Arab World English Journal (AWEJ) Special Issue on Covid 19 Challenges April 2021                     Pp. 3-20
DOI: https://dx.doi.org/10.24093/awej/covid.1

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English K-12 Teacher Experiences in Saudi Arabia in the Pandemic Era: A Follow-up Study of One
Khbrat University Program
 

Ahlam Daraghmeh
English Language Institute
University of Delaware, USA
Corresponding Author: ahlam.musa@outlook.com

Hilary Mead
College of Education and Human Development
University of Delaware, USA

Kathleen Copeland
English Language Institute
University of Delaware, USA

 

Received: 3/5/2021                   Accepted: 4/7/2021                   Published: 4/26/2021

 

Abstract:
A mixed-methods study examines the impact of the pandemic-driven move to virtual learning on K-12 (kindergarten through twelfth grade) English teacher experiences in Saudi Arabia to inform future development of the teaching of English in the country. Research is limited in K-12 English instruction in the country, and it is just emerging on the pandemic’s impact on education in the MENA region. The 35 subjects were English educators who completed the Saudi government-sponsored professional development program, Khbrat, at one U.S. university. Contextualized within the literature on technology in instruction, leadership frameworks, and Vision 2030 education reforms, the study explores the convergence of technological, institutional, and socio-cultural factors affecting innovation in English education to address the research question of how the pandemic has impacted Khbrat graduates as EFL teachers and as change agents in their country. Integrated analysis of survey and interview data reveals patterns of both acceleration and constraint. Findings suggest pathways to leverage virtual technology and acquired knowledge and skills of Khbrat English teacher graduates to deliver EFL professional development with a more pedagogical focus and to build coalitions among EFL educators to sustain the forward movement of innovation in English education in post-pandemic Saudi Arabia. The study concludes with recommendations for future applications.
Keywords:  Covid-19 pandemic, English as a Foreign Language, professional development, Saudi Arabia, virtual education

Cite as:  Daraghmeh, A., Mead, H. , & Copeland, K. (2021).  English K-12 Teacher Experiences in Saudi Arabia in the Pandemic Era: A Follow-up Study of One Khbrat University Program. Arab World English Journal (AWEJ) Special Issue on Covid 19 Challenges (1) 3-20.
DOI: https://dx.doi.org/10.24093/awej/covid.1

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Ahlam Daraghmeh, Ph.D. has taught both English and Arabic for nearly 20 years in U.S. university and K-12 school settings and in the Middle East. She has administered ESL programs for both children and adults. For the Khbrat program at the University of Delaware, she served as an Academic Program Coordinator and faculty mentor. ORCID: https://orcid.org/0000-0001-8345-3424

Hilary Mead, Ed.D. conducts research in the University of Delaware’s College of Education and Human Development. A former English teacher with over 20 years of experience, she is passionate about building bridges between K-12 and higher education. She served as an Academic Program Coordinator, faculty mentor, and field supervisor for the Khbrat program. ORCID: https://orcid.org/0000-0003-0895-0353

Kathleen Copeland, MATESL, MAFLP  has taught English learners in K-12 and university contexts for eighteen years. At the University of Delaware ELI, Ms. Copeland  facilitates professional development for both U.S.-based  and international ESL/EFL teachers, and served as Project Director for the Khbrat program.  ORCID: https://orcid.org/0000-0003-2627-9954