Arab World English Journal (AWEJ) Volume 13. Number3. September 2022 Pp.3-19
The Impact of Teaching Approaches on Students’ English Language Learning in Higher
Education: A Case Study of a Saudi University
Haitham Ali Althubaiti
Department of Curriculum and Instruction
College of Education, University of Jeddah
Jeddah, Saudi Arabia
Hassan Saleem Alqurashi
Department of Curriculum and Instruction
College of Education, University of Jeddah
Jeddah, Saudi Arabia
Corresponding Author: email@example.com
Received: 05/18/2022 Accepted:08/05/2022 Published: 9/24/2022
This study investigates the effect of teaching approaches on students’ English language learning at King Abdulaziz University (KAU). Moreover, it is an endeavor to know the difference between students’ interaction with the teaching approaches used by Non-Native English Speaking (NNES) lecturers and those used by Native English Speaking (NES) lecturers. A documentary review, observations, and semi-structured interviews with lecturers and students served as the data sources of this study, as per the qualitative case study approach. The interactions with students and teaching approaches of the lecturers varied in accordance with their native tongue— NNES lecturers and NES lecturers. The findings have revealed that the level of students’ interaction was less during the lectures delivered by NNES lecturers due to the adoption of a teacher-centered approach. Significantly, the level of students’ interaction was high during the lectures delivered NES lecturers. This is due to the fact that NES lecturers adopted a learner-centered approach.
Keywords: English as a Foreign Language, Higher Education, Saudi EFL learners, Teaching Approaches,
Teacher-centered Approach, Learner-centered Approach, Saudi Arabia
Cite as: Althubaiti, H. A. , & Alqurashi, H. S. (2022). The Impact of Teaching Approaches on Students’ English Language Learning in Higher Education: A Case Study of a Saudi University. Arab World English Journal, 13 (3) 3-19.
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