EFL Teaching in University Classrooms in Saudi Arabia

153 Pages·2017·1.01 MB·English

EFL Teaching in University Classrooms in Saudi Arabia:
A Case Study of Instructors and Curriculum and Implementation
for Language Learning

by

Dalia Jamal Alghamdi

A thesis submitted in conformity with the requirements
for the degree of Doctor of Philosophy
Ontario Institute for Studies in Education
Graduate Department of Curriculum, Teaching and Learning
University of Toronto

© Copyright by Dalia Jamal Alghamdi 2017
EFL Teaching in University Classrooms in Saudi Arabia:
A Case Study of Instructors and Curriculum and Implementation
for Language Learning
Doctor of Philosophy 2017
Dalia Jamal Alghamdi
Graduate Department of Curriculum, Teaching and Learning
University of Toronto

Abstract
Literature has extensively documented the traditional conceptions of viewing teaching, learning,
curriculum and implementation and recommends changing these traditional views for better
teaching and learning outcomes. However; still some teachers view curriculum as a rigid
document, learning as static, unalterable, and measurable by tests and teaching as transmitting
knowledge and teachers as transmitter of prescribed knowledge. This thesis presents a case study
of nine EFL instructors explaining the ways participating English as a Foreign Language (EFL)
instructors understand and implement the foundation year EFL university curriculum in Saudi
Arabia and how their understanding impacts their implementation and language learning. This
case study explains the factors affecting students’ learning through the eyes of the participating
EFL instructors, the ways these EFL instructors re-imagine teaching and learning in the EFL
curriculum at university, and the support needed for EFL instructors that would facilitate
improved English teaching and learning. The rigid, hierarchical educational system and its
effects on EFL in the foundation year as a result of its top-down organization, fixed curriculum,
limited time, and poor outcomes were highlighted as factors that contribute to EFL teaching,
learning, curriculum and implementation at university. The findings reveal that policy and
power, voice and choice, culture, motivation, teacher learning, and resources are major factors
that need reconsideration for improved EFL teaching and learning. One of the emerging
considerations from this research is that participating EFL instructors need to rethink traditional,
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conventional conceptions of EFL curriculum, teaching, and learning at the university level in
Saudi Arabia for improved teaching and learning outcomes.

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Acknowledgements
I would like to thank God for this accomplishment. This thesis is dedicated to my beloved
country, Saudi Arabia, with the hope and intention that this thesis helps to improve EFL
teaching, learning, and curriculum in higher education in Saudi Arabia.
This thesis would not have been possible without the support of my husband throughout
the whole process. To my husband, I am truly appreciative of all that you have done for me over
the years. I could not have reached my goals without your steadfast help and support. You have
made me feel special even when times were tough for me. You have been my pillar of strength
through all the ups and downs of our journey together. I feel blessed to be a part of your life, and
am fortunate to be married to the most kind-hearted and generous person. I love you more than
ever before! To my two little angels, Laith and Qaswara, who always make me feel blessed to
have such beautiful boys and encourage me to be a mom they would feel proud of, I love you.
From the formative stages of this thesis, to the final draft, I owe an immense debt of
gratitude to my supervisor, Dr. Mary Kooy. Her sound advice and careful guidance was
invaluable through my entire PhD program at OISE.
For my family who offered me unconditional love and support throughout the course of
this thesis, I really appreciate your encouragement. To my Mom and Dad, you are the reason
behind my success as you are always my inspiration. To my sisters and brothers, thanks for your
caring and full support.
I would also like to thank those who agreed to be interviewed for, without your time and
cooperation, this project would not have been possible. To the nine EFL instructors in the study:
Samar, Shatha, Lena, Manar, Hanan, Ahlam, Maryam, Warda and Wedad, thank you
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For their efforts and assistance, a special thanks to my committee members Dr. Clare
Kosnik and Dr. Katharine Janzen for their reading of the manuscript, and their insightful
suggestions and comments on my thesis.
For their efforts and assistance, a special thanks as well to the Saudi Arabian Cultural
Bureau in Canada that facilitated my graduate studies and research, and my attainment of this
doctoral degree.
To each of these individuals, I extend my deepest appreciation.

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Table of Contents

Abstract ........................................................................................................................................... ii
Acknowledgements ........................................................................................................................ iv
Chapter One: Introduction .............................................................................................................. 1
The Researcher ........................................................................................................................... 2
As a student teacher. ............................................................................................................... 2
As a teacher. ............................................................................................................................ 3
As a graduate student. ............................................................................................................. 6
EFL Teaching/Learning at the University Level in Saudi Arabia .............................................. 9
Overview of the Research Context ........................................................................................... 10
Academic program. ............................................................................................................... 10
Program design. ................................................................................................................ 11
Problem Statement .................................................................................................................... 12
EFL learning and curriculum implementation. ..................................................................... 14
Statement of Purpose ................................................................................................................ 14
Overall Research Question ....................................................................................................... 15
Overview of Methodology ........................................................................................................ 15
Rationale and significance. ................................................................................................... 16
Role of the researcher in the study. ....................................................................................... 17
Organization of the Dissertation ............................................................................................... 17
Chapter Two: Literature Review .................................................................................................. 18
Teachers, Teaching, and EFL Teaching ................................................................................... 19
Teachers. ............................................................................................................................... 19
Teaching. ............................................................................................................................... 22
EFL teaching. ........................................................................................................................ 24
Curriculum ................................................................................................................................ 28
Curriculum as a “document.” ................................................................................................ 28
Curriculum as a “currere.” .................................................................................................... 29
Curriculum implementation. ................................................................................................. 32
Learning .................................................................................................................................... 38
Teacher learning. ................................................................................................................... 38
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Student learning. ................................................................................................................... 42
What the Literature Tells Us ..................................................................................................... 44
Chapter Three: Research Design .................................................................................................. 47
Overall research question. ..................................................................................................... 48
Specific research questions. .............................................................................................. 48
Research Design ....................................................................................................................... 48
Rationale for Research .............................................................................................................. 51
Participants and their pseudonyms ........................................................................................ 52
Paradigms and Worldviews ...................................................................................................... 56
Conceptual Framework ............................................................................................................. 58
Data collection. ..................................................................................................................... 61
Phase one: Interviews. ...................................................................................................... 61
Phase two: Focus group discussions. ................................................................................ 62
Phase three: Classrooms observations. ............................................................................. 62
Data analysis. ........................................................................................................................ 62
Validity and reliability. ..................................................................................................... 64
Ethical Considerations .............................................................................................................. 65
Concluding Remarks ................................................................................................................. 67
Chapter Four: Findings ................................................................................................................. 68
Research Findings ..................................................................................................................... 68
Research question one: How do participating EFL instructors understand
and implement the foundation year EFL university curriculum? ......................................... 68
Instructors’ perspectives and understanding of EFL curriculum. ..................................... 69
Curriculum implementation. ............................................................................................. 71
Research question two: How do these EFL instructors understand the factors
affecting students’ learning? ................................................................................................. 73
Factors affecting students’ learning. ................................................................................. 73
Instructors’ perspectives on the effects of students’ background and experiences. ......... 78
Research question three: How do these EFL instructors re-imagine teaching and
learning in the EFL curriculum? ........................................................................................... 81
Policy and power. .............................................................................................................. 81
Time. ................................................................................................................................. 85
Content. ............................................................................................................................. 89
Assessment. ....................................................................................................................... 93
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Research question four: What support for EFL instructors would facilitate
improved English teaching and learning? ............................................................................. 97
Voice and choice. .............................................................................................................. 97
Sustained teacher learning. ............................................................................................... 99
Resources. ....................................................................................................................... 101
Concluding remarks. ........................................................................................................... 105
Instructors’ feelings. ....................................................................................................... 105
Instructors’ beliefs. ......................................................................................................... 105
Chapter Five: Reflections and Conclusions ................................................................................ 106
Interpretation of the Data ........................................................................................................ 106
Research question one: How do participating EFL instructors understand and
implement the foundation year EFL university curriculum? .............................................. 106
Instructors’ perspectives and understanding of EFL curriculum. ................................... 107
Curriculum implementation. ........................................................................................... 108
Research question two: How do these EFL instructors understand the factors
affecting students’ learning? ............................................................................................... 110
Culture. ............................................................................................................................ 110
Motivation. ...................................................................................................................... 111
Students’ backgrounds and experiences. ........................................................................ 112
Research question three: How do these EFL instructors re-imagine teaching and
learning in the EFL curriculum? ......................................................................................... 113
Policy and power. ............................................................................................................ 114
Time. ............................................................................................................................... 114
Content. ........................................................................................................................... 115
Assessment. ..................................................................................................................... 116
Research question four: What support for EFL instructors would facilitate
improved English teaching and learning? ........................................................................... 119
Voice and choice. ............................................................................................................ 120
Sustained teacher learning. ............................................................................................. 121
Resources. ....................................................................................................................... 123
Implications for EFL Curriculum, Teaching and Learning in Saudi Arabia .......................... 124
Including EFL instructors’ voices in the curriculum. ......................................................... 124
Modifying some aspects of the policy and the EFL program. ............................................ 125
Implications for EFL University Instructors ........................................................................... 126
Collaboration between EFL instructors. ............................................................................. 127
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Self-reflection. .................................................................................................................... 127
Limitations of the Study ......................................................................................................... 128
Further Questions and Issues .................................................................................................. 128
What can EFL instructors do to motivate English language learners? ............................... 128
What is the best format or structure to facilitate sustained teacher learning? ..................... 128
What are the male EFL instructors’ perspective on EFL curriculum, teaching,
and learning at university? .................................................................................................. 129
What are the opinions of the administrators and superiors on the EFL curriculum,
teaching, and learning? ....................................................................................................... 129
Concluding Remarks ............................................................................................................... 129
References ................................................................................................................................... 131

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List of Figures

Figure 1. Initial conceptual framework. ....................................................................................... 59
Figure 2. Revised conceptual framework of the study. ................................................................ 60

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