Arab World English Journal (AWEJ) Volume 12. Number2 June 2021 Pp. 496 -520
Saudi Female EFL Undergraduates’ Knowledge, Perceptions, Problems, and Suggestions
for Research Method Courses
Talal Musaed Alghizzi
Department of English Language and Literature, College of Languages and Translation, Imam
Mohammad Ibn Saud Islamic University, Riyadh, Saudi Arabia
Received: 2/3/2021 Accepted: 6/23/2021 Published: 6/28/2021
This study aimed to analyze English as a Foreign Language (EFL) students’ knowledge and perceptions of research method courses in the Department of English Language and Literature, at Imam Mohammad Ibn Saud Islamic University (IMSIU). It also investigated the problems that students encounter and offered some suggestions for improving these courses. The significance of the study is that such topic has never been investigated before in such context. The study participants were 1,022 students (Levels three, four, five, six and seven) who voluntarily filled out a questionnaire consisting of sections on four factors/themes: knowledge, perceptions, problems, and suggestions. The collected data were analyzed using IBM SPSS Statistics software to compare the students’ answers, and a one-way analysis of variance test was used to detect the differences between academic levels regarding each theme. The results showed that regardless of the students’ academic levels, all of them agreed on studying and therefore knowing the research basic components; however, regarding the elements constituting each of these basic components, significant differences were found between the five groups. The results also indicated that these students have positive perceptions of the courses even though they encountered some research-related problems such as in knowing all or some research basic components and their specific elements; writing all or some of them; citing, summarizing, and paraphrasing sources; allocating primary and secondary resources; collecting and analyzing data; and consulting research manuals. Finally, all students agreed that it would be helpful if they were assigned individual research supervisors and coauthored an article with them, a research course was taught in all academic levels for a bachelor’s degree, a research club was established, and research seminars were held.
Keywords: research methods, problems, suggestions, knowledge, perceptions, Saudi female EFL
Cite as: Alghizzi, T. M. (2021). Saudi Female EFL Undergraduates’ Knowledge, Perceptions,
Problems, and Suggestions for Research Method Courses. Arab World English Journal, 12 (2) 496 -520.
Alghizzi, T. M. (2011). The role of English writing instruction methodologies on the types of written mistakes/errors EFL graduate diploma students can identify in their writings, (Unpublished graduate diploma thesis). Dublin International Foundation College, Ireland
Alghizzi, T. M. (2012). The role of English writing instruction methodologies on the types of written mistakes/errors Saudi EFL pre-university students can identify in their writings, (Unpublished Master’s thesis). University College Cork, Ireland.
Al-Mutairi, K. A., & Al-Shami, S. A. (2015). Scientific research in Saudi universities: Science thrives in the desert. Global Journal of Biology, Agriculture and Health Sciences, 4(3), 85–90.
Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93(1), 43–54. doi:10.1037//0022-06184.108.40.206
Clarke, I., III, Flaherty, T. B., & Mottner, S. (2001). Student perceptions of educational technology tools. Journal of Marketing Education, 23(3), 169–177.
Clarkson, J. (2008). Human capability and product design. In H. N. J. Schifferstein, & P. Hekkert (Eds.), Product experience (pp. 165–198). Amsterdam, Netherlands: Elsevier.
Cowan, N. (2008). What are the differences between long-term, short-term, and working memory? Progress in Brain Research, 169, 323–338. doi:10.1016/S0079-6123(07)00020-9
Cumming, A., Lai, C., & Cho, H. (2016). Students’ writing from sources for academic purposes: A synthesis of recent research. Journal of English for Academic purposes, 23, 47–58. doi.org/10.1016/j.jeap.2016.06.002
Curran, J. M., & Rosen, D. E. (2006). Student attitudes toward college courses: An examination of influences and intentions. Journal of Marketing Education, 28(2), 135–148. doi:10.1177/0273475306288401
Davis, D. L., Guiltinan, J. P., & Jones, W. H. (1979). Service characteristics, consumer search, and the classification of retail services. Journal of Retailing, 55(3), 3–23.
Drago, W., Peltier, J., & Sorensen, D. (2002). Course content or the instructor: Which is more important in on‐line teaching? Management Research News, 25(6/7), 69–83. doi.org/10.1108/01409170210783322
Duffy, J., Warren, K., & Walsh, M. (2001). Classroom interactions: Gender of teacher, gender of student, and classroom subject. Sex Roles, 45(9–10), 579–593. doi.org/10.1023/A:1014892408105
Ellis, J. A., Semb, G. B., & Cole, B. (1998). Very long-term memory for information taught in school. Contemporary Educational Psychology, 23(4), 419–433. doi.org/10.1006/ceps.1997.0976
Fallatah, H. I. (2016). Introducing inter-professional education in curricula of Saudi health science schools: An educational projection of Saudi Vision 2030. Journal of Taibah University Medical Sciences, 11(6), 520–525. doi.org/10.1016/j.jtumed.2016.10.008
Hansen, W. L. (2014). Rethinking the student course evaluation: How a customized approach can improve teaching and learning. Liberal Education, 100(3). Available at https://www.aacu.org/publications-research/periodicals/rethinking-student-course-evaluation
Kember, D., & Leung, D. Y. P. (1998). Influences upon students’ perceptions of workload. Educational Psychology, 18(3), 293–307. doi:10.1080/0144341980180303
Lawson, A., et al., (2002). Evaluating college science and mathematics instruction: A reform effort that improves teaching skills. Journal of College Science Teaching, 31(6), 388–393.
Margolis, H., & McCabe, P. P. (2003). Self-efficacy: A key to improving the motivation of struggling learners. Preventing School Failure: Alternative Education for Children and Youth, 47(4), 162–169. doi:10.1080/10459880309603362
Objectives of the program. (2020). Imam Mohammad Ibn Saud Islamic University. Available at https://units.imamu.edu.sa/colleges/en/LanguageAndTranslation/profile/Pages/default.aspx
Qasem, F. A. A., & Zayid, E. I. M. (2019). The challenges and problems faced by students in the early stage of writing research projects in L2, University of Bisha, Saudi Arabia. European Journal of Special Education Research, 4(1), 32–47. doi:10.5281/zenodo.2557036
Rungruangthum, M. (2011). Writing anxiety: EFL postgraduate students writing research papers in English. Journal of Studies in the English Language, 6, 185–198. Available at https://so04.tci-thaijo.org/index.php/jsel/article/view/21854/18846
Sander, P., Stevenson, K., King, M., & Coates, D. (2000). University students’ expectations of teaching. Studies in Higher Education, 25(3), 309–323. doi:10.1080/03075070050193433
Secret, M., Ford, J., & Rompf, E. L. (2003). Undergraduate research courses: A closer look reveals complex social work student attitudes. Journal of Social Work Education, 39(3), 411–422. doi:10.1080/10437797.2003.10779146
Ting, K. F. (2000). Cross-level effects of class characteristics on students’ perceptions of teaching quality. Journal of Educational Psychology, 92(4), 818–825. doi.org/10.1037/0022-06220.127.116.118
Witte, S. P., & Faigley, L. (1983). Evaluating college writing programs. Carbondale and Edwardsville: Southern Illinois University Press.
Willingham, D. T. (2015). Do students remember what they learn in school? Ask the cognitive scientist. American Educator, 39(3), 33–38.
Zainal, N. F. A., Shahrani, S., Yatim, N. F. M., Rahman, R. A., Rahmat, M., & Latih, R. (2012). Students’ perception and motivation towards programming. Procedia-Social and Behavioral Sciences, 59, 277–286. doi: 10.1016/j.sbspro.2012.09.276