Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423503
Title: Towards improving the teaching of English as a foreign language in the Saudi context : a case study of five Saudi boys secondary schools
Author: Al-Motairi, Ayedh Dhawi Mohammed.
ISNI:       0000 0001 3407 2991
Awarding Body: University of East Anglia
Current Institution: University of East Anglia
Date of Award: 2005
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Abstract:
Although students in Saudi schools receive six years of formal English teaching, they graduate from secondary school unable to use the language. The low level of academic achievement among secondary school students in English has become a matter of concern to Saudi society in recent years. This concern drives me to undertake this research project in an attempt to provide information that will help improve TEFL in Saudi Arabian secondary schools. This study investigates TEFL in Saudi boys secondary schools. It goes beyond EFL teachers' current classroom practices for teaching English to focus on their experiences with respect to English language teaching in Saudi state schools and on their perceptions and concerns. It looks at the problems and difficulties the EFL teachers face in their day-to-day classroom reality and suggests that these problems and difficulties fundamentally affect the EFL teachers' decisions about their classroom practices and activities. This study follows a qualitative approach to the research, where a case study is adopted as the methodology to study in-depth the phenomenon of TEFL in the chosen schools. Observation and interview are used as the main instruments for collecting data. This study reveals that traditional methods of teaching such as the Grammar Translation Method and the Audio-Lingual Method are the predominant approaches practised by the EFL teachers included in this study. It also reveals the constraints that the EFL teachers claim influence their teaching practices. These constraints include their heavy working load, the lack of teaching aids, insufficient time for teaching the language, the large classes they teach, the nature of their professional culture and teaching staff meeting and relationships, their relationships with their educational supervisors, lack of appropriate in-service training, the EFL course textbooks they teach from and the student evaluation system. In the light of the findings, this study concludes with some recommendations and implications for teacher development which should improve English language teaching in Saudi secondary schools.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.423503  DOI: Not available
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