Improving Students' English Speaking Proficiency in Saudi Public Schools.
By Heba A. Alharbi. 2015
166 citations recorded by the source corpus.
In English as a foreign language (EFL) contexts, the absence of authentic language learning situations outside the classroom presents a significant challenge to improving students' English communication skills. Specific obstacles in the learning environment can also result in students’ limited use of English inside the classroom. These issues ultimately affect students’ English speaking capacity. Focusing on the Saudi EFL context, this paper attempted to identify the causes of Saudi students’ low proficiency in English communication and provide some recommendations to address these issues. The most significant findings of the paper were: (1) reforming specific Ministry of Education and Higher Education policies in Saudi Arabia is crucial; (2) the Saudi education system should reinforce the use of contemporary approaches to teaching that emphasise problem solving and critical thinking skills and put students in charge of their own learning; and (3) the ministry should consider converting some Saudi public schools into bilingual schools.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/4d6da364efb36a6b529584332998943dbdf69962
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Citations in the corpus
- Factors Underlying Low Achievement of Saudi EFL Learners (2016, background): “Alharbi (2015) suggests that authenticity and technological devices are essential in creating a lively classroom and avoiding boring textbooks and tasks.”
- The Impact of Cooperative Learning on Developing Speaking Ability and Motivation Toward Learning English (2019, unknown): “A huge number of studies indicated that the utilization of cooperative learning techniques can result in positive attitudes towards cooperative learning and increased speaking skills (Alharby, 2015; Nasri & Biria, 2017; Suhendan & Bengu, 2014). Cooperative learning methods, which vary from tradition”