Curriculum in Saudi Arabia

Background: The role of research was supported by faculty, researchers and professional
organizations as an essential standard for practice and professional accountability. It is
important to equip students with a strong research foundation to facilitate judging applicability
of findings to clinical settings, and conducting research and eventually improving the quality
of health-care. Increasing attention is directed to students’ attitudes and involvement in
research, however, no previous studies were located on the attitudes of Saudi students
towards research. Aim: To investigate the attitudes of nursing students toward research in
Saudi Arabia. Materials and Methods: A descriptive design with convenient sample of 244
senior students at a three-campus college of nursing in three regions in Saudi Arabia using
a 22-items self-administered 4-point likert type attitude questionnaire. Results: Majority
of students reported positive attitudes toward research with highest scores for ‘usefulness
of research’ and ‘personal interest in research’ and lowest scores for ‘using research in
clinical practice’. Research attitudes significantly correlated with students’ seniority and
having completed a research course. Conclusions and Recommendations: Assessing
students’ attitudes towards research enhances implementation of findings in patient care and
proposes means for developing positive attitudes and raising students’ awareness of future
role as practicing nurses. Students had positive attitudes toward research and its usefulness
in professional work and less positive attitudes toward using research in practice. Faculty
should develop students’ knowledge and attitudes while studying at the college. Nursing
and health-related professions researchers should direct attention to promoting the ultimate
implementation of evidence-based practice by students as well as nurses.

Key words: Attitudes, nursing, nursing students, research, Saudi Arabia

The present study aimed to identify and categorize the errors made by Arabic speaking EFL learners in their use of the English Article System. In addition, it sought to attribute these article errors to their possible sources in an attempt to postulate whether L1 Arabic or L2 English played a key role in learners' article misuse. To this end, 50 Saudi male EFL learners were subject to an MCQ test, and 5 teachers were interviewed. Surface Structure Taxonomy (SST) of errors was used to classify errors in three major categories, namely omission, addition, and substitution. These major categories were further classified, according to error sources, into two error types, namely interlingual errors and intralingual errors. The study revealed that while Saudi learners made errors in all categories, addition errors were the most frequent. Further, substitution was the second frequent while omission errors showed to be the least frequent type of errors. Analysis of test results and interviewed teachers' responses showed that most of article errors could be attributed to L1 interference. In many areas, the Arabic Article System was negatively transferred into English where learners seemed to resort to their mother tongue to decide on the appropriateness of using the article in question. However, L2 English, in other cases, was the source of errors. Ignorance or incomplete application of the rule brought learners to commit intralingual errors as well. The results were discussed, and the implications were made.

Arab World English Journal (AWEJ) Vol.6. No.2 June 2015                         
                                                                                                                                                                Pp. 365 – 371





Introducing English as a Second Language to Early Primary School Curriculum in Saudi Arabia

Salwa Alkhuzay
Indiana University of Pennsylvania
USA


Abstract
Teaching and learning language at early ages is easier than learning it at older ages as Chiswick & Miller, (2007) emphasized in their study that proficiency in spoken English decreases with age. With that notion in mind, it comes as a surprise that the English language is introduced so late in the public school education curriculum in Saudi Arabia. This article begins with an overview of introducing the English language in Saudi Arabia. Next, the critical period hypotheses of second language acquisition is used to analyze different studies pertaining to the introduction of  English language at primary schools in various countries. Finally, the article is concluding with the implications of the research by offering practical suggestions that teachers can use to support their teaching of young students.
Keywords: Teaching English, foreign language, second language teaching, young learners

* This is the 1st edition. The latest (3rd) edition is available on Academia.edu here:

https://www.academia.edu/88612822/An_Ocean_from_the_Desert_biography_of_Shaykh_Muhammad_al_Amin_al_Shanqiti_3rd_edition_

Translation of

A BIOGRAPHY OF THE SHAYKH MUHAMMAD AL-AMĪN AL-SHANQĪTĪ
(1325-1393 H / 1907-1973 CE),

AUTHOR OF THE MAGNIFICENT TAFSĪR,
ADWÂ’ AL-BAYÂN FĪ ĪDÂH AL-QUR’ÂN BI L-QUR’ÂN

(LIGHTS OF ELOQUENCE IN EXPLAINING THE QUR’AN BY THE QUR’AN)

LEADING SCHOLAR OF MAURITANIA
SENIOR JUDGE IN HIGH COURT FOR MURDER CASES, MAURITANIA

HEAD EXEGETE OF THE QUR’AN AT:

THE INSTITUTE OF KNOWLEDGE, RIYADH
HIGHER INSTITUTE FOR THE JUDICIARY, RIYADH
COLLEGE OF SHARIA, THE ISLAMIC UNIVERSITY, MEDINA
THE MOSQUE OF THE PROPHET MUHAMMAD (PEACE BE UPON HIM), MEDINA

MAY ALLAH BESTOW HIS INFINITE MERCY UPON HIM

Biography by SHAYKH ‘ATIYYAH MUHAMMAD SÂLIM
Judge, Law Court of Medina, Saudi Arabia

This literature review examines language-learner motivation in Saudi Arabia. There has been a great deal of investment by the Saudi government in English as a Foreign Language education, but unfortunately the results have not matched expectations. Saudi students are generally considered to be lacking in motivation, which has surely played a part in those disappointing results. As a basis for further discussion, student motivation theory is discussed, starting from Gardner and Lambert and finishing with Dornyei. The situation in Saudi Arabia is looked at with regard to the condition of Saudi students and the Saudi system. Then, as I believe cultural factors play an important part in shaping the mindset of Saudi students, I have looked at this in terms of Hofstede’s analysis of Saudi Arabia, ‘Integrativeness’ and English as a lingua franca. Finally, my own experiences in Saudi Arabia are related to the literature review in the light of 3 perspectives of ‘integrativeness.’

This paper discusses the importance of feedback, especially the implicit negative feedback in learning process to enhance language development. The definition of the feedback and the types are elaborated in relation to how the types contribute in improving the comprehension and the acquisition of second language in the process of communication with native and non-native speakers of English by providing comprehensible input and modified output. The theory of implicit negative impact which focuses on three significant areas: (1) type of implicit negative feedback, (2) the critical role of noticing to increase the knowledge and the acquisition by demonstrating research studies to prove, and (3) the key role of interaction to increase the acquisition and the comprehension are detailed with supportive literature. The paper also briefs some limitations encountered while applying such type of feedback in the learning process.

A mixture of quantitative and qualitative methods were used to explore Saudi students’ perceptions and attitudes concerning their level of motivation and factors that contribute toward it. In Saudi Arabia it has regularly been observed that EFL students suffer from a lack of motivation and this has been linked to disappointing academic results. As motivation is a complex phenomenon which varies greatly between individuals and contexts, perhaps the first step in improving motivation is to have a better understanding. In order to gain that better understanding it is necessary to examine motivation in-depth and pay attention to factors that lie beyond the confines of the classroom.

This study has reinterpreted a concept that has been relatively unfashionable and used it to help understand motivation in the Saudi context. That concept is called ‘integrativeness’, more commonly known as integrative motivation, which formed a major part of a motivational framework called the ‘integrative motive’ developed by Robert Gardner (1985). As integrativeness is strongly related to culture, it was considered an appropriate concept to use in the Saudi context. As learning English to some extent involves contact with Western culture, this can be seen to clash with the conservative Islamic culture of Saudi Arabia.

Contrasting with the findings of most previous studies, the students that took part in this study appeared to be fairly-well motivated, both in terms of extrinsic longer-term aims, but also shorter-term intrinsic motivation. Additionally, the students appeared to have a sufficient level of intercultural tolerance, which coincides with the positive results for motivation. Cultural issues did not appear to be a major obstacle for the students. The students appeared to be responding well to a more student-centred, communicative approach at their current college, which is in marked contrast to the previous educational experiences. However, there did appear to be a fairly strong contrast in terms of motivation between the English foundation and diploma program students. This showed that the motivation of the students can be significantly affected by factors related to the current learning situation in which they find themselves.

This paper discusses the importance of feedback, especially the implicit negative feedback in learning process to enhance language development. The definition of the feedback and the types are elaborated in relation to how the types contribute in improving the comprehension and the acquisition of second language in the process of communication with native and non-native speakers of English by providing comprehensible input and modified output. The theory of implicit negative impact which focuses on three significant areas: (1) type of implicit negative feedback, (2) the critical role of noticing to increase the knowledge and the acquisition by demonstrating research studies to prove, and (3) the key role of interaction to increase the acquisition and the comprehension are detailed with supportive literature. The paper also briefs some limitations encountered while applying such type of feedback in the learning process.

The present study argues that the urban form of affordable housing projects affects safety and security. The study examines the level of safety and security in the Prince Fawaz project proposing recommendations that enhance it. Theories and approaches concerned with the environmental crime are initially reviewed. Then, urban and architectural features as well as crime rates and patterns are documented. Also, trace and behaviour observations are carried out. The observations monitored urban features and behaviours associated with crime or fear of crime. Residents’ perception for security and fear of crime is extracted through a questionnaire. A Space Syntax is processed and linked with the questionnaire and observation outputs. Observations demonstrate a semblance of fear of crime which is supported by records of car and home theft. Although the questionnaire reflects a suitable level of security, it points to peripheral spaces and areas around mosques and shops as the less secure. H...

This paper discusses the importance of feedback, especially the implicit negative feedback in learning process to enhance language development. The definition of the feedback and the types are elaborated in relation to how the types contribute in improving the comprehension and the acquisition of second language in the process of communication with native and non-native speakers of English by providing comprehensible input and modified output. The theory of implicit negative impact which focuses on three significant areas: (1) type of implicit negative feedback, (2) the critical role of noticing to increase the knowledge and the acquisition by demonstrating research studies to prove, and (3) the key role of interaction to increase the acquisition and the comprehension are detailed with supportive literature. The paper also briefs some limitations encountered while applying such type of feedback in the learning process.