Arab World English Journal (AWEJ) Volume 11. Number1 March 2020                                             Pp.297-314

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Perception of Saudi EFL Learners and Teachers towards the Use of Listening Transcript
in the Listening Lessons

Mariuam Jamal
English Language Center, the University Center for Girls’ Studies, Al-Samer,
King Khalid University, Abha, Saudi Arabia

Ammar Anas
Department of English, College of Sciences & Arts
University of Bisha, Al-Namas, Saudi Arabia 

Nisar Ahmad Koka
Assistant Professor, Department of English
Faculty of Languages and Translation
King Khalid University Abha KSA



Undergraduate learners learning English in the Kingdom of Saudi Arabia often complain that they face problems in understanding audios played in their listening skills’ classroom. Audio materials are recorded by native English speakers at a speedy pace with challenging linguistic or content input in unfamiliar or less familiar contexts or situations. As it is observed in classes of listening skills, listening materials are more focused on teaching test instead of teaching listening acquisition. Teachers play the audios, students do a variety of exercises and activities (fill-in-the-blanks, multiple-choice, short writing questions, matching and pronunciation practice), and conclude the lesson with ‘right/wrong’ feedbacks or shift to teaching another skill. In both cases, listening lessons provide insufficient internalization of comprehensible input. The present study explored perceptions of Saudi English as a Foreign Language (EFL) undergraduates and EFL teachers towards the use of ‘Listening Transcript’ (LT) in lessons of listening skills. It investigates if LT help students in overcoming the difficulties that they face in bottom-up processing and top-down processing and what EFL teachers think about the pedagogical value of LT and ways of using it in the lessons of listening skills. It is a mixed method of research. It employs survey to collect quantitative data in the form of a 15-item questionnaire of 60 female Saudi undergraduates and a semi-structured interview of 10 EFL teachers in King Khalid University (KKU), Abha, Saudi Arabia to gather qualitative data. The result of the study shows that LT plays a more decisive role in developing bottom-up skills like identifying segmental suprasegmental features of speech, recognizing words, recalling information, relating with real life, selecting words, restating and explaining the content than developing top-down skills (high order skills) like distinguishing information, comparing and contrasting, judging, and formulating your learning. The study finds there is a need for designing strategies to use LT more creatively and powerfully.
Keywords: Bottom-up processing, listening comprehension, listening transcript, Saudi EFL learners, top-down processing

Cite as: Jamal, M., Anas, A., &  Koka, N. A. (2020). Perception of Saudi EFL Learners and Teachers towards the Use of Listening Transcript in the Listening Lessons. Arab World English Journal, 11 (1) 297-314.


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Mariuam Jamal holds an M.A. in English Literature. She currently works at the University Center
for Girls’ Studies, Al-Samer, King Khalid University, Abha, Saudi Arabia. Her area of interest is
language skills, second language acquisition, and technology-enhanced language learning. She can
be contacted at ORCid ID:

Ammar Anas is a lecturer in the College of Arts & Sciences, the University of Bisha in Al-Namas,
Saudi Arabia. He is a master in ELT and CELTA certified English language instructor. He is a
blended learning practitioner and the e-Learning supervisor of the e-Learning Unit at the College
of Arts & Sciences Al-Namas. He can be contacted at

Nisar Ahmad Koka , did his M.A. and Ph.D. in Theoretical and Sociolinguistics Linguistics from
Aligarh Muslim University Aligarh, India in 1998 and 2002 respectively. He has been engaged in
teaching linguistics /applied linguistics and English as a Foreign Language (EFL) in different
universities/institutions for the last 20 years. Dr. Koka has published around a dozen of research
articles in different national and international journals, and has also co-authored 3 books on
‘Testing and Evaluation’ in Indian Languages. He is currently engaged as an assistant professor at
the Department of English, Faculty of Languages and Translation, King Khalid University Abha,
KSA teaching English as Foreign Language (EFL)