Ulteriori informazioni
This book offers a deep dive into the challenges and opportunities shaping the educational landscape in Saudi Arabia. Each chapter addresses critical issues, ranging from effective vocabulary learning strategies to the multifaceted impact of COVID-19 on second-language writing pedagogy and teacher well-being. It also sheds light on the complexities of English business communication, pronunciation instruction, student comprehension of religious texts, and the current state of language learning strategy instruction in the Kingdom. It examines the crucial role of English within Saudi Vision 2030 and sheds light on evolving kindergarten English teaching practices and parental attitudes toward English education. Drawing on a blend of research and insightful analysis, it offers a nuanced understanding of the continuous evolution of language pedagogy and policy in Saudi Arabia. This comprehensive exploration serves as an invaluable resource for educators, policymakers, researchers, and students seeking to navigate the ever-changing landscape of education in the Kingdom.
Sommario
Vocabulary Learning Strategies and The Saudi Learner A Comparative Study of Learners' and Teachers' Perspectives.- The Efficacy of Postmethod Pedagogy.- Exploring Second Language Writing Pedagogy in the Saudi University Context during the Global COVID-19 Pandemic.- English Business Communication in The Saudi Workplace: Employers Perceptions and Insights about the Cultural Ecology and Needed Literacies.- Pronunciation Teaching in English Language Classrooms in Saudi Arabia.
Info autore
Ali H. Al-Hoorie is an associate professor at the Jubail English Language and Preparatory Year Institute, Royal Commission for Jubail and Yanbu, Saudi Arabia. He completed his Ph.D. in applied linguistics at the University of Nottingham under the supervision of Professors Zoltán Dörnyei and Norbert Schmitt. He also holds an M.A. in social science data analysis from Essex University. His research interests include motivation theory, research methodology, and complexity. His publications have appeared in various journals, including language learning, modern language journal, studies in second-language acquisition, ELT journal, language teaching research, and learning and individual differences. His books include Research Methods for Complexity in Applied Linguistics (Multilingual Matters, 2020, with Phil Hiver), Student Engagement in the Language Classroom (Multilingual Matters, 2021, coedited with Phil Hiver and Sarah Mercer), and Contemporary Language Motivation Theory: 60 Years Since Gardner and Lambert (1959) (Multilingual Matters, 2020, coedited with Peter MacIntyre).
Connie Mitchell has 27 years of teaching experience and won Education First's Teaching Excellence Award 2020 for Saudi Arabia. She is a higher education academy principal fellow and a TESOL-CAEP and NCAAA accreditation reviewer. At Prince Sultan University, she is the vice dean of the deanship of quality assurance and development and the director of the teaching and learning center. She is the chair of the Board of Directors for the Arab Consortium of Teaching Learning Centers (ACTLC), founded in April 2024, where PSU is the first institution to host the consortium. She is also a member of the Literature, Publishing, and Translation Commission's Board of Directors for the Ministry of Culture, Saudi Arabia, since April 2024. Dr. Mitchell has predominantly taught English as a second or foreign language courses, TEFL courses, and linguistic courses. She is involved in her field of specialization via different associations such as TESOL International, TESOL Arabia, TESOL Greece, and AAAL.
Tariq Elyas is a full professor of applied linguistics at King Abdulaziz University, Saudi Arabia. He holds an M.A. in English literature (USA) and a Ph.D. in applied linguistics (Australia). Prof. Elyas was awarded the British Chevening Fellowship in international law & human rights (UK) as well as a post-doctorate in applied linguistics from the British Commonwealth Council (UK). Prof. Elyas’s areas of interest include Global English, teacher identity, policy reform, and women studies in the Middle East. His research papers have appeared in top-tier research journals such as British Journal of Middle Eastern Studies, Digest of Middle East Studies, Contemporary Review of the Middle East, Journal of Arab & Muslim Media Research, Semiotica, World Englishes, Asian Englishes, Journal of Psycholinguistic Research, Journal of Neurolinguistics, Sexuality, and Culture, as well as ELT Journal. Currently, Prof. Elyas has been assigned as the associate editor for Wiley Encyclopedia of World Englishes—MEAN Region.
Riassunto
This book offers a deep dive into the challenges and opportunities shaping the educational landscape in Saudi Arabia. Each chapter addresses critical issues, ranging from effective vocabulary learning strategies to the multifaceted impact of COVID-19 on second-language writing pedagogy and teacher well-being. It also sheds light on the complexities of English business communication, pronunciation instruction, student comprehension of religious texts, and the current state of language learning strategy instruction in the Kingdom. It examines the crucial role of English within Saudi Vision 2030 and sheds light on evolving kindergarten English teaching practices and parental attitudes toward English education. Drawing on a blend of research and insightful analysis, it offers a nuanced understanding of the continuous evolution of language pedagogy and policy in Saudi Arabia. This comprehensive exploration serves as an invaluable resource for educators, policymakers, researchers, and students seeking to navigate the ever-changing landscape of education in the Kingdom.
