Papers by Dr. Iftikhar Ahmad
Psychology and Education, 2021
This study tends to explore teachers', students', and administrators' perspectives of the context... more This study tends to explore teachers', students', and administrators' perspectives of the contextual factors influencing teacher cognition in teaching English to university students in an EFL context in Saudi Arab. The Saudi EFL context is unique as most of the university teachers are international since there are not many qualified Saudi teachers in higher education. Teachers, here, face quite a challenging context. To explore the factors posing challenges to teacher cognition, employing sequential qualitative approach, data were collected by using semi-structured interviews. First, eight teachers, selected through purposeful sampling, were interviewed, which helped identify four major factors influencing teacher cognition viz., lack of societal support system, students' negative attitude towards English, unconducive educational policies, and teacher efficacy. In order to embrace the phenomenon holistically, teachers' interviews were triangulated with four students' and administrators' interviews each, selected through purposeful sampling. The three camps were found to have similar perspectives of the first three factors; however, students and administrators were at odds with the teachers about one of the factors-teacher efficacy. The findings reveal that teacher cognition in an EFL context is challenged by factors such as the society, student demotivation, student attitude towards English, ill-planned educational policies, limited instruction time, overcrowded classrooms, assessment procedures, and teaching practices. The study eventually suggests recommendations and has implications for improved teacher cognition and better teaching and learning atmosphere in the EFL context.
English Language Teaching, 2018
While much has been written about teacher cognition in grammar teaching, research investigating n... more While much has been written about teacher cognition in grammar teaching, research investigating non-native English as a Foreign Language (EFL) teacher cognition in grammar teaching remains limited. This study intends to investigate non-native EFL teacher cognition in teaching grammar to university students in the Saudi Arabian context. More specifically, the study examins the interplay between these teachers' beliefs and practices in grammar teaching across mother tongue and gender. For this purpose, the study used mixed methods design, and employed a five-point Lickert scale questionnaire triangulated by a structured classroom observations checklist. Sixty teachers were selected for questionnaire, based on stratified random sampling; while eight teachers were observed multiple times. Teachers' selection for observations was based on purposive sampling. Both types of data were analysed statistically using Statistical Package for Social Sciences (SPSS). Descriptive analyses and independent-samples t-tests were employed. The results of independent samples t-tests indicated that there were no statistically significant differences in the beliefs of teachers across mother tongue and gender. The main finding of the study, revealed through descriptive analysis of the data, is that beliefs and practices of teachers across mother tongue and gender were at odds resulting into weak teacher cognition. The study suggests pedagogical implications for improved teacher cognition and hence, better grammar teaching in the Saudi Arabian context. 46 teachers' beliefs, without which it will not only be difficult to fully understand the complexity involve in the teaching and learning process, but also how they impact teachers' classroom practices .
International Journal of Applied Linguistics & English Literature, 2017
The study tends to explore the possible reforms to raise the proficiency level of the adult Engli... more The study tends to explore the possible reforms to raise the proficiency level of the adult English as Foreign Language (EFL) learners. With this end in view, it investigates non-native EFL teachers' beliefs in relation to adult learners' beliefs in teaching grammar to university students in the Saudi Arabian EFL context. It finds out the harmony and disharmony between the teachers at the giving end and the taught at the receiving end to create a culture of awareness and to build a better teaching-learning environment. The study tries to fill the existing research gap as no previous research has tried to find out the solution to the problem from this angle. The main data collection tools are two five-point Likert-scale questionnaires, administered to 70 non-native EFL teachers and their 80 adult students. Teachers and learners have been selected based on stratified random sampling. Quantitative data have been analyzed using the statistical package for social sciences (SPSS). The major finding of the study are that there is discrepancy in the grammar teaching beliefs of the EFL teachers and the taught and there is a communication gap between them which result into low English proficiency. level of the EFL adult learners. Eventually, pedagogical implications of the lack of harmony between the teachers' teaching creeds and the learners' learning demands/expectations are provided for effective grammar teaching and better EFL classroom environment. The study recommends a better communicative harmony in both the stakeholders to bring reforms in adult education in EFL context.
This study aims to investigate the perspectives of non-native English as a Foreign Language (EFL)... more This study aims to investigate the perspectives of non-native English as a Foreign Language (EFL) teachers across mother tongue and gender, and their male and female adult students, regarding the use of Arabic in the EFL classrooms at the university level in Saudi Arabia. The study specifically seeks to investigate the perspectives of non-native Arab and non-Arab EFL teachers as they, working in the native Arab setting, often resort to Arabic (Al-Nofaie, 2010; Machaal, 2012). However, there are glaring research gaps about non-native EFL teachers' and adult learners' beliefs on the use of first language (L1) in the classroom. For this purpose, the study used quantitative research design, and administered two questionnaires, one for the teachers and the other for the students. Students' questionnaire complemented that of the teachers. Forty teachers and sixty students were selected based on stratified random sampling. The findings of the study revealed that all camps of teachers, Arab, non-Arab, male, female, and students were in favour of judicious bilingual approach. The study finds statistically significant difference between the beliefs of Arab and non-Arab EFL teachers about the use of L1. The findings suggest that Arab EFL teachers' use of Arabic is extensive, while non-Arab EFL teachers' use of Arabic is well-timed. The study suggested practical implications for the improvement of English Language Teaching (ELT) in Saudi Arabia by recommending planned, occasional and judicious use of L1 while teaching EFL adult learners.
The study tends to explore the possible reforms to raise the proficiency level of the adult Engli... more The study tends to explore the possible reforms to raise the proficiency level of the adult English as Foreign Language (EFL) learners. With this end in view, it investigates non-native EFL teachers' beliefs in relation to adult learners' beliefs in teaching grammar to university students in the Saudi Arabian EFL context. It finds out the harmony and disharmony between the teachers at the giving end and the taught at the receiving end to create a culture of awareness and to build a better teaching-learning environment. The study tries to fill the existing research gap as no previous research has tried to find out the solution to the problem from this angle. The main data collection tools are two five-point Likert-scale questionnaires, administered to 70 non-native EFL teachers and their 80 adult students. Teachers and learners have been selected based on stratified random sampling. Quantitative data have been analyzed using the statistical package for social sciences (SPSS). The major finding of the study are that there is discrepancy in the grammar teaching beliefs of the EFL teachers and the taught and there is a communication gap between them which result into low English proficiency. level of the EFL adult learners. Eventually, pedagogical implications of the lack of harmony between the teachers' teaching creeds and the learners' learning demands/expectations are provided for effective grammar teaching and better EFL classroom environment. The study recommends a better communicative harmony in both the stakeholders to bring reforms in adult education in EFL context.
The study tends to explore the possible reforms to raise the proficiency level of the adult Engli... more The study tends to explore the possible reforms to raise the proficiency level of the adult English as Foreign Language (EFL) learners. With this end in view, it investigates non-native EFL teachers' beliefs in relation to adult learners' beliefs in teaching grammar to university students in the Saudi Arabian EFL context. It finds out the harmony and disharmony between the teachers at the giving end and the taught at the receiving end to create a culture of awareness and to build a better teachinglearning environment. The study tries to fill the existing research gap as no previous research has tried to find out the solution to the problem from this angle. The main data collection tools are two five-point Likert-scale questionnaires, administered to 70 non-native EFL teachers and their 80 adult students. Teachers and learners have been selected based on stratified random sampling. Quantitative data have been analyzed using the statistical package for social sciences (SPSS). The major finding of the study are that there is discrepancy in the grammar teaching beliefs of the EFL teachers and the taught and there is a communication gap between them which result into low English proficiency. level of the EFL adult learners. Eventually, pedagogical implications of the lack of harmony between the teachers' teaching creeds and the learners' learning demands/expectations are provided for effective grammar teaching and better EFL classroom environment. The study recommends a better communicative harmony in both the stakeholders to bring reforms in adult education in EFL context.
This study investigated non-native English as a Foreign Language (EFL) teachers’
perceptions rega... more This study investigated non-native English as a Foreign Language (EFL) teachers’
perceptions regarding error correction in grammar teaching in Qassim University, Saudi
Arabia. The main data collection tool of this study was a five-point Likert-scale
questionnaire, administered to 48 EFL teachers. In order to triangulate the study, four semistructured interviews were conducted. Participants were selected based on convenience
sampling. The study attempted to identify experience-based and gender-based differences
among EFL teachers about error correction in grammar teaching. Descriptive analyses and
independent-samples t-tests were run using a statistical software, SPSS. The results show
that there were no differences of perceptions across teaching experience and across genders.
The findings of the study revealed that experienced and less experienced and male and
female teachers’ perceptions about error correction in grammar teaching are independent of
these individual characteristics. Eventually, implications of this study are identified for
effective teaching of error correction in grammar.
This study investigated non-native English as a Foreign Language (EFL) teachers’
perceptions rega... more This study investigated non-native English as a Foreign Language (EFL) teachers’
perceptions regarding error correction in grammar teaching in Qassim University, Saudi
Arabia. The main data collection tool of this study was a five-point Likert-scale
questionnaire, administered to 48 EFL teachers. In order to triangulate the study, four semistructured interviews were conducted. Participants were selected based on convenience
sampling. The study attempted to identify experience-based and gender-based differences
among EFL teachers about error correction in grammar teaching. Descriptive analyses and
independent-samples t-tests were run using a statistical software, SPSS. The results show
that there were no differences of perceptions across teaching experience and across genders.
The findings of the study revealed that experienced and less experienced and male and
female teachers’ perceptions about error correction in grammar teaching are independent of
these individual characteristics. Eventually, implications of this study are identified for
effective teaching of error correction in grammar.
This study investigated non-native English as a Foreign Language (EFL) teachers’
perceptions rega... more This study investigated non-native English as a Foreign Language (EFL) teachers’
perceptions regarding error correction in grammar teaching in Qassim University, Saudi
Arabia. The main data collection tool of this study was a five-point Likert-scale
questionnaire, administered to 48 EFL teachers. In order to triangulate the study, four semistructured interviews were conducted. Participants were selected based on convenience
sampling. The study attempted to identify experience-based and gender-based differences
among EFL teachers about error correction in grammar teaching. Descriptive analyses and
independent-samples t-tests were run using a statistical software, SPSS. The results show
that there were no differences of perceptions across teaching experience and across genders.
The findings of the study revealed that experienced and less experienced and male and
female teachers’ perceptions about error correction in grammar teaching are independent of
these individual characteristics. Eventually, implications of this study are identified for
effective teaching of error correction in grammar.
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Papers by Dr. Iftikhar Ahmad
perceptions regarding error correction in grammar teaching in Qassim University, Saudi
Arabia. The main data collection tool of this study was a five-point Likert-scale
questionnaire, administered to 48 EFL teachers. In order to triangulate the study, four semistructured interviews were conducted. Participants were selected based on convenience
sampling. The study attempted to identify experience-based and gender-based differences
among EFL teachers about error correction in grammar teaching. Descriptive analyses and
independent-samples t-tests were run using a statistical software, SPSS. The results show
that there were no differences of perceptions across teaching experience and across genders.
The findings of the study revealed that experienced and less experienced and male and
female teachers’ perceptions about error correction in grammar teaching are independent of
these individual characteristics. Eventually, implications of this study are identified for
effective teaching of error correction in grammar.
perceptions regarding error correction in grammar teaching in Qassim University, Saudi
Arabia. The main data collection tool of this study was a five-point Likert-scale
questionnaire, administered to 48 EFL teachers. In order to triangulate the study, four semistructured interviews were conducted. Participants were selected based on convenience
sampling. The study attempted to identify experience-based and gender-based differences
among EFL teachers about error correction in grammar teaching. Descriptive analyses and
independent-samples t-tests were run using a statistical software, SPSS. The results show
that there were no differences of perceptions across teaching experience and across genders.
The findings of the study revealed that experienced and less experienced and male and
female teachers’ perceptions about error correction in grammar teaching are independent of
these individual characteristics. Eventually, implications of this study are identified for
effective teaching of error correction in grammar.
perceptions regarding error correction in grammar teaching in Qassim University, Saudi
Arabia. The main data collection tool of this study was a five-point Likert-scale
questionnaire, administered to 48 EFL teachers. In order to triangulate the study, four semistructured interviews were conducted. Participants were selected based on convenience
sampling. The study attempted to identify experience-based and gender-based differences
among EFL teachers about error correction in grammar teaching. Descriptive analyses and
independent-samples t-tests were run using a statistical software, SPSS. The results show
that there were no differences of perceptions across teaching experience and across genders.
The findings of the study revealed that experienced and less experienced and male and
female teachers’ perceptions about error correction in grammar teaching are independent of
these individual characteristics. Eventually, implications of this study are identified for
effective teaching of error correction in grammar.
perceptions regarding error correction in grammar teaching in Qassim University, Saudi
Arabia. The main data collection tool of this study was a five-point Likert-scale
questionnaire, administered to 48 EFL teachers. In order to triangulate the study, four semistructured interviews were conducted. Participants were selected based on convenience
sampling. The study attempted to identify experience-based and gender-based differences
among EFL teachers about error correction in grammar teaching. Descriptive analyses and
independent-samples t-tests were run using a statistical software, SPSS. The results show
that there were no differences of perceptions across teaching experience and across genders.
The findings of the study revealed that experienced and less experienced and male and
female teachers’ perceptions about error correction in grammar teaching are independent of
these individual characteristics. Eventually, implications of this study are identified for
effective teaching of error correction in grammar.
perceptions regarding error correction in grammar teaching in Qassim University, Saudi
Arabia. The main data collection tool of this study was a five-point Likert-scale
questionnaire, administered to 48 EFL teachers. In order to triangulate the study, four semistructured interviews were conducted. Participants were selected based on convenience
sampling. The study attempted to identify experience-based and gender-based differences
among EFL teachers about error correction in grammar teaching. Descriptive analyses and
independent-samples t-tests were run using a statistical software, SPSS. The results show
that there were no differences of perceptions across teaching experience and across genders.
The findings of the study revealed that experienced and less experienced and male and
female teachers’ perceptions about error correction in grammar teaching are independent of
these individual characteristics. Eventually, implications of this study are identified for
effective teaching of error correction in grammar.
perceptions regarding error correction in grammar teaching in Qassim University, Saudi
Arabia. The main data collection tool of this study was a five-point Likert-scale
questionnaire, administered to 48 EFL teachers. In order to triangulate the study, four semistructured interviews were conducted. Participants were selected based on convenience
sampling. The study attempted to identify experience-based and gender-based differences
among EFL teachers about error correction in grammar teaching. Descriptive analyses and
independent-samples t-tests were run using a statistical software, SPSS. The results show
that there were no differences of perceptions across teaching experience and across genders.
The findings of the study revealed that experienced and less experienced and male and
female teachers’ perceptions about error correction in grammar teaching are independent of
these individual characteristics. Eventually, implications of this study are identified for
effective teaching of error correction in grammar.