Implementing Communicative Language Teaching Method in Saudi Arabia

352 Pages·2016·4.69 MB·English

Implementing Communicative Language
Teaching Method in Saudi Arabia:
Challenges Faced by Formative Year
Teachers in State Schools

By

Majed Othman Abahussain

January 2016

A thesis submitted in fulfilment for the degree of
Doctor of Philosophy in Education

The School of Education
University of Stirling
Abstract
The demand for using the English language as a means of communication has
increased substantially around the world because of its status as the language of
globalisation, international communication, trade, media, and research (Flowerdew
and Peacock 2001). The Saudi Ministry of Education (MoE) has considered this
demand and taken significant steps to reform the teaching of English as a Foreign
Language (TEFL) in the Kingdom of Saudi Arabia (KSA). For example, the aims of
and documentation for the TEFL curriculum have been modified to focus on the four
basic language skills and to promote students‘ communicative competence. However,
despite all these efforts, there has been little progress in the area of TEFL in KSA.
Classroom teaching practices are still devoted to secondary purposes, such as teaching
grammar, translating literary texts, memorisation, rote learning, and preparing for
summative exams. This reality may indicate an incompatibility between the
government‘s efforts to develop TEFL and the practices used by English language
teachers in their classes. This incompatibility, however, may also suggest that English
language teachers have their own reasons for not teaching English for communicative
purposes and are incapable of implementing innovative teaching methods, such as the
Communicative Language Teaching approach (CLT).
This study therefore explores the challenges faced by Saudi English teachers (SETs)
in their teaching practice that might prevent them from teaching for communicative
purposes and implementing CLT in their classes. In order to meet this objective, data
obtained from interviews, questionnaires and documents were analysed and classified
into various categories. The key findings revealed that the current methodological
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practices of SETs are traditional teaching methods that stress the dominant role of
teachers, marginalise students‘ interactions, focus on discrete skills, and encourage
competitive rather than cooperative learning. Furthermore, by using CHAT theory as
a framework, the study explored a range of challenges that SETs face when the
implementing CLT. These challenges stem from the individual and contextual levels
of SETs‘ teaching practice. At the individual level, it emerged that SETs had some
misconceptions about some of the main features of CLT, and were not sufficiently
confident to run communicative classes and adopt CLT in their teaching practice. The
data, moreover, suggested that these shortcomings were a result of the SETs‘
pedagogical and linguistic preparation in their pre-service programmes. At the
contextual level, the study data suggested that there were two main types of constraint
that challenge SETs in terms of teaching for communicative purposes and applying
CLT in their teaching practice. Firstly, there were institutional and situational factors
(for example the quality of the in-service training programme, examination purposes
and classroom structure), and, secondly, socio-cultural factors (such as the traditional
view of education, and the status of the English language in the Saudi context) that
seemed to be incompatible with teaching English for communicative purposes.
The study concludes with recommendations that aim to help improve the current
situation of TEFL in KSA. For example, ending the isolation between the key parties
involved in EFL teaching and learning in the Saudi context is very important, and
changes to pre-service and in-service programmes, as well as at the contextual levels,
are also essential.

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Acknowledgements
My first and foremost gratitude goes to Almighty Allah, for bestowing the ability,
strength and means to complete my research throughout this four year doctoral
journey. Afterward, I would like to express my sincere thanks and appreciation to all
those who helped make this study possible, including but certainly not limited to the
following.
My sincere thanks go to my supportive parents who have always prayed for me. Next,
my heartfelt thanks go to my family: my wife (Bashair) and my daughters (Seba,
Farah, and Haya); you have been unconditionally supportive throughout this long
journey. I look back on how much you had to sacrifice so I could complete my
doctorate, and am so grateful for your love and unwavering support. Without your
support, my doctoral study in Stirling, U.K. would not be possible.
My special appreciation goes to the government of Saudi Arabia (Almaja‘ah
University) for granting me the doctoral scholarship which provided me great
financial support for four years of my doctoral study.
My genuine appreciation goes to my supervisors:. Dr. Anne Stokes, Dr. David
Bowker, and Dr. Alison Fox who made me realise my own strengths in
conceptualising unanticipated knowledge through their critical comments on my
work. Thank you, for helping me, guiding me, and encouraging me at unexpectedly
difficult times throughout this long journey. My final thanks go to all of my brothers,
friends, colleagues and the participants of my study for making this project possible.

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Table of Contents
Abstract............................................................................................................................... i
Acknowledgements............................................................................................................. iii
Table of contents................................................................................................................ iv
List of tables........................................................................................................................ ix
List of figures...................................................................................................................... x
List of acronyms xi

Chapter 1............................................................................................................................. 1
The study ………………..................................................................................................... 1
1. 1. Introduction...................................................................................................... 1
1. 2. Aims of the study............................................................................................. 5
1. 3. Research Questions.......................................................................................... 6
1. 4. Significance of the study.................................................................................. 9
1. 5. Outline of the thesis.......................................................................................... 9

Chapter 2 ………………………………………………………………………………… 11
The Context of the study................................................................................................... 11
2. 1. The Educational System in Saudi Arabia......................................................... 11
2. 1. 1. Historical background................................................................................ 11
2. 1. 2. Characteristics of Saudi education............................................................. 15
2. 1. 2. 1. Islamic identity................................................................................... 16
2. 1. 2. 2. Centralised educational system.......................................................... 17
2. 1. 2. 3. Single-gender education..................................................................... 19
2. 1. 2. 4. Governmental financial support......................................................... 20
2. 2. Teachers‘ status in Saudi context..................................................................... 22
2. 3. Introduction of English in Saudi Arabia.......................................................... 23
2. 3. 1. Teaching English in elementary schools in Saudi Arabia.......................... 24
2. 4. The nature of the examination system.............................................................. 26
2. 5. Pathways of teacher training for English teachers in KSA.............................. 27
2. 5. 1. English Language and Literature Departments in the Faculties of Arts.. 28
2. 5. 2. English Language and & Translation Faculties......................................... 31
2. 5. 3. Teachers Colleges or Education Colleges.................................................. 34
2. 6. In-service teacher training provision in Saudi Arabia...................................... 37
2. 7. Novice teachers‘ experiences and challenges……………………………….. 39
2. 8. My place in the study context.......................................................................... 41

Chapter 3............................................................................................................................. 42
Literature Review................................................................................................................ 42
3. 1. Introduction................................................................................................................ 42
3. 2. Historical developments in EFL teaching and learning in Saudi context................... 43
3. 2. 1. The introductory phase..................................................................................... 43
3. 2. 2. The reformative phase...................................................................................... 44
3. 2. 3. The communicative phase................................................................................ 46
3. 3. What is meant by Communicative Language Teaching Approach............................ 49
3. 3. 1. Communicative Competence........................................................................... 49
3. 3. 2. CLT versions………………………………………………………………… 51
3. 3. 3. CLT principles................................................................................................. 54
3. 3. 4. Teachers‘ and learners' roles............................................................................ 56
3. 3. 4. 1. Teachers' roles............................................................................................ 56
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3. 3. 4. 2. Learners' roles............................................................................................ 57
3. 3. 5. Classroom activities in CLT............................................................................ 57
3 . 4. Appropriate pedagogy………………………………………………………. 60
3. 5. Implementation of CLT.............................................................................................. 63
3. 5. 1. Challenges for implementation of CLT in EFL contexts................................. 63
3. 5. 1. 1. Conceptual constraints............................................................................... 65
3. 5. 1. 2. Teachers‘ preparation and training............................................................. 66
3. 5. 1. 3. Classroom-level constraints....................................................................... 68
3. 5. 1. 4. Societal-institutional level constraints....................................................... 70
3. 5. 2. Challenges for the implementation of CLT in modern foreign languages 71
(MFL) contexts...............................................................................................
3. 5. 3. Challenges in CLT implementation in Saudi context...................................... 72
3. 5. 4. Comment on the previous studies................................................................... 73
3. 5. 5. The gap........................................................................................................... 74
3. 6. Conclusion.................................................................................................................. 76

Chapter 4............................................................................................................................. 77
RESEARCH METHODS................................................................................................... 77
4. 1. Introduction................................................................................................................ 77
4. 2. Research inquiry......................................................................................................... 78
4. 2. 1. Research Methodology (the tools of Grounded Theory methods)................... 79
4. 2. 1. 2. Grounded Theory and my study................................................................. 80
4. 2. 2. Population........................................................................................................ 81
4. 2. 3. Data gathering.................................................................................................. 82
4. 2. 3. 1. Interview.................................................................................................... 85
4. 2. 3. 1. 1. Types of interviews........................................................................... 86
4. 2. 3. 1. 2. The interview sample......................................................................... 87
4. 2. 3. 1. 3. Planning and conducting the interviews............................................ 88
4. 2. 3. 1. 4. Co-construction……………………………………………………. 94
4. 2. 3. 2. Questionnaire............................................................................................. 97
4. 2. 3. 2. 1. Strengths and limitations of the questionnaire................................... 98
4. 2. 3. 2. 2. Operationalising the questionnaire.................................................... 99
4. 2. 3. 2. 3. Type of questionnaire......................................................................... 100
4. 2. 3. 2. 4. Type of questionnaire items............................................................... 100
4. 2. 3. 2. 5. Questionnaire sample......................................................................... 102
4. 2. 3. 2. 6. Covering letter.................................................................................... 103
4. 2. 3. 2. 7. Reliability of the questionnaire.......................................................... 103
4. 2. 3. 2. 8. Validity and piloting of the questionnaires........................................ 103
4. 2. 3. 2. Documentary sources................................................................................. 104
4. 2. 4. Data Analysis................................................................................................... 106
4. 2. 4. 1. Qualitative data analysis............................................................................ 106
4. 2. 4. 2. Quantitative data analysis.......................................................................... 110
4. 2. 4. 3. Presenting the findings............................................................................... 110
4. 2. 4. 4. Applying CHAT theory in presenting and discussion of the data............. 111
4. 2. 4. 4. 1. Characteristics of CHAT.................................................................... 112
a. The concept of activity.................................................................. 112
b. Mediation...................................................................................... 113
c. Contradictions, conflicts and resistance........................................ 115
4. 2. 4. Study limitations.............................................................................................. 116
4. 2. 4. Ethical considerations and access to data........................................................ 117
4. 2. 4. Role of the researcher....................................................................................... 118
4. 3. Conclusion.................................................................................................................. 119

120
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Chapter 5.............................................................................................................................
The SETs' Current Methodological Practices................................................................... 120
5. 1. Findings...................................................................................................................... 121
5. 1. 1. SETs‘ roles....................................................................................................... 121
5. 1. 1. 1. Knowledge transmitter............................................................................... 121
5. 1. 1. 2. Lecturer Role.............................................................................................. 122
5. 1. 1. 3. The authoritative role................................................................................. 123
5. 1. 1. 4. Facilitator................................................................................................... 125
5. 1. 2. Current SETs' Teaching Methods.................................................................... 125
5. 2. Discussion.................................................................................................................. 133
5. 3. Conclusion................................................................................................................. 139

Chapter 6............................................................................................................................. 141
Influential factors at the individual level.......................................................................... 141
6. 1. Introduction................................................................................................................ 141
6. 2. Influential factors at the individual level.................................................................... 142
6. 2. 1. SETs' knowledge of CLT................................................................................. 142
6. 2. 1. 1. SETs‘ misconceptions of CLT.................................................................. 145
6. 2. 1. 1. 1. CLT relies heavily on oral skills........................................................ 145
6. 2. 1. 1. 2. Using CLT involves no grammar teaching........................................ 148
6. 2. 1. 1. 3. CLT can only be used in pair and group work.................................. 150
6. 2. 2. SETs' initial preparation................................................................................... 151
6. 2. 2. 1. SETs' limited teaching repertoire............................................................... 151
6. 2. 2. 1. 1. Pedagogical preparation during pre-service training......................... 153
a .The provision of educational courses.......................................... 154
b. The model of teaching and the practical aspect.......................... 159
6. 2. 2. 2. SETs' linguistic preparation....................................................................... 160
6. 2. 2. 2. 1. Lack of proficiency in the English language..................................... 161
a). Leniency and increase in student admission.............................................. 163
b). Gaps in the preparatory year....................................................................... 166
c). Student language exposure in English departments.................................... 168
6. 3. Discussion................................................................................................................... 172
6. 3. 1. SETs‘ limited teaching repertoire.................................................................... 173
6. 3. 2. SETs limited linguistic repertoire.................................................................... 176
6. 3. 3. SETs' misconceptions about CLT.................................................................... 179
6. 3. 3. 1. CLT relies heavily on oral skills................................................................ 180
6. 3. 3. 2. Using CLT involves no grammar teaching................................................ 182
6. 3. 3. 3. CLT can only be used with pair and group works..................................... 183
6. 4. Conclusion.................................................................................................................. 184

Chapter 7............................................................................................................................. 190
Influential factors (Contextual Level)............................................................................... 190
7. 1. Institutional and situational factors............................................................................. 190
7. 1. 1. In-service training in the Saudi context............................................................ 190
7. 1. 1. 1. The planning stage for in-service training courses..................................... 192
7. 1. 1. 2. The execution stage of in-service training courses.................................... 193
a. Qualification of the trainers................................................................ 193
b. The nature of the content of the training courses.................................. 193
c. Method of presentation in the training courses.................................... 194
7. 1. 1. 2. The follow-up monitoring and transfer of training stage.......................... 194
7. 1. 2. Examination system......................................................................................... 197
7. 1. 2. 1. The potential impact of the written examination on SETs‘ teaching 199
practice.................................................................................................
7. 1. 2. 1. 1. Participants (stake-holders)............................................................... 199
7. 1. 2. 1. 2. Process of teaching............................................................................ 201
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a .Teaching content.......................................................................................... 202
b. Teaching methods........................................................................................ 203
7. 1. 2. 1. 3. Product............................................................................................... 204
7. 1. 3. School level constraints.................................................................................... 205
7. 1. 3. 1. Large classes.............................................................................................. 205
7. 1. 3. 2. Teaching load............................................................................................. 206
7. 1. 3. 3. The availability and appropriateness of teaching materials....................... 207
7. 2. The socio-cultural factors........................................................................................... 208
7. 2. 1. Traditional view of education.......................................................................... 208
7. 2. 1. 1. Traditional teachers' role............................................................................ 210
a .Knowledge transmitter and source of knowledge................................. 210
b .Authority role........................................................................................ 211
7. 2. 1. 2. Teaching style............................................................................................ 213
7. 2. 1. 3. Culture of learning and students' roles...................................................... 214
7. 2. 2. Status of English in the Saudi community....................................................... 215
7. 3. Discussion................................................................................................................... 217
7. 3. 1. Institutional and situational factors.................................................................. 217
7. 3. 1. 1. Limited in-service training......................................................................... 218
7. 3. 1. 1. 1. The planning stage........................................................................... 219
a. Induction programme.................................................................. 221
b. Pedagogic training...................................................................... 222
c. Initial training.............................................................................. 223
d. Linguistic training....................................................................... 224
7. 3. 1. 1. 2. The execution stage of in-service training courses.......................... 225
7. 3. 1. 1. 3. Follow up monitoring and transfer of training stage........................ 227
a. Decontextualisation and isolation of teachers' training................ 228
b. The lack of follow up monitoring................................................ 228
c. Discomfort with change............................................................... 229
7. 3. 1. 2. Exam washback......................................................................................... 229
7. 3. 1. 2. 1. Dimensions of the complexity of washback effect in the Saudi 232
context..........................................................................................
a. Specificity..................................................................................... 232
b. Intensity....................................................................................... 233
c. Value........................................................................................... 233
7. 3. 1. 2. 2. Contradition between assumed aim and the evaluation tools…… 236
7. 3. 1. 3. School level constraints............................................................................. 237
7. 3. 1. 3. 1. Large classes...................................................................................... 237
7. 3. 1. 3. 2. Teaching load.................................................................................... 238
7. 3. 1. 3. 3. Limited communicative materials...................................................... 238
7. 3. 1. 3. 4. Contradiction between the nature of the textbook activities and
teaching aids……………………………………………………….. 239
7. 3. 2. Socio-cultural factors....................................................................................... 241
7. 3. 2. 1. The effect of the cultural view of education on adopting CLT.................. 242
7. 3.2.1.1. The effect of the cultural view on the purpose of EFL teaching in S.A 242
7. 3.2.1.2. The effect on teachers and students' roles........................................... 245
7. 3.2.1.3 The effect on teaching and learning styles and teaching materials........ 248
7. 3. 2. 2. Social status of English in the Saudi context............................................. 249
7. 4. The isolated state of EFL institutions in S.A………………………………… 250
7. 5. Conclusion.................................................................................................................. 252

Chapter 8…………………………………………………………………………………. 254
Conclusion………………………………………………………………………………. 254
8. 1. Introduction………………………………………………………………………. 254
8. 2. Summary of the research………………………………………………………… 254
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8. 2. 1. Research question 1………………………………………………………… 256
8. 2. 2. Research question 2………………………………………………………….. 257
8. 2. 2. 1. The influential factors that are related to SETs (the individual level)…... 258
8. 2. 2. 2. The influential factors that are related to the contextual level…………. 258
a . The institutional and situational factors…………………………………. 258
b. The socio-cultural factors…………………………………………………. 259
8. 2. 2. 3. The interactions between the two levels of SETs‘ teaching practice…… 259
8. 3. Suggestions and recommendations………………………………………………… 261
8. 3. 1. Bridging the isolation between the key parties involved in EFL teaching
and learning in the Saudi context……………………………………………. 262
8. 3. 2. Adjustment in English language departments (pre-service programmes)….. 265
8. 3. 2. 1. Suggestions for boosting the language ability………………………….. 265
8. 3. 2. 2. Suggestions for improving the teaching repertoire……………………... 266
8. 3. 3. Adjustments in in-service training programmes…………………………….. 269
8. 3. 4. Adjustments in the contextual level…………………………………………. 271
8. 4. Contributions of the thesis………………………………………………………….. 273
8. 4. 1. Contribution to the Saudi Arabian context………………………………….. 273
8. 4. 2. Contribution to the educational research field………………………………. 275
8. 5. Limitations and further study………………………………………………………. 275

References…………………………………………………………………………. 278
Appendices……………………………………………………………………………….. 299
Appendix 1 BA plan(English department, Arts school, KSU)…………………………. 299
Appendix 2 BA plan (English deprtment, Languges and transaltion department)……. 300
Appendix 3 BA plan(English department, Teacher College, KSU)……………………. 301
Appendix 4 BA plan(English department, Arts school, KAU)………………………….. 303
Appendix 5 In-service training plan……………………………………………………. 304
Appendix 6 The Distribution of the English Language Marks for Intermediate and Secondary Stages… 307
Appendix 7 A sample of Final examination paper for English......................................... 309
Appendix 8 Teachers‘ interview....................................................................................... 312
Appendix 9 Samples of data analysis by using MAXqda software.................................. 316
Appendix 10 MoE‘s approval letter for conducting the study........................................... 318
Appendix 11 BA plan for English language and Translation College at KSU.................. 319
Appendix 12 Teachers' Questionnaire…………………………………………………… 321
Appendix 13: supervisors‘ interview…………………………………………………….. 327
Appendix 14: University lecturers Interview...................................................................... 331
Appendix 15: Samples of questionnaire responses……………………………………… 333
Appendix 16: Information letter and Consent form (interviews)....................................... 334
Appendix 17: example of interview data transcription…………………………………… 336

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List of Tables

Table 2.1 A comparison of numbers of students in higher education in
Saudi Arabia from 1983 to 2015………………………………… 15
Table 2.2 Summary of the educational budget in Saudi Arabia……………… 21
Table 3.1 Contexts of the previous studies…………………………………… 63
Table 4.1 Paradigms………………………………………………………….. 79
Table 4.2. Data collection schedule 84
Table 5.1 Dominant teaching practice……………………………………….. 126
Table 6.1 What is involved in CLT methodology in SETs‘ views?............... 144
Table 6.2 Teachers' misconceptions about CLT……………………………… 155
Table 6.3 Foundation programmes for English students:
Schools of Arts & Education……………………………………... 166
Table 6.4 Foundation programmes for English students: Schools of
Languages & Translation…………………………………………. 167
Table 7.1 Analysis of the test items in a sample of the final exam
paper for English in Saudi schools…………………………………. 199
Table 7.2 Comparison between CLT principles and the view of
education in the Saudi context……………………………………... 241

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