Arab World English Journal (AWEJ) Special Issue on CALL Number 9. July 2023 Pp.67-86
DOI: https://dx.doi.org/10.24093/awej/call9.5
The Future of English as a Foreign Language Teaching and Learning in View of the Fourth
Industrial Revolution in the MENA Region
Manal Mohammed Taher Qutub
English Language Institute, University of Jeddah, Jeddah, Kingdom of Saudi Arabia
Syeda Saima Ferheen Bukhari
English Language Institute, University of Jeddah, Jeddah, Kingdom of Saudi Arabia
Corresponding Author: ssbukary@uj.edu.sa
Sahar Ali Fadel
English Language Institute, University of Jeddah, Jeddah, Kingdom of Saudi Arabia
Hind Sulaiman Abdulkader Aljuhani
English Language Institute, University of Jeddah, Jeddah, Kingdom of Saudi Arabia
Received: 04/06/2023 Accepted:07/06/2023 Published: 07/24/2023
Abstract:
The Fourth Industrial Revolution, with the emergence of educational technologies and digital innovations, makes it essential for the Higher Education sector to review the teaching-learning practices to reshape the futuristic plans for 21st Century learners. English language education has been focused in regions, where the language-learning environment and procedures are transforming with the bend of new technological intrusions and AI intervention. Therefore; the present study aims to investigate the future of EFL Teaching and Learning given the 4IR in the MENA Region. The study is significant as it probes the teaching-learning strategies and examines the readiness of teachers, learners, and the learning environment. The study’s main question is, ‘To what extent is the learning environment concerning English language teaching and learning at universities in the MENA Region ready to cope with the 4IR demands?’ A survey, with 39 items under four sub-divisions, and a fully-structured interview were used. A total of 70 EL teachers participated from universities in the MENA and its neighboring regions. Linear Regression and Thematic analysis of the data show quantitative and qualitative results, respectively. Findings reveal an evident level of readiness in teachers. Results show that Teachers’ awareness seems to impact their tendency toward integrating educational technologies. The findings suggest careful curriculum revision because the resources are often reported as outdated. Since the role of EFL in the MENA is to prepare learners for 4IR socio-economic systems and their diversified challenges, the study recommends a thorough review to upgrade the teaching-learning resources, materials, and procedures.
Keywords: digital innovations, English language teaching, Higher Education, Fourth Industrial Revolution, teaching-learning readiness
Cite as: Qutub, M. M. T., Bukhari, S.S.F., Fadel, S.A.,& Aljuhani, H.S.A. (2023). The Future of English as a Foreign Language Teaching and Learning in View of the Fourth Industrial Revolution in the MENA Region. Arab World English Journal (AWEJ) Special Issue on CALL (9)67-86 DOI: https://dx.doi.org/10.24093/awej/call9.5
References
Alakrash, H. M., & Razak, N. A. (2020). Redesigning the English Classroom Towards Fourth Industrial Revolution, Are the Students Motivated. The Asian ESP Journal, 16(4) 6-21.
Alakrash, H. M., & Abdul Razak, N. A. (2021). Technology-Based Language Learning: Investigation of Digital Technology and Digital Literacy. Sustainability, 13(21), 12304, 1-17. https://doi.org/10.3390/su132112304
Ali, S. M., & Ismail, H. (2020). Language and Education in the Midst of the 4IR Challenges. International Journal of Language Education and Applied Linguistics, 10(1) 5-7. https://doi.org/10.15282/ijleal.v10.4606
Bates, A. (2014). Teaching in a digital age by Anthony William (Tony) Bates. Tony Bates Associates Ltd Vancouver BC.
Basaffar, F. M., & Bukhari, S. S. F. (2023). Saudi University Learners‟ Metacognitive Abilities and Writing Performance. Sch Int J Linguist Lit, 6(2), 120-129.
Chapelle, C. A., & Sauro, S. (eds.). (2017). Introduction to the Handbook of Technology and second language teaching and Learning. The Handbook of Technology and second language teaching and Learning (pp. 1-9). John Wiley & Sons, Inc.: Hoboken, NJ, USA.
González-Pérez, L. I., & Ramírez-Montoya, M. S. (2022). Components of Education 4.0 in 21st century skills frameworks: a systematic review. Sustainability, 14(3), 1493, 1-31. https://doi.org/10.3390/su14031493
Hameed, B. S., & Hashim, H. (2022). Challenges Faced by Teachers in Integrating 4th Industrial Revolution (4IR) Technology in Teaching English as a Second Language (ESL). Creative Education, 13(5), 1792-1809.https://doi.org/10.4236/ce.2022.135113
Hooker, J., & Kim, T. W. (2019). Ethical implications of the fourth industrial revolution for business and society. In Business Ethics. Emerald Publishing Limited.
Kannan, J., & Munday, P. (2018). New trends in second language learning and teaching through the lens of ICT, networked learning, and artificial intelligence. Círculo de lingüísticaaplicada a la comunicación, 76, 13-30.
Kayembe, C., & Nel, D. (2019). Challenges and opportunities for education in the Fourth Industrial Revolution. African Journal of Public Affairs, 11(3), 79-94.
Khuraisah, M. N., Khalid, F., & Husnin, H. (2020). Preparing Graduates with Digital Literacy Skills Toward Fulfilling Employability Need in 4IR Era: A Review. International Journal of Advanced Computer Science and Applications, 11(6), 307-316.
Lamprini, K., &Brochler, R. (2018). How Collaborative Innovation and Technology in Educational Ecosystem Can Meet the Challenges Raised by the 4th Industrial Revolution. World Technopolis Review, 7(1), 2-14.
Li, L. (2020). Education supply chain in the era of Industry 4.0. Systems Research and Behavioral Science, 37(4), 579-592.
Membrillo-Hernández, J., Molina-Solís, E. G., Lara-Prieto, V., & García-García, R. M. (2020). Designing the curriculum for the 4IR: working the case of biology and sustainable development in bioengineering courses. In the Impact of the 4th Industrial Revolution on Engineering Education: Proceedings of the 22nd International Conference on Interactive Collaborative Learning (ICL2019)–Volume 2 22 (pp. 306-315). Springer International Publishing.
Miller, D. P., & Nourbakhsh, I. (2016). Robotics for education. In: Siciliano, B., Khatib, O. (eds) Springer Handbook of Robotics. Springer Handbook of Robotics (pp. 2115-2134). Cham: Springer International Publishing.
Oke, A., & Fernandes, F. A. P. (2020). Innovations in teaching and learning: Exploring the perceptions of the education sector on the 4th industrial revolution (4IR). Journal of Open Innovation: Technology, Market, and Complexity, 6(2), 31, 1-22.
Perkins, M. (2023). Academic Integrity Considerations of AI Large Language Models in the post-pandemic era: ChatGPT and Beyond. Journal of University Teaching & Learning Practice, 20(2), 07, 1-24.
Pauceanu, A. M., Rabie, N., &Moustafa, A. (2020). Employability under the fourth industrial revolution. Economics & Sociology, 13(3), 269-283.
Saleh, S. E. (2019). Critical thinking as a 21st century skill: conceptions, implementation and challenges in the EFL classroom. European Journal of Foreign Language Teaching, 4(1), 1-16.
Salem, F. (2017). The Arab World Online 2017: Digital Transformations and Societal Trends in the Age of the 4th Industrial Revolution. (Arab World Online, Vol. 3, pp. 1–63). MBR School of Government.
Samans, R., & Zahid, S. (2017). The future of jobs and skills in the Middle East and North Africa: Preparing the region for the fourth industrial revolution (REF 150517). Geneva, Switzerland: World Economic Forum.
Schwab, K. (2017). The fourth industrial revolution. Currency.
World Economic Forum. (2020). The Future of Jobs Report 2020. Geneva: World Economic Forum.