Arab World English Journal (AWEJ) Volume 12. Number4   December 2021                              Pp.317-339
DOI: https://dx.doi.org/10.24093/awej/vol12no4.21

Full Paper PDF

A Need for a Substantive Change in Tertiary EFL Education

Saeed Jameel Aburizaizah
The English Language Institute
King Abdulaziz University, Jeddah, Kingdom of Saudi Arabia
Email: saburizaizah@kau.edu.sa

 

Received: 8/14/2021               Accepted; 10/29/2021            Published: 12/15/2021

Abstract:
As Saudi Arabia is increasing its international influence and educational collaboration at a global scale, promoting the importance of English language teaching and learning in basic and tertiary education has been more prioritized in the country. Diverse programs are offered in universities, incorporating foundation year programs and curricula, which have become a must for anyone passionate about his/her future, and a strategic necessity for any university that aims at preparing its graduates for their career life. This paper investigates the birth of one of the newest approaches in EFL curriculum design that tries to re-launch the link between labor markets and demands of academic requirements, global society, on the one hand, and the learners’ needs on the other hand, and questions the opinions of foundation year students who completed one academic year of the newly launched curriculum in an English Language Institute at a Saudi public university, data collection employed a large-scale survey (n = 2000) that purposefully explores the students’ opinion on the new curriculum. Results obtained from 371 respondents reveal students’ satisfaction toward a clear improvement in their language skills, specifically presentation, vocabulary, and writing, and joint agreement that the course was autonomy supportive. It was also significant that the course increased the students’ intrinsic motivation and appreciation of the challenges and inspiration this curriculum had given to them. This paper is an extended piece of knowledge for further research. It provides an illustration of students’ deep thoughts on their target language needs for policymakers and curriculum designers to consider.
Keywords: autonomy, curriculum, eclectic, tertiary EFL, outcomes, survey, syllabus

Cite as: Aburizaizah, S. J. (2021). A Need for a Substantive Change in Tertiary EFL Education.
Arab World English Journal, 12 (4) 317-339.
DOI: https://dx.doi.org/10.24093/awej/vol12no4.21

References

Abdan, A. (1983). The effect of sentence-combining practice on the written syntactic maturity, overall writing quality, and reading comprehension of EFL Saudi students. Unpublished Ph.D. dissertation. The University of Kansas.

Aburizaizah, S. (2013). Developing a Framework for Classroom Lesson Delivery to Improve English Teachers’ Performance in the Foundation Year Programme at a Saudi University. English Language Teaching, 7(1), 1-8. DOI:10.5539/ELT.v7n1p1

Amirian, S. M., & Tavakoli, E. (2016). Academic oral presentation self-efficacy: a cross-sectional interdisciplinary comparative study. Higher Education Research & Development, 35(6). 1095 – 1110. DOI.org/10.1080/07294360.2016.1160874

Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. Cambridge University Press.

Barrett, N., Liu, G., & Wang, H. (2020). Seamless learning for oral presentations: Designing for performance needs. Computer Assisted Language Learning, 1-26.

Brown, J. (1995). The elements of language curriculum: A systematic approach to program development. Boston: Heinle & Heinle.

Cooper, T. (1981). Sentence combining: An experiment in teaching writing. Modern Language Journal, 65(2), 158-165.

Dionne, G., Dale, P. S., Boivin, M., & Plomin, R. (2003). Genetic evidence for bidirectional effects of early lexical and grammatical development. Child Development, 74(2), 394–412. DOI:10.1111/1467-8624.7402005.

Dörnyei, Z. (2001). Motivation strategies in the language classroom. Cambridge: Cambridge University Press.

ElKoumy, A. (1999). Effect of Instruction in Story Grammar on the Narrative Writing of  EFL Students. Washington, D.C.: ERIC Clearinghouse on Languages and Linguistics. Available at:https://www.academia.edu/3694861/Effect_of_Instruction_in_Story_Grammar_on_the arrative_Writing_of_EFL_StudentsSS%20OPINIONS/Effect_of_Instruction_in_Story_Grammar_o.pdf

El-Koumy, A. (2004). Effect of the Holistic Approach on the Quantity and Quality of EAP Students’ Writing. Education Resources Information Center (ERIC), USA  2004. Available at SSRN: https://ssrn.com/abstract=2365167.

Ellis, R. (2008). Learner beliefs and language learning. Asian EFL Journal, 10(4), 7–25.

Ellis, R. (2012). The study of second language acquisition (2nd ed.). Oxford: Oxford University Press.

Ennis, R. (1990). The extent to which critical thinking is subject-specific: Further Clarification. Educational Researcher, 19(4), 13-16. DOI:10.3102/0013189X019004013

Finney, D. (2002). The ELT Curriculum: A Flexible Model for a Changing World. In J. Richards & W. Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current Practice (pp.69-79). Cambridge: Cambridge University Press. DOI:10.1017/CBO9780511667190.012.

Gambrell, L., & Chasen, S. (1991). Explicit story structure instruction and the narrative writing of fourth, and fifth-grade below-average readers. Reading Research and Instruction, 31(1), 54-62. DOI.org/10.1080/19388079109558071

Gaudart, H. (1992). Persuading students to speak in English. In Wijasuria, B. and Gaudart, H. (Eds), Teaching and Learning English in Challenging Situations. Proceedings for the first Malaysian English Language Teaching Association International Conference.

Ghee, T.T., Kee, O.A., & Ismail, H.N. (2012). The Orientation for Learning Mandarin amongst Malay Undergraduate Students. International Journal of Humanities and Social Science, 2(12), pp 104-112.

GĹ‚Ăłwka, D. (2014). Studies in Second Language Learning and Teaching. Studies in Second Language Learning and Teaching, 4, 617-635. 10.14746/ssllt.2014.4.4.3.  DOI.org/10.14746/ssllt.2014.4.4.3

Glasser, W. (1990). The quality school: Managing students without coercion. New York: Harper Collins.

Haynes, J. (2002). Children as philosophers: Learning through inquiry and dialogue in the primary classroom. London: Routledge Falmer.

Leaman, R. (1993). Effects of direct instruction of story grammar on story writing and reading comprehension of elementary school learning disabled students. In V. T.Rasinski, & N. D. Padak, (Eds.), Inquiries in Literacy Learning and Instruction (pp.15-24). Newark, DE: International Reading Association.

Liu, H. (2015). Learner Autonomy: The Role of Motivation in Foreign Language Learning.  Journal of Language Teaching and Research, 6, 1165-1174.

Long, M.H. (2005). Second Language Needs Analysis: Methodological issues in learner needs analysis. Cambridge University Press.

Macalister, J., & Nation, I.S.P. (2019). Language Curriculum Design (2nded.). Routledge. DOI.org/10.4324/9780429203763.

Mahmud, M. (2018). Gender Differences in English language teaching. Asian EFL Journal Professional teaching articles, 20(5), 290-294 .

Nation, I. S. P. (1996). The four strands of a language course. TESOL in Context, 6(1), 7–        12.

Ornstein, A. C., & Hunkins, F. P. (2014). Curriculum foundations, principles and issues (6th ed.). Essex: Pearson Education.

Ortega, L. (2009). Understanding second language acquisition. London: Hodder Education.

Patterson, W. (2003). Breaking out of our boxes. Phi Delta Kappan, 84(8), 569-574.

Pressley, M. (1998). Reading Instruction That Works: The Case for Balanced Teaching. New York: Guilford Press.

Richards, J. C. (2013). Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design.
RELC Journal, 44(1), 5–33. DOI.org/10.1177/0033688212473293.

Shirkhani, S., & Fahim, M. (2011) Enhancing Critical Thinking In Foreign Language Learners. Procedia – Social and Behavioral Sciences, 29, 111-115.

Snyder, J., Bolin, F., & Zumwalt, K. (1992). Curriculum implementation. In P. W. Jackson (Ed.), Handbook of research on curriculum (pp. 402-435). New York: Macmillan.

Sreena, S., & Ilankumaran, M. (2018). Developing Productive Skills Through Receptive   Skills – A Cognitive Approach. International Journal of Engineering and Technology, 7(4), 669-673. 10.14419/ijet.v7i4.36.24220.

Sulaiman, T., Ayub, A.F., & Sulaiman, S. (2015). Curriculum Change in English Language Curriculum Advocates Higher Order Thinking Skills and Standards-Based Assessments in Malaysian Primary Schools. Mediterranean Journal of Social Sciences, 6(2), 494. 10.5901/MJSS.2015.V6N2P494.

Tanaka, K. (2012). Communicative Competence in the 21st Century: Issues in Japan’s University English Language Education. Meiji Gakuin review International & regional studies, (41), 21-36.

Swartz, R., & Perkins, D. (1989). Teaching thinking: Issues and approaches. Pacific Grove, CA: Midwest Publications.

Wilson, J., & Murdoch, K. (2008). Helping your pupils to think for themselves. London: Routledge.

 

Facebook
Twitter
LinkedIn
Tumblr
Reddit
Email
StumbleUpon
Digg
https://dx.doi.org/10.24093/awej/vol12no4.21 

Saeed Jameel Aburizaizah is a full time Associate Professor in Education and Applied Linguistics at King Abdulaziz University (KAU) with more than ten years of experience. Saeed holds a Master of Education in TESOL from the University of Exeter and Ph.D. in Education & Applied linguistics from Newcastle University – UK. Saeed currently works as a Consultant to Vice-President for Graduate Studies and Scientific Research and Vice-President for Development at KAU. ORCID: https://orcid.org/0000-0002-0608-5194