دورية أكاديمية
English as a Foreign Language Teaching Approaches in Saudi K-12 Education: Teacher-Centered or Student-Centered
| العنوان: | English as a Foreign Language Teaching Approaches in Saudi K-12 Education: Teacher-Centered or Student-Centered |
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| اللغة: | English |
| المؤلفون: | Razan Mohammed Alqahtani (ORCID |
| المصدر: | Journal of Education and Learning (EduLearn). 2024 18(3):817-824. |
| الإتاحة: | Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Foreign Countries, English (Second Language), Language Teachers, Second Language Instruction, Teaching Methods, Teacher Attitudes, Instructional Effectiveness, Elementary Secondary Education, Teacher Behavior, Student Centered Learning, Cultural Influences, Teacher Education |
| مصطلحات جغرافية: | Saudi Arabia |
| تدمد: | 2089-9823 2302-9277 |
| مستخلص: | This study explores the educational methodologies employed by Saudi English as a foreign language (EFL) teacher, with a specific emphasis on contrasting teacher-centered approaches and student-centered approaches. Additionally, the research examines the teachers' personal beliefs regarding the most effective approach for implementation in EFL classrooms. To gather data, an online questionnaire was administered to 42 EFL teachers across Saudi K-12 schools in the Southern part of Saudi Arabia. The questionnaire comprised two sections: a demographic information segment and an inquiry into teachers' perspectives and practices. The results of the study showed a dichotomy. While a majority of participants professed that both teacher-centered and student-centered methodologies carry equal importance, a more nuanced picture emerged when examining their claimed practices versus actual classroom behavior. The majority of EFL K-12 instructors in Saudi classrooms leaned toward adopting teacher-centered approaches. These findings hold significant implications for EFL teacher training and professional development courses. This may be due to teachers' lack of confidence in implementing student-centered approaches, the traditional educational culture in Saudi Arabia, or pressure to prepare students for high-stakes exams. The study suggests that teacher education programs should focus on developing teachers' understanding and confidence in using student-centered approaches and that the Ministry of Education should create a more supportive environment for student-centered teaching approaches. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1430799 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2089-9823 2302-9277 |
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