866/download_file?st=MTczMjQyNzYyMiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41061895"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41061895"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41061895; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41061895]").text(description); $(".js-view-count[data-work-id=41061895]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41061895; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41061895']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41061895, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "15c3da26998e36b96e9a416bde54e4ea" } } $('.js-work-strip[data-work-id=41061895]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41061895,"title":"Enhancing Writing Skills through Blogs in an Undergraduate English Language Classroom in Pakistan","translated_title":"","metadata":{"abstract":"Web 2.0 technologies, including blogs, have opened up new avenues of personal and professional communication. 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and Diphthongs among Punjabi Speaking EFL Learners" class="work-thumbnail" src="https://attachments.academia-assets.com/61331374/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41061787/Pronunciation_of_Monophthongs_and_Diphthongs_among_Punjabi_Speaking_EFL_Learners">Pronunciation of Monophthongs and Diphthongs among Punjabi Speaking EFL Learners</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://taif.academia.edu/ChoudharyJavid">Prof. Dr. Choudhary Z A H I D Javid</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/AishaNoor1">Aisha Noor</a></span></div><div class="wp-workCard_item"><span>ELF Annual Research Journal</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study attempts to analyze the academic needs of the Punjabi speaking EFL (henceforth PSEFL) ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study attempts to analyze the academic needs of the Punjabi speaking EFL (henceforth PSEFL) learners who face problems in the production of English monophthongs and diphthongs.Considering the nature of the study, the researchers adopted a problem-solution oriented research approach. This quasi-experimental study included 10 participants. The researchers analysed and interpreted data to understand pronunciation problem of monophthongs and diphthongs faced by Punjabi speaking EFL learners.The findings revealed that English monophthongs and diphthongs pose serious problems that affect both the competence and performance of the PSEFL learner: Making their speech phonologically poor and at times semantically ambiguous. The diphthongal perception of learners varies because of their academic and linguistic background. It transpired that PSEFL learners showed better sound patterns when teachers provided remedial measures to overcome the problematic sound of monophthongs and diphthongs. Based on the findings of the study, suggestions and recommendations have been forwarded to effectively deal with the problem areas of PSEFL learners which are spotted in this study.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cba9c49fb7047ed8340587da575eb1a6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61331374,"asset_id":41061787,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61331374/download_file?st=MTczMjQyNzYyMiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41061787"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41061787"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41061787; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41061787]").text(description); $(".js-view-count[data-work-id=41061787]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41061787; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41061787']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41061787, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "cba9c49fb7047ed8340587da575eb1a6" } } $('.js-work-strip[data-work-id=41061787]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41061787,"title":"Pronunciation of Monophthongs and Diphthongs among Punjabi Speaking EFL Learners","translated_title":"","metadata":{"abstract":"This study attempts to analyze the academic needs of the Punjabi speaking EFL (henceforth PSEFL) learners who face problems in the production of English monophthongs and diphthongs.Considering the nature of the study, the researchers adopted a problem-solution oriented research approach. 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Promote Saudi Undergraduates’ Academic Competence" class="work-thumbnail" src="https://attachments.academia-assets.com/61331355/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41060787/Formative_Assessment_Failing_to_Promote_Saudi_Undergraduates_Academic_Competence">Formative Assessment Failing to Promote Saudi Undergraduates’ Academic Competence</a></div><div class="wp-workCard_item"><span>Journal of Language, Linguistics and Literature </span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Undergraduate students are given research assignments as a formative assessment instrument to pro...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Undergraduate students are given research assignments as a formative assessment instrument to promote their self-learning and academic skills, and allow them to practice their creative repertoire to help them meet the pragmatic job-market demands of 21st century. This paper will describe the extent to which the English-major students at a Saudi University viewed research assignments instrumental in sharpening their academic skills and promoting their academic achievements. Data were collected via a Likert-scale questionnaire and four focus-group interviews to find answers to the research questions. The results showed that the research assignments triggered no significant development in the level of the students’ learning for various reasons, such as institutional, interpersonal and to some extent cultural, among others. The students passed research assignments without adequate understanding of the research topics and acquisition of academic skills that resulted in their surface-level learning, indicating very strong negative washback. Therefore, suggestions are presented that undergraduate research assignments should obligate students to comprehend properly, analyse thoroughly, and apply with maximum dexterity what they learn. Also, once the assignments are evaluated (graded), students must receive adequate constructive feedback, accurately communicated, to help them know where they performed well and where there is room for further improvement. Thus, this study offers direct implications to teaching, learning, and research in higher education, and questions the current oversights in the area of formative assessment and course requirements among teaching academics.<br />Keywords:  Academic Competence, Formative Assessment, Summative Assessment, Undergraduate Research Assignments, Washback</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="00fce9a956876223dcf5858bbbe20294" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61331355,"asset_id":41060787,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61331355/download_file?st=MTczMjQyNzYyMiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41060787"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41060787"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41060787; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41060787]").text(description); $(".js-view-count[data-work-id=41060787]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41060787; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41060787']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41060787, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "00fce9a956876223dcf5858bbbe20294" } } $('.js-work-strip[data-work-id=41060787]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41060787,"title":"Formative Assessment Failing to Promote Saudi Undergraduates’ Academic Competence","translated_title":"","metadata":{"abstract":"Undergraduate students are given research assignments as a formative assessment instrument to promote their self-learning and academic skills, and allow them to practice their creative repertoire to help them meet the pragmatic job-market demands of 21st century. This paper will describe the extent to which the English-major students at a Saudi University viewed research assignments instrumental in sharpening their academic skills and promoting their academic achievements. Data were collected via a Likert-scale questionnaire and four focus-group interviews to find answers to the research questions. The results showed that the research assignments triggered no significant development in the level of the students’ learning for various reasons, such as institutional, interpersonal and to some extent cultural, among others. The students passed research assignments without adequate understanding of the research topics and acquisition of academic skills that resulted in their surface-level learning, indicating very strong negative washback. Therefore, suggestions are presented that undergraduate research assignments should obligate students to comprehend properly, analyse thoroughly, and apply with maximum dexterity what they learn. Also, once the assignments are evaluated (graded), students must receive adequate constructive feedback, accurately communicated, to help them know where they performed well and where there is room for further improvement. 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Data were collected via a Likert-scale questionnaire and four focus-group interviews to find answers to the research questions. The results showed that the research assignments triggered no significant development in the level of the students’ learning for various reasons, such as institutional, interpersonal and to some extent cultural, among others. The students passed research assignments without adequate understanding of the research topics and acquisition of academic skills that resulted in their surface-level learning, indicating very strong negative washback. Therefore, suggestions are presented that undergraduate research assignments should obligate students to comprehend properly, analyse thoroughly, and apply with maximum dexterity what they learn. Also, once the assignments are evaluated (graded), students must receive adequate constructive feedback, accurately communicated, to help them know where they performed well and where there is room for further improvement. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41060693"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41060693/Impact_of_Emotional_Intelligence_on_Academic_Achievement_of_English_Language_Learners"><img alt="Research paper thumbnail of Impact of Emotional Intelligence on Academic Achievement of English Language Learners" class="work-thumbnail" src="https://attachments.academia-assets.com/61331295/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41060693/Impact_of_Emotional_Intelligence_on_Academic_Achievement_of_English_Language_Learners">Impact of Emotional Intelligence on Academic Achievement of English Language Learners</a></div><div class="wp-workCard_item"><span>Journal of Social Sciences and Humanities</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Among different learning concepts and models in psychology, EI is progressively being infused in ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Among different learning concepts and models in psychology, EI is progressively being infused in teaching, education and development. Although students are equipped with books, notebooks, pens and pencils while teachers have course books, charts, blackboard, reference books and other teaching resources, most of the time students cannot meet the standards of learning. The purpose of the present research is to find out the relationship between emotional intelligence and academic success of the university students (enrolled in MA English) and important gender differences on academic success. BarOn Emotional Intelligence Quotient Inventory of 125 items (Bar-On EQ-i: 125) was used to collect the data from 60 university graduates. The EQ-i of each student was compared with the marks obtained in the final examination at graduation level considered as academic success. Pearson correlation coefficient was computed to assess the relationship between emotional intelligence and academic success of the students, and to analyze relationship among overall academic success</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8233b3d22f03fde033927e5bd29c4f14" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61331295,"asset_id":41060693,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61331295/download_file?st=MTczMjQyNzYyMiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41060693"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41060693"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41060693; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41060693]").text(description); $(".js-view-count[data-work-id=41060693]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41060693; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41060693']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41060693, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8233b3d22f03fde033927e5bd29c4f14" } } $('.js-work-strip[data-work-id=41060693]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41060693,"title":"Impact of Emotional Intelligence on Academic Achievement of English Language Learners","translated_title":"","metadata":{"abstract":"Among different learning concepts and models in psychology, EI is progressively being infused in teaching, education and development. Although students are equipped with books, notebooks, pens and pencils while teachers have course books, charts, blackboard, reference books and other teaching resources, most of the time students cannot meet the standards of learning. The purpose of the present research is to find out the relationship between emotional intelligence and academic success of the university students (enrolled in MA English) and important gender differences on academic success. BarOn Emotional Intelligence Quotient Inventory of 125 items (Bar-On EQ-i: 125) was used to collect the data from 60 university graduates. The EQ-i of each student was compared with the marks obtained in the final examination at graduation level considered as academic success. Pearson correlation coefficient was computed to assess the relationship between emotional intelligence and academic success of the students, and to analyze relationship among overall academic success","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"Journal of Social Sciences and Humanities"},"translated_abstract":"Among different learning concepts and models in psychology, EI is progressively being infused in teaching, education and development. Although students are equipped with books, notebooks, pens and pencils while teachers have course books, charts, blackboard, reference books and other teaching resources, most of the time students cannot meet the standards of learning. The purpose of the present research is to find out the relationship between emotional intelligence and academic success of the university students (enrolled in MA English) and important gender differences on academic success. BarOn Emotional Intelligence Quotient Inventory of 125 items (Bar-On EQ-i: 125) was used to collect the data from 60 university graduates. The EQ-i of each student was compared with the marks obtained in the final examination at graduation level considered as academic success. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41060585"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41060585/Role_of_Content_Schema_in_Reading_Comprehension_Among_Saudi_EFL_Students_EFL_Teachers_Perspective_and_Use_of_Appropriate_Classroom_Strategies"><img alt="Research paper thumbnail of Role of Content Schema in Reading Comprehension Among Saudi EFL Students: EFL Teachers' Perspective and Use of Appropriate Classroom Strategies" class="work-thumbnail" src="https://attachments.academia-assets.com/61331225/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41060585/Role_of_Content_Schema_in_Reading_Comprehension_Among_Saudi_EFL_Students_EFL_Teachers_Perspective_and_Use_of_Appropriate_Classroom_Strategies">Role of Content Schema in Reading Comprehension Among Saudi EFL Students: EFL Teachers' Perspective and Use of Appropriate Classroom Strategies</a></div><div class="wp-workCard_item"><span>International Journal of English Linguistics</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This empirical survey investigates the perceptions of English language teachers towards the role ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This empirical survey investigates the perceptions of English language teachers towards the role of content schemata in reading comprehension among Saudi EFL learners. Furthermore, it also attempts to explore the use of appropriate classroom strategies employed by English language teachers to activate content schemata to enhance learners' reading comprehension. A modified Likert-scale strongly-agree to strongly-disagree questionnaire was administered to 61 male and female EFL faculty from English Language Center (ELC), Taif University to generate data. The findings have reinforced that background knowledge of Saudi EFL learners help them significantly in reading faster with better understanding. It has also been reported that pre-reading strategies of brainstorming, classroom discussions about the topic and questioning are the most favored ones to activate Saudi EFL learners' background knowledge. It has also been learnt that while-reading strategies of directing the students' attention to signal words, main idea, important phrases, titles, subtitles and effectively linking the target text to their students' cultural and social experiences also contribute towards reading comprehension. The findings have also revealed that English language teachers consider low English language proficiency and poor reading skills of Saudi ELF leaners as well as the lack of appropriate teaching aids as the major obstacles in activating the content schemata. Several recommendations have been forwarded which have significant pedagogical implications in materializing much sought-after goal of effective ELT in the KSA by ensuring better reading skills among Saudi EFL learners.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dbd818aa919b9ad4eab04352d4e31374" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61331225,"asset_id":41060585,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61331225/download_file?st=MTczMjQyNzYyMiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41060585"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41060585"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41060585; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41060585]").text(description); $(".js-view-count[data-work-id=41060585]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41060585; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41060585']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41060585, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dbd818aa919b9ad4eab04352d4e31374" } } $('.js-work-strip[data-work-id=41060585]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41060585,"title":"Role of Content Schema in Reading Comprehension Among Saudi EFL Students: EFL Teachers' Perspective and Use of Appropriate Classroom Strategies","translated_title":"","metadata":{"doi":"10.5539/ijel.v8n4p96","abstract":"This empirical survey investigates the perceptions of English language teachers towards the role of content schemata in reading comprehension among Saudi EFL learners. Furthermore, it also attempts to explore the use of appropriate classroom strategies employed by English language teachers to activate content schemata to enhance learners' reading comprehension. A modified Likert-scale strongly-agree to strongly-disagree questionnaire was administered to 61 male and female EFL faculty from English Language Center (ELC), Taif University to generate data. The findings have reinforced that background knowledge of Saudi EFL learners help them significantly in reading faster with better understanding. It has also been reported that pre-reading strategies of brainstorming, classroom discussions about the topic and questioning are the most favored ones to activate Saudi EFL learners' background knowledge. It has also been learnt that while-reading strategies of directing the students' attention to signal words, main idea, important phrases, titles, subtitles and effectively linking the target text to their students' cultural and social experiences also contribute towards reading comprehension. The findings have also revealed that English language teachers consider low English language proficiency and poor reading skills of Saudi ELF leaners as well as the lack of appropriate teaching aids as the major obstacles in activating the content schemata. Several recommendations have been forwarded which have significant pedagogical implications in materializing much sought-after goal of effective ELT in the KSA by ensuring better reading skills among Saudi EFL learners.","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"International Journal of English Linguistics"},"translated_abstract":"This empirical survey investigates the perceptions of English language teachers towards the role of content schemata in reading comprehension among Saudi EFL learners. Furthermore, it also attempts to explore the use of appropriate classroom strategies employed by English language teachers to activate content schemata to enhance learners' reading comprehension. A modified Likert-scale strongly-agree to strongly-disagree questionnaire was administered to 61 male and female EFL faculty from English Language Center (ELC), Taif University to generate data. The findings have reinforced that background knowledge of Saudi EFL learners help them significantly in reading faster with better understanding. It has also been reported that pre-reading strategies of brainstorming, classroom discussions about the topic and questioning are the most favored ones to activate Saudi EFL learners' background knowledge. It has also been learnt that while-reading strategies of directing the students' attention to signal words, main idea, important phrases, titles, subtitles and effectively linking the target text to their students' cultural and social experiences also contribute towards reading comprehension. The findings have also revealed that English language teachers consider low English language proficiency and poor reading skills of Saudi ELF leaners as well as the lack of appropriate teaching aids as the major obstacles in activating the content schemata. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41060490"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41060490/A_Gender_based_investigation_of_Attitudes_of_Saudi_EFL_Learners_towards_English_Language_Teaching"><img alt="Research paper thumbnail of A Gender-based investigation of Attitudes of Saudi EFL Learners towards English Language Teaching" class="work-thumbnail" src="https://attachments.academia-assets.com/61331166/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41060490/A_Gender_based_investigation_of_Attitudes_of_Saudi_EFL_Learners_towards_English_Language_Teaching">A Gender-based investigation of Attitudes of Saudi EFL Learners towards English Language Teaching</a></div><div class="wp-workCard_item"><span>NUML journal of critical inquiry </span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This empirical study is an attempt to analyze perceptions of Saudi preparatory year EFL learners ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This empirical study is an attempt to analyze perceptions of Saudi preparatory year EFL learners regarding various dynamics of English language teaching along gender lines. This survey exploited a Likert-scale questionnaire to generate data related to their perceived attitudes towards ELT in the context of Saudi higher education. 132 participants from a Saudi university were investigated through a self-developed survey. The final instrument had 42 items divided into the following three sub-categories: 1) Saudi EFL learners' attitudes towards English Language and its culture,2) Saudi EFL learners' attitudes towards ELT learning /teaching, and 3) Saudi EFL learners' attitudes towards teachers'/learners’ role. Independent samples T-test was run to identify whether any significant difference exists in the perceptions of Saudi male and female EFL learners. The results of statistical analyses exhibited significant differences along gender lines as the third sub-categories was concerned, whereas no such differences were reported for the first two. Findings have also revealed that Saudi EFL learners seem to believe that learning a foreign language is easier if it is supported by society and surroundings. Both groups have shown high preferences towards friendly teachers and the use of target language in classes. Participants of this study have positive attitudes towards English language, its culture, and high status of English language in Saudi society. Majority of the participants reported to have strong urge to achieve high English language proficiency. Findings also revealed that Saudi male and female EFL learners bore strong instrumental motivation. Recommendations of the study included use of a variety of innovative pedagogical techniques like role-play, simulation, exploiting realia, group/pair work, etc. To ensure better results, Saudi EFL learners need to be exposed to audio-visual teaching aids as well as training to exploit modern technology to practice target language in real-life situations in addition to the academic setting of EFL classrooms.  <br />    Keywords: EFL learners, ELT perceptions, attitudes, gender</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="498a18fed226e949fa7c77b13eb60565" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61331166,"asset_id":41060490,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61331166/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41060490"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41060490"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41060490; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41060490]").text(description); $(".js-view-count[data-work-id=41060490]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41060490; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41060490']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41060490, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "498a18fed226e949fa7c77b13eb60565" } } $('.js-work-strip[data-work-id=41060490]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41060490,"title":"A Gender-based investigation of Attitudes of Saudi EFL Learners towards English Language Teaching","translated_title":"","metadata":{"abstract":"This empirical study is an attempt to analyze perceptions of Saudi preparatory year EFL learners regarding various dynamics of English language teaching along gender lines. This survey exploited a Likert-scale questionnaire to generate data related to their perceived attitudes towards ELT in the context of Saudi higher education. 132 participants from a Saudi university were investigated through a self-developed survey. The final instrument had 42 items divided into the following three sub-categories: 1) Saudi EFL learners' attitudes towards English Language and its culture,2) Saudi EFL learners' attitudes towards ELT learning /teaching, and 3) Saudi EFL learners' attitudes towards teachers'/learners’ role. Independent samples T-test was run to identify whether any significant difference exists in the perceptions of Saudi male and female EFL learners. The results of statistical analyses exhibited significant differences along gender lines as the third sub-categories was concerned, whereas no such differences were reported for the first two. Findings have also revealed that Saudi EFL learners seem to believe that learning a foreign language is easier if it is supported by society and surroundings. Both groups have shown high preferences towards friendly teachers and the use of target language in classes. Participants of this study have positive attitudes towards English language, its culture, and high status of English language in Saudi society. Majority of the participants reported to have strong urge to achieve high English language proficiency. Findings also revealed that Saudi male and female EFL learners bore strong instrumental motivation. Recommendations of the study included use of a variety of innovative pedagogical techniques like role-play, simulation, exploiting realia, group/pair work, etc. To ensure better results, Saudi EFL learners need to be exposed to audio-visual teaching aids as well as training to exploit modern technology to practice target language in real-life situations in addition to the academic setting of EFL classrooms. \n Keywords: EFL learners, ELT perceptions, attitudes, gender \n","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"NUML journal of critical inquiry "},"translated_abstract":"This empirical study is an attempt to analyze perceptions of Saudi preparatory year EFL learners regarding various dynamics of English language teaching along gender lines. This survey exploited a Likert-scale questionnaire to generate data related to their perceived attitudes towards ELT in the context of Saudi higher education. 132 participants from a Saudi university were investigated through a self-developed survey. The final instrument had 42 items divided into the following three sub-categories: 1) Saudi EFL learners' attitudes towards English Language and its culture,2) Saudi EFL learners' attitudes towards ELT learning /teaching, and 3) Saudi EFL learners' attitudes towards teachers'/learners’ role. Independent samples T-test was run to identify whether any significant difference exists in the perceptions of Saudi male and female EFL learners. The results of statistical analyses exhibited significant differences along gender lines as the third sub-categories was concerned, whereas no such differences were reported for the first two. Findings have also revealed that Saudi EFL learners seem to believe that learning a foreign language is easier if it is supported by society and surroundings. Both groups have shown high preferences towards friendly teachers and the use of target language in classes. Participants of this study have positive attitudes towards English language, its culture, and high status of English language in Saudi society. Majority of the participants reported to have strong urge to achieve high English language proficiency. Findings also revealed that Saudi male and female EFL learners bore strong instrumental motivation. Recommendations of the study included use of a variety of innovative pedagogical techniques like role-play, simulation, exploiting realia, group/pair work, etc. To ensure better results, Saudi EFL learners need to be exposed to audio-visual teaching aids as well as training to exploit modern technology to practice target language in real-life situations in addition to the academic setting of EFL classrooms. \n Keywords: EFL learners, ELT perceptions, attitudes, gender \n","internal_url":"https://www.academia.edu/41060490/A_Gender_based_investigation_of_Attitudes_of_Saudi_EFL_Learners_towards_English_Language_Teaching","translated_internal_url":"","created_at":"2019-11-25T09:07:59.613-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1243866,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":61331166,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61331166/thumbnails/1.jpg","file_name":"8-_Attitudes-_1720191125-57430-12jqt7n.pdf","download_url":"https://www.academia.edu/attachments/61331166/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_Gender_based_investigation_of_Attitude.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61331166/8-_Attitudes-_1720191125-57430-12jqt7n-libre.pdf?1574702791=\u0026response-content-disposition=attachment%3B+filename%3DA_Gender_based_investigation_of_Attitude.pdf\u0026Expires=1732431223\u0026Signature=WZL-gdg9TMW-2PkU6mjohZTt8tVxgAOzZAEGaMfj-7Xnzeg38Ppdou20RqLXS9h9jbS8hkKiEN7SimjA8tQbQibgUniZ-StYc6FcXAB0R9mP9HL7g0zaNWLpZQnKmwGfjMLm-T3mqDjTe2sxS2WV2OhoCikyFkqpxxE1P3E2cpIj-a3MDYJJ793IEXWCgknfgTmhyDGuMauioK3~2QZo4kofa6Mau3fd2nPiX8ik-MWk5ZvpqwY~wHOE8YiBZDzhZbBb2H-FOasGsSsXkyf6lftPKZ0R7FZ0DudwC6JqHiJf3QNPPlhj-EMDXbJsxXL8OAMOZ4tKaCWC4Ieu6zqAYg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_Gender_based_investigation_of_Attitudes_of_Saudi_EFL_Learners_towards_English_Language_Teaching","translated_slug":"","page_count":26,"language":"en","content_type":"Work","owner":{"id":1243866,"first_name":"Prof. Dr. Choudhary","middle_initials":"Z A H I D","last_name":"Javid","page_name":"ChoudharyJavid","domain_name":"taif","created_at":"2012-02-26T05:49:05.820-08:00","display_name":"Prof. Dr. Choudhary Z A H I D Javid","url":"https://taif.academia.edu/ChoudharyJavid"},"attachments":[{"id":61331166,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61331166/thumbnails/1.jpg","file_name":"8-_Attitudes-_1720191125-57430-12jqt7n.pdf","download_url":"https://www.academia.edu/attachments/61331166/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_Gender_based_investigation_of_Attitude.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61331166/8-_Attitudes-_1720191125-57430-12jqt7n-libre.pdf?1574702791=\u0026response-content-disposition=attachment%3B+filename%3DA_Gender_based_investigation_of_Attitude.pdf\u0026Expires=1732431223\u0026Signature=WZL-gdg9TMW-2PkU6mjohZTt8tVxgAOzZAEGaMfj-7Xnzeg38Ppdou20RqLXS9h9jbS8hkKiEN7SimjA8tQbQibgUniZ-StYc6FcXAB0R9mP9HL7g0zaNWLpZQnKmwGfjMLm-T3mqDjTe2sxS2WV2OhoCikyFkqpxxE1P3E2cpIj-a3MDYJJ793IEXWCgknfgTmhyDGuMauioK3~2QZo4kofa6Mau3fd2nPiX8ik-MWk5ZvpqwY~wHOE8YiBZDzhZbBb2H-FOasGsSsXkyf6lftPKZ0R7FZ0DudwC6JqHiJf3QNPPlhj-EMDXbJsxXL8OAMOZ4tKaCWC4Ieu6zqAYg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4414,"name":"Formative Assessment","url":"https://www.academia.edu/Documents/in/Formative_Assessment"},{"id":5956,"name":"Learner Autonomy","url":"https://www.academia.edu/Documents/in/Learner_Autonomy"},{"id":7255,"name":"Learning Styles","url":"https://www.academia.edu/Documents/in/Learning_Styles"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"},{"id":17663,"name":"ESP","url":"https://www.academia.edu/Documents/in/ESP"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation"},{"id":50569,"name":"Language Learning","url":"https://www.academia.edu/Documents/in/Language_Learning"},{"id":98625,"name":"Needs Analysis","url":"https://www.academia.edu/Documents/in/Needs_Analysis"},{"id":158200,"name":"Summative Assessment","url":"https://www.academia.edu/Documents/in/Summative_Assessment"},{"id":161489,"name":"EMP","url":"https://www.academia.edu/Documents/in/EMP"},{"id":1225404,"name":"ESL","url":"https://www.academia.edu/Documents/in/ESL"},{"id":1231439,"name":"EFL","url":"https://www.academia.edu/Documents/in/EFL"},{"id":3435748,"name":"English language skills","url":"https://www.academia.edu/Documents/in/English_language_skills"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41059602"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41059602/A_comparative_Investigation_of_Perceived_Characteristics_of_Effective_Teachers_in_Saudi_EFL_Context"><img alt="Research paper thumbnail of A comparative Investigation of Perceived Characteristics of Effective Teachers in Saudi EFL Context" class="work-thumbnail" src="https://attachments.academia-assets.com/61330480/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41059602/A_comparative_Investigation_of_Perceived_Characteristics_of_Effective_Teachers_in_Saudi_EFL_Context">A comparative Investigation of Perceived Characteristics of Effective Teachers in Saudi EFL Context</a></div><div class="wp-workCard_item"><span>Kashmir journal of language research</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The study in hand is a comparative investigation of the characteristics of effective EFL teachers...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The study in hand is a comparative investigation of the characteristics of effective EFL teachers as perceived by Saudi EFL students majoring in English and Sciences. The participants of the study comprised of two groups drawn from two academic programmes, i.e., English major (EM) and Non-English major (NEM). The researchers used a self-developed 29-item Likert-scale questionnaire to elicit responses of 645 participants of the study. Standard procedure was adopted to achieve reliability and validity of the instrument. Independent-samples T-test was run to calculate the descriptive analyses as well as to identify whether any statistically significant differences exist in the perceptions of EM and NEM participants. The results have revealed that both groups exhibited similarities in their perception towards the personality and ability characteristics of effective EFL teachers; thus, partially rejecting the hypotheses set for this study. The result also indicated that the participants showed preference for personality characteristics as compared to ability characteristics as indicated by higher mean values assigned by both groups.    <br />Key words: effective teacher; ability characteristics; personality characteristics</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0a825f3a252b5fe14004a5be59b43c81" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61330480,"asset_id":41059602,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61330480/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41059602"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41059602"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41059602; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41059602]").text(description); $(".js-view-count[data-work-id=41059602]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41059602; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41059602']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41059602, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0a825f3a252b5fe14004a5be59b43c81" } } $('.js-work-strip[data-work-id=41059602]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41059602,"title":"A comparative Investigation of Perceived Characteristics of Effective Teachers in Saudi EFL Context","translated_title":"","metadata":{"abstract":"The study in hand is a comparative investigation of the characteristics of effective EFL teachers as perceived by Saudi EFL students majoring in English and Sciences. The participants of the study comprised of two groups drawn from two academic programmes, i.e., English major (EM) and Non-English major (NEM). The researchers used a self-developed 29-item Likert-scale questionnaire to elicit responses of 645 participants of the study. Standard procedure was adopted to achieve reliability and validity of the instrument. Independent-samples T-test was run to calculate the descriptive analyses as well as to identify whether any statistically significant differences exist in the perceptions of EM and NEM participants. The results have revealed that both groups exhibited similarities in their perception towards the personality and ability characteristics of effective EFL teachers; thus, partially rejecting the hypotheses set for this study. The result also indicated that the participants showed preference for personality characteristics as compared to ability characteristics as indicated by higher mean values assigned by both groups. \nKey words: effective teacher; ability characteristics; personality characteristics \n","publication_date":{"day":null,"month":null,"year":2016,"errors":{}},"publication_name":"Kashmir journal of language research"},"translated_abstract":"The study in hand is a comparative investigation of the characteristics of effective EFL teachers as perceived by Saudi EFL students majoring in English and Sciences. The participants of the study comprised of two groups drawn from two academic programmes, i.e., English major (EM) and Non-English major (NEM). The researchers used a self-developed 29-item Likert-scale questionnaire to elicit responses of 645 participants of the study. Standard procedure was adopted to achieve reliability and validity of the instrument. Independent-samples T-test was run to calculate the descriptive analyses as well as to identify whether any statistically significant differences exist in the perceptions of EM and NEM participants. The results have revealed that both groups exhibited similarities in their perception towards the personality and ability characteristics of effective EFL teachers; thus, partially rejecting the hypotheses set for this study. The result also indicated that the participants showed preference for personality characteristics as compared to ability characteristics as indicated by higher mean values assigned by both groups. \nKey words: effective teacher; ability characteristics; personality characteristics \n","internal_url":"https://www.academia.edu/41059602/A_comparative_Investigation_of_Perceived_Characteristics_of_Effective_Teachers_in_Saudi_EFL_Context","translated_internal_url":"","created_at":"2019-11-25T08:00:09.671-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1243866,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":61330480,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61330480/thumbnails/1.jpg","file_name":"9-_Effective_teachers-1620191125-18610-1y6vbg.pdf","download_url":"https://www.academia.edu/attachments/61330480/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_comparative_Investigation_of_Perceived.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61330480/9-_Effective_teachers-1620191125-18610-1y6vbg-libre.pdf?1574699305=\u0026response-content-disposition=attachment%3B+filename%3DA_comparative_Investigation_of_Perceived.pdf\u0026Expires=1732431223\u0026Signature=UnBZ8WIFPTGk~QIhhiZWpHtJzeoakHgka0cSC8TQdJLd5CzfOsBesR25sIKdEdhz8miawmpYNudDROttMhninoQn5CYvyuRfdErbgrXVNqqlu~ROm~ApKrbNzKda0WYoIpqvIZGy6Q2qinsm6kWDCpl6pZ~nKS2j0o3zqOiK8vbcjtzDFZ7BayyXCN1UsgOGTNdnfc-ZkDAyXumb8aLYWe83VlzJlj~GZ6O3BajucsKxQQvfyb7RfAwhsPRhyb8jRaqzLQtoHzl70WaY~tqJFh~uUtnY3nC2pOaH9P1g1JqA9pBzNP9Xpij2KNrb2Ca8ZjreIv-T934r0T-gRAH5uw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_comparative_Investigation_of_Perceived_Characteristics_of_Effective_Teachers_in_Saudi_EFL_Context","translated_slug":"","page_count":23,"language":"en","content_type":"Work","owner":{"id":1243866,"first_name":"Prof. Dr. Choudhary","middle_initials":"Z A H I D","last_name":"Javid","page_name":"ChoudharyJavid","domain_name":"taif","created_at":"2012-02-26T05:49:05.820-08:00","display_name":"Prof. Dr. Choudhary Z A H I D Javid","url":"https://taif.academia.edu/ChoudharyJavid"},"attachments":[{"id":61330480,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61330480/thumbnails/1.jpg","file_name":"9-_Effective_teachers-1620191125-18610-1y6vbg.pdf","download_url":"https://www.academia.edu/attachments/61330480/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_comparative_Investigation_of_Perceived.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61330480/9-_Effective_teachers-1620191125-18610-1y6vbg-libre.pdf?1574699305=\u0026response-content-disposition=attachment%3B+filename%3DA_comparative_Investigation_of_Perceived.pdf\u0026Expires=1732431223\u0026Signature=UnBZ8WIFPTGk~QIhhiZWpHtJzeoakHgka0cSC8TQdJLd5CzfOsBesR25sIKdEdhz8miawmpYNudDROttMhninoQn5CYvyuRfdErbgrXVNqqlu~ROm~ApKrbNzKda0WYoIpqvIZGy6Q2qinsm6kWDCpl6pZ~nKS2j0o3zqOiK8vbcjtzDFZ7BayyXCN1UsgOGTNdnfc-ZkDAyXumb8aLYWe83VlzJlj~GZ6O3BajucsKxQQvfyb7RfAwhsPRhyb8jRaqzLQtoHzl70WaY~tqJFh~uUtnY3nC2pOaH9P1g1JqA9pBzNP9Xpij2KNrb2Ca8ZjreIv-T934r0T-gRAH5uw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4414,"name":"Formative Assessment","url":"https://www.academia.edu/Documents/in/Formative_Assessment"},{"id":5956,"name":"Learner Autonomy","url":"https://www.academia.edu/Documents/in/Learner_Autonomy"},{"id":7255,"name":"Learning Styles","url":"https://www.academia.edu/Documents/in/Learning_Styles"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"},{"id":17663,"name":"ESP","url":"https://www.academia.edu/Documents/in/ESP"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation"},{"id":50569,"name":"Language Learning","url":"https://www.academia.edu/Documents/in/Language_Learning"},{"id":98625,"name":"Needs Analysis","url":"https://www.academia.edu/Documents/in/Needs_Analysis"},{"id":158200,"name":"Summative Assessment","url":"https://www.academia.edu/Documents/in/Summative_Assessment"},{"id":161489,"name":"EMP","url":"https://www.academia.edu/Documents/in/EMP"},{"id":1225404,"name":"ESL","url":"https://www.academia.edu/Documents/in/ESL"},{"id":1231439,"name":"EFL","url":"https://www.academia.edu/Documents/in/EFL"},{"id":3435748,"name":"English language skills","url":"https://www.academia.edu/Documents/in/English_language_skills"},{"id":3461034,"name":"Effective Teachers","url":"https://www.academia.edu/Documents/in/Effective_Teachers"}],"urls":[]}, dispatcherData: dispatcherData }); 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window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40982135]").text(description); $(".js-view-count[data-work-id=40982135]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40982135; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40982135']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 40982135, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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This empirical survey identifies Saudi English as a foreign language (EFL) learners' beliefs through Beliefs About Language Learning Inventory (BALLI) developed by . The Arabic version of the questionnaire has been administered and 118 Saudi EFL learners from a Saudi university returned the questionnaire. The research questions set for this survey include what beliefs Saudi EFL learners have towards the difficulty of foreign language learning, foreign language aptitude, the nature of language learning, learning and communication strategies and motivation and expectations for English language learning. The results reveal that the participants bear high English language learning aptitude and believe that it is easier to learn it in childhood. No strong relationship in learning subjects like science and math and English language was reported. The participants also believe that for quick and successful language learning, it is imperative to practice the target language extensively. A positive trend is that Saudi EFL learners have been extremely positive and encouraging towards their chances of achieving communicative competence and do not have any unnecessary inhibition in speaking English.","grobid_abstract_attachment_id":61264082},"translated_abstract":null,"internal_url":"https://www.academia.edu/40982135/Identification_of_Language_Learning_Beliefs_among_Saudi_EFL_Learners","translated_internal_url":"","created_at":"2019-11-19T02:54:07.040-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1243866,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":61264082,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61264082/thumbnails/1.jpg","file_name":"6-_Beliefs-_1820191119-124973-1jaq3yg.pdf","download_url":"https://www.academia.edu/attachments/61264082/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Identification_of_Language_Learning_Beli.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61264082/6-_Beliefs-_1820191119-124973-1jaq3yg-libre.pdf?1574161411=\u0026response-content-disposition=attachment%3B+filename%3DIdentification_of_Language_Learning_Beli.pdf\u0026Expires=1732431223\u0026Signature=QiB17Kvrd0BYYzQrZuAuT8eSb~fcDRDd6Hfv2bWMsP4Bsk2nfti6d~FB-9ZSxlRz9ArhPMS-ivqZuiKf4EWP1bWWEoiYe~PSUxSiI~N9OL~omx9tp~cW4VEXK-lX8SdwH-YXmqPxOXl5E~ygiYdWCEhx3bbYix0XokMCEQDSnVb5Dz6li6B8gth6oC3L898Z2qh5efpVBQRG1mt~l2jtenEH2Me3P9WhEve9cBhADQTeD1tXxHujodA9ZImJkBX3KGY8JgdHCUDwvKFTUUGxV-qv7KTMneS0gkskH~gtC6L-aU6Q3HNF0JolASVXb~KOmiS6gg6Syq2YK4NwsF~Ozw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Identification_of_Language_Learning_Beliefs_among_Saudi_EFL_Learners","translated_slug":"","page_count":14,"language":"en","content_type":"Work","owner":{"id":1243866,"first_name":"Prof. Dr. Choudhary","middle_initials":"Z A H I D","last_name":"Javid","page_name":"ChoudharyJavid","domain_name":"taif","created_at":"2012-02-26T05:49:05.820-08:00","display_name":"Prof. Dr. Choudhary Z A H I D Javid","url":"https://taif.academia.edu/ChoudharyJavid"},"attachments":[{"id":61264082,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61264082/thumbnails/1.jpg","file_name":"6-_Beliefs-_1820191119-124973-1jaq3yg.pdf","download_url":"https://www.academia.edu/attachments/61264082/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Identification_of_Language_Learning_Beli.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61264082/6-_Beliefs-_1820191119-124973-1jaq3yg-libre.pdf?1574161411=\u0026response-content-disposition=attachment%3B+filename%3DIdentification_of_Language_Learning_Beli.pdf\u0026Expires=1732431223\u0026Signature=QiB17Kvrd0BYYzQrZuAuT8eSb~fcDRDd6Hfv2bWMsP4Bsk2nfti6d~FB-9ZSxlRz9ArhPMS-ivqZuiKf4EWP1bWWEoiYe~PSUxSiI~N9OL~omx9tp~cW4VEXK-lX8SdwH-YXmqPxOXl5E~ygiYdWCEhx3bbYix0XokMCEQDSnVb5Dz6li6B8gth6oC3L898Z2qh5efpVBQRG1mt~l2jtenEH2Me3P9WhEve9cBhADQTeD1tXxHujodA9ZImJkBX3KGY8JgdHCUDwvKFTUUGxV-qv7KTMneS0gkskH~gtC6L-aU6Q3HNF0JolASVXb~KOmiS6gg6Syq2YK4NwsF~Ozw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="40982045"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40982045/Saudi_University_Undergraduates_Beliefs_about_Language_Learning_along_Gender_Lines"><img alt="Research paper thumbnail of Saudi University Undergraduates’ Beliefs about Language Learning along Gender Lines" class="work-thumbnail" src="https://attachments.academia-assets.com/61263962/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40982045/Saudi_University_Undergraduates_Beliefs_about_Language_Learning_along_Gender_Lines">Saudi University Undergraduates’ Beliefs about Language Learning along Gender Lines</a></div><div class="wp-workCard_item"><span>International Journal of English Linguistics</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A growing mass of research has reported that each human being is different like a signature and p...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A growing mass of research has reported that each human being is different like a signature and particular characteristics based on their specific personalities have a strong effect on their language learning possibilities. Research posits that identification of EFL learners' beliefs about language learning positively affects language learning process as it helps the teachers to address to their students' learning effectively and also bears positive overbearing in case they bear some less positive beliefs. The study in hand is an attempt to investigate the beliefs of Saudi undergraduates along gender lines by using Horwitz's (1987) BALLI. The comparative analyses generated by Independent-sample T-test reveal that male participants have assigned comparatively higher values to the majority of the questionnaire items as compared to their female counterparts. The participants of this survey have exhibited the greatest gender-based differences in their beliefs about "motivation and expectations". Beliefs about "learning and communication strategies" and "the nature of language learning" have shown medium gender-based differences whereas male and female participants have seen eye to eye to each other in their perceived beliefs related to "foreign language aptitude" and difficulty of language learning. The findings of this empirical study have several pedagogical implications to revisit and modify teaching/learning practices of English language in Saudi Arabia in particular and Arab world in general. The findings will help English language teachers teaching in the KSA to understand the gender-based dimensionality of the language learning beliefs which will help them align their teaching methods to their learners' beliefs; thus, maximizing the possibilities of much sought after goal of effective and efficient ELT in the KSA.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e07bcda938fc2ec6bd6b4ad83644230f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61263962,"asset_id":40982045,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61263962/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40982045"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40982045"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40982045; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40982045]").text(description); $(".js-view-count[data-work-id=40982045]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40982045; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40982045']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 40982045, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e07bcda938fc2ec6bd6b4ad83644230f" } } $('.js-work-strip[data-work-id=40982045]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40982045,"title":"Saudi University Undergraduates’ Beliefs about Language Learning along Gender Lines","translated_title":"","metadata":{"doi":"10.5539/ijel.v8n4p39 ","abstract":"A growing mass of research has reported that each human being is different like a signature and particular characteristics based on their specific personalities have a strong effect on their language learning possibilities. Research posits that identification of EFL learners' beliefs about language learning positively affects language learning process as it helps the teachers to address to their students' learning effectively and also bears positive overbearing in case they bear some less positive beliefs. The study in hand is an attempt to investigate the beliefs of Saudi undergraduates along gender lines by using Horwitz's (1987) BALLI. The comparative analyses generated by Independent-sample T-test reveal that male participants have assigned comparatively higher values to the majority of the questionnaire items as compared to their female counterparts. The participants of this survey have exhibited the greatest gender-based differences in their beliefs about \"motivation and expectations\". Beliefs about \"learning and communication strategies\" and \"the nature of language learning\" have shown medium gender-based differences whereas male and female participants have seen eye to eye to each other in their perceived beliefs related to \"foreign language aptitude\" and difficulty of language learning. The findings of this empirical study have several pedagogical implications to revisit and modify teaching/learning practices of English language in Saudi Arabia in particular and Arab world in general. The findings will help English language teachers teaching in the KSA to understand the gender-based dimensionality of the language learning beliefs which will help them align their teaching methods to their learners' beliefs; thus, maximizing the possibilities of much sought after goal of effective and efficient ELT in the KSA.","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"International Journal of English Linguistics"},"translated_abstract":"A growing mass of research has reported that each human being is different like a signature and particular characteristics based on their specific personalities have a strong effect on their language learning possibilities. Research posits that identification of EFL learners' beliefs about language learning positively affects language learning process as it helps the teachers to address to their students' learning effectively and also bears positive overbearing in case they bear some less positive beliefs. The study in hand is an attempt to investigate the beliefs of Saudi undergraduates along gender lines by using Horwitz's (1987) BALLI. The comparative analyses generated by Independent-sample T-test reveal that male participants have assigned comparatively higher values to the majority of the questionnaire items as compared to their female counterparts. The participants of this survey have exhibited the greatest gender-based differences in their beliefs about \"motivation and expectations\". Beliefs about \"learning and communication strategies\" and \"the nature of language learning\" have shown medium gender-based differences whereas male and female participants have seen eye to eye to each other in their perceived beliefs related to \"foreign language aptitude\" and difficulty of language learning. The findings of this empirical study have several pedagogical implications to revisit and modify teaching/learning practices of English language in Saudi Arabia in particular and Arab world in general. The findings will help English language teachers teaching in the KSA to understand the gender-based dimensionality of the language learning beliefs which will help them align their teaching methods to their learners' beliefs; thus, maximizing the possibilities of much sought after goal of effective and efficient ELT in the KSA.","internal_url":"https://www.academia.edu/40982045/Saudi_University_Undergraduates_Beliefs_about_Language_Learning_along_Gender_Lines","translated_internal_url":"","created_at":"2019-11-19T02:44:06.751-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1243866,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":61263962,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61263962/thumbnails/1.jpg","file_name":"5-_LLB-_1820191119-68129-wmfdj4.pdf","download_url":"https://www.academia.edu/attachments/61263962/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Saudi_University_Undergraduates_Beliefs.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61263962/5-_LLB-_1820191119-68129-wmfdj4-libre.pdf?1574160755=\u0026response-content-disposition=attachment%3B+filename%3DSaudi_University_Undergraduates_Beliefs.pdf\u0026Expires=1732431223\u0026Signature=gyeUrhW2u171CKjUz3p2BaRSIoEO3yhIEUs4GafCAL0nsf3LXeAL5K6KspKuDYU23tBnh2HwNAlSqSRDUV5nu2oX2G~Vo431aoIFbbOaUf1yjuPItk7Aod0GvjqWxSy2KffNjNvC3C~B2vrpjX92jqkk4WziXjCMQ3QDs2fEV-eJpTl5Xwlviaav493UOyjeIWlbyYIs1i-C2PN2~MIgl8ymw05EjeSaKd5hSRFDoeYAYiAT7-snqVHcWtO0Adn-vXmECfbFfOVHhHQYeM37RNHaJqWHbGN8F32PR9l9ShfZGNuE-QvHby9JMIUoU46lxtLXXrAiZIvojpZuQw0L0Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Saudi_University_Undergraduates_Beliefs_about_Language_Learning_along_Gender_Lines","translated_slug":"","page_count":11,"language":"en","content_type":"Work","owner":{"id":1243866,"first_name":"Prof. Dr. Choudhary","middle_initials":"Z A H I D","last_name":"Javid","page_name":"ChoudharyJavid","domain_name":"taif","created_at":"2012-02-26T05:49:05.820-08:00","display_name":"Prof. Dr. Choudhary Z A H I D Javid","url":"https://taif.academia.edu/ChoudharyJavid"},"attachments":[{"id":61263962,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61263962/thumbnails/1.jpg","file_name":"5-_LLB-_1820191119-68129-wmfdj4.pdf","download_url":"https://www.academia.edu/attachments/61263962/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Saudi_University_Undergraduates_Beliefs.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61263962/5-_LLB-_1820191119-68129-wmfdj4-libre.pdf?1574160755=\u0026response-content-disposition=attachment%3B+filename%3DSaudi_University_Undergraduates_Beliefs.pdf\u0026Expires=1732431223\u0026Signature=gyeUrhW2u171CKjUz3p2BaRSIoEO3yhIEUs4GafCAL0nsf3LXeAL5K6KspKuDYU23tBnh2HwNAlSqSRDUV5nu2oX2G~Vo431aoIFbbOaUf1yjuPItk7Aod0GvjqWxSy2KffNjNvC3C~B2vrpjX92jqkk4WziXjCMQ3QDs2fEV-eJpTl5Xwlviaav493UOyjeIWlbyYIs1i-C2PN2~MIgl8ymw05EjeSaKd5hSRFDoeYAYiAT7-snqVHcWtO0Adn-vXmECfbFfOVHhHQYeM37RNHaJqWHbGN8F32PR9l9ShfZGNuE-QvHby9JMIUoU46lxtLXXrAiZIvojpZuQw0L0Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4414,"name":"Formative Assessment","url":"https://www.academia.edu/Documents/in/Formative_Assessment"},{"id":5956,"name":"Learner Autonomy","url":"https://www.academia.edu/Documents/in/Learner_Autonomy"},{"id":7255,"name":"Learning Styles","url":"https://www.academia.edu/Documents/in/Learning_Styles"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"},{"id":17663,"name":"ESP","url":"https://www.academia.edu/Documents/in/ESP"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation"},{"id":50569,"name":"Language Learning","url":"https://www.academia.edu/Documents/in/Language_Learning"},{"id":98625,"name":"Needs Analysis","url":"https://www.academia.edu/Documents/in/Needs_Analysis"},{"id":158200,"name":"Summative Assessment","url":"https://www.academia.edu/Documents/in/Summative_Assessment"},{"id":161489,"name":"EMP","url":"https://www.academia.edu/Documents/in/EMP"},{"id":1225404,"name":"ESL","url":"https://www.academia.edu/Documents/in/ESL"},{"id":1231439,"name":"EFL","url":"https://www.academia.edu/Documents/in/EFL"},{"id":3435748,"name":"English language skills","url":"https://www.academia.edu/Documents/in/English_language_skills"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="40855555"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40855555/A_Gender_based_Investigation_of_the_Perception_of_English_Language_Teachers_at_Saudi_Universities_Regarding_the_Factors_Influencing_Learner_Autonomy"><img alt="Research paper thumbnail of A Gender-based Investigation of the Perception of English Language Teachers at Saudi Universities Regarding the Factors Influencing Learner Autonomy" class="work-thumbnail" src="https://attachments.academia-assets.com/61141812/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40855555/A_Gender_based_Investigation_of_the_Perception_of_English_Language_Teachers_at_Saudi_Universities_Regarding_the_Factors_Influencing_Learner_Autonomy">A Gender-based Investigation of the Perception of English Language Teachers at Saudi Universities Regarding the Factors Influencing Learner Autonomy</a></div><div class="wp-workCard_item"><span>AWEJ</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Learner autonomy has been a focus of attention in the realm of English Language Teaching (ELT) re...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Learner autonomy has been a focus of attention in the realm of English Language Teaching (ELT) research nowadays and the study in hand is an attempt to investigate learner autonomy in theory and practice from the perspective of English language teachers. It aims to identify gender-based perceptions of English language teachers from a Saudi university regarding the role of the textbooks, study material, support of English language teachers, the students' learning strategies, students' motivation and self-evaluation in enhancing learner autonomy. This empirical survey has involved 30 male and 30 female (n=60) English language teachers from English language center of Taif University, Saudi Arabia to record their insights and views about their perceptions and prospects of these pedagogical constructs in their teaching practices. The participants of the study responded to a 35-point Likert-scale modified questionnaire to generate data. Independent-samples T-test has been run to calculate percentages of their responses as well as to identify any statistically significant gender-based differences. The results revealed that only six items out of the total 35 have shown significant gender-based differences in the perceptions of the participants of the survey. The findings have revealed that the participants of this study bear extremely positive attitudes towards the pedagogical significance of learner autonomy and have exhibited encouraging trends about the implementation of this construct in the classrooms. Recommendations have been forwarded based on the results of this survey.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9a5ac18f0da30c0aa779cd9657daad33" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61141812,"asset_id":40855555,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61141812/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40855555"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40855555"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40855555; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40855555]").text(description); $(".js-view-count[data-work-id=40855555]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40855555; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40855555']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 40855555, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9a5ac18f0da30c0aa779cd9657daad33" } } $('.js-work-strip[data-work-id=40855555]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40855555,"title":"A Gender-based Investigation of the Perception of English Language Teachers at Saudi Universities Regarding the Factors Influencing Learner Autonomy","translated_title":"","metadata":{"doi":"10.24093/awej/vol9no4.23","abstract":"Learner autonomy has been a focus of attention in the realm of English Language Teaching (ELT) research nowadays and the study in hand is an attempt to investigate learner autonomy in theory and practice from the perspective of English language teachers. It aims to identify gender-based perceptions of English language teachers from a Saudi university regarding the role of the textbooks, study material, support of English language teachers, the students' learning strategies, students' motivation and self-evaluation in enhancing learner autonomy. This empirical survey has involved 30 male and 30 female (n=60) English language teachers from English language center of Taif University, Saudi Arabia to record their insights and views about their perceptions and prospects of these pedagogical constructs in their teaching practices. The participants of the study responded to a 35-point Likert-scale modified questionnaire to generate data. Independent-samples T-test has been run to calculate percentages of their responses as well as to identify any statistically significant gender-based differences. The results revealed that only six items out of the total 35 have shown significant gender-based differences in the perceptions of the participants of the survey. The findings have revealed that the participants of this study bear extremely positive attitudes towards the pedagogical significance of learner autonomy and have exhibited encouraging trends about the implementation of this construct in the classrooms. Recommendations have been forwarded based on the results of this survey.","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"AWEJ"},"translated_abstract":"Learner autonomy has been a focus of attention in the realm of English Language Teaching (ELT) research nowadays and the study in hand is an attempt to investigate learner autonomy in theory and practice from the perspective of English language teachers. 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The results revealed that only six items out of the total 35 have shown significant gender-based differences in the perceptions of the participants of the survey. The findings have revealed that the participants of this study bear extremely positive attitudes towards the pedagogical significance of learner autonomy and have exhibited encouraging trends about the implementation of this construct in the classrooms. Recommendations have been forwarded based on the results of this survey.","internal_url":"https://www.academia.edu/40855555/A_Gender_based_Investigation_of_the_Perception_of_English_Language_Teachers_at_Saudi_Universities_Regarding_the_Factors_Influencing_Learner_Autonomy","translated_internal_url":"","created_at":"2019-11-06T00:57:42.973-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1243866,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":33253429,"work_id":40855555,"tagging_user_id":1243866,"tagged_user_id":24124734,"co_author_invite_id":null,"email":"e***r@awej.org","display_order":1,"name":"Arab World English Journal (AWEJ)","title":"A Gender-based Investigation of the Perception of English Language Teachers at Saudi Universities Regarding the Factors Influencing Learner 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id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3e6cc2d2edc508f438714835459de1bf" } } $('.js-work-strip[data-work-id=40855514]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40855514,"title":"A Gender-based Investigation of the Perception of English Language Teachers at Saudi Universities Regarding the Factors Influencing Learner Autonomy","translated_title":"","metadata":{"grobid_abstract":"Learner autonomy has been a focus of attention in the realm of English Language Teaching (ELT) research nowadays and the study in hand is an attempt to investigate learner autonomy in theory and practice from the perspective of English language teachers. It aims to identify gender-based perceptions of English language teachers from a Saudi university regarding the role of the textbooks, study material, support of English language teachers, the students' learning strategies, students' motivation and self-evaluation in enhancing learner autonomy. This empirical survey has involved 30 male and 30 female (n=60) English language teachers from English language center of Taif University, Saudi Arabia to record their insights and views about their perceptions and prospects of these pedagogical constructs in their teaching practices. The participants of the study responded to a 35-point Likert-scale modified questionnaire to generate data. Independent-samples T-test has been run to calculate percentages of their responses as well as to identify any statistically significant gender-based differences. The results revealed that only six items out of the total 35 have shown significant gender-based differences in the perceptions of the participants of the survey. The findings have revealed that the participants of this study bear extremely positive attitudes towards the pedagogical significance of learner autonomy and have exhibited encouraging trends about the implementation of this construct in the classrooms. Recommendations have been forwarded based on the results of this survey.","grobid_abstract_attachment_id":61141764},"translated_abstract":null,"internal_url":"https://www.academia.edu/40855514/A_Gender_based_Investigation_of_the_Perception_of_English_Language_Teachers_at_Saudi_Universities_Regarding_the_Factors_Influencing_Learner_Autonomy","translated_internal_url":"","created_at":"2019-11-06T00:53:39.042-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1243866,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":61141764,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61141764/thumbnails/1.jpg","file_name":"4-_Learner_autonomy-AWEJ20191106-8882-xqouuk.pdf","download_url":"https://www.academia.edu/attachments/61141764/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_Gender_based_Investigation_of_the_Perc.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61141764/4-_Learner_autonomy-AWEJ20191106-8882-xqouuk-libre.pdf?1573033168=\u0026response-content-disposition=attachment%3B+filename%3DA_Gender_based_Investigation_of_the_Perc.pdf\u0026Expires=1732431223\u0026Signature=gJ8ow0F~BYP6A7QZDnRkuuBd5FTxtyKSDb5miN7QehGFHIVN0JrMBGtCyq5OdE9UDnrRshgZre9PQbmZclXvPHA0zAEnNG~Cd~Ua8ljQAA6SVH11f327cqIzrG37ixVIHlGRvQxr6F0Ni9tjqbHlJFFjlm3JE8OqyTDZSfzF8cDWlpSxy7e1M9ofkdRVAedMrf5DsWVilXKpTfz7OGXFsOjFuZXGqBtQDNG6Fzd-JRZZBJOzSyV0YEz6~PG3Q0mlzae~FgTiP7IPv5oTrcrYOudpPnM7Q3z0JKurljjUAXpHbMFQ-OPX2a6PV3uRbOnu3KwmNi0dL0I-LCZCe9v0fA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_Gender_based_Investigation_of_the_Perception_of_English_Language_Teachers_at_Saudi_Universities_Regarding_the_Factors_Influencing_Learner_Autonomy","translated_slug":"","page_count":14,"language":"en","content_type":"Work","owner":{"id":1243866,"first_name":"Prof. Dr. Choudhary","middle_initials":"Z A H I D","last_name":"Javid","page_name":"ChoudharyJavid","domain_name":"taif","created_at":"2012-02-26T05:49:05.820-08:00","display_name":"Prof. Dr. Choudhary Z A H I D Javid","url":"https://taif.academia.edu/ChoudharyJavid"},"attachments":[{"id":61141764,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61141764/thumbnails/1.jpg","file_name":"4-_Learner_autonomy-AWEJ20191106-8882-xqouuk.pdf","download_url":"https://www.academia.edu/attachments/61141764/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_Gender_based_Investigation_of_the_Perc.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61141764/4-_Learner_autonomy-AWEJ20191106-8882-xqouuk-libre.pdf?1573033168=\u0026response-content-disposition=attachment%3B+filename%3DA_Gender_based_Investigation_of_the_Perc.pdf\u0026Expires=1732431223\u0026Signature=gJ8ow0F~BYP6A7QZDnRkuuBd5FTxtyKSDb5miN7QehGFHIVN0JrMBGtCyq5OdE9UDnrRshgZre9PQbmZclXvPHA0zAEnNG~Cd~Ua8ljQAA6SVH11f327cqIzrG37ixVIHlGRvQxr6F0Ni9tjqbHlJFFjlm3JE8OqyTDZSfzF8cDWlpSxy7e1M9ofkdRVAedMrf5DsWVilXKpTfz7OGXFsOjFuZXGqBtQDNG6Fzd-JRZZBJOzSyV0YEz6~PG3Q0mlzae~FgTiP7IPv5oTrcrYOudpPnM7Q3z0JKurljjUAXpHbMFQ-OPX2a6PV3uRbOnu3KwmNi0dL0I-LCZCe9v0fA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="40855482"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40855482/Teaching_Effectiveness_of_Native_and_Non_Native_EFL_Teachers_as_Perceived_by_Preparatory_Year_Students_in_Saudi_Context"><img alt="Research paper thumbnail of Teaching Effectiveness of Native and Non-Native EFL Teachers as Perceived by Preparatory Year Students in Saudi Context" class="work-thumbnail" src="https://attachments.academia-assets.com/61141705/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40855482/Teaching_Effectiveness_of_Native_and_Non_Native_EFL_Teachers_as_Perceived_by_Preparatory_Year_Students_in_Saudi_Context">Teaching Effectiveness of Native and Non-Native EFL Teachers as Perceived by Preparatory Year Students in Saudi Context</a></div><div class="wp-workCard_item"><span>Language in India</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study aims at investigating the perceptions of Saudi preparatory year programme (PYP) studen...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study aims at investigating the perceptions of Saudi preparatory year programme (PYP) students, who are taught by native English teacher (NETs) as well as non-native English teachers (NNETs), towards teaching effectiveness of NETs and NNETs in the intensive English language PYP at Taif University. The study investigated 132 Saudi PYP students through a self-developed 2-point questionnaire. Descriptive statistics were run for data analyses. It has been found out that the participants of this study have exhibited positive attitudes towards their NETs and NNETs. Though the results have shown an overall preference for NETs but it seems that the respondents also believe that NNETs effectively contribute by virtue of their own experiences as English language learners and their experience as teachers. It may be concluded that Saudi EFL learners represented by the participants of this survey believe that NETs are more successful in creating richer classroom environment, teaching/assessing speaking skills, listening skills, vocabulary and reading skills better. The findings reveal that NNETs use innovative strategies and explain lessons more clearly to make their students learn better. By virtue of their personal experiences as language learners themselves, they have been perceived to understand their students' questions and language difficulties in a better manner that facilitate learning process. Therefore, it may be concluded that each group has been perceived to have their own particular strengths which give one an advantage over the other, these differences do not make one better than the other.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3d537d7c4ad4b47b502b228091943621" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61141705,"asset_id":40855482,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61141705/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40855482"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40855482"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40855482; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40855482]").text(description); $(".js-view-count[data-work-id=40855482]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40855482; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40855482']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 40855482, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3d537d7c4ad4b47b502b228091943621" } } $('.js-work-strip[data-work-id=40855482]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40855482,"title":"Teaching Effectiveness of Native and Non-Native EFL Teachers as Perceived by Preparatory Year Students in Saudi Context","translated_title":"","metadata":{"abstract":"This study aims at investigating the perceptions of Saudi preparatory year programme (PYP) students, who are taught by native English teacher (NETs) as well as non-native English teachers (NNETs), towards teaching effectiveness of NETs and NNETs in the intensive English language PYP at Taif University. The study investigated 132 Saudi PYP students through a self-developed 2-point questionnaire. Descriptive statistics were run for data analyses. It has been found out that the participants of this study have exhibited positive attitudes towards their NETs and NNETs. Though the results have shown an overall preference for NETs but it seems that the respondents also believe that NNETs effectively contribute by virtue of their own experiences as English language learners and their experience as teachers. It may be concluded that Saudi EFL learners represented by the participants of this survey believe that NETs are more successful in creating richer classroom environment, teaching/assessing speaking skills, listening skills, vocabulary and reading skills better. The findings reveal that NNETs use innovative strategies and explain lessons more clearly to make their students learn better. By virtue of their personal experiences as language learners themselves, they have been perceived to understand their students' questions and language difficulties in a better manner that facilitate learning process. Therefore, it may be concluded that each group has been perceived to have their own particular strengths which give one an advantage over the other, these differences do not make one better than the other.","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"Language in India"},"translated_abstract":"This study aims at investigating the perceptions of Saudi preparatory year programme (PYP) students, who are taught by native English teacher (NETs) as well as non-native English teachers (NNETs), towards teaching effectiveness of NETs and NNETs in the intensive English language PYP at Taif University. The study investigated 132 Saudi PYP students through a self-developed 2-point questionnaire. Descriptive statistics were run for data analyses. It has been found out that the participants of this study have exhibited positive attitudes towards their NETs and NNETs. Though the results have shown an overall preference for NETs but it seems that the respondents also believe that NNETs effectively contribute by virtue of their own experiences as English language learners and their experience as teachers. It may be concluded that Saudi EFL learners represented by the participants of this survey believe that NETs are more successful in creating richer classroom environment, teaching/assessing speaking skills, listening skills, vocabulary and reading skills better. The findings reveal that NNETs use innovative strategies and explain lessons more clearly to make their students learn better. By virtue of their personal experiences as language learners themselves, they have been perceived to understand their students' questions and language difficulties in a better manner that facilitate learning process. Therefore, it may be concluded that each group has been perceived to have their own particular strengths which give one an advantage over the other, these differences do not make one better than the other.","internal_url":"https://www.academia.edu/40855482/Teaching_Effectiveness_of_Native_and_Non_Native_EFL_Teachers_as_Perceived_by_Preparatory_Year_Students_in_Saudi_Context","translated_internal_url":"","created_at":"2019-11-06T00:50:22.172-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1243866,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":61141705,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61141705/thumbnails/1.jpg","file_name":"3-_Native-Nonnative_201620191106-76992-1hg46wb.pdf","download_url":"https://www.academia.edu/attachments/61141705/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Teaching_Effectiveness_of_Native_and_Non.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61141705/3-_Native-Nonnative_201620191106-76992-1hg46wb-libre.pdf?1573033170=\u0026response-content-disposition=attachment%3B+filename%3DTeaching_Effectiveness_of_Native_and_Non.pdf\u0026Expires=1732431223\u0026Signature=WG3gU5yUZ64epCulvFFYDeRVd48lyrJ1FX7f5brd5nUYqnW9yDY3aWkN6oi9WS~J5nQcdQIsMqCnSnZnEhAAmslNzF3ENuD-GhP564tNG~D9JUEux6VDBEWNCqguTE1JwBudS7KNUPFjrSbb6weN18kTHDLguyQhkuFp9ZHHSx9reuw5pk2tDCby0TN03cbKoE740IqAJrEbMJnsB4Wq0AktWoXJvASTK6JQVjMDMwMucaW6JBKbZMeKCS91eQZdVM4ixbrNRacLyWZuLyJyF1tDj-1QJtW3IyAdOl6PDduU6Im0mbGtTna~X7dvY4bkU7Lj3q1~izBBXvO3nX0z9w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Teaching_Effectiveness_of_Native_and_Non_Native_EFL_Teachers_as_Perceived_by_Preparatory_Year_Students_in_Saudi_Context","translated_slug":"","page_count":24,"language":"en","content_type":"Work","owner":{"id":1243866,"first_name":"Prof. Dr. Choudhary","middle_initials":"Z A H I D","last_name":"Javid","page_name":"ChoudharyJavid","domain_name":"taif","created_at":"2012-02-26T05:49:05.820-08:00","display_name":"Prof. Dr. Choudhary Z A H I D Javid","url":"https://taif.academia.edu/ChoudharyJavid"},"attachments":[{"id":61141705,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61141705/thumbnails/1.jpg","file_name":"3-_Native-Nonnative_201620191106-76992-1hg46wb.pdf","download_url":"https://www.academia.edu/attachments/61141705/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Teaching_Effectiveness_of_Native_and_Non.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61141705/3-_Native-Nonnative_201620191106-76992-1hg46wb-libre.pdf?1573033170=\u0026response-content-disposition=attachment%3B+filename%3DTeaching_Effectiveness_of_Native_and_Non.pdf\u0026Expires=1732431223\u0026Signature=WG3gU5yUZ64epCulvFFYDeRVd48lyrJ1FX7f5brd5nUYqnW9yDY3aWkN6oi9WS~J5nQcdQIsMqCnSnZnEhAAmslNzF3ENuD-GhP564tNG~D9JUEux6VDBEWNCqguTE1JwBudS7KNUPFjrSbb6weN18kTHDLguyQhkuFp9ZHHSx9reuw5pk2tDCby0TN03cbKoE740IqAJrEbMJnsB4Wq0AktWoXJvASTK6JQVjMDMwMucaW6JBKbZMeKCS91eQZdVM4ixbrNRacLyWZuLyJyF1tDj-1QJtW3IyAdOl6PDduU6Im0mbGtTna~X7dvY4bkU7Lj3q1~izBBXvO3nX0z9w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1750,"name":"Assessment","url":"https://www.academia.edu/Documents/in/Assessment"},{"id":7255,"name":"Learning Styles","url":"https://www.academia.edu/Documents/in/Learning_Styles"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics"},{"id":17663,"name":"ESP","url":"https://www.academia.edu/Documents/in/ESP"},{"id":36055,"name":"Quantitative","url":"https://www.academia.edu/Documents/in/Quantitative"},{"id":50024,"name":"Language Teaching","url":"https://www.academia.edu/Documents/in/Language_Teaching"},{"id":73146,"name":"Qualitative","url":"https://www.academia.edu/Documents/in/Qualitative"},{"id":98625,"name":"Needs Analysis","url":"https://www.academia.edu/Documents/in/Needs_Analysis"},{"id":161489,"name":"EMP","url":"https://www.academia.edu/Documents/in/EMP"},{"id":676329,"name":"Teaching effectiveness","url":"https://www.academia.edu/Documents/in/Teaching_effectiveness"},{"id":1225404,"name":"ESL","url":"https://www.academia.edu/Documents/in/ESL"},{"id":1231439,"name":"EFL","url":"https://www.academia.edu/Documents/in/EFL"},{"id":3435748,"name":"English language skills","url":"https://www.academia.edu/Documents/in/English_language_skills"}],"urls":[]}, dispatcherData: dispatcherData }); 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The study investigated 132 Saudi PYP students through a self-developed 2-point questionnaire. Descriptive statistics were run for data analyses. It has been found out that the participants of this study have exhibited positive attitudes towards their NETs and NNETs.","grobid_abstract_attachment_id":61110072},"translated_abstract":null,"internal_url":"https://www.academia.edu/40826539/Teaching_Effectiveness_of_Native_and_Non_Native_EFL_Teachers_as_Perceived_by_Preparatory_Year_Students_in_Saudi_Context","translated_internal_url":"","created_at":"2019-11-03T03:37:49.482-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1243866,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":61110072,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61110072/thumbnails/1.jpg","file_name":"3-_Native-Nonnative_201620191103-12548-i4d0us.pdf","download_url":"https://www.academia.edu/attachments/61110072/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Teaching_Effectiveness_of_Native_and_Non.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61110072/3-_Native-Nonnative_201620191103-12548-i4d0us-libre.pdf?1572782638=\u0026response-content-disposition=attachment%3B+filename%3DTeaching_Effectiveness_of_Native_and_Non.pdf\u0026Expires=1732431223\u0026Signature=OoksRnLMBzbTeurPuFaROgAOlghT5~39C94WvFAT3UuR1ujfDGyFkd5tpgqkjAVz-RtA97Ext3hlt6lJOirlU45FjvwxVNmi8sQQr2pZaXuZMowoE-ETNGApIou3CsAqL4jDDuXgN3-djy4-Xtpv~FTYvFwaMQGwdE5dYB-4EJhxK4uyv7K8l5WCeqMKcPJlqsrIGurBAhKkQBrYLrtHwB8hEBcz7XibWmbj0V31~pIbUtlkEp5gR55II58iTCDzktAzdb3KkAZALrbB5goX61CFHFVVB2Ax7BW2rGDBQuNi3VhFpe~80ASOttFGUE4W0Asc35m9lM4sIuX2wEvVTQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Teaching_Effectiveness_of_Native_and_Non_Native_EFL_Teachers_as_Perceived_by_Preparatory_Year_Students_in_Saudi_Context","translated_slug":"","page_count":24,"language":"en","content_type":"Work","owner":{"id":1243866,"first_name":"Prof. Dr. Choudhary","middle_initials":"Z A H I D","last_name":"Javid","page_name":"ChoudharyJavid","domain_name":"taif","created_at":"2012-02-26T05:49:05.820-08:00","display_name":"Prof. Dr. Choudhary Z A H I D Javid","url":"https://taif.academia.edu/ChoudharyJavid"},"attachments":[{"id":61110072,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61110072/thumbnails/1.jpg","file_name":"3-_Native-Nonnative_201620191103-12548-i4d0us.pdf","download_url":"https://www.academia.edu/attachments/61110072/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Teaching_Effectiveness_of_Native_and_Non.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61110072/3-_Native-Nonnative_201620191103-12548-i4d0us-libre.pdf?1572782638=\u0026response-content-disposition=attachment%3B+filename%3DTeaching_Effectiveness_of_Native_and_Non.pdf\u0026Expires=1732431223\u0026Signature=OoksRnLMBzbTeurPuFaROgAOlghT5~39C94WvFAT3UuR1ujfDGyFkd5tpgqkjAVz-RtA97Ext3hlt6lJOirlU45FjvwxVNmi8sQQr2pZaXuZMowoE-ETNGApIou3CsAqL4jDDuXgN3-djy4-Xtpv~FTYvFwaMQGwdE5dYB-4EJhxK4uyv7K8l5WCeqMKcPJlqsrIGurBAhKkQBrYLrtHwB8hEBcz7XibWmbj0V31~pIbUtlkEp5gR55II58iTCDzktAzdb3KkAZALrbB5goX61CFHFVVB2Ax7BW2rGDBQuNi3VhFpe~80ASOttFGUE4W0Asc35m9lM4sIuX2wEvVTQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="40826285"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40826285/A_Proficiency_Based_Comparative_Investigation_of_Listening_Comprehension_Strategies_Employed_by_Saudi_EFL_Learners"><img alt="Research paper thumbnail of A Proficiency-Based Comparative Investigation of Listening Comprehension Strategies Employed by Saudi EFL Learners" class="work-thumbnail" src="https://attachments.academia-assets.com/61109784/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40826285/A_Proficiency_Based_Comparative_Investigation_of_Listening_Comprehension_Strategies_Employed_by_Saudi_EFL_Learners">A Proficiency-Based Comparative Investigation of Listening Comprehension Strategies Employed by Saudi EFL Learners</a></div><div class="wp-workCard_item"><span>International Journal of English Linguistics</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The study in hand intends to investigate the comparative analyses of the perceptions of Saudi EFL...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The study in hand intends to investigate the comparative analyses of the perceptions of Saudi EFL learners with high grade point average (HGPA) and low-grade point average (LGPA) towards cognitive, metacognitive and socio-affective listening comprehension strategies employed by them to comprehend listening texts. A modified 5-point strongly agree to strongly disagree Likert-scale questionnaire has been administered to Saudi EFL learners with HGPA and LGPA to generate data for this empirical study. The reliability and validity of the questionnaire has been determined. The instrument was translated into Arabic which was administered to the cohort from both levels to identify their responses towards the various questionnaire items. Independent-samples T-test was run to determine descriptive statistics as well as to identify whether any statistically significant difference exist along GPA. The data generated through this comparative analysis were used to test three null hypotheses set for this study. The results have reported that by and large no significant differences exist in the perceptions of the HGPA and LGPA participants of this study and null hypotheses were accepted. It was found that Saudi EFL learners represented by the participants of this study resort to cognitive strategies the most followed by the metacognitive ones to comprehend listening texts. As far socio-affective strategies are concerned, the results indicate their least use by the participants of this study. The findings of this empirical study suggest that Saudi EFL learners like to exploit bottom-up strategies more than the top-down ones. Recommendations have been forwarded at the end based on the findings of this empirical study.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8113825c1c5104a022f12a89b82a0ced" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61109784,"asset_id":40826285,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61109784/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40826285"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40826285"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40826285; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40826285]").text(description); $(".js-view-count[data-work-id=40826285]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40826285; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40826285']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 40826285, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8113825c1c5104a022f12a89b82a0ced" } } $('.js-work-strip[data-work-id=40826285]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40826285,"title":"A Proficiency-Based Comparative Investigation of Listening Comprehension Strategies Employed by Saudi EFL Learners","translated_title":"","metadata":{"doi":"10.5539/ijel.v8n6p315","abstract":"The study in hand intends to investigate the comparative analyses of the perceptions of Saudi EFL learners with high grade point average (HGPA) and low-grade point average (LGPA) towards cognitive, metacognitive and socio-affective listening comprehension strategies employed by them to comprehend listening texts. A modified 5-point strongly agree to strongly disagree Likert-scale questionnaire has been administered to Saudi EFL learners with HGPA and LGPA to generate data for this empirical study. The reliability and validity of the questionnaire has been determined. The instrument was translated into Arabic which was administered to the cohort from both levels to identify their responses towards the various questionnaire items. Independent-samples T-test was run to determine descriptive statistics as well as to identify whether any statistically significant difference exist along GPA. The data generated through this comparative analysis were used to test three null hypotheses set for this study. The results have reported that by and large no significant differences exist in the perceptions of the HGPA and LGPA participants of this study and null hypotheses were accepted. It was found that Saudi EFL learners represented by the participants of this study resort to cognitive strategies the most followed by the metacognitive ones to comprehend listening texts. As far socio-affective strategies are concerned, the results indicate their least use by the participants of this study. The findings of this empirical study suggest that Saudi EFL learners like to exploit bottom-up strategies more than the top-down ones. Recommendations have been forwarded at the end based on the findings of this empirical study.","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"International Journal of English Linguistics"},"translated_abstract":"The study in hand intends to investigate the comparative analyses of the perceptions of Saudi EFL learners with high grade point average (HGPA) and low-grade point average (LGPA) towards cognitive, metacognitive and socio-affective listening comprehension strategies employed by them to comprehend listening texts. A modified 5-point strongly agree to strongly disagree Likert-scale questionnaire has been administered to Saudi EFL learners with HGPA and LGPA to generate data for this empirical study. The reliability and validity of the questionnaire has been determined. The instrument was translated into Arabic which was administered to the cohort from both levels to identify their responses towards the various questionnaire items. Independent-samples T-test was run to determine descriptive statistics as well as to identify whether any statistically significant difference exist along GPA. The data generated through this comparative analysis were used to test three null hypotheses set for this study. The results have reported that by and large no significant differences exist in the perceptions of the HGPA and LGPA participants of this study and null hypotheses were accepted. It was found that Saudi EFL learners represented by the participants of this study resort to cognitive strategies the most followed by the metacognitive ones to comprehend listening texts. As far socio-affective strategies are concerned, the results indicate their least use by the participants of this study. The findings of this empirical study suggest that Saudi EFL learners like to exploit bottom-up strategies more than the top-down ones. Recommendations have been forwarded at the end based on the findings of this empirical study.","internal_url":"https://www.academia.edu/40826285/A_Proficiency_Based_Comparative_Investigation_of_Listening_Comprehension_Strategies_Employed_by_Saudi_EFL_Learners","translated_internal_url":"","created_at":"2019-11-03T02:43:56.875-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1243866,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":61109784,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61109784/thumbnails/1.jpg","file_name":"2-_list_comprehension_1820191103-46876-1jfuae5.pdf","download_url":"https://www.academia.edu/attachments/61109784/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_Proficiency_Based_Comparative_Investig.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61109784/2-_list_comprehension_1820191103-46876-1jfuae5-libre.pdf?1572779845=\u0026response-content-disposition=attachment%3B+filename%3DA_Proficiency_Based_Comparative_Investig.pdf\u0026Expires=1732431223\u0026Signature=WmNk7sEtBsyVuQsPy4jFr-vYNK1Sbjdu6gLTkc6sWVweF~w9GEy4duAjPZ6cd~8hF3~YEMR85bvSbjgnd0KvdIJbXRlE7cDo5V0yBwHahTxLVJyQiVP3nAkT69qM86VIJj1dYtuvHrEu9Z9RYwX87ZAP4NBeW~nxvXMgiOBzzqppoPPPdSkR946DBjszQxQw4QuixzzLIyL~-DyzMVxaxJGzjLevYlNNpkNBMZRxKp7iAu8JwzB4gsBNaOR7YYkpqKaaEZlmPaUczSJgBSmTK3bvVcOgk5wrIZY12XsZl-ull7hUIyhhtL59hqk8fV0~YvA5vK655y2Qn~hVBi4h5A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_Proficiency_Based_Comparative_Investigation_of_Listening_Comprehension_Strategies_Employed_by_Saudi_EFL_Learners","translated_slug":"","page_count":13,"language":"en","content_type":"Work","owner":{"id":1243866,"first_name":"Prof. Dr. Choudhary","middle_initials":"Z A H I D","last_name":"Javid","page_name":"ChoudharyJavid","domain_name":"taif","created_at":"2012-02-26T05:49:05.820-08:00","display_name":"Prof. Dr. Choudhary Z A H I D Javid","url":"https://taif.academia.edu/ChoudharyJavid"},"attachments":[{"id":61109784,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61109784/thumbnails/1.jpg","file_name":"2-_list_comprehension_1820191103-46876-1jfuae5.pdf","download_url":"https://www.academia.edu/attachments/61109784/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_Proficiency_Based_Comparative_Investig.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61109784/2-_list_comprehension_1820191103-46876-1jfuae5-libre.pdf?1572779845=\u0026response-content-disposition=attachment%3B+filename%3DA_Proficiency_Based_Comparative_Investig.pdf\u0026Expires=1732431223\u0026Signature=WmNk7sEtBsyVuQsPy4jFr-vYNK1Sbjdu6gLTkc6sWVweF~w9GEy4duAjPZ6cd~8hF3~YEMR85bvSbjgnd0KvdIJbXRlE7cDo5V0yBwHahTxLVJyQiVP3nAkT69qM86VIJj1dYtuvHrEu9Z9RYwX87ZAP4NBeW~nxvXMgiOBzzqppoPPPdSkR946DBjszQxQw4QuixzzLIyL~-DyzMVxaxJGzjLevYlNNpkNBMZRxKp7iAu8JwzB4gsBNaOR7YYkpqKaaEZlmPaUczSJgBSmTK3bvVcOgk5wrIZY12XsZl-ull7hUIyhhtL59hqk8fV0~YvA5vK655y2Qn~hVBi4h5A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"},{"id":50569,"name":"Language Learning","url":"https://www.academia.edu/Documents/in/Language_Learning"},{"id":1225404,"name":"ESL","url":"https://www.academia.edu/Documents/in/ESL"},{"id":1231439,"name":"EFL","url":"https://www.academia.edu/Documents/in/EFL"},{"id":3435748,"name":"English language skills","url":"https://www.academia.edu/Documents/in/English_language_skills"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="15033045"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/15033045/ENGLISH_FOR_SPECIFIC_PURPOSES_ROLE_OF_LEARNERS_TEACHERS_AND_TEACHING_METHODOLOGIES"><img alt="Research paper thumbnail of ENGLISH FOR SPECIFIC PURPOSES: ROLE OF LEARNERS, TEACHERS AND TEACHING METHODOLOGIES" class="work-thumbnail" src="https://attachments.academia-assets.com/38515344/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/15033045/ENGLISH_FOR_SPECIFIC_PURPOSES_ROLE_OF_LEARNERS_TEACHERS_AND_TEACHING_METHODOLOGIES">ENGLISH FOR SPECIFIC PURPOSES: ROLE OF LEARNERS, TEACHERS AND TEACHING METHODOLOGIES</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://taif.academia.edu/ChoudharyJavid">Prof. Dr. Choudhary Z A H I D Javid</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://euinstitute.academia.edu/EuropeanScientificJournalESJ">European Scientific Journal ESJ</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article aims at presenting insights regarding the peculiar role of learners, teachers and te...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article aims at presenting insights regarding the peculiar role of<br />learners, teachers and teaching methodologies to address to the specific<br />needs of English for Specific Purposes (ESP) programmes. It has been found<br />out that adulthood teaching demands that ESP teaching should not be<br />restricted only to instructional setting but other modes, such as self-access<br />study, project work, cooperative learning etc. should be incorporated in the<br />program. It has also been reported that ESP learners should be actively<br />involved in the process of the choice of the content materials, curriculum<br />development and teaching methodology to ensure maximum commitment<br />and motivation of the program participants. The following five key roles<br />have been identified for ESP practitioners who need to discharge their work<br />as a 1) teacher, 2) course designer and material provider, 3) collaborator, 4)<br />researcher and 5) evaluator. ESP teachers have to bear the extra burden of<br />the content area of the learners as well. Additionally ESP practitioners have a<br />challenging task because they are not in the position of being the 'primary<br />knower' of the carrier content and in most of the cases ESP learners may<br />know more about the content than the teachers. The findings strongly suggest<br />that ESP teaching calls for an extremely professional behavior on part of<br />ESP teachers who need to update their knowledge by remaining constantly in<br />touch with the research in the various fields of ESP. It is suggested that no<br />single teaching methodology can be sufficient to address diverse and peculiar<br />needs of ESP learners and ESP practitioners have to pick and choose from a<br />host of teaching methodologies to run an effective ESP course. It may be<br />summed up that as the learners’ personalities as well as the learning contexts<br />are diverse and specific, there is an unavoidable need to choose matching<br />pedagogical methodologies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bf4937644ff5afbe30d6c660ee646967" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":38515344,"asset_id":15033045,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/38515344/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="15033045"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="15033045"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 15033045; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=15033045]").text(description); $(".js-view-count[data-work-id=15033045]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 15033045; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='15033045']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 15033045, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "bf4937644ff5afbe30d6c660ee646967" } } $('.js-work-strip[data-work-id=15033045]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":15033045,"title":"ENGLISH FOR SPECIFIC PURPOSES: ROLE OF LEARNERS, TEACHERS AND TEACHING METHODOLOGIES","translated_title":"","metadata":{"abstract":"This article aims at presenting insights regarding the peculiar role of\nlearners, teachers and teaching methodologies to address to the specific\nneeds of English for Specific Purposes (ESP) programmes. It has been found\nout that adulthood teaching demands that ESP teaching should not be\nrestricted only to instructional setting but other modes, such as self-access\nstudy, project work, cooperative learning etc. should be incorporated in the\nprogram. It has also been reported that ESP learners should be actively\ninvolved in the process of the choice of the content materials, curriculum\ndevelopment and teaching methodology to ensure maximum commitment\nand motivation of the program participants. The following five key roles\nhave been identified for ESP practitioners who need to discharge their work\nas a 1) teacher, 2) course designer and material provider, 3) collaborator, 4)\nresearcher and 5) evaluator. ESP teachers have to bear the extra burden of\nthe content area of the learners as well. Additionally ESP practitioners have a\nchallenging task because they are not in the position of being the 'primary\nknower' of the carrier content and in most of the cases ESP learners may\nknow more about the content than the teachers. The findings strongly suggest\nthat ESP teaching calls for an extremely professional behavior on part of\nESP teachers who need to update their knowledge by remaining constantly in\ntouch with the research in the various fields of ESP. It is suggested that no\nsingle teaching methodology can be sufficient to address diverse and peculiar\nneeds of ESP learners and ESP practitioners have to pick and choose from a\nhost of teaching methodologies to run an effective ESP course. It may be\nsummed up that as the learners’ personalities as well as the learning contexts\nare diverse and specific, there is an unavoidable need to choose matching\npedagogical methodologies."},"translated_abstract":"This article aims at presenting insights regarding the peculiar role of\nlearners, teachers and teaching methodologies to address to the specific\nneeds of English for Specific Purposes (ESP) programmes. It has been found\nout that adulthood teaching demands that ESP teaching should not be\nrestricted only to instructional setting but other modes, such as self-access\nstudy, project work, cooperative learning etc. should be incorporated in the\nprogram. It has also been reported that ESP learners should be actively\ninvolved in the process of the choice of the content materials, curriculum\ndevelopment and teaching methodology to ensure maximum commitment\nand motivation of the program participants. The following five key roles\nhave been identified for ESP practitioners who need to discharge their work\nas a 1) teacher, 2) course designer and material provider, 3) collaborator, 4)\nresearcher and 5) evaluator. ESP teachers have to bear the extra burden of\nthe content area of the learners as well. Additionally ESP practitioners have a\nchallenging task because they are not in the position of being the 'primary\nknower' of the carrier content and in most of the cases ESP learners may\nknow more about the content than the teachers. The findings strongly suggest\nthat ESP teaching calls for an extremely professional behavior on part of\nESP teachers who need to update their knowledge by remaining constantly in\ntouch with the research in the various fields of ESP. It is suggested that no\nsingle teaching methodology can be sufficient to address diverse and peculiar\nneeds of ESP learners and ESP practitioners have to pick and choose from a\nhost of teaching methodologies to run an effective ESP course. It may be\nsummed up that as the learners’ personalities as well as the learning contexts\nare diverse and specific, there is an unavoidable need to choose matching\npedagogical methodologies.","internal_url":"https://www.academia.edu/15033045/ENGLISH_FOR_SPECIFIC_PURPOSES_ROLE_OF_LEARNERS_TEACHERS_AND_TEACHING_METHODOLOGIES","translated_internal_url":"","created_at":"2015-08-19T07:04:18.946-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":33384065,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":4820003,"work_id":15033045,"tagging_user_id":33384065,"tagged_user_id":1243866,"co_author_invite_id":null,"email":"c***j@hotmail.com","affiliation":"Taif University, Kingdom of Saudi Arabia","display_order":0,"name":"Prof. Dr. Choudhary Z A H I D Javid","title":"ENGLISH FOR SPECIFIC PURPOSES: ROLE OF LEARNERS, TEACHERS AND TEACHING METHODOLOGIES"}],"downloadable_attachments":[{"id":38515344,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/38515344/thumbnails/1.jpg","file_name":"2.pdf","download_url":"https://www.academia.edu/attachments/38515344/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"ENGLISH_FOR_SPECIFIC_PURPOSES_ROLE_OF_LE.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/38515344/2-libre.pdf?1439992976=\u0026response-content-disposition=attachment%3B+filename%3DENGLISH_FOR_SPECIFIC_PURPOSES_ROLE_OF_LE.pdf\u0026Expires=1731479924\u0026Signature=ZTo~o9iXAG6Zb14qyGGGdB9ieIqqhPPkZTZH1-2wK9COT5r1JQnDyg9AqhnUNnKXZR21XdelhvNlxoKgCOjGWdPllbwgnlp9Wch4uyyP84sfotpeflkzwdjm9qZqJozmr9auHhnaDSvhHYnhQUyFMFYK8Yyzyp~qUKNJzrKrR~O9kJ2QSCNKtvLFZ8qM8jMC9316uQ03l-amne8CAupR5OVCiVUx6O6Ox~MK6hIg~2ZIBneMHRhyEyl~17DTVdhDo0uP7P~vxJYYfZhjcToEIZUcQJqMg6laujY3MuisIinw1C5q6N6~CKA0f59QkciXbPGChBu3aEwUyp~7WSXdhQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"ENGLISH_FOR_SPECIFIC_PURPOSES_ROLE_OF_LEARNERS_TEACHERS_AND_TEACHING_METHODOLOGIES","translated_slug":"","page_count":18,"language":"en","content_type":"Work","owner":{"id":33384065,"first_name":"European Scientific Journal","middle_initials":null,"last_name":"ESJ","page_name":"EuropeanScientificJournalESJ","domain_name":"euinstitute","created_at":"2015-07-27T14:55:52.002-07:00","display_name":"European Scientific Journal ESJ","url":"https://euinstitute.academia.edu/EuropeanScientificJournalESJ"},"attachments":[{"id":38515344,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/38515344/thumbnails/1.jpg","file_name":"2.pdf","download_url":"https://www.academia.edu/attachments/38515344/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"ENGLISH_FOR_SPECIFIC_PURPOSES_ROLE_OF_LE.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/38515344/2-libre.pdf?1439992976=\u0026response-content-disposition=attachment%3B+filename%3DENGLISH_FOR_SPECIFIC_PURPOSES_ROLE_OF_LE.pdf\u0026Expires=1731479924\u0026Signature=ZTo~o9iXAG6Zb14qyGGGdB9ieIqqhPPkZTZH1-2wK9COT5r1JQnDyg9AqhnUNnKXZR21XdelhvNlxoKgCOjGWdPllbwgnlp9Wch4uyyP84sfotpeflkzwdjm9qZqJozmr9auHhnaDSvhHYnhQUyFMFYK8Yyzyp~qUKNJzrKrR~O9kJ2QSCNKtvLFZ8qM8jMC9316uQ03l-amne8CAupR5OVCiVUx6O6Ox~MK6hIg~2ZIBneMHRhyEyl~17DTVdhDo0uP7P~vxJYYfZhjcToEIZUcQJqMg6laujY3MuisIinw1C5q6N6~CKA0f59QkciXbPGChBu3aEwUyp~7WSXdhQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="14531140"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/14531140/English_for_Specific_Purposes_Role_of_Learners_Teachers_and_Teaching_Methodologies"><img alt="Research paper thumbnail of English for Specific Purposes: Role of Learners, Teachers and Teaching Methodologies " class="work-thumbnail" src="https://attachments.academia-assets.com/38345332/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/14531140/English_for_Specific_Purposes_Role_of_Learners_Teachers_and_Teaching_Methodologies">English for Specific Purposes: Role of Learners, Teachers and Teaching Methodologies </a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Abstract This article aims at presenting insights regarding the peculiar role of learners, teach...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Abstract <br />This article aims at presenting insights regarding the peculiar role of learners, teachers and teaching methodologies to address to the specific needs of English for Specific Purposes (ESP) programmes. It has been found out that adulthood teaching demands that ESP teaching should not be restricted only to instructional setting but other modes, such as self-access study, project work, cooperative learning etc. should be incorporated in the program. It has also been reported that ESP learners should be actively involved in the process of the choice of the content materials, curriculum development and teaching methodology to ensure maximum commitment and motivation of the program participants. The following five key roles have been identified for ESP practitioners who need to discharge their work as a 1) teacher, 2) course designer and material provider, 3) collaborator, 4) researcher and 5) evaluator. ESP teachers have to bear the extra burden of the content area of the learners as well. Additionally ESP practitioners have a challenging task because they are not in the position of being the 'primary knower' of the carrier content and in most of the cases ESP learners may know more about the content than the teachers. The findings strongly suggest that ESP teaching calls for an extremely professional behavior on part of ESP teachers who need to update their knowledge by remaining constantly in touch with the research in the various fields of ESP. It is suggested that no single teaching methodology can be sufficient to address diverse and peculiar needs of ESP learners and ESP practitioners have to pick and choose from a host of teaching methodologies to run an effective ESP course. It may be summed up that as the learners’ personalities as well as the learning contexts are diverse and specific, there is an unavoidable need to choose matching pedagogical methodologies.    <br />Key words: English for Specific Purposes; Practitioner; ESP learners; Needs Analysis</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6a5ca27fbf39463602c933e90b24971d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":38345332,"asset_id":14531140,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/38345332/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="14531140"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="14531140"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 14531140; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=14531140]").text(description); $(".js-view-count[data-work-id=14531140]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 14531140; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='14531140']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 14531140, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6a5ca27fbf39463602c933e90b24971d" } } $('.js-work-strip[data-work-id=14531140]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":14531140,"title":"English for Specific Purposes: Role of Learners, Teachers and Teaching Methodologies ","translated_title":"","metadata":{"abstract":"Abstract \nThis article aims at presenting insights regarding the peculiar role of learners, teachers and teaching methodologies to address to the specific needs of English for Specific Purposes (ESP) programmes. It has been found out that adulthood teaching demands that ESP teaching should not be restricted only to instructional setting but other modes, such as self-access study, project work, cooperative learning etc. should be incorporated in the program. It has also been reported that ESP learners should be actively involved in the process of the choice of the content materials, curriculum development and teaching methodology to ensure maximum commitment and motivation of the program participants. The following five key roles have been identified for ESP practitioners who need to discharge their work as a 1) teacher, 2) course designer and material provider, 3) collaborator, 4) researcher and 5) evaluator. ESP teachers have to bear the extra burden of the content area of the learners as well. Additionally ESP practitioners have a challenging task because they are not in the position of being the 'primary knower' of the carrier content and in most of the cases ESP learners may know more about the content than the teachers. The findings strongly suggest that ESP teaching calls for an extremely professional behavior on part of ESP teachers who need to update their knowledge by remaining constantly in touch with the research in the various fields of ESP. It is suggested that no single teaching methodology can be sufficient to address diverse and peculiar needs of ESP learners and ESP practitioners have to pick and choose from a host of teaching methodologies to run an effective ESP course. It may be summed up that as the learners’ personalities as well as the learning contexts are diverse and specific, there is an unavoidable need to choose matching pedagogical methodologies. \nKey words: English for Specific Purposes; Practitioner; ESP learners; Needs Analysis \n"},"translated_abstract":"Abstract \nThis article aims at presenting insights regarding the peculiar role of learners, teachers and teaching methodologies to address to the specific needs of English for Specific Purposes (ESP) programmes. It has been found out that adulthood teaching demands that ESP teaching should not be restricted only to instructional setting but other modes, such as self-access study, project work, cooperative learning etc. should be incorporated in the program. It has also been reported that ESP learners should be actively involved in the process of the choice of the content materials, curriculum development and teaching methodology to ensure maximum commitment and motivation of the program participants. The following five key roles have been identified for ESP practitioners who need to discharge their work as a 1) teacher, 2) course designer and material provider, 3) collaborator, 4) researcher and 5) evaluator. ESP teachers have to bear the extra burden of the content area of the learners as well. Additionally ESP practitioners have a challenging task because they are not in the position of being the 'primary knower' of the carrier content and in most of the cases ESP learners may know more about the content than the teachers. The findings strongly suggest that ESP teaching calls for an extremely professional behavior on part of ESP teachers who need to update their knowledge by remaining constantly in touch with the research in the various fields of ESP. It is suggested that no single teaching methodology can be sufficient to address diverse and peculiar needs of ESP learners and ESP practitioners have to pick and choose from a host of teaching methodologies to run an effective ESP course. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="3170843"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/3170843/Saudi_English_major_undergraduates_and_English_Teachers_perceptions_regarding_effective_ELT_in_the_KSA_A_Comparative_Study"><img alt="Research paper thumbnail of Saudi English-major undergraduates and English Teachers' perceptions regarding effective ELT in the KSA: A Comparative Study" class="work-thumbnail" src="https://attachments.academia-assets.com/31065342/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/3170843/Saudi_English_major_undergraduates_and_English_Teachers_perceptions_regarding_effective_ELT_in_the_KSA_A_Comparative_Study">Saudi English-major undergraduates and English Teachers' perceptions regarding effective ELT in the KSA: A Comparative Study</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://cust-pk.academia.edu/MuhammadFarooq">Muhammad U Farooq</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://taif.academia.edu/ChoudharyJavid">Prof. Dr. Choudhary Z A H I D Javid</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study investigated Saudi English-major undergraduates and English teachers of Taif Universit...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study investigated Saudi English-major undergraduates and English teachers of Taif University to determine the factors that hinder effective ELT in Saudi universities and sought their suggestions to improve the situation. The data were collected from 134 participants: 103 English-major undergraduates and 31 English teachers from foreign languages department, Taif university who responded to a 5-point agree/disagree structured questionnaire. The study also intended to identify whether any significant differences existed between both the populations in this regard. Thirty-four items were grouped into two categories: 19 were included to identify the causes whereas the rest 15 items were meant to record the participants' suggestions to ensure effective ELT in Saudi Universities. Results of Independent Samples T-test reported a reasonable level of similarities in the responses of both sample groups towards the causes of ineffective ELT in the KSA and in their suggestions to improve the situation. Both groups saw eye to eye with each other and assigned high values to the following items: a) classroom should be more interactive, b) classrooms need to be equipped with modern teaching resources, c) students' English language proficiency is poor when they join Taif University, d) the students have to pass an English language proficiency test to qualify for the next academic year and e) the department should start remedial courses for the weaker students. Significant differences were reported in 12 out of the total 34 items. The researchers forwarded the recommendations based on the findings of the study to enhance ELT effectiveness at Saudi Universities.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="40db795a11106c0696e032c413942b51" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":31065342,"asset_id":3170843,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/31065342/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="3170843"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="3170843"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3170843; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3170843]").text(description); $(".js-view-count[data-work-id=3170843]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3170843; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='3170843']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 3170843, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "40db795a11106c0696e032c413942b51" } } $('.js-work-strip[data-work-id=3170843]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":3170843,"title":"Saudi English-major undergraduates and English Teachers' perceptions regarding effective ELT in the KSA: A Comparative Study","translated_title":"","metadata":{"abstract":"This study investigated Saudi English-major undergraduates and English teachers of Taif University to determine the factors that hinder effective ELT in Saudi universities and sought their suggestions to improve the situation. The data were collected from 134 participants: 103 English-major undergraduates and 31 English teachers from foreign languages department, Taif university who responded to a 5-point agree/disagree structured questionnaire. The study also intended to identify whether any significant differences existed between both the populations in this regard. Thirty-four items were grouped into two categories: 19 were included to identify the causes whereas the rest 15 items were meant to record the participants' suggestions to ensure effective ELT in Saudi Universities. Results of Independent Samples T-test reported a reasonable level of similarities in the responses of both sample groups towards the causes of ineffective ELT in the KSA and in their suggestions to improve the situation. Both groups saw eye to eye with each other and assigned high values to the following items: a) classroom should be more interactive, b) classrooms need to be equipped with modern teaching resources, c) students' English language proficiency is poor when they join Taif University, d) the students have to pass an English language proficiency test to qualify for the next academic year and e) the department should start remedial courses for the weaker students. Significant differences were reported in 12 out of the total 34 items. The researchers forwarded the recommendations based on the findings of the study to enhance ELT effectiveness at Saudi Universities. "},"translated_abstract":"This study investigated Saudi English-major undergraduates and English teachers of Taif University to determine the factors that hinder effective ELT in Saudi universities and sought their suggestions to improve the situation. 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Both groups saw eye to eye with each other and assigned high values to the following items: a) classroom should be more interactive, b) classrooms need to be equipped with modern teaching resources, c) students' English language proficiency is poor when they join Taif University, d) the students have to pass an English language proficiency test to qualify for the next academic year and e) the department should start remedial courses for the weaker students. Significant differences were reported in 12 out of the total 34 items. The researchers forwarded the recommendations based on the findings of the study to enhance ELT effectiveness at Saudi Universities. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="3137571"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/3137571/Saudi_Undergraduates_Motivational_Orientations_towards_English_Language_Learning_along_Gender_and_University_Major_Lines_A_Comparative_Study"><img alt="Research paper thumbnail of Saudi Undergraduates' Motivational Orientations towards English Language Learning along Gender and University Major Lines: A Comparative Study" class="work-thumbnail" src="https://attachments.academia-assets.com/31047643/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/3137571/Saudi_Undergraduates_Motivational_Orientations_towards_English_Language_Learning_along_Gender_and_University_Major_Lines_A_Comparative_Study">Saudi Undergraduates' Motivational Orientations towards English Language Learning along Gender and University Major Lines: A Comparative Study</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://cust-pk.academia.edu/MuhammadFarooq">Muhammad U Farooq</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://taif.academia.edu/ChoudharyJavid">Prof. Dr. Choudhary Z A H I D Javid</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Research into language learning motivation has proliferated in the EFL contexts including the Ara...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Research into language learning motivation has proliferated in the EFL contexts including the Arab world reflecting its appreciation in learning English as a foreign language. It has been contended that foreign language learning motivation cannot be treated as a single orientation, and variables such as learners' gender, major subject of study, language proficiency, geographical location, etc. play a significant role in this regard. This study intended to investigate Saudi undergraduates' motivational orientations for learning English as a foreign language and to identify whether or not any statistically significant differences existed due to the participants' gender and university major. The researchers developed a 30-item self-reported 5-point agree/disagree Likert scale questionnaire that was administered to 709 male and female Saudi undergraduates from three departments: English, medicine and information technology. MANOVA results reported that the participants of this study exhibited higher extrinsic motivational orientations with fairly high intrinsic orientations. Male English-major were more positive towards both motivational orientations as compared to their female counterparts, but it was found it was the other way round for other populations of the study. The results indicated that significant differences existed in the participants' extrinsic motivational orientations due to their gender and university major.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="890bd7d01a5fe87481a493ad71aff47b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":31047643,"asset_id":3137571,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/31047643/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="3137571"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="3137571"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3137571; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3137571]").text(description); $(".js-view-count[data-work-id=3137571]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3137571; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='3137571']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 3137571, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "890bd7d01a5fe87481a493ad71aff47b" } } $('.js-work-strip[data-work-id=3137571]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":3137571,"title":"Saudi Undergraduates' Motivational Orientations towards English Language Learning along Gender and University Major Lines: A Comparative Study","translated_title":"","metadata":{"abstract":"Research into language learning motivation has proliferated in the EFL contexts including the Arab world reflecting its appreciation in learning English as a foreign language. It has been contended that foreign language learning motivation cannot be treated as a single orientation, and variables such as learners' gender, major subject of study, language proficiency, geographical location, etc. play a significant role in this regard. This study intended to investigate Saudi undergraduates' motivational orientations for learning English as a foreign language and to identify whether or not any statistically significant differences existed due to the participants' gender and university major. The researchers developed a 30-item self-reported 5-point agree/disagree Likert scale questionnaire that was administered to 709 male and female Saudi undergraduates from three departments: English, medicine and information technology. MANOVA results reported that the participants of this study exhibited higher extrinsic motivational orientations with fairly high intrinsic orientations. Male English-major were more positive towards both motivational orientations as compared to their female counterparts, but it was found it was the other way round for other populations of the study. The results indicated that significant differences existed in the participants' extrinsic motivational orientations due to their gender and university major. "},"translated_abstract":"Research into language learning motivation has proliferated in the EFL contexts including the Arab world reflecting its appreciation in learning English as a foreign language. It has been contended that foreign language learning motivation cannot be treated as a single orientation, and variables such as learners' gender, major subject of study, language proficiency, geographical location, etc. play a significant role in this regard. This study intended to investigate Saudi undergraduates' motivational orientations for learning English as a foreign language and to identify whether or not any statistically significant differences existed due to the participants' gender and university major. The researchers developed a 30-item self-reported 5-point agree/disagree Likert scale questionnaire that was administered to 709 male and female Saudi undergraduates from three departments: English, medicine and information technology. MANOVA results reported that the participants of this study exhibited higher extrinsic motivational orientations with fairly high intrinsic orientations. Male English-major were more positive towards both motivational orientations as compared to their female counterparts, but it was found it was the other way round for other populations of the study. The results indicated that significant differences existed in the participants' extrinsic motivational orientations due to their gender and university major. ","internal_url":"https://www.academia.edu/3137571/Saudi_Undergraduates_Motivational_Orientations_towards_English_Language_Learning_along_Gender_and_University_Major_Lines_A_Comparative_Study","translated_internal_url":"","created_at":"2013-03-28T02:03:26.641-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2141826,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":5768619,"work_id":3137571,"tagging_user_id":1243866,"tagged_user_id":3352870,"co_author_invite_id":null,"email":"a***i@gmail.com","affiliation":"Taif University, Kingdom of Saudi Arabia","display_order":0,"name":"AbdulRhman A Al Asmari","title":"Saudi Undergraduates' Motivational Orientations towards English Language Learning along Gender and University Major Lines: A Comparative Study"},{"id":740061,"work_id":3137571,"tagging_user_id":2141826,"tagged_user_id":1243866,"co_author_invite_id":null,"email":"c***j@hotmail.com","affiliation":"Taif University, Kingdom of Saudi Arabia","display_order":null,"name":"Prof. Dr. Choudhary Z A H I D Javid","title":"Saudi Undergraduates' Motivational Orientations towards English Language Learning along Gender and University Major Lines: A Comparative Study"}],"downloadable_attachments":[{"id":31047643,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/31047643/thumbnails/1.jpg","file_name":"4_EJSS_Saudi_Undergraduates_Motivational_Orientation.pdf","download_url":"https://www.academia.edu/attachments/31047643/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Saudi_Undergraduates_Motivational_Orient.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/31047643/4_EJSS_Saudi_Undergraduates_Motivational_Orientation-libre.pdf?1392227028=\u0026response-content-disposition=attachment%3B+filename%3DSaudi_Undergraduates_Motivational_Orient.pdf\u0026Expires=1732431223\u0026Signature=BSaa00telXOqgu1bbLRKvo1UwJnFgV3NgoltG0J96KA4iOJU12hVTiHke3sKGBrOl01fD01HvbNP6NQwIJfaW6YSNMRFy7gpUS1tetLb-vUy0nTG05cgMDuNWHYffbd7MEHH4DE5XJOERShUeaUUOsLHjocDkVchAcNShzpzk3tUmG2PK2MS2Rh3LiDepuKF0cxSk8ikLd-e7YT6affXgqHV6n4ojt5bGlSMHnmCX2Z1ki76W831NLIgzQ~~D-bL~VI~il96pL~mojh5YJ9HF99g4E506h0bDnX35dMf~6IN7A0JBE659W70jBZ9mgDbglkDhvrMy~C-fKwkA6XFVw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Saudi_Undergraduates_Motivational_Orientations_towards_English_Language_Learning_along_Gender_and_University_Major_Lines_A_Comparative_Study","translated_slug":"","page_count":18,"language":"en","content_type":"Work","owner":{"id":2141826,"first_name":"Muhammad","middle_initials":"U","last_name":"Farooq","page_name":"MuhammadFarooq","domain_name":"cust-pk","created_at":"2012-07-17T18:55:19.500-07:00","display_name":"Muhammad U Farooq","url":"https://cust-pk.academia.edu/MuhammadFarooq"},"attachments":[{"id":31047643,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/31047643/thumbnails/1.jpg","file_name":"4_EJSS_Saudi_Undergraduates_Motivational_Orientation.pdf","download_url":"https://www.academia.edu/attachments/31047643/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Saudi_Undergraduates_Motivational_Orient.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/31047643/4_EJSS_Saudi_Undergraduates_Motivational_Orientation-libre.pdf?1392227028=\u0026response-content-disposition=attachment%3B+filename%3DSaudi_Undergraduates_Motivational_Orient.pdf\u0026Expires=1732431223\u0026Signature=BSaa00telXOqgu1bbLRKvo1UwJnFgV3NgoltG0J96KA4iOJU12hVTiHke3sKGBrOl01fD01HvbNP6NQwIJfaW6YSNMRFy7gpUS1tetLb-vUy0nTG05cgMDuNWHYffbd7MEHH4DE5XJOERShUeaUUOsLHjocDkVchAcNShzpzk3tUmG2PK2MS2Rh3LiDepuKF0cxSk8ikLd-e7YT6affXgqHV6n4ojt5bGlSMHnmCX2Z1ki76W831NLIgzQ~~D-bL~VI~il96pL~mojh5YJ9HF99g4E506h0bDnX35dMf~6IN7A0JBE659W70jBZ9mgDbglkDhvrMy~C-fKwkA6XFVw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":3668,"name":"Student Motivation And Engagement","url":"https://www.academia.edu/Documents/in/Student_Motivation_And_Engagement"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="454243" id="papers"><div class="js-work-strip profile--work_container" data-work-id="41062437"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41062437/Formative_Assessment_and_Consequential_Validity_A_Practice_Yet_to_be_Effectively_Implemented_in_Saudi_Higher_Education"><img alt="Research paper thumbnail of Formative Assessment and Consequential Validity: A Practice Yet to be Effectively Implemented in Saudi Higher Education" class="work-thumbnail" src="https://attachments.academia-assets.com/61332357/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41062437/Formative_Assessment_and_Consequential_Validity_A_Practice_Yet_to_be_Effectively_Implemented_in_Saudi_Higher_Education">Formative Assessment and Consequential Validity: A Practice Yet to be Effectively Implemented in Saudi Higher Education</a></div><div class="wp-workCard_item"><span>PJE</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Standardized tests have been found in various settings strongly influencing students' learning pr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Standardized tests have been found in various settings strongly influencing students' learning processes as well as outcomes, but such tests have been reported being unhelpful in improving student learning. In contrast, formative assessment (FA) is employed to help students know the level of their learning during a course and allow them to increase the standard of their learning, through knowing their learning weaknesses, receiving informative feedback from their teachers and applying adequate learning strategies, in order to achieve the formulated goals of the course. A thorough examination of empirical published research in the field revealed that insightful studies in Saudi academic context are still awaited. Therefore, this exploratory study was an attempt to investigate consequential validity of formative assessment at a Saudi university. To examine the nature of the consequential validity, data were collected from 960 English-major students via a survey (of whom 465 responded), 18 classroom observations and 4 focus-group interviews. The data underwent both statistical and content analysis. The results showed that FA, in the context of this study, seriously lacks intended consequential validity-positive impact on students' learning. Besides, the data indicated a strong unintended consequential validity i.e., negative bearing of FA on what the students learnt, how they learnt it and the depth of their learning. Therefore, it is recommended that FA practices should be urgently revisited with expert understanding for the</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="31c8b47b6033672eb7c0ed75091c6aa1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61332357,"asset_id":41062437,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61332357/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&st=MTczMjQyNzYyMiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41062437"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41062437"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41062437; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41062437]").text(description); $(".js-view-count[data-work-id=41062437]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41062437; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41062437']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41062437, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "31c8b47b6033672eb7c0ed75091c6aa1" } } $('.js-work-strip[data-work-id=41062437]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41062437,"title":"Formative Assessment and Consequential Validity: A Practice Yet to be Effectively Implemented in Saudi Higher Education","translated_title":"","metadata":{"abstract":"Standardized tests have been found in various settings strongly influencing students' learning processes as well as outcomes, but such tests have been reported being unhelpful in improving student learning. In contrast, formative assessment (FA) is employed to help students know the level of their learning during a course and allow them to increase the standard of their learning, through knowing their learning weaknesses, receiving informative feedback from their teachers and applying adequate learning strategies, in order to achieve the formulated goals of the course. A thorough examination of empirical published research in the field revealed that insightful studies in Saudi academic context are still awaited. Therefore, this exploratory study was an attempt to investigate consequential validity of formative assessment at a Saudi university. To examine the nature of the consequential validity, data were collected from 960 English-major students via a survey (of whom 465 responded), 18 classroom observations and 4 focus-group interviews. The data underwent both statistical and content analysis. The results showed that FA, in the context of this study, seriously lacks intended consequential validity-positive impact on students' learning. Besides, the data indicated a strong unintended consequential validity i.e., negative bearing of FA on what the students learnt, how they learnt it and the depth of their learning. Therefore, it is recommended that FA practices should be urgently revisited with expert understanding for the","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"PJE"},"translated_abstract":"Standardized tests have been found in various settings strongly influencing students' learning processes as well as outcomes, but such tests have been reported being unhelpful in improving student learning. 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EDUCATION IN PAKISTAN: INFRASTRUCTURE AND PERCEPTIONS OF TRAINEE TEACHERS" class="work-thumbnail" src="https://attachments.academia-assets.com/61331910/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41062410/WEB_BASED_TEACHER_EDUCATION_IN_PAKISTAN_INFRASTRUCTURE_AND_PERCEPTIONS_OF_TRAINEE_TEACHERS">WEB-BASED TEACHER EDUCATION IN PAKISTAN: INFRASTRUCTURE AND PERCEPTIONS OF TRAINEE TEACHERS</a></div><div class="wp-workCard_item"><span>JSSIR</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the 2l"t century, technolog) has become an integral part of the education system and at the sa...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the 2l"t century, technolog) has become an integral part of the education system and at the same time both technologt and education are interrelated and interdependent. Technologt has facilitated the educational process in general and professional educalional institutes. A teacher b the focal person in the whole process and to keep abreasl with the developments, professional development b of ulmost importonce. To meet lhe increasing demand for professional development, various programs have been conceived for teacher deyelopment. In Pakistan, Allama lqbal Open University (AIOU) is ofering a Diploma and MA in Teaching of English a a Foreign Language (TEFL) through print-based distance education. The present research focuses on the problems being faced by the trainee teachers and their perception regarding integration of technologt in such programs. A survey was conducted covering three aspects: trainee teacher' access to technologt, problems being faced by them in print-based distance educalion, and their perceplion regarding the integration of technologt with lhe existing teacher education programs offered through print-based distance education. It was found that majority of the trainee teachers has access to internet. They want to improve their professional skills, but can't leave their institutes, so they have to continue their professional development through distance education programs. At the same time, they are facing problems in face+o-face tutorial meetings, assignments, coordination with tutors and peers. They perceived that if technologt is embedded with the existing print-based distance education programs, it wouldfacilitate them in their learning.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e873d4961006219b0c70ac238b141711" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61331910,"asset_id":41062410,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61331910/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&st=MTczMjQyNzYyMiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41062410"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41062410"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41062410; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41062410]").text(description); $(".js-view-count[data-work-id=41062410]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41062410; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41062410']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41062410, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e873d4961006219b0c70ac238b141711" } } $('.js-work-strip[data-work-id=41062410]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41062410,"title":"WEB-BASED TEACHER EDUCATION IN PAKISTAN: INFRASTRUCTURE AND PERCEPTIONS OF TRAINEE TEACHERS","translated_title":"","metadata":{"abstract":"In the 2l\"t century, technolog) has become an integral part of the education system and at the same time both technologt and education are interrelated and interdependent. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41061895"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41061895/Enhancing_Writing_Skills_through_Blogs_in_an_Undergraduate_English_Language_Classroom_in_Pakistan"><img alt="Research paper thumbnail of Enhancing Writing Skills through Blogs in an Undergraduate English Language Classroom in Pakistan" class="work-thumbnail" src="https://attachments.academia-assets.com/61331866/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41061895/Enhancing_Writing_Skills_through_Blogs_in_an_Undergraduate_English_Language_Classroom_in_Pakistan">Enhancing Writing Skills through Blogs in an Undergraduate English Language Classroom in Pakistan</a></div><div class="wp-workCard_item"><span>Linguistics & Literature Review</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Web 2.0 technologies, including blogs, have opened up new avenues of personal and professional co...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Web 2.0 technologies, including blogs, have opened up new avenues of personal and professional communication. A blog is an online journal which can be continuously updated by its users (Matheson, 2004). Teachers are using blogs for activities and interaction with their students. The present study focused on using blogs for enhancing writing skills of undergraduate English language learners. A group of undergraduate English language learners was selected randomly and they were provided instructions through teacher's blog to improve their writing skills. Their writing skills (paragraph, essay and story writing) were assessed through pre-test and post-test focusing on structure, creativity and logical sequence of ideas. The finding revealed that they not only enhanced their writing skills but blogs created a collaborative learning environment as well.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="15c3da26998e36b96e9a416bde54e4ea" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61331866,"asset_id":41061895,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61331866/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&st=MTczMjQyNzYyMiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41061895"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41061895"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41061895; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41061895]").text(description); $(".js-view-count[data-work-id=41061895]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41061895; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41061895']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41061895, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "15c3da26998e36b96e9a416bde54e4ea" } } $('.js-work-strip[data-work-id=41061895]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41061895,"title":"Enhancing Writing Skills through Blogs in an Undergraduate English Language Classroom in Pakistan","translated_title":"","metadata":{"abstract":"Web 2.0 technologies, including blogs, have opened up new avenues of personal and professional communication. 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and Diphthongs among Punjabi Speaking EFL Learners" class="work-thumbnail" src="https://attachments.academia-assets.com/61331374/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41061787/Pronunciation_of_Monophthongs_and_Diphthongs_among_Punjabi_Speaking_EFL_Learners">Pronunciation of Monophthongs and Diphthongs among Punjabi Speaking EFL Learners</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://taif.academia.edu/ChoudharyJavid">Prof. Dr. Choudhary Z A H I D Javid</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/AishaNoor1">Aisha Noor</a></span></div><div class="wp-workCard_item"><span>ELF Annual Research Journal</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study attempts to analyze the academic needs of the Punjabi speaking EFL (henceforth PSEFL) ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study attempts to analyze the academic needs of the Punjabi speaking EFL (henceforth PSEFL) learners who face problems in the production of English monophthongs and diphthongs.Considering the nature of the study, the researchers adopted a problem-solution oriented research approach. This quasi-experimental study included 10 participants. The researchers analysed and interpreted data to understand pronunciation problem of monophthongs and diphthongs faced by Punjabi speaking EFL learners.The findings revealed that English monophthongs and diphthongs pose serious problems that affect both the competence and performance of the PSEFL learner: Making their speech phonologically poor and at times semantically ambiguous. The diphthongal perception of learners varies because of their academic and linguistic background. It transpired that PSEFL learners showed better sound patterns when teachers provided remedial measures to overcome the problematic sound of monophthongs and diphthongs. Based on the findings of the study, suggestions and recommendations have been forwarded to effectively deal with the problem areas of PSEFL learners which are spotted in this study.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cba9c49fb7047ed8340587da575eb1a6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61331374,"asset_id":41061787,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61331374/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&st=MTczMjQyNzYyMiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41061787"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41061787"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41061787; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41061787]").text(description); $(".js-view-count[data-work-id=41061787]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41061787; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41061787']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41061787, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "cba9c49fb7047ed8340587da575eb1a6" } } $('.js-work-strip[data-work-id=41061787]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41061787,"title":"Pronunciation of Monophthongs and Diphthongs among Punjabi Speaking EFL Learners","translated_title":"","metadata":{"abstract":"This study attempts to analyze the academic needs of the Punjabi speaking EFL (henceforth PSEFL) learners who face problems in the production of English monophthongs and diphthongs.Considering the nature of the study, the researchers adopted a problem-solution oriented research approach. 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Promote Saudi Undergraduates’ Academic Competence" class="work-thumbnail" src="https://attachments.academia-assets.com/61331355/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41060787/Formative_Assessment_Failing_to_Promote_Saudi_Undergraduates_Academic_Competence">Formative Assessment Failing to Promote Saudi Undergraduates’ Academic Competence</a></div><div class="wp-workCard_item"><span>Journal of Language, Linguistics and Literature </span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Undergraduate students are given research assignments as a formative assessment instrument to pro...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Undergraduate students are given research assignments as a formative assessment instrument to promote their self-learning and academic skills, and allow them to practice their creative repertoire to help them meet the pragmatic job-market demands of 21st century. This paper will describe the extent to which the English-major students at a Saudi University viewed research assignments instrumental in sharpening their academic skills and promoting their academic achievements. Data were collected via a Likert-scale questionnaire and four focus-group interviews to find answers to the research questions. The results showed that the research assignments triggered no significant development in the level of the students’ learning for various reasons, such as institutional, interpersonal and to some extent cultural, among others. The students passed research assignments without adequate understanding of the research topics and acquisition of academic skills that resulted in their surface-level learning, indicating very strong negative washback. Therefore, suggestions are presented that undergraduate research assignments should obligate students to comprehend properly, analyse thoroughly, and apply with maximum dexterity what they learn. Also, once the assignments are evaluated (graded), students must receive adequate constructive feedback, accurately communicated, to help them know where they performed well and where there is room for further improvement. Thus, this study offers direct implications to teaching, learning, and research in higher education, and questions the current oversights in the area of formative assessment and course requirements among teaching academics.<br />Keywords:  Academic Competence, Formative Assessment, Summative Assessment, Undergraduate Research Assignments, Washback</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="00fce9a956876223dcf5858bbbe20294" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61331355,"asset_id":41060787,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61331355/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&st=MTczMjQyNzYyMiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41060787"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41060787"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41060787; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41060787]").text(description); $(".js-view-count[data-work-id=41060787]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41060787; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41060787']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41060787, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "00fce9a956876223dcf5858bbbe20294" } } $('.js-work-strip[data-work-id=41060787]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41060787,"title":"Formative Assessment Failing to Promote Saudi Undergraduates’ Academic Competence","translated_title":"","metadata":{"abstract":"Undergraduate students are given research assignments as a formative assessment instrument to promote their self-learning and academic skills, and allow them to practice their creative repertoire to help them meet the pragmatic job-market demands of 21st century. This paper will describe the extent to which the English-major students at a Saudi University viewed research assignments instrumental in sharpening their academic skills and promoting their academic achievements. Data were collected via a Likert-scale questionnaire and four focus-group interviews to find answers to the research questions. The results showed that the research assignments triggered no significant development in the level of the students’ learning for various reasons, such as institutional, interpersonal and to some extent cultural, among others. The students passed research assignments without adequate understanding of the research topics and acquisition of academic skills that resulted in their surface-level learning, indicating very strong negative washback. Therefore, suggestions are presented that undergraduate research assignments should obligate students to comprehend properly, analyse thoroughly, and apply with maximum dexterity what they learn. Also, once the assignments are evaluated (graded), students must receive adequate constructive feedback, accurately communicated, to help them know where they performed well and where there is room for further improvement. Thus, this study offers direct implications to teaching, learning, and research in higher education, and questions the current oversights in the area of formative assessment and course requirements among teaching academics.\nKeywords: Academic Competence, Formative Assessment, Summative Assessment,\t\t\tUndergraduate Research Assignments, Washback\n","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"Journal of Language, Linguistics and Literature "},"translated_abstract":"Undergraduate students are given research assignments as a formative assessment instrument to promote their self-learning and academic skills, and allow them to practice their creative repertoire to help them meet the pragmatic job-market demands of 21st century. This paper will describe the extent to which the English-major students at a Saudi University viewed research assignments instrumental in sharpening their academic skills and promoting their academic achievements. Data were collected via a Likert-scale questionnaire and four focus-group interviews to find answers to the research questions. The results showed that the research assignments triggered no significant development in the level of the students’ learning for various reasons, such as institutional, interpersonal and to some extent cultural, among others. The students passed research assignments without adequate understanding of the research topics and acquisition of academic skills that resulted in their surface-level learning, indicating very strong negative washback. Therefore, suggestions are presented that undergraduate research assignments should obligate students to comprehend properly, analyse thoroughly, and apply with maximum dexterity what they learn. Also, once the assignments are evaluated (graded), students must receive adequate constructive feedback, accurately communicated, to help them know where they performed well and where there is room for further improvement. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41060693"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41060693/Impact_of_Emotional_Intelligence_on_Academic_Achievement_of_English_Language_Learners"><img alt="Research paper thumbnail of Impact of Emotional Intelligence on Academic Achievement of English Language Learners" class="work-thumbnail" src="https://attachments.academia-assets.com/61331295/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41060693/Impact_of_Emotional_Intelligence_on_Academic_Achievement_of_English_Language_Learners">Impact of Emotional Intelligence on Academic Achievement of English Language Learners</a></div><div class="wp-workCard_item"><span>Journal of Social Sciences and Humanities</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Among different learning concepts and models in psychology, EI is progressively being infused in ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Among different learning concepts and models in psychology, EI is progressively being infused in teaching, education and development. Although students are equipped with books, notebooks, pens and pencils while teachers have course books, charts, blackboard, reference books and other teaching resources, most of the time students cannot meet the standards of learning. The purpose of the present research is to find out the relationship between emotional intelligence and academic success of the university students (enrolled in MA English) and important gender differences on academic success. BarOn Emotional Intelligence Quotient Inventory of 125 items (Bar-On EQ-i: 125) was used to collect the data from 60 university graduates. The EQ-i of each student was compared with the marks obtained in the final examination at graduation level considered as academic success. Pearson correlation coefficient was computed to assess the relationship between emotional intelligence and academic success of the students, and to analyze relationship among overall academic success</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8233b3d22f03fde033927e5bd29c4f14" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61331295,"asset_id":41060693,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61331295/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&st=MTczMjQyNzYyMiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41060693"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41060693"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41060693; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41060693]").text(description); $(".js-view-count[data-work-id=41060693]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41060693; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41060693']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41060693, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8233b3d22f03fde033927e5bd29c4f14" } } $('.js-work-strip[data-work-id=41060693]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41060693,"title":"Impact of Emotional Intelligence on Academic Achievement of English Language Learners","translated_title":"","metadata":{"abstract":"Among different learning concepts and models in psychology, EI is progressively being infused in teaching, education and development. Although students are equipped with books, notebooks, pens and pencils while teachers have course books, charts, blackboard, reference books and other teaching resources, most of the time students cannot meet the standards of learning. The purpose of the present research is to find out the relationship between emotional intelligence and academic success of the university students (enrolled in MA English) and important gender differences on academic success. BarOn Emotional Intelligence Quotient Inventory of 125 items (Bar-On EQ-i: 125) was used to collect the data from 60 university graduates. The EQ-i of each student was compared with the marks obtained in the final examination at graduation level considered as academic success. Pearson correlation coefficient was computed to assess the relationship between emotional intelligence and academic success of the students, and to analyze relationship among overall academic success","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"Journal of Social Sciences and Humanities"},"translated_abstract":"Among different learning concepts and models in psychology, EI is progressively being infused in teaching, education and development. Although students are equipped with books, notebooks, pens and pencils while teachers have course books, charts, blackboard, reference books and other teaching resources, most of the time students cannot meet the standards of learning. The purpose of the present research is to find out the relationship between emotional intelligence and academic success of the university students (enrolled in MA English) and important gender differences on academic success. BarOn Emotional Intelligence Quotient Inventory of 125 items (Bar-On EQ-i: 125) was used to collect the data from 60 university graduates. The EQ-i of each student was compared with the marks obtained in the final examination at graduation level considered as academic success. Pearson correlation coefficient was computed to assess the relationship between emotional intelligence and academic success of the students, and to analyze relationship among overall academic success","internal_url":"https://www.academia.edu/41060693/Impact_of_Emotional_Intelligence_on_Academic_Achievement_of_English_Language_Learners","translated_internal_url":"","created_at":"2019-11-25T09:15:37.641-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1243866,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":33328014,"work_id":41060693,"tagging_user_id":1243866,"tagged_user_id":2141826,"co_author_invite_id":null,"email":"u***u@yahoo.com","affiliation":"Capital University of Science and Technology","display_order":1,"name":"Muhammad U Farooq","title":"Impact of Emotional Intelligence on Academic Achievement of English Language 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Assessment","url":"https://www.academia.edu/Documents/in/Summative_Assessment"},{"id":161489,"name":"EMP","url":"https://www.academia.edu/Documents/in/EMP"},{"id":1225404,"name":"ESL","url":"https://www.academia.edu/Documents/in/ESL"},{"id":1231439,"name":"EFL","url":"https://www.academia.edu/Documents/in/EFL"},{"id":3435748,"name":"English language skills","url":"https://www.academia.edu/Documents/in/English_language_skills"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41060585"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41060585/Role_of_Content_Schema_in_Reading_Comprehension_Among_Saudi_EFL_Students_EFL_Teachers_Perspective_and_Use_of_Appropriate_Classroom_Strategies"><img alt="Research paper thumbnail of Role of Content Schema in Reading Comprehension Among Saudi EFL Students: EFL Teachers' Perspective and Use of Appropriate Classroom Strategies" class="work-thumbnail" src="https://attachments.academia-assets.com/61331225/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41060585/Role_of_Content_Schema_in_Reading_Comprehension_Among_Saudi_EFL_Students_EFL_Teachers_Perspective_and_Use_of_Appropriate_Classroom_Strategies">Role of Content Schema in Reading Comprehension Among Saudi EFL Students: EFL Teachers' Perspective and Use of Appropriate Classroom Strategies</a></div><div class="wp-workCard_item"><span>International Journal of English Linguistics</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This empirical survey investigates the perceptions of English language teachers towards the role ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This empirical survey investigates the perceptions of English language teachers towards the role of content schemata in reading comprehension among Saudi EFL learners. Furthermore, it also attempts to explore the use of appropriate classroom strategies employed by English language teachers to activate content schemata to enhance learners' reading comprehension. A modified Likert-scale strongly-agree to strongly-disagree questionnaire was administered to 61 male and female EFL faculty from English Language Center (ELC), Taif University to generate data. The findings have reinforced that background knowledge of Saudi EFL learners help them significantly in reading faster with better understanding. It has also been reported that pre-reading strategies of brainstorming, classroom discussions about the topic and questioning are the most favored ones to activate Saudi EFL learners' background knowledge. It has also been learnt that while-reading strategies of directing the students' attention to signal words, main idea, important phrases, titles, subtitles and effectively linking the target text to their students' cultural and social experiences also contribute towards reading comprehension. The findings have also revealed that English language teachers consider low English language proficiency and poor reading skills of Saudi ELF leaners as well as the lack of appropriate teaching aids as the major obstacles in activating the content schemata. Several recommendations have been forwarded which have significant pedagogical implications in materializing much sought-after goal of effective ELT in the KSA by ensuring better reading skills among Saudi EFL learners.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dbd818aa919b9ad4eab04352d4e31374" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61331225,"asset_id":41060585,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61331225/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&st=MTczMjQyNzYyMiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41060585"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41060585"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41060585; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41060585]").text(description); $(".js-view-count[data-work-id=41060585]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41060585; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41060585']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41060585, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dbd818aa919b9ad4eab04352d4e31374" } } $('.js-work-strip[data-work-id=41060585]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41060585,"title":"Role of Content Schema in Reading Comprehension Among Saudi EFL Students: EFL Teachers' Perspective and Use of Appropriate Classroom Strategies","translated_title":"","metadata":{"doi":"10.5539/ijel.v8n4p96","abstract":"This empirical survey investigates the perceptions of English language teachers towards the role of content schemata in reading comprehension among Saudi EFL learners. 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It has also been learnt that while-reading strategies of directing the students' attention to signal words, main idea, important phrases, titles, subtitles and effectively linking the target text to their students' cultural and social experiences also contribute towards reading comprehension. The findings have also revealed that English language teachers consider low English language proficiency and poor reading skills of Saudi ELF leaners as well as the lack of appropriate teaching aids as the major obstacles in activating the content schemata. 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Several recommendations have been forwarded which have significant pedagogical implications in materializing much sought-after goal of effective ELT in the KSA by ensuring better reading skills among Saudi EFL learners.","internal_url":"https://www.academia.edu/41060585/Role_of_Content_Schema_in_Reading_Comprehension_Among_Saudi_EFL_Students_EFL_Teachers_Perspective_and_Use_of_Appropriate_Classroom_Strategies","translated_internal_url":"","created_at":"2019-11-25T09:11:45.804-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1243866,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":61331225,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61331225/thumbnails/1.jpg","file_name":"7-_Schema_-_1820191125-87728-13o08ax.pdf","download_url":"https://www.academia.edu/attachments/61331225/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&st=MTczMjQyNzYyMiw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Role_of_Content_Schema_in_Reading_Compre.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61331225/7-_Schema_-_1820191125-87728-13o08ax-libre.pdf?1574702771=\u0026response-content-disposition=attachment%3B+filename%3DRole_of_Content_Schema_in_Reading_Compre.pdf\u0026Expires=1732431222\u0026Signature=JtOhyVy6eKR5AlPhSbxVGCEt2cznxtXQlHahWKhXRdDdw7SYSGeAIAyiU8oCOrzi1gpjPY8Uq0D~jXR9YlbOWG0oZ46UMM1C~HOtIV1z8s73hHShLIAxSv4g~IUvLtf9j75GAfj6TVyV3KAzP~~bnJme1vxHYhJZkSb2OezeKM3LBHBA9R9NkSI48FnvLhDgQKJyp1D~z6AQaWxnbTb67qMyqNRVecrW0u4T4~n8nIbkM3tT5f-OaR1C7VIRibQfjHe~BY7aPv1ugTq8Ge-hGbIPAD1EVfJOAKRvxpYBAQj97HklinNMFbx24T02P9R6ryGcwSDzNqrHwI0STQGMXw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Role_of_Content_Schema_in_Reading_Comprehension_Among_Saudi_EFL_Students_EFL_Teachers_Perspective_and_Use_of_Appropriate_Classroom_Strategies","translated_slug":"","page_count":10,"language":"en","content_type":"Work","owner":{"id":1243866,"first_name":"Prof. Dr. Choudhary","middle_initials":"Z A H I D","last_name":"Javid","page_name":"ChoudharyJavid","domain_name":"taif","created_at":"2012-02-26T05:49:05.820-08:00","display_name":"Prof. Dr. Choudhary Z A H I D Javid","url":"https://taif.academia.edu/ChoudharyJavid"},"attachments":[{"id":61331225,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61331225/thumbnails/1.jpg","file_name":"7-_Schema_-_1820191125-87728-13o08ax.pdf","download_url":"https://www.academia.edu/attachments/61331225/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&st=MTczMjQyNzYyMiw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Role_of_Content_Schema_in_Reading_Compre.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61331225/7-_Schema_-_1820191125-87728-13o08ax-libre.pdf?1574702771=\u0026response-content-disposition=attachment%3B+filename%3DRole_of_Content_Schema_in_Reading_Compre.pdf\u0026Expires=1732431222\u0026Signature=JtOhyVy6eKR5AlPhSbxVGCEt2cznxtXQlHahWKhXRdDdw7SYSGeAIAyiU8oCOrzi1gpjPY8Uq0D~jXR9YlbOWG0oZ46UMM1C~HOtIV1z8s73hHShLIAxSv4g~IUvLtf9j75GAfj6TVyV3KAzP~~bnJme1vxHYhJZkSb2OezeKM3LBHBA9R9NkSI48FnvLhDgQKJyp1D~z6AQaWxnbTb67qMyqNRVecrW0u4T4~n8nIbkM3tT5f-OaR1C7VIRibQfjHe~BY7aPv1ugTq8Ge-hGbIPAD1EVfJOAKRvxpYBAQj97HklinNMFbx24T02P9R6ryGcwSDzNqrHwI0STQGMXw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4414,"name":"Formative Assessment","url":"https://www.academia.edu/Documents/in/Formative_Assessment"},{"id":5956,"name":"Learner Autonomy","url":"https://www.academia.edu/Documents/in/Learner_Autonomy"},{"id":7255,"name":"Learning Styles","url":"https://www.academia.edu/Documents/in/Learning_Styles"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"},{"id":17663,"name":"ESP","url":"https://www.academia.edu/Documents/in/ESP"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation"},{"id":50569,"name":"Language Learning","url":"https://www.academia.edu/Documents/in/Language_Learning"},{"id":98625,"name":"Needs Analysis","url":"https://www.academia.edu/Documents/in/Needs_Analysis"},{"id":158200,"name":"Summative Assessment","url":"https://www.academia.edu/Documents/in/Summative_Assessment"},{"id":161489,"name":"EMP","url":"https://www.academia.edu/Documents/in/EMP"},{"id":1225404,"name":"ESL","url":"https://www.academia.edu/Documents/in/ESL"},{"id":1231439,"name":"EFL","url":"https://www.academia.edu/Documents/in/EFL"},{"id":3435748,"name":"English language skills","url":"https://www.academia.edu/Documents/in/English_language_skills"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41060490"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41060490/A_Gender_based_investigation_of_Attitudes_of_Saudi_EFL_Learners_towards_English_Language_Teaching"><img alt="Research paper thumbnail of A Gender-based investigation of Attitudes of Saudi EFL Learners towards English Language Teaching" class="work-thumbnail" src="https://attachments.academia-assets.com/61331166/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41060490/A_Gender_based_investigation_of_Attitudes_of_Saudi_EFL_Learners_towards_English_Language_Teaching">A Gender-based investigation of Attitudes of Saudi EFL Learners towards English Language Teaching</a></div><div class="wp-workCard_item"><span>NUML journal of critical inquiry </span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This empirical study is an attempt to analyze perceptions of Saudi preparatory year EFL learners ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This empirical study is an attempt to analyze perceptions of Saudi preparatory year EFL learners regarding various dynamics of English language teaching along gender lines. This survey exploited a Likert-scale questionnaire to generate data related to their perceived attitudes towards ELT in the context of Saudi higher education. 132 participants from a Saudi university were investigated through a self-developed survey. The final instrument had 42 items divided into the following three sub-categories: 1) Saudi EFL learners' attitudes towards English Language and its culture,2) Saudi EFL learners' attitudes towards ELT learning /teaching, and 3) Saudi EFL learners' attitudes towards teachers'/learners’ role. Independent samples T-test was run to identify whether any significant difference exists in the perceptions of Saudi male and female EFL learners. The results of statistical analyses exhibited significant differences along gender lines as the third sub-categories was concerned, whereas no such differences were reported for the first two. Findings have also revealed that Saudi EFL learners seem to believe that learning a foreign language is easier if it is supported by society and surroundings. Both groups have shown high preferences towards friendly teachers and the use of target language in classes. Participants of this study have positive attitudes towards English language, its culture, and high status of English language in Saudi society. Majority of the participants reported to have strong urge to achieve high English language proficiency. Findings also revealed that Saudi male and female EFL learners bore strong instrumental motivation. Recommendations of the study included use of a variety of innovative pedagogical techniques like role-play, simulation, exploiting realia, group/pair work, etc. To ensure better results, Saudi EFL learners need to be exposed to audio-visual teaching aids as well as training to exploit modern technology to practice target language in real-life situations in addition to the academic setting of EFL classrooms.  <br />    Keywords: EFL learners, ELT perceptions, attitudes, gender</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="498a18fed226e949fa7c77b13eb60565" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61331166,"asset_id":41060490,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61331166/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41060490"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41060490"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41060490; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41060490]").text(description); $(".js-view-count[data-work-id=41060490]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41060490; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41060490']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41060490, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "498a18fed226e949fa7c77b13eb60565" } } $('.js-work-strip[data-work-id=41060490]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41060490,"title":"A Gender-based investigation of Attitudes of Saudi EFL Learners towards English Language Teaching","translated_title":"","metadata":{"abstract":"This empirical study is an attempt to analyze perceptions of Saudi preparatory year EFL learners regarding various dynamics of English language teaching along gender lines. This survey exploited a Likert-scale questionnaire to generate data related to their perceived attitudes towards ELT in the context of Saudi higher education. 132 participants from a Saudi university were investigated through a self-developed survey. The final instrument had 42 items divided into the following three sub-categories: 1) Saudi EFL learners' attitudes towards English Language and its culture,2) Saudi EFL learners' attitudes towards ELT learning /teaching, and 3) Saudi EFL learners' attitudes towards teachers'/learners’ role. Independent samples T-test was run to identify whether any significant difference exists in the perceptions of Saudi male and female EFL learners. The results of statistical analyses exhibited significant differences along gender lines as the third sub-categories was concerned, whereas no such differences were reported for the first two. Findings have also revealed that Saudi EFL learners seem to believe that learning a foreign language is easier if it is supported by society and surroundings. Both groups have shown high preferences towards friendly teachers and the use of target language in classes. Participants of this study have positive attitudes towards English language, its culture, and high status of English language in Saudi society. Majority of the participants reported to have strong urge to achieve high English language proficiency. Findings also revealed that Saudi male and female EFL learners bore strong instrumental motivation. Recommendations of the study included use of a variety of innovative pedagogical techniques like role-play, simulation, exploiting realia, group/pair work, etc. To ensure better results, Saudi EFL learners need to be exposed to audio-visual teaching aids as well as training to exploit modern technology to practice target language in real-life situations in addition to the academic setting of EFL classrooms. \n Keywords: EFL learners, ELT perceptions, attitudes, gender \n","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"NUML journal of critical inquiry "},"translated_abstract":"This empirical study is an attempt to analyze perceptions of Saudi preparatory year EFL learners regarding various dynamics of English language teaching along gender lines. This survey exploited a Likert-scale questionnaire to generate data related to their perceived attitudes towards ELT in the context of Saudi higher education. 132 participants from a Saudi university were investigated through a self-developed survey. The final instrument had 42 items divided into the following three sub-categories: 1) Saudi EFL learners' attitudes towards English Language and its culture,2) Saudi EFL learners' attitudes towards ELT learning /teaching, and 3) Saudi EFL learners' attitudes towards teachers'/learners’ role. Independent samples T-test was run to identify whether any significant difference exists in the perceptions of Saudi male and female EFL learners. The results of statistical analyses exhibited significant differences along gender lines as the third sub-categories was concerned, whereas no such differences were reported for the first two. Findings have also revealed that Saudi EFL learners seem to believe that learning a foreign language is easier if it is supported by society and surroundings. Both groups have shown high preferences towards friendly teachers and the use of target language in classes. Participants of this study have positive attitudes towards English language, its culture, and high status of English language in Saudi society. Majority of the participants reported to have strong urge to achieve high English language proficiency. Findings also revealed that Saudi male and female EFL learners bore strong instrumental motivation. Recommendations of the study included use of a variety of innovative pedagogical techniques like role-play, simulation, exploiting realia, group/pair work, etc. To ensure better results, Saudi EFL learners need to be exposed to audio-visual teaching aids as well as training to exploit modern technology to practice target language in real-life situations in addition to the academic setting of EFL classrooms. \n Keywords: EFL learners, ELT perceptions, attitudes, gender \n","internal_url":"https://www.academia.edu/41060490/A_Gender_based_investigation_of_Attitudes_of_Saudi_EFL_Learners_towards_English_Language_Teaching","translated_internal_url":"","created_at":"2019-11-25T09:07:59.613-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1243866,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":61331166,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61331166/thumbnails/1.jpg","file_name":"8-_Attitudes-_1720191125-57430-12jqt7n.pdf","download_url":"https://www.academia.edu/attachments/61331166/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_Gender_based_investigation_of_Attitude.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61331166/8-_Attitudes-_1720191125-57430-12jqt7n-libre.pdf?1574702791=\u0026response-content-disposition=attachment%3B+filename%3DA_Gender_based_investigation_of_Attitude.pdf\u0026Expires=1732431223\u0026Signature=WZL-gdg9TMW-2PkU6mjohZTt8tVxgAOzZAEGaMfj-7Xnzeg38Ppdou20RqLXS9h9jbS8hkKiEN7SimjA8tQbQibgUniZ-StYc6FcXAB0R9mP9HL7g0zaNWLpZQnKmwGfjMLm-T3mqDjTe2sxS2WV2OhoCikyFkqpxxE1P3E2cpIj-a3MDYJJ793IEXWCgknfgTmhyDGuMauioK3~2QZo4kofa6Mau3fd2nPiX8ik-MWk5ZvpqwY~wHOE8YiBZDzhZbBb2H-FOasGsSsXkyf6lftPKZ0R7FZ0DudwC6JqHiJf3QNPPlhj-EMDXbJsxXL8OAMOZ4tKaCWC4Ieu6zqAYg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_Gender_based_investigation_of_Attitudes_of_Saudi_EFL_Learners_towards_English_Language_Teaching","translated_slug":"","page_count":26,"language":"en","content_type":"Work","owner":{"id":1243866,"first_name":"Prof. Dr. Choudhary","middle_initials":"Z A H I D","last_name":"Javid","page_name":"ChoudharyJavid","domain_name":"taif","created_at":"2012-02-26T05:49:05.820-08:00","display_name":"Prof. Dr. Choudhary Z A H I D Javid","url":"https://taif.academia.edu/ChoudharyJavid"},"attachments":[{"id":61331166,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61331166/thumbnails/1.jpg","file_name":"8-_Attitudes-_1720191125-57430-12jqt7n.pdf","download_url":"https://www.academia.edu/attachments/61331166/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_Gender_based_investigation_of_Attitude.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61331166/8-_Attitudes-_1720191125-57430-12jqt7n-libre.pdf?1574702791=\u0026response-content-disposition=attachment%3B+filename%3DA_Gender_based_investigation_of_Attitude.pdf\u0026Expires=1732431223\u0026Signature=WZL-gdg9TMW-2PkU6mjohZTt8tVxgAOzZAEGaMfj-7Xnzeg38Ppdou20RqLXS9h9jbS8hkKiEN7SimjA8tQbQibgUniZ-StYc6FcXAB0R9mP9HL7g0zaNWLpZQnKmwGfjMLm-T3mqDjTe2sxS2WV2OhoCikyFkqpxxE1P3E2cpIj-a3MDYJJ793IEXWCgknfgTmhyDGuMauioK3~2QZo4kofa6Mau3fd2nPiX8ik-MWk5ZvpqwY~wHOE8YiBZDzhZbBb2H-FOasGsSsXkyf6lftPKZ0R7FZ0DudwC6JqHiJf3QNPPlhj-EMDXbJsxXL8OAMOZ4tKaCWC4Ieu6zqAYg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4414,"name":"Formative Assessment","url":"https://www.academia.edu/Documents/in/Formative_Assessment"},{"id":5956,"name":"Learner Autonomy","url":"https://www.academia.edu/Documents/in/Learner_Autonomy"},{"id":7255,"name":"Learning Styles","url":"https://www.academia.edu/Documents/in/Learning_Styles"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"},{"id":17663,"name":"ESP","url":"https://www.academia.edu/Documents/in/ESP"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation"},{"id":50569,"name":"Language Learning","url":"https://www.academia.edu/Documents/in/Language_Learning"},{"id":98625,"name":"Needs Analysis","url":"https://www.academia.edu/Documents/in/Needs_Analysis"},{"id":158200,"name":"Summative Assessment","url":"https://www.academia.edu/Documents/in/Summative_Assessment"},{"id":161489,"name":"EMP","url":"https://www.academia.edu/Documents/in/EMP"},{"id":1225404,"name":"ESL","url":"https://www.academia.edu/Documents/in/ESL"},{"id":1231439,"name":"EFL","url":"https://www.academia.edu/Documents/in/EFL"},{"id":3435748,"name":"English language skills","url":"https://www.academia.edu/Documents/in/English_language_skills"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41059602"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41059602/A_comparative_Investigation_of_Perceived_Characteristics_of_Effective_Teachers_in_Saudi_EFL_Context"><img alt="Research paper thumbnail of A comparative Investigation of Perceived Characteristics of Effective Teachers in Saudi EFL Context" class="work-thumbnail" src="https://attachments.academia-assets.com/61330480/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41059602/A_comparative_Investigation_of_Perceived_Characteristics_of_Effective_Teachers_in_Saudi_EFL_Context">A comparative Investigation of Perceived Characteristics of Effective Teachers in Saudi EFL Context</a></div><div class="wp-workCard_item"><span>Kashmir journal of language research</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The study in hand is a comparative investigation of the characteristics of effective EFL teachers...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The study in hand is a comparative investigation of the characteristics of effective EFL teachers as perceived by Saudi EFL students majoring in English and Sciences. The participants of the study comprised of two groups drawn from two academic programmes, i.e., English major (EM) and Non-English major (NEM). The researchers used a self-developed 29-item Likert-scale questionnaire to elicit responses of 645 participants of the study. Standard procedure was adopted to achieve reliability and validity of the instrument. Independent-samples T-test was run to calculate the descriptive analyses as well as to identify whether any statistically significant differences exist in the perceptions of EM and NEM participants. The results have revealed that both groups exhibited similarities in their perception towards the personality and ability characteristics of effective EFL teachers; thus, partially rejecting the hypotheses set for this study. The result also indicated that the participants showed preference for personality characteristics as compared to ability characteristics as indicated by higher mean values assigned by both groups.    <br />Key words: effective teacher; ability characteristics; personality characteristics</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0a825f3a252b5fe14004a5be59b43c81" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61330480,"asset_id":41059602,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61330480/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41059602"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41059602"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41059602; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41059602]").text(description); $(".js-view-count[data-work-id=41059602]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41059602; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41059602']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41059602, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0a825f3a252b5fe14004a5be59b43c81" } } $('.js-work-strip[data-work-id=41059602]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41059602,"title":"A comparative Investigation of Perceived Characteristics of Effective Teachers in Saudi EFL Context","translated_title":"","metadata":{"abstract":"The study in hand is a comparative investigation of the characteristics of effective EFL teachers as perceived by Saudi EFL students majoring in English and Sciences. The participants of the study comprised of two groups drawn from two academic programmes, i.e., English major (EM) and Non-English major (NEM). The researchers used a self-developed 29-item Likert-scale questionnaire to elicit responses of 645 participants of the study. Standard procedure was adopted to achieve reliability and validity of the instrument. Independent-samples T-test was run to calculate the descriptive analyses as well as to identify whether any statistically significant differences exist in the perceptions of EM and NEM participants. The results have revealed that both groups exhibited similarities in their perception towards the personality and ability characteristics of effective EFL teachers; thus, partially rejecting the hypotheses set for this study. The result also indicated that the participants showed preference for personality characteristics as compared to ability characteristics as indicated by higher mean values assigned by both groups. \nKey words: effective teacher; ability characteristics; personality characteristics \n","publication_date":{"day":null,"month":null,"year":2016,"errors":{}},"publication_name":"Kashmir journal of language research"},"translated_abstract":"The study in hand is a comparative investigation of the characteristics of effective EFL teachers as perceived by Saudi EFL students majoring in English and Sciences. The participants of the study comprised of two groups drawn from two academic programmes, i.e., English major (EM) and Non-English major (NEM). The researchers used a self-developed 29-item Likert-scale questionnaire to elicit responses of 645 participants of the study. Standard procedure was adopted to achieve reliability and validity of the instrument. Independent-samples T-test was run to calculate the descriptive analyses as well as to identify whether any statistically significant differences exist in the perceptions of EM and NEM participants. The results have revealed that both groups exhibited similarities in their perception towards the personality and ability characteristics of effective EFL teachers; thus, partially rejecting the hypotheses set for this study. The result also indicated that the participants showed preference for personality characteristics as compared to ability characteristics as indicated by higher mean values assigned by both groups. \nKey words: effective teacher; ability characteristics; personality characteristics \n","internal_url":"https://www.academia.edu/41059602/A_comparative_Investigation_of_Perceived_Characteristics_of_Effective_Teachers_in_Saudi_EFL_Context","translated_internal_url":"","created_at":"2019-11-25T08:00:09.671-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1243866,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":61330480,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61330480/thumbnails/1.jpg","file_name":"9-_Effective_teachers-1620191125-18610-1y6vbg.pdf","download_url":"https://www.academia.edu/attachments/61330480/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_comparative_Investigation_of_Perceived.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61330480/9-_Effective_teachers-1620191125-18610-1y6vbg-libre.pdf?1574699305=\u0026response-content-disposition=attachment%3B+filename%3DA_comparative_Investigation_of_Perceived.pdf\u0026Expires=1732431223\u0026Signature=UnBZ8WIFPTGk~QIhhiZWpHtJzeoakHgka0cSC8TQdJLd5CzfOsBesR25sIKdEdhz8miawmpYNudDROttMhninoQn5CYvyuRfdErbgrXVNqqlu~ROm~ApKrbNzKda0WYoIpqvIZGy6Q2qinsm6kWDCpl6pZ~nKS2j0o3zqOiK8vbcjtzDFZ7BayyXCN1UsgOGTNdnfc-ZkDAyXumb8aLYWe83VlzJlj~GZ6O3BajucsKxQQvfyb7RfAwhsPRhyb8jRaqzLQtoHzl70WaY~tqJFh~uUtnY3nC2pOaH9P1g1JqA9pBzNP9Xpij2KNrb2Ca8ZjreIv-T934r0T-gRAH5uw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_comparative_Investigation_of_Perceived_Characteristics_of_Effective_Teachers_in_Saudi_EFL_Context","translated_slug":"","page_count":23,"language":"en","content_type":"Work","owner":{"id":1243866,"first_name":"Prof. Dr. Choudhary","middle_initials":"Z A H I D","last_name":"Javid","page_name":"ChoudharyJavid","domain_name":"taif","created_at":"2012-02-26T05:49:05.820-08:00","display_name":"Prof. Dr. Choudhary Z A H I D Javid","url":"https://taif.academia.edu/ChoudharyJavid"},"attachments":[{"id":61330480,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61330480/thumbnails/1.jpg","file_name":"9-_Effective_teachers-1620191125-18610-1y6vbg.pdf","download_url":"https://www.academia.edu/attachments/61330480/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_comparative_Investigation_of_Perceived.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61330480/9-_Effective_teachers-1620191125-18610-1y6vbg-libre.pdf?1574699305=\u0026response-content-disposition=attachment%3B+filename%3DA_comparative_Investigation_of_Perceived.pdf\u0026Expires=1732431223\u0026Signature=UnBZ8WIFPTGk~QIhhiZWpHtJzeoakHgka0cSC8TQdJLd5CzfOsBesR25sIKdEdhz8miawmpYNudDROttMhninoQn5CYvyuRfdErbgrXVNqqlu~ROm~ApKrbNzKda0WYoIpqvIZGy6Q2qinsm6kWDCpl6pZ~nKS2j0o3zqOiK8vbcjtzDFZ7BayyXCN1UsgOGTNdnfc-ZkDAyXumb8aLYWe83VlzJlj~GZ6O3BajucsKxQQvfyb7RfAwhsPRhyb8jRaqzLQtoHzl70WaY~tqJFh~uUtnY3nC2pOaH9P1g1JqA9pBzNP9Xpij2KNrb2Ca8ZjreIv-T934r0T-gRAH5uw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4414,"name":"Formative Assessment","url":"https://www.academia.edu/Documents/in/Formative_Assessment"},{"id":5956,"name":"Learner Autonomy","url":"https://www.academia.edu/Documents/in/Learner_Autonomy"},{"id":7255,"name":"Learning Styles","url":"https://www.academia.edu/Documents/in/Learning_Styles"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"},{"id":17663,"name":"ESP","url":"https://www.academia.edu/Documents/in/ESP"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation"},{"id":50569,"name":"Language Learning","url":"https://www.academia.edu/Documents/in/Language_Learning"},{"id":98625,"name":"Needs Analysis","url":"https://www.academia.edu/Documents/in/Needs_Analysis"},{"id":158200,"name":"Summative Assessment","url":"https://www.academia.edu/Documents/in/Summative_Assessment"},{"id":161489,"name":"EMP","url":"https://www.academia.edu/Documents/in/EMP"},{"id":1225404,"name":"ESL","url":"https://www.academia.edu/Documents/in/ESL"},{"id":1231439,"name":"EFL","url":"https://www.academia.edu/Documents/in/EFL"},{"id":3435748,"name":"English language skills","url":"https://www.academia.edu/Documents/in/English_language_skills"},{"id":3461034,"name":"Effective Teachers","url":"https://www.academia.edu/Documents/in/Effective_Teachers"}],"urls":[]}, dispatcherData: dispatcherData }); 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window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40982135]").text(description); $(".js-view-count[data-work-id=40982135]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40982135; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40982135']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 40982135, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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This empirical survey identifies Saudi English as a foreign language (EFL) learners' beliefs through Beliefs About Language Learning Inventory (BALLI) developed by . The Arabic version of the questionnaire has been administered and 118 Saudi EFL learners from a Saudi university returned the questionnaire. The research questions set for this survey include what beliefs Saudi EFL learners have towards the difficulty of foreign language learning, foreign language aptitude, the nature of language learning, learning and communication strategies and motivation and expectations for English language learning. The results reveal that the participants bear high English language learning aptitude and believe that it is easier to learn it in childhood. No strong relationship in learning subjects like science and math and English language was reported. The participants also believe that for quick and successful language learning, it is imperative to practice the target language extensively. A positive trend is that Saudi EFL learners have been extremely positive and encouraging towards their chances of achieving communicative competence and do not have any unnecessary inhibition in speaking English.","grobid_abstract_attachment_id":61264082},"translated_abstract":null,"internal_url":"https://www.academia.edu/40982135/Identification_of_Language_Learning_Beliefs_among_Saudi_EFL_Learners","translated_internal_url":"","created_at":"2019-11-19T02:54:07.040-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1243866,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":61264082,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61264082/thumbnails/1.jpg","file_name":"6-_Beliefs-_1820191119-124973-1jaq3yg.pdf","download_url":"https://www.academia.edu/attachments/61264082/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Identification_of_Language_Learning_Beli.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61264082/6-_Beliefs-_1820191119-124973-1jaq3yg-libre.pdf?1574161411=\u0026response-content-disposition=attachment%3B+filename%3DIdentification_of_Language_Learning_Beli.pdf\u0026Expires=1732431223\u0026Signature=QiB17Kvrd0BYYzQrZuAuT8eSb~fcDRDd6Hfv2bWMsP4Bsk2nfti6d~FB-9ZSxlRz9ArhPMS-ivqZuiKf4EWP1bWWEoiYe~PSUxSiI~N9OL~omx9tp~cW4VEXK-lX8SdwH-YXmqPxOXl5E~ygiYdWCEhx3bbYix0XokMCEQDSnVb5Dz6li6B8gth6oC3L898Z2qh5efpVBQRG1mt~l2jtenEH2Me3P9WhEve9cBhADQTeD1tXxHujodA9ZImJkBX3KGY8JgdHCUDwvKFTUUGxV-qv7KTMneS0gkskH~gtC6L-aU6Q3HNF0JolASVXb~KOmiS6gg6Syq2YK4NwsF~Ozw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Identification_of_Language_Learning_Beliefs_among_Saudi_EFL_Learners","translated_slug":"","page_count":14,"language":"en","content_type":"Work","owner":{"id":1243866,"first_name":"Prof. Dr. Choudhary","middle_initials":"Z A H I D","last_name":"Javid","page_name":"ChoudharyJavid","domain_name":"taif","created_at":"2012-02-26T05:49:05.820-08:00","display_name":"Prof. Dr. Choudhary Z A H I D Javid","url":"https://taif.academia.edu/ChoudharyJavid"},"attachments":[{"id":61264082,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61264082/thumbnails/1.jpg","file_name":"6-_Beliefs-_1820191119-124973-1jaq3yg.pdf","download_url":"https://www.academia.edu/attachments/61264082/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Identification_of_Language_Learning_Beli.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61264082/6-_Beliefs-_1820191119-124973-1jaq3yg-libre.pdf?1574161411=\u0026response-content-disposition=attachment%3B+filename%3DIdentification_of_Language_Learning_Beli.pdf\u0026Expires=1732431223\u0026Signature=QiB17Kvrd0BYYzQrZuAuT8eSb~fcDRDd6Hfv2bWMsP4Bsk2nfti6d~FB-9ZSxlRz9ArhPMS-ivqZuiKf4EWP1bWWEoiYe~PSUxSiI~N9OL~omx9tp~cW4VEXK-lX8SdwH-YXmqPxOXl5E~ygiYdWCEhx3bbYix0XokMCEQDSnVb5Dz6li6B8gth6oC3L898Z2qh5efpVBQRG1mt~l2jtenEH2Me3P9WhEve9cBhADQTeD1tXxHujodA9ZImJkBX3KGY8JgdHCUDwvKFTUUGxV-qv7KTMneS0gkskH~gtC6L-aU6Q3HNF0JolASVXb~KOmiS6gg6Syq2YK4NwsF~Ozw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="40982045"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40982045/Saudi_University_Undergraduates_Beliefs_about_Language_Learning_along_Gender_Lines"><img alt="Research paper thumbnail of Saudi University Undergraduates’ Beliefs about Language Learning along Gender Lines" class="work-thumbnail" src="https://attachments.academia-assets.com/61263962/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40982045/Saudi_University_Undergraduates_Beliefs_about_Language_Learning_along_Gender_Lines">Saudi University Undergraduates’ Beliefs about Language Learning along Gender Lines</a></div><div class="wp-workCard_item"><span>International Journal of English Linguistics</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A growing mass of research has reported that each human being is different like a signature and p...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A growing mass of research has reported that each human being is different like a signature and particular characteristics based on their specific personalities have a strong effect on their language learning possibilities. Research posits that identification of EFL learners' beliefs about language learning positively affects language learning process as it helps the teachers to address to their students' learning effectively and also bears positive overbearing in case they bear some less positive beliefs. The study in hand is an attempt to investigate the beliefs of Saudi undergraduates along gender lines by using Horwitz's (1987) BALLI. The comparative analyses generated by Independent-sample T-test reveal that male participants have assigned comparatively higher values to the majority of the questionnaire items as compared to their female counterparts. The participants of this survey have exhibited the greatest gender-based differences in their beliefs about "motivation and expectations". Beliefs about "learning and communication strategies" and "the nature of language learning" have shown medium gender-based differences whereas male and female participants have seen eye to eye to each other in their perceived beliefs related to "foreign language aptitude" and difficulty of language learning. The findings of this empirical study have several pedagogical implications to revisit and modify teaching/learning practices of English language in Saudi Arabia in particular and Arab world in general. The findings will help English language teachers teaching in the KSA to understand the gender-based dimensionality of the language learning beliefs which will help them align their teaching methods to their learners' beliefs; thus, maximizing the possibilities of much sought after goal of effective and efficient ELT in the KSA.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e07bcda938fc2ec6bd6b4ad83644230f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61263962,"asset_id":40982045,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61263962/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40982045"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40982045"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40982045; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40982045]").text(description); $(".js-view-count[data-work-id=40982045]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40982045; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40982045']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 40982045, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e07bcda938fc2ec6bd6b4ad83644230f" } } $('.js-work-strip[data-work-id=40982045]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40982045,"title":"Saudi University Undergraduates’ Beliefs about Language Learning along Gender Lines","translated_title":"","metadata":{"doi":"10.5539/ijel.v8n4p39 ","abstract":"A growing mass of research has reported that each human being is different like a signature and particular characteristics based on their specific personalities have a strong effect on their language learning possibilities. Research posits that identification of EFL learners' beliefs about language learning positively affects language learning process as it helps the teachers to address to their students' learning effectively and also bears positive overbearing in case they bear some less positive beliefs. The study in hand is an attempt to investigate the beliefs of Saudi undergraduates along gender lines by using Horwitz's (1987) BALLI. The comparative analyses generated by Independent-sample T-test reveal that male participants have assigned comparatively higher values to the majority of the questionnaire items as compared to their female counterparts. The participants of this survey have exhibited the greatest gender-based differences in their beliefs about \"motivation and expectations\". Beliefs about \"learning and communication strategies\" and \"the nature of language learning\" have shown medium gender-based differences whereas male and female participants have seen eye to eye to each other in their perceived beliefs related to \"foreign language aptitude\" and difficulty of language learning. The findings of this empirical study have several pedagogical implications to revisit and modify teaching/learning practices of English language in Saudi Arabia in particular and Arab world in general. The findings will help English language teachers teaching in the KSA to understand the gender-based dimensionality of the language learning beliefs which will help them align their teaching methods to their learners' beliefs; thus, maximizing the possibilities of much sought after goal of effective and efficient ELT in the KSA.","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"International Journal of English Linguistics"},"translated_abstract":"A growing mass of research has reported that each human being is different like a signature and particular characteristics based on their specific personalities have a strong effect on their language learning possibilities. Research posits that identification of EFL learners' beliefs about language learning positively affects language learning process as it helps the teachers to address to their students' learning effectively and also bears positive overbearing in case they bear some less positive beliefs. The study in hand is an attempt to investigate the beliefs of Saudi undergraduates along gender lines by using Horwitz's (1987) BALLI. The comparative analyses generated by Independent-sample T-test reveal that male participants have assigned comparatively higher values to the majority of the questionnaire items as compared to their female counterparts. The participants of this survey have exhibited the greatest gender-based differences in their beliefs about \"motivation and expectations\". Beliefs about \"learning and communication strategies\" and \"the nature of language learning\" have shown medium gender-based differences whereas male and female participants have seen eye to eye to each other in their perceived beliefs related to \"foreign language aptitude\" and difficulty of language learning. The findings of this empirical study have several pedagogical implications to revisit and modify teaching/learning practices of English language in Saudi Arabia in particular and Arab world in general. The findings will help English language teachers teaching in the KSA to understand the gender-based dimensionality of the language learning beliefs which will help them align their teaching methods to their learners' beliefs; thus, maximizing the possibilities of much sought after goal of effective and efficient ELT in the KSA.","internal_url":"https://www.academia.edu/40982045/Saudi_University_Undergraduates_Beliefs_about_Language_Learning_along_Gender_Lines","translated_internal_url":"","created_at":"2019-11-19T02:44:06.751-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1243866,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":61263962,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61263962/thumbnails/1.jpg","file_name":"5-_LLB-_1820191119-68129-wmfdj4.pdf","download_url":"https://www.academia.edu/attachments/61263962/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Saudi_University_Undergraduates_Beliefs.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61263962/5-_LLB-_1820191119-68129-wmfdj4-libre.pdf?1574160755=\u0026response-content-disposition=attachment%3B+filename%3DSaudi_University_Undergraduates_Beliefs.pdf\u0026Expires=1732431223\u0026Signature=gyeUrhW2u171CKjUz3p2BaRSIoEO3yhIEUs4GafCAL0nsf3LXeAL5K6KspKuDYU23tBnh2HwNAlSqSRDUV5nu2oX2G~Vo431aoIFbbOaUf1yjuPItk7Aod0GvjqWxSy2KffNjNvC3C~B2vrpjX92jqkk4WziXjCMQ3QDs2fEV-eJpTl5Xwlviaav493UOyjeIWlbyYIs1i-C2PN2~MIgl8ymw05EjeSaKd5hSRFDoeYAYiAT7-snqVHcWtO0Adn-vXmECfbFfOVHhHQYeM37RNHaJqWHbGN8F32PR9l9ShfZGNuE-QvHby9JMIUoU46lxtLXXrAiZIvojpZuQw0L0Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Saudi_University_Undergraduates_Beliefs_about_Language_Learning_along_Gender_Lines","translated_slug":"","page_count":11,"language":"en","content_type":"Work","owner":{"id":1243866,"first_name":"Prof. Dr. Choudhary","middle_initials":"Z A H I D","last_name":"Javid","page_name":"ChoudharyJavid","domain_name":"taif","created_at":"2012-02-26T05:49:05.820-08:00","display_name":"Prof. Dr. Choudhary Z A H I D Javid","url":"https://taif.academia.edu/ChoudharyJavid"},"attachments":[{"id":61263962,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61263962/thumbnails/1.jpg","file_name":"5-_LLB-_1820191119-68129-wmfdj4.pdf","download_url":"https://www.academia.edu/attachments/61263962/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Saudi_University_Undergraduates_Beliefs.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61263962/5-_LLB-_1820191119-68129-wmfdj4-libre.pdf?1574160755=\u0026response-content-disposition=attachment%3B+filename%3DSaudi_University_Undergraduates_Beliefs.pdf\u0026Expires=1732431223\u0026Signature=gyeUrhW2u171CKjUz3p2BaRSIoEO3yhIEUs4GafCAL0nsf3LXeAL5K6KspKuDYU23tBnh2HwNAlSqSRDUV5nu2oX2G~Vo431aoIFbbOaUf1yjuPItk7Aod0GvjqWxSy2KffNjNvC3C~B2vrpjX92jqkk4WziXjCMQ3QDs2fEV-eJpTl5Xwlviaav493UOyjeIWlbyYIs1i-C2PN2~MIgl8ymw05EjeSaKd5hSRFDoeYAYiAT7-snqVHcWtO0Adn-vXmECfbFfOVHhHQYeM37RNHaJqWHbGN8F32PR9l9ShfZGNuE-QvHby9JMIUoU46lxtLXXrAiZIvojpZuQw0L0Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4414,"name":"Formative Assessment","url":"https://www.academia.edu/Documents/in/Formative_Assessment"},{"id":5956,"name":"Learner Autonomy","url":"https://www.academia.edu/Documents/in/Learner_Autonomy"},{"id":7255,"name":"Learning Styles","url":"https://www.academia.edu/Documents/in/Learning_Styles"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"},{"id":17663,"name":"ESP","url":"https://www.academia.edu/Documents/in/ESP"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation"},{"id":50569,"name":"Language Learning","url":"https://www.academia.edu/Documents/in/Language_Learning"},{"id":98625,"name":"Needs Analysis","url":"https://www.academia.edu/Documents/in/Needs_Analysis"},{"id":158200,"name":"Summative Assessment","url":"https://www.academia.edu/Documents/in/Summative_Assessment"},{"id":161489,"name":"EMP","url":"https://www.academia.edu/Documents/in/EMP"},{"id":1225404,"name":"ESL","url":"https://www.academia.edu/Documents/in/ESL"},{"id":1231439,"name":"EFL","url":"https://www.academia.edu/Documents/in/EFL"},{"id":3435748,"name":"English language skills","url":"https://www.academia.edu/Documents/in/English_language_skills"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="40855555"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40855555/A_Gender_based_Investigation_of_the_Perception_of_English_Language_Teachers_at_Saudi_Universities_Regarding_the_Factors_Influencing_Learner_Autonomy"><img alt="Research paper thumbnail of A Gender-based Investigation of the Perception of English Language Teachers at Saudi Universities Regarding the Factors Influencing Learner Autonomy" class="work-thumbnail" src="https://attachments.academia-assets.com/61141812/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40855555/A_Gender_based_Investigation_of_the_Perception_of_English_Language_Teachers_at_Saudi_Universities_Regarding_the_Factors_Influencing_Learner_Autonomy">A Gender-based Investigation of the Perception of English Language Teachers at Saudi Universities Regarding the Factors Influencing Learner Autonomy</a></div><div class="wp-workCard_item"><span>AWEJ</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Learner autonomy has been a focus of attention in the realm of English Language Teaching (ELT) re...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Learner autonomy has been a focus of attention in the realm of English Language Teaching (ELT) research nowadays and the study in hand is an attempt to investigate learner autonomy in theory and practice from the perspective of English language teachers. It aims to identify gender-based perceptions of English language teachers from a Saudi university regarding the role of the textbooks, study material, support of English language teachers, the students' learning strategies, students' motivation and self-evaluation in enhancing learner autonomy. This empirical survey has involved 30 male and 30 female (n=60) English language teachers from English language center of Taif University, Saudi Arabia to record their insights and views about their perceptions and prospects of these pedagogical constructs in their teaching practices. The participants of the study responded to a 35-point Likert-scale modified questionnaire to generate data. Independent-samples T-test has been run to calculate percentages of their responses as well as to identify any statistically significant gender-based differences. The results revealed that only six items out of the total 35 have shown significant gender-based differences in the perceptions of the participants of the survey. The findings have revealed that the participants of this study bear extremely positive attitudes towards the pedagogical significance of learner autonomy and have exhibited encouraging trends about the implementation of this construct in the classrooms. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="40855482"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40855482/Teaching_Effectiveness_of_Native_and_Non_Native_EFL_Teachers_as_Perceived_by_Preparatory_Year_Students_in_Saudi_Context"><img alt="Research paper thumbnail of Teaching Effectiveness of Native and Non-Native EFL Teachers as Perceived by Preparatory Year Students in Saudi Context" class="work-thumbnail" src="https://attachments.academia-assets.com/61141705/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40855482/Teaching_Effectiveness_of_Native_and_Non_Native_EFL_Teachers_as_Perceived_by_Preparatory_Year_Students_in_Saudi_Context">Teaching Effectiveness of Native and Non-Native EFL Teachers as Perceived by Preparatory Year Students in Saudi Context</a></div><div class="wp-workCard_item"><span>Language in India</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study aims at investigating the perceptions of Saudi preparatory year programme (PYP) studen...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study aims at investigating the perceptions of Saudi preparatory year programme (PYP) students, who are taught by native English teacher (NETs) as well as non-native English teachers (NNETs), towards teaching effectiveness of NETs and NNETs in the intensive English language PYP at Taif University. The study investigated 132 Saudi PYP students through a self-developed 2-point questionnaire. Descriptive statistics were run for data analyses. It has been found out that the participants of this study have exhibited positive attitudes towards their NETs and NNETs. Though the results have shown an overall preference for NETs but it seems that the respondents also believe that NNETs effectively contribute by virtue of their own experiences as English language learners and their experience as teachers. It may be concluded that Saudi EFL learners represented by the participants of this survey believe that NETs are more successful in creating richer classroom environment, teaching/assessing speaking skills, listening skills, vocabulary and reading skills better. The findings reveal that NNETs use innovative strategies and explain lessons more clearly to make their students learn better. By virtue of their personal experiences as language learners themselves, they have been perceived to understand their students' questions and language difficulties in a better manner that facilitate learning process. Therefore, it may be concluded that each group has been perceived to have their own particular strengths which give one an advantage over the other, these differences do not make one better than the other.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3d537d7c4ad4b47b502b228091943621" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61141705,"asset_id":40855482,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61141705/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40855482"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40855482"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40855482; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40855482]").text(description); $(".js-view-count[data-work-id=40855482]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40855482; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40855482']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 40855482, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3d537d7c4ad4b47b502b228091943621" } } $('.js-work-strip[data-work-id=40855482]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40855482,"title":"Teaching Effectiveness of Native and Non-Native EFL Teachers as Perceived by Preparatory Year Students in Saudi Context","translated_title":"","metadata":{"abstract":"This study aims at investigating the perceptions of Saudi preparatory year programme (PYP) students, who are taught by native English teacher (NETs) as well as non-native English teachers (NNETs), towards teaching effectiveness of NETs and NNETs in the intensive English language PYP at Taif University. The study investigated 132 Saudi PYP students through a self-developed 2-point questionnaire. Descriptive statistics were run for data analyses. It has been found out that the participants of this study have exhibited positive attitudes towards their NETs and NNETs. Though the results have shown an overall preference for NETs but it seems that the respondents also believe that NNETs effectively contribute by virtue of their own experiences as English language learners and their experience as teachers. It may be concluded that Saudi EFL learners represented by the participants of this survey believe that NETs are more successful in creating richer classroom environment, teaching/assessing speaking skills, listening skills, vocabulary and reading skills better. The findings reveal that NNETs use innovative strategies and explain lessons more clearly to make their students learn better. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="40826285"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40826285/A_Proficiency_Based_Comparative_Investigation_of_Listening_Comprehension_Strategies_Employed_by_Saudi_EFL_Learners"><img alt="Research paper thumbnail of A Proficiency-Based Comparative Investigation of Listening Comprehension Strategies Employed by Saudi EFL Learners" class="work-thumbnail" src="https://attachments.academia-assets.com/61109784/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40826285/A_Proficiency_Based_Comparative_Investigation_of_Listening_Comprehension_Strategies_Employed_by_Saudi_EFL_Learners">A Proficiency-Based Comparative Investigation of Listening Comprehension Strategies Employed by Saudi EFL Learners</a></div><div class="wp-workCard_item"><span>International Journal of English Linguistics</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The study in hand intends to investigate the comparative analyses of the perceptions of Saudi EFL...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The study in hand intends to investigate the comparative analyses of the perceptions of Saudi EFL learners with high grade point average (HGPA) and low-grade point average (LGPA) towards cognitive, metacognitive and socio-affective listening comprehension strategies employed by them to comprehend listening texts. A modified 5-point strongly agree to strongly disagree Likert-scale questionnaire has been administered to Saudi EFL learners with HGPA and LGPA to generate data for this empirical study. The reliability and validity of the questionnaire has been determined. The instrument was translated into Arabic which was administered to the cohort from both levels to identify their responses towards the various questionnaire items. Independent-samples T-test was run to determine descriptive statistics as well as to identify whether any statistically significant difference exist along GPA. The data generated through this comparative analysis were used to test three null hypotheses set for this study. The results have reported that by and large no significant differences exist in the perceptions of the HGPA and LGPA participants of this study and null hypotheses were accepted. It was found that Saudi EFL learners represented by the participants of this study resort to cognitive strategies the most followed by the metacognitive ones to comprehend listening texts. As far socio-affective strategies are concerned, the results indicate their least use by the participants of this study. The findings of this empirical study suggest that Saudi EFL learners like to exploit bottom-up strategies more than the top-down ones. Recommendations have been forwarded at the end based on the findings of this empirical study.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8113825c1c5104a022f12a89b82a0ced" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61109784,"asset_id":40826285,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61109784/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40826285"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40826285"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40826285; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40826285]").text(description); $(".js-view-count[data-work-id=40826285]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40826285; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40826285']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 40826285, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8113825c1c5104a022f12a89b82a0ced" } } $('.js-work-strip[data-work-id=40826285]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40826285,"title":"A Proficiency-Based Comparative Investigation of Listening Comprehension Strategies Employed by Saudi EFL Learners","translated_title":"","metadata":{"doi":"10.5539/ijel.v8n6p315","abstract":"The study in hand intends to investigate the comparative analyses of the perceptions of Saudi EFL learners with high grade point average (HGPA) and low-grade point average (LGPA) towards cognitive, metacognitive and socio-affective listening comprehension strategies employed by them to comprehend listening texts. A modified 5-point strongly agree to strongly disagree Likert-scale questionnaire has been administered to Saudi EFL learners with HGPA and LGPA to generate data for this empirical study. The reliability and validity of the questionnaire has been determined. The instrument was translated into Arabic which was administered to the cohort from both levels to identify their responses towards the various questionnaire items. Independent-samples T-test was run to determine descriptive statistics as well as to identify whether any statistically significant difference exist along GPA. The data generated through this comparative analysis were used to test three null hypotheses set for this study. The results have reported that by and large no significant differences exist in the perceptions of the HGPA and LGPA participants of this study and null hypotheses were accepted. It was found that Saudi EFL learners represented by the participants of this study resort to cognitive strategies the most followed by the metacognitive ones to comprehend listening texts. As far socio-affective strategies are concerned, the results indicate their least use by the participants of this study. The findings of this empirical study suggest that Saudi EFL learners like to exploit bottom-up strategies more than the top-down ones. Recommendations have been forwarded at the end based on the findings of this empirical study.","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"International Journal of English Linguistics"},"translated_abstract":"The study in hand intends to investigate the comparative analyses of the perceptions of Saudi EFL learners with high grade point average (HGPA) and low-grade point average (LGPA) towards cognitive, metacognitive and socio-affective listening comprehension strategies employed by them to comprehend listening texts. A modified 5-point strongly agree to strongly disagree Likert-scale questionnaire has been administered to Saudi EFL learners with HGPA and LGPA to generate data for this empirical study. The reliability and validity of the questionnaire has been determined. The instrument was translated into Arabic which was administered to the cohort from both levels to identify their responses towards the various questionnaire items. Independent-samples T-test was run to determine descriptive statistics as well as to identify whether any statistically significant difference exist along GPA. The data generated through this comparative analysis were used to test three null hypotheses set for this study. The results have reported that by and large no significant differences exist in the perceptions of the HGPA and LGPA participants of this study and null hypotheses were accepted. It was found that Saudi EFL learners represented by the participants of this study resort to cognitive strategies the most followed by the metacognitive ones to comprehend listening texts. As far socio-affective strategies are concerned, the results indicate their least use by the participants of this study. The findings of this empirical study suggest that Saudi EFL learners like to exploit bottom-up strategies more than the top-down ones. Recommendations have been forwarded at the end based on the findings of this empirical study.","internal_url":"https://www.academia.edu/40826285/A_Proficiency_Based_Comparative_Investigation_of_Listening_Comprehension_Strategies_Employed_by_Saudi_EFL_Learners","translated_internal_url":"","created_at":"2019-11-03T02:43:56.875-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1243866,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":61109784,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61109784/thumbnails/1.jpg","file_name":"2-_list_comprehension_1820191103-46876-1jfuae5.pdf","download_url":"https://www.academia.edu/attachments/61109784/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_Proficiency_Based_Comparative_Investig.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61109784/2-_list_comprehension_1820191103-46876-1jfuae5-libre.pdf?1572779845=\u0026response-content-disposition=attachment%3B+filename%3DA_Proficiency_Based_Comparative_Investig.pdf\u0026Expires=1732431223\u0026Signature=WmNk7sEtBsyVuQsPy4jFr-vYNK1Sbjdu6gLTkc6sWVweF~w9GEy4duAjPZ6cd~8hF3~YEMR85bvSbjgnd0KvdIJbXRlE7cDo5V0yBwHahTxLVJyQiVP3nAkT69qM86VIJj1dYtuvHrEu9Z9RYwX87ZAP4NBeW~nxvXMgiOBzzqppoPPPdSkR946DBjszQxQw4QuixzzLIyL~-DyzMVxaxJGzjLevYlNNpkNBMZRxKp7iAu8JwzB4gsBNaOR7YYkpqKaaEZlmPaUczSJgBSmTK3bvVcOgk5wrIZY12XsZl-ull7hUIyhhtL59hqk8fV0~YvA5vK655y2Qn~hVBi4h5A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_Proficiency_Based_Comparative_Investigation_of_Listening_Comprehension_Strategies_Employed_by_Saudi_EFL_Learners","translated_slug":"","page_count":13,"language":"en","content_type":"Work","owner":{"id":1243866,"first_name":"Prof. Dr. Choudhary","middle_initials":"Z A H I D","last_name":"Javid","page_name":"ChoudharyJavid","domain_name":"taif","created_at":"2012-02-26T05:49:05.820-08:00","display_name":"Prof. Dr. Choudhary Z A H I D Javid","url":"https://taif.academia.edu/ChoudharyJavid"},"attachments":[{"id":61109784,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61109784/thumbnails/1.jpg","file_name":"2-_list_comprehension_1820191103-46876-1jfuae5.pdf","download_url":"https://www.academia.edu/attachments/61109784/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_Proficiency_Based_Comparative_Investig.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61109784/2-_list_comprehension_1820191103-46876-1jfuae5-libre.pdf?1572779845=\u0026response-content-disposition=attachment%3B+filename%3DA_Proficiency_Based_Comparative_Investig.pdf\u0026Expires=1732431223\u0026Signature=WmNk7sEtBsyVuQsPy4jFr-vYNK1Sbjdu6gLTkc6sWVweF~w9GEy4duAjPZ6cd~8hF3~YEMR85bvSbjgnd0KvdIJbXRlE7cDo5V0yBwHahTxLVJyQiVP3nAkT69qM86VIJj1dYtuvHrEu9Z9RYwX87ZAP4NBeW~nxvXMgiOBzzqppoPPPdSkR946DBjszQxQw4QuixzzLIyL~-DyzMVxaxJGzjLevYlNNpkNBMZRxKp7iAu8JwzB4gsBNaOR7YYkpqKaaEZlmPaUczSJgBSmTK3bvVcOgk5wrIZY12XsZl-ull7hUIyhhtL59hqk8fV0~YvA5vK655y2Qn~hVBi4h5A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"},{"id":50569,"name":"Language Learning","url":"https://www.academia.edu/Documents/in/Language_Learning"},{"id":1225404,"name":"ESL","url":"https://www.academia.edu/Documents/in/ESL"},{"id":1231439,"name":"EFL","url":"https://www.academia.edu/Documents/in/EFL"},{"id":3435748,"name":"English language skills","url":"https://www.academia.edu/Documents/in/English_language_skills"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="15033045"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/15033045/ENGLISH_FOR_SPECIFIC_PURPOSES_ROLE_OF_LEARNERS_TEACHERS_AND_TEACHING_METHODOLOGIES"><img alt="Research paper thumbnail of ENGLISH FOR SPECIFIC PURPOSES: ROLE OF LEARNERS, TEACHERS AND TEACHING METHODOLOGIES" class="work-thumbnail" src="https://attachments.academia-assets.com/38515344/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/15033045/ENGLISH_FOR_SPECIFIC_PURPOSES_ROLE_OF_LEARNERS_TEACHERS_AND_TEACHING_METHODOLOGIES">ENGLISH FOR SPECIFIC PURPOSES: ROLE OF LEARNERS, TEACHERS AND TEACHING METHODOLOGIES</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://taif.academia.edu/ChoudharyJavid">Prof. Dr. Choudhary Z A H I D Javid</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://euinstitute.academia.edu/EuropeanScientificJournalESJ">European Scientific Journal ESJ</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article aims at presenting insights regarding the peculiar role of learners, teachers and te...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article aims at presenting insights regarding the peculiar role of<br />learners, teachers and teaching methodologies to address to the specific<br />needs of English for Specific Purposes (ESP) programmes. It has been found<br />out that adulthood teaching demands that ESP teaching should not be<br />restricted only to instructional setting but other modes, such as self-access<br />study, project work, cooperative learning etc. should be incorporated in the<br />program. It has also been reported that ESP learners should be actively<br />involved in the process of the choice of the content materials, curriculum<br />development and teaching methodology to ensure maximum commitment<br />and motivation of the program participants. The following five key roles<br />have been identified for ESP practitioners who need to discharge their work<br />as a 1) teacher, 2) course designer and material provider, 3) collaborator, 4)<br />researcher and 5) evaluator. ESP teachers have to bear the extra burden of<br />the content area of the learners as well. Additionally ESP practitioners have a<br />challenging task because they are not in the position of being the 'primary<br />knower' of the carrier content and in most of the cases ESP learners may<br />know more about the content than the teachers. The findings strongly suggest<br />that ESP teaching calls for an extremely professional behavior on part of<br />ESP teachers who need to update their knowledge by remaining constantly in<br />touch with the research in the various fields of ESP. It is suggested that no<br />single teaching methodology can be sufficient to address diverse and peculiar<br />needs of ESP learners and ESP practitioners have to pick and choose from a<br />host of teaching methodologies to run an effective ESP course. It may be<br />summed up that as the learners’ personalities as well as the learning contexts<br />are diverse and specific, there is an unavoidable need to choose matching<br />pedagogical methodologies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bf4937644ff5afbe30d6c660ee646967" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":38515344,"asset_id":15033045,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/38515344/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="15033045"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="15033045"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 15033045; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=15033045]").text(description); $(".js-view-count[data-work-id=15033045]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 15033045; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='15033045']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 15033045, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "bf4937644ff5afbe30d6c660ee646967" } } $('.js-work-strip[data-work-id=15033045]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":15033045,"title":"ENGLISH FOR SPECIFIC PURPOSES: ROLE OF LEARNERS, TEACHERS AND TEACHING METHODOLOGIES","translated_title":"","metadata":{"abstract":"This article aims at presenting insights regarding the peculiar role of\nlearners, teachers and teaching methodologies to address to the specific\nneeds of English for Specific Purposes (ESP) programmes. It has been found\nout that adulthood teaching demands that ESP teaching should not be\nrestricted only to instructional setting but other modes, such as self-access\nstudy, project work, cooperative learning etc. should be incorporated in the\nprogram. It has also been reported that ESP learners should be actively\ninvolved in the process of the choice of the content materials, curriculum\ndevelopment and teaching methodology to ensure maximum commitment\nand motivation of the program participants. The following five key roles\nhave been identified for ESP practitioners who need to discharge their work\nas a 1) teacher, 2) course designer and material provider, 3) collaborator, 4)\nresearcher and 5) evaluator. ESP teachers have to bear the extra burden of\nthe content area of the learners as well. 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The following five key roles\nhave been identified for ESP practitioners who need to discharge their work\nas a 1) teacher, 2) course designer and material provider, 3) collaborator, 4)\nresearcher and 5) evaluator. ESP teachers have to bear the extra burden of\nthe content area of the learners as well. Additionally ESP practitioners have a\nchallenging task because they are not in the position of being the 'primary\nknower' of the carrier content and in most of the cases ESP learners may\nknow more about the content than the teachers. The findings strongly suggest\nthat ESP teaching calls for an extremely professional behavior on part of\nESP teachers who need to update their knowledge by remaining constantly in\ntouch with the research in the various fields of ESP. It is suggested that no\nsingle teaching methodology can be sufficient to address diverse and peculiar\nneeds of ESP learners and ESP practitioners have to pick and choose from a\nhost of teaching methodologies to run an effective ESP course. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="14531140"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/14531140/English_for_Specific_Purposes_Role_of_Learners_Teachers_and_Teaching_Methodologies"><img alt="Research paper thumbnail of English for Specific Purposes: Role of Learners, Teachers and Teaching Methodologies " class="work-thumbnail" src="https://attachments.academia-assets.com/38345332/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/14531140/English_for_Specific_Purposes_Role_of_Learners_Teachers_and_Teaching_Methodologies">English for Specific Purposes: Role of Learners, Teachers and Teaching Methodologies </a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Abstract This article aims at presenting insights regarding the peculiar role of learners, teach...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Abstract <br />This article aims at presenting insights regarding the peculiar role of learners, teachers and teaching methodologies to address to the specific needs of English for Specific Purposes (ESP) programmes. It has been found out that adulthood teaching demands that ESP teaching should not be restricted only to instructional setting but other modes, such as self-access study, project work, cooperative learning etc. should be incorporated in the program. It has also been reported that ESP learners should be actively involved in the process of the choice of the content materials, curriculum development and teaching methodology to ensure maximum commitment and motivation of the program participants. The following five key roles have been identified for ESP practitioners who need to discharge their work as a 1) teacher, 2) course designer and material provider, 3) collaborator, 4) researcher and 5) evaluator. ESP teachers have to bear the extra burden of the content area of the learners as well. Additionally ESP practitioners have a challenging task because they are not in the position of being the 'primary knower' of the carrier content and in most of the cases ESP learners may know more about the content than the teachers. The findings strongly suggest that ESP teaching calls for an extremely professional behavior on part of ESP teachers who need to update their knowledge by remaining constantly in touch with the research in the various fields of ESP. It is suggested that no single teaching methodology can be sufficient to address diverse and peculiar needs of ESP learners and ESP practitioners have to pick and choose from a host of teaching methodologies to run an effective ESP course. It may be summed up that as the learners’ personalities as well as the learning contexts are diverse and specific, there is an unavoidable need to choose matching pedagogical methodologies.    <br />Key words: English for Specific Purposes; Practitioner; ESP learners; Needs Analysis</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6a5ca27fbf39463602c933e90b24971d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":38345332,"asset_id":14531140,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/38345332/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="14531140"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="14531140"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 14531140; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=14531140]").text(description); $(".js-view-count[data-work-id=14531140]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 14531140; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='14531140']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 14531140, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6a5ca27fbf39463602c933e90b24971d" } } $('.js-work-strip[data-work-id=14531140]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":14531140,"title":"English for Specific Purposes: Role of Learners, Teachers and Teaching Methodologies ","translated_title":"","metadata":{"abstract":"Abstract \nThis article aims at presenting insights regarding the peculiar role of learners, teachers and teaching methodologies to address to the specific needs of English for Specific Purposes (ESP) programmes. It has been found out that adulthood teaching demands that ESP teaching should not be restricted only to instructional setting but other modes, such as self-access study, project work, cooperative learning etc. should be incorporated in the program. It has also been reported that ESP learners should be actively involved in the process of the choice of the content materials, curriculum development and teaching methodology to ensure maximum commitment and motivation of the program participants. The following five key roles have been identified for ESP practitioners who need to discharge their work as a 1) teacher, 2) course designer and material provider, 3) collaborator, 4) researcher and 5) evaluator. ESP teachers have to bear the extra burden of the content area of the learners as well. Additionally ESP practitioners have a challenging task because they are not in the position of being the 'primary knower' of the carrier content and in most of the cases ESP learners may know more about the content than the teachers. The findings strongly suggest that ESP teaching calls for an extremely professional behavior on part of ESP teachers who need to update their knowledge by remaining constantly in touch with the research in the various fields of ESP. It is suggested that no single teaching methodology can be sufficient to address diverse and peculiar needs of ESP learners and ESP practitioners have to pick and choose from a host of teaching methodologies to run an effective ESP course. It may be summed up that as the learners’ personalities as well as the learning contexts are diverse and specific, there is an unavoidable need to choose matching pedagogical methodologies. \nKey words: English for Specific Purposes; Practitioner; ESP learners; Needs Analysis \n"},"translated_abstract":"Abstract \nThis article aims at presenting insights regarding the peculiar role of learners, teachers and teaching methodologies to address to the specific needs of English for Specific Purposes (ESP) programmes. It has been found out that adulthood teaching demands that ESP teaching should not be restricted only to instructional setting but other modes, such as self-access study, project work, cooperative learning etc. should be incorporated in the program. It has also been reported that ESP learners should be actively involved in the process of the choice of the content materials, curriculum development and teaching methodology to ensure maximum commitment and motivation of the program participants. The following five key roles have been identified for ESP practitioners who need to discharge their work as a 1) teacher, 2) course designer and material provider, 3) collaborator, 4) researcher and 5) evaluator. ESP teachers have to bear the extra burden of the content area of the learners as well. Additionally ESP practitioners have a challenging task because they are not in the position of being the 'primary knower' of the carrier content and in most of the cases ESP learners may know more about the content than the teachers. The findings strongly suggest that ESP teaching calls for an extremely professional behavior on part of ESP teachers who need to update their knowledge by remaining constantly in touch with the research in the various fields of ESP. It is suggested that no single teaching methodology can be sufficient to address diverse and peculiar needs of ESP learners and ESP practitioners have to pick and choose from a host of teaching methodologies to run an effective ESP course. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="3170843"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/3170843/Saudi_English_major_undergraduates_and_English_Teachers_perceptions_regarding_effective_ELT_in_the_KSA_A_Comparative_Study"><img alt="Research paper thumbnail of Saudi English-major undergraduates and English Teachers' perceptions regarding effective ELT in the KSA: A Comparative Study" class="work-thumbnail" src="https://attachments.academia-assets.com/31065342/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/3170843/Saudi_English_major_undergraduates_and_English_Teachers_perceptions_regarding_effective_ELT_in_the_KSA_A_Comparative_Study">Saudi English-major undergraduates and English Teachers' perceptions regarding effective ELT in the KSA: A Comparative Study</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://cust-pk.academia.edu/MuhammadFarooq">Muhammad U Farooq</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://taif.academia.edu/ChoudharyJavid">Prof. Dr. Choudhary Z A H I D Javid</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study investigated Saudi English-major undergraduates and English teachers of Taif Universit...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study investigated Saudi English-major undergraduates and English teachers of Taif University to determine the factors that hinder effective ELT in Saudi universities and sought their suggestions to improve the situation. The data were collected from 134 participants: 103 English-major undergraduates and 31 English teachers from foreign languages department, Taif university who responded to a 5-point agree/disagree structured questionnaire. The study also intended to identify whether any significant differences existed between both the populations in this regard. Thirty-four items were grouped into two categories: 19 were included to identify the causes whereas the rest 15 items were meant to record the participants' suggestions to ensure effective ELT in Saudi Universities. Results of Independent Samples T-test reported a reasonable level of similarities in the responses of both sample groups towards the causes of ineffective ELT in the KSA and in their suggestions to improve the situation. Both groups saw eye to eye with each other and assigned high values to the following items: a) classroom should be more interactive, b) classrooms need to be equipped with modern teaching resources, c) students' English language proficiency is poor when they join Taif University, d) the students have to pass an English language proficiency test to qualify for the next academic year and e) the department should start remedial courses for the weaker students. Significant differences were reported in 12 out of the total 34 items. The researchers forwarded the recommendations based on the findings of the study to enhance ELT effectiveness at Saudi Universities.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="40db795a11106c0696e032c413942b51" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":31065342,"asset_id":3170843,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/31065342/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="3170843"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="3170843"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3170843; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3170843]").text(description); $(".js-view-count[data-work-id=3170843]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3170843; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='3170843']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 3170843, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "40db795a11106c0696e032c413942b51" } } $('.js-work-strip[data-work-id=3170843]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":3170843,"title":"Saudi English-major undergraduates and English Teachers' perceptions regarding effective ELT in the KSA: A Comparative Study","translated_title":"","metadata":{"abstract":"This study investigated Saudi English-major undergraduates and English teachers of Taif University to determine the factors that hinder effective ELT in Saudi universities and sought their suggestions to improve the situation. The data were collected from 134 participants: 103 English-major undergraduates and 31 English teachers from foreign languages department, Taif university who responded to a 5-point agree/disagree structured questionnaire. The study also intended to identify whether any significant differences existed between both the populations in this regard. Thirty-four items were grouped into two categories: 19 were included to identify the causes whereas the rest 15 items were meant to record the participants' suggestions to ensure effective ELT in Saudi Universities. Results of Independent Samples T-test reported a reasonable level of similarities in the responses of both sample groups towards the causes of ineffective ELT in the KSA and in their suggestions to improve the situation. Both groups saw eye to eye with each other and assigned high values to the following items: a) classroom should be more interactive, b) classrooms need to be equipped with modern teaching resources, c) students' English language proficiency is poor when they join Taif University, d) the students have to pass an English language proficiency test to qualify for the next academic year and e) the department should start remedial courses for the weaker students. Significant differences were reported in 12 out of the total 34 items. The researchers forwarded the recommendations based on the findings of the study to enhance ELT effectiveness at Saudi Universities. "},"translated_abstract":"This study investigated Saudi English-major undergraduates and English teachers of Taif University to determine the factors that hinder effective ELT in Saudi universities and sought their suggestions to improve the situation. The data were collected from 134 participants: 103 English-major undergraduates and 31 English teachers from foreign languages department, Taif university who responded to a 5-point agree/disagree structured questionnaire. The study also intended to identify whether any significant differences existed between both the populations in this regard. Thirty-four items were grouped into two categories: 19 were included to identify the causes whereas the rest 15 items were meant to record the participants' suggestions to ensure effective ELT in Saudi Universities. Results of Independent Samples T-test reported a reasonable level of similarities in the responses of both sample groups towards the causes of ineffective ELT in the KSA and in their suggestions to improve the situation. Both groups saw eye to eye with each other and assigned high values to the following items: a) classroom should be more interactive, b) classrooms need to be equipped with modern teaching resources, c) students' English language proficiency is poor when they join Taif University, d) the students have to pass an English language proficiency test to qualify for the next academic year and e) the department should start remedial courses for the weaker students. Significant differences were reported in 12 out of the total 34 items. The researchers forwarded the recommendations based on the findings of the study to enhance ELT effectiveness at Saudi Universities. ","internal_url":"https://www.academia.edu/3170843/Saudi_English_major_undergraduates_and_English_Teachers_perceptions_regarding_effective_ELT_in_the_KSA_A_Comparative_Study","translated_internal_url":"","created_at":"2013-03-31T03:30:54.663-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2141826,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":740067,"work_id":3170843,"tagging_user_id":2141826,"tagged_user_id":1243866,"co_author_invite_id":null,"email":"c***j@hotmail.com","affiliation":"Taif University, Kingdom of Saudi Arabia","display_order":null,"name":"Prof. Dr. Choudhary Z A H I D Javid","title":"Saudi English-major undergraduates and English Teachers' perceptions regarding effective ELT in the KSA: A Comparative Study"}],"downloadable_attachments":[{"id":31065342,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/31065342/thumbnails/1.jpg","file_name":"8_Effective_ELT_in_the_KSA_A_Comparative_Study.pdf","download_url":"https://www.academia.edu/attachments/31065342/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Saudi_English_major_undergraduates_and_E.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/31065342/8_Effective_ELT_in_the_KSA_A_Comparative_Study-libre.pdf?1392198081=\u0026response-content-disposition=attachment%3B+filename%3DSaudi_English_major_undergraduates_and_E.pdf\u0026Expires=1732431223\u0026Signature=YlYCBgLYH1uvJh57SobdtsUB1X0rxrGBtEkAXs050uKDZDxVky91WihYDVVdm5LJHFRM97CsDqWu21FDjUDL5y0GmCFO1BSwheJgMJefdZ0nsBlHNCGiWIfKaZy9VmyPlB7Q0cmIDstLBqLFcDE9ZWfuYrfdrjbX1ReXyduPYtKytlmYo-ZeTWh~rBTIKYCayk-mGjVMcPg0M1CSAPR8oWIEKi72BAlmUKXCsygZaMeZIJOnuzDtzimZyqsbPWK3bpSlpKu4~uYNHmZMVcnzGe9AeB8m7XDl0b5X4gPyK-XseC3uDoYCIQihKUyYJnRm6kLqkZzKyclNewAmifVMbA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Saudi_English_major_undergraduates_and_English_Teachers_perceptions_regarding_effective_ELT_in_the_KSA_A_Comparative_Study","translated_slug":"","page_count":16,"language":"en","content_type":"Work","owner":{"id":2141826,"first_name":"Muhammad","middle_initials":"U","last_name":"Farooq","page_name":"MuhammadFarooq","domain_name":"cust-pk","created_at":"2012-07-17T18:55:19.500-07:00","display_name":"Muhammad U Farooq","url":"https://cust-pk.academia.edu/MuhammadFarooq"},"attachments":[{"id":31065342,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/31065342/thumbnails/1.jpg","file_name":"8_Effective_ELT_in_the_KSA_A_Comparative_Study.pdf","download_url":"https://www.academia.edu/attachments/31065342/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Saudi_English_major_undergraduates_and_E.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/31065342/8_Effective_ELT_in_the_KSA_A_Comparative_Study-libre.pdf?1392198081=\u0026response-content-disposition=attachment%3B+filename%3DSaudi_English_major_undergraduates_and_E.pdf\u0026Expires=1732431223\u0026Signature=YlYCBgLYH1uvJh57SobdtsUB1X0rxrGBtEkAXs050uKDZDxVky91WihYDVVdm5LJHFRM97CsDqWu21FDjUDL5y0GmCFO1BSwheJgMJefdZ0nsBlHNCGiWIfKaZy9VmyPlB7Q0cmIDstLBqLFcDE9ZWfuYrfdrjbX1ReXyduPYtKytlmYo-ZeTWh~rBTIKYCayk-mGjVMcPg0M1CSAPR8oWIEKi72BAlmUKXCsygZaMeZIJOnuzDtzimZyqsbPWK3bpSlpKu4~uYNHmZMVcnzGe9AeB8m7XDl0b5X4gPyK-XseC3uDoYCIQihKUyYJnRm6kLqkZzKyclNewAmifVMbA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":3668,"name":"Student Motivation And Engagement","url":"https://www.academia.edu/Documents/in/Student_Motivation_And_Engagement"},{"id":9569,"name":"Saudi Arabia","url":"https://www.academia.edu/Documents/in/Saudi_Arabia"},{"id":19681,"name":"TEFL","url":"https://www.academia.edu/Documents/in/TEFL"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="3137571"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/3137571/Saudi_Undergraduates_Motivational_Orientations_towards_English_Language_Learning_along_Gender_and_University_Major_Lines_A_Comparative_Study"><img alt="Research paper thumbnail of Saudi Undergraduates' Motivational Orientations towards English Language Learning along Gender and University Major Lines: A Comparative Study" class="work-thumbnail" src="https://attachments.academia-assets.com/31047643/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/3137571/Saudi_Undergraduates_Motivational_Orientations_towards_English_Language_Learning_along_Gender_and_University_Major_Lines_A_Comparative_Study">Saudi Undergraduates' Motivational Orientations towards English Language Learning along Gender and University Major Lines: A Comparative Study</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://cust-pk.academia.edu/MuhammadFarooq">Muhammad U Farooq</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://taif.academia.edu/ChoudharyJavid">Prof. Dr. Choudhary Z A H I D Javid</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Research into language learning motivation has proliferated in the EFL contexts including the Ara...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Research into language learning motivation has proliferated in the EFL contexts including the Arab world reflecting its appreciation in learning English as a foreign language. It has been contended that foreign language learning motivation cannot be treated as a single orientation, and variables such as learners' gender, major subject of study, language proficiency, geographical location, etc. play a significant role in this regard. This study intended to investigate Saudi undergraduates' motivational orientations for learning English as a foreign language and to identify whether or not any statistically significant differences existed due to the participants' gender and university major. The researchers developed a 30-item self-reported 5-point agree/disagree Likert scale questionnaire that was administered to 709 male and female Saudi undergraduates from three departments: English, medicine and information technology. MANOVA results reported that the participants of this study exhibited higher extrinsic motivational orientations with fairly high intrinsic orientations. Male English-major were more positive towards both motivational orientations as compared to their female counterparts, but it was found it was the other way round for other populations of the study. The results indicated that significant differences existed in the participants' extrinsic motivational orientations due to their gender and university major.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="890bd7d01a5fe87481a493ad71aff47b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":31047643,"asset_id":3137571,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/31047643/download_file?st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&st=MTczMjQyNzYyMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="3137571"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="3137571"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3137571; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3137571]").text(description); $(".js-view-count[data-work-id=3137571]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3137571; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='3137571']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 3137571, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "890bd7d01a5fe87481a493ad71aff47b" } } $('.js-work-strip[data-work-id=3137571]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":3137571,"title":"Saudi Undergraduates' Motivational Orientations towards English Language Learning along Gender and University Major Lines: A Comparative Study","translated_title":"","metadata":{"abstract":"Research into language learning motivation has proliferated in the EFL contexts including the Arab world reflecting its appreciation in learning English as a foreign language. It has been contended that foreign language learning motivation cannot be treated as a single orientation, and variables such as learners' gender, major subject of study, language proficiency, geographical location, etc. play a significant role in this regard. This study intended to investigate Saudi undergraduates' motivational orientations for learning English as a foreign language and to identify whether or not any statistically significant differences existed due to the participants' gender and university major. The researchers developed a 30-item self-reported 5-point agree/disagree Likert scale questionnaire that was administered to 709 male and female Saudi undergraduates from three departments: English, medicine and information technology. MANOVA results reported that the participants of this study exhibited higher extrinsic motivational orientations with fairly high intrinsic orientations. Male English-major were more positive towards both motivational orientations as compared to their female counterparts, but it was found it was the other way round for other populations of the study. The results indicated that significant differences existed in the participants' extrinsic motivational orientations due to their gender and university major. "},"translated_abstract":"Research into language learning motivation has proliferated in the EFL contexts including the Arab world reflecting its appreciation in learning English as a foreign language. It has been contended that foreign language learning motivation cannot be treated as a single orientation, and variables such as learners' gender, major subject of study, language proficiency, geographical location, etc. play a significant role in this regard. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="11304732"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/11304732/English_for_Medicine_Part_2"><img alt="Research paper thumbnail of English for Medicine- Part 2" class="work-thumbnail" src="https://attachments.academia-assets.com/36879311/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/11304732/English_for_Medicine_Part_2">English for Medicine- Part 2</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated"> This textbook is a logical outcome of a comprehensive research project carried out at College...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This textbook is a logical outcome of a comprehensive research project carried out at College of Medicine and Medical Sciences(CMMS) by the author of this textbook during 2008 that determined the linguistic and non-linguistic needs, the academic level and the preferred learning styles of the students at CMMS.  This textbook is designed to cater for their specific needs by considering their culturally driven preferred learning styles. The purpose of this book is not to teach medicine but its aim is to inculcate the academic ability in the students to go to a textbook, a journal or a reference book, to any oral presentation or a classroom lecture, to an interactive academic session, to online resources, on a medical topic and to prepare them to understand, extract and utilize the required information in an effective and efficient manner. <br /><br />    To achieve this goal, this textbook ensures an integrated practice in all language skills along with emphasizing the other important language areas of vocabulary, grammar, pronunciation and medical terminology. Reading passages of moderate length have been carefully selected from Microsoft Encyclopedia Encarta Premium (2006) about different human body organs to be exploited for achieving the above-mentioned goals. This textbook comprises of seven units. Each unit has plenty of exercises to not only give integrated practice in all the four skills but also in grammar and medical terminology. Each unit is designed to be taught in two weeks. It is ascertained that all language areas should follow a logical academic progression to achieve optimum learning. Different medical concepts, vocabulary items, medical terms, etc. are presented repeatedly in various contexts to strengthen students’ language command. A considerable variety of exercises is employed in all the units to familiarize the students with different learning situations and promote students’ interest and motivation. They include: question/answer, identifying the reference, fill in the blanks, solving crossword puzzles, word search, matching words with their meanings, synonyms or antonyms, multiple-choice questions, extracting specific items of information, matching ideas with paragraphs, true/false, correcting false statements, completing diagrams, labeling pictures, ordering sentences, joining ideas/sentences, circling correct information, writing sentences by using clues, completing outlines, splitting medical terms in their word parts, matching words parts, writing phonetic transcription, definitions and examples of medical terms, using appropriate verb forms, making questions and negatives, punctuation, error analysis, pronunciation practice, identifying and pronouncing past and plural endings, listening exercises, a variety of speaking exercises like dialogues, responding to the prompts, oral presentations etc.  <br /><br />    Every standard textbook has a main language area that acts as its foundation and other language areas are woven around it. Reading skills act as the backbone for this textbook considering its primary importance for medical students in general and the students of CMMS in particular.  All the passages are meant to be read silently. The students need to scan, skim and read intensively to solve a wide variety of exercises. They need to read the passages individually, in pairs or in groups. Students of medicine have to go through a lot of reading material, i.e. textbooks, reference books, articles, journals, online resources etc. Specific reading skills are required to effectively deal with different types of materials and this section of the textbook prepares the students to employ appropriate reading strategies to handle various kinds of materials. This enables them to become efficient readers that is a sine qua non to continue their medical studies successfully. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="11304672"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/11304672/English_for_Medicine_Part_one_Chapters_"><img alt="Research paper thumbnail of English for Medicine- Part one (Chapters) " class="work-thumbnail" src="https://attachments.academia-assets.com/36879258/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/11304672/English_for_Medicine_Part_one_Chapters_">English for Medicine- Part one (Chapters) </a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated"> This textbook is a logical outcome of a comprehensive research project carried out at College...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This textbook is a logical outcome of a comprehensive research project carried out at College of Medicine and Medical Sciences(CMMS) by the author of this textbook during 2008 that determined the linguistic and non-linguistic needs, the academic level and the preferred learning styles of the students at CMMS.  This textbook is designed to cater for their specific needs by considering their culturally driven preferred learning styles. The purpose of this book is not to teach medicine but its aim is to inculcate the academic ability in the students to go to a textbook, a journal or a reference book, to any oral presentation or a classroom lecture, to an interactive academic session, to online resources, on a medical topic and to prepare them to understand, extract and utilize the required information in an effective and efficient manner. <br /><br />    To achieve this goal, this textbook ensures an integrated practice in all language skills along with emphasizing the other important language areas of vocabulary, grammar, pronunciation and medical terminology. Reading passages of moderate length have been carefully selected from Microsoft Encyclopedia Encarta Premium (2006) about different human body organs to be exploited for achieving the above-mentioned goals. This textbook comprises of seven units. Each unit has plenty of exercises to not only give integrated practice in all the four skills but also in grammar and medical terminology. Each unit is designed to be taught in two weeks. It is ascertained that all language areas should follow a logical academic progression to achieve optimum learning. Different medical concepts, vocabulary items, medical terms, etc. are presented repeatedly in various contexts to strengthen students’ language command. A considerable variety of exercises is employed in all the units to familiarize the students with different learning situations and promote students’ interest and motivation. They include: question/answer, identifying the reference, fill in the blanks, solving crossword puzzles, word search, matching words with their meanings, synonyms or antonyms, multiple-choice questions, extracting specific items of information, matching ideas with paragraphs, true/false, correcting false statements, completing diagrams, labeling pictures, ordering sentences, joining ideas/sentences, circling correct information, writing sentences by using clues, completing outlines, splitting medical terms in their word parts, matching words parts, writing phonetic transcription, definitions and examples of medical terms, using appropriate verb forms, making questions and negatives, punctuation, error analysis, pronunciation practice, identifying and pronouncing past and plural endings, listening exercises, a variety of speaking exercises like dialogues, responding to the prompts, oral presentations etc.  <br /><br />    Every standard textbook has a main language area that acts as its foundation and other language areas are woven around it. Reading skills act as the backbone for this textbook considering its primary importance for medical students in general and the students of CMMS in particular.  All the passages are meant to be read silently. The students need to scan, skim and read intensively to solve a wide variety of exercises. They need to read the passages individually, in pairs or in groups. Students of medicine have to go through a lot of reading material, i.e. textbooks, reference books, articles, journals, online resources etc. Specific reading skills are required to effectively deal with different types of materials and this section of the textbook prepares the students to employ appropriate reading strategies to handle various kinds of materials. This enables them to become efficient readers that is a sine qua non to continue their medical studies successfully. 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This textbook is designed to cater for their specific needs by considering their culturally driven preferred learning styles. The purpose of this book is not to teach medicine but its aim is to inculcate the academic ability in the students to go to a textbook, a journal or a reference book, to any oral presentation or a classroom lecture, to an interactive academic session, to online resources, on a medical topic and to prepare them to understand, extract and utilize the required information in an effective and efficient manner. \n\n \tTo achieve this goal, this textbook ensures an integrated practice in all language skills along with emphasizing the other important language areas of vocabulary, grammar, pronunciation and medical terminology. Reading passages of moderate length have been carefully selected from Microsoft Encyclopedia Encarta Premium (2006) about different human body organs to be exploited for achieving the above-mentioned goals. This textbook comprises of seven units. Each unit has plenty of exercises to not only give integrated practice in all the four skills but also in grammar and medical terminology. Each unit is designed to be taught in two weeks. It is ascertained that all language areas should follow a logical academic progression to achieve optimum learning. Different medical concepts, vocabulary items, medical terms, etc. are presented repeatedly in various contexts to strengthen students’ language command. A considerable variety of exercises is employed in all the units to familiarize the students with different learning situations and promote students’ interest and motivation. 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Reading skills act as the backbone for this textbook considering its primary importance for medical students in general and the students of CMMS in particular. All the passages are meant to be read silently. The students need to scan, skim and read intensively to solve a wide variety of exercises. They need to read the passages individually, in pairs or in groups. Students of medicine have to go through a lot of reading material, i.e. textbooks, reference books, articles, journals, online resources etc. Specific reading skills are required to effectively deal with different types of materials and this section of the textbook prepares the students to employ appropriate reading strategies to handle various kinds of materials. This enables them to become efficient readers that is a sine qua non to continue their medical studies successfully. 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Each unit has plenty of exercises to not only give integrated practice in all the four skills but also in grammar and medical terminology. Each unit is designed to be taught in two weeks. It is ascertained that all language areas should follow a logical academic progression to achieve optimum learning. Different medical concepts, vocabulary items, medical terms, etc. are presented repeatedly in various contexts to strengthen students’ language command. A considerable variety of exercises is employed in all the units to familiarize the students with different learning situations and promote students’ interest and motivation. They include: question/answer, identifying the reference, fill in the blanks, solving crossword puzzles, word search, matching words with their meanings, synonyms or antonyms, multiple-choice questions, extracting specific items of information, matching ideas with paragraphs, true/false, correcting false statements, completing diagrams, labeling pictures, ordering sentences, joining ideas/sentences, circling correct information, writing sentences by using clues, completing outlines, splitting medical terms in their word parts, matching words parts, writing phonetic transcription, definitions and examples of medical terms, using appropriate verb forms, making questions and negatives, punctuation, error analysis, pronunciation practice, identifying and pronouncing past and plural endings, listening exercises, a variety of speaking exercises like dialogues, responding to the prompts, oral presentations etc. \n\n \tEvery standard textbook has a main language area that acts as its foundation and other language areas are woven around it. 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