Final Project

Active Teaching English
Language at Military Institutes

Mohammed F Almalki
Faculty of languages and translation

Reading and Academic Writing
Dr: Nawal Alhadithi
8th December, 2023
Abstract:
The purpose of this research is to investigate the major factors that may affect the practice of active learning processes in
the teaching of productive English language skills and how do instructors view active learning processes in language
classrooms to enhance the learning operation in the military institutes in Saudia Arabia. The study follows the
qualitative method research using interview to investigate the research subject that seek to evaluate the obstacles and
current state of affairs surrounding active learning in Saudi Arabia. The results showed that the practice of active
learning in productive skills instruction faces significant challenges in the military institutes context. These
challenges include students' poor background exposure to the English language, marked by limited proficiency and
ineffective learning processes from primary to tertiary levels. Negative associations with language learning,
including limited motivation, lack of self-confidence, and a focus on grades rather than language acquisition
Research questions:
The study attempted to answer these questions:
- What are the major factors that may affect the practice of active learning processes in the teaching of productive
English language skills?
- How do instructors view active learning processes in language classrooms?

Literature review:
Active learning refers to a teaching and learning process whereby students do more than simply listen to a lecture.
Students are participating fully in the lecture; they are undertaking nine different tasks, including gathering,
analyzing, and applying knowledge. According to Mynard and Sorflaten (2003), "two basic assumptions derive from
active learning: (1) that learning is by nature an active style and (2) that different people learn in different ways."
Active learning, according to Meyers and Jones (1993: 13), entails giving students worthwhile opportunity to
discuss, listen, write, read, and think critically about the concepts, ideas, problems, and concerns related to a given
academic subject.
Literature review:
As previously said, the major manner of assessment in the past was traditional pencil-and-paper testing, with the main
goal being to decide whether or not learners should move on to the next grade or level (Poehener, 2016). However,
these days, there is a lot of criticism directed at this method, and other forms of evaluation are emerging. These new
modes aren't just meant to make pass/fail decisions; they also aim to support the teaching and learning process.
According to Poehener (2015), this integration of assessment and instruction is based on Vygotsky's theory of
development, which holds that students gain by being assigned a variety of tasks and activities to complete that give
to their unique learning preferences.

Research design and methodology:
This study followed a qualitative process to data generation and analysis. Thus, it followed the qualitative research
(Streubert and Carpenter, 2011: 20). Once the data were obtained, they were grouped according to themes and
analyzed and understood with the view to answering the said research question.
Population and sampling:
The population of this study was made up of the 10 EFL instructors who teach English language in the military
institutes and they were chosen using a purposive sampling technique (Yin, 2011: 88). EFL instructors who
were involved in the study were interviewed individually.

Instruments and data-collection:
The data-gathering strategies used in this study was interviews and all the sample size was interviewed
individually. This was a great chance find out the major factors that may affect the practice of active learning
processes in the teaching of productive English language skills and how do instructors view active learning
process. Audiovisual recording was not preferred and most instructors do not like it.
Data analysis and interpretation:
The data collected were categorized and analyzed thematically to give interpretation. The following were the
procedures followed to analyze the data as described by Creswell (2013). First, the written interview data
were transcribed into text. Detailed notes of the nonverbal features were added as part of elaboration of the
specific interview.
Limitations of study:
Qualitative research has certain limitations. Data-generating techniques are not objective in nature and may be
affected by subjectivity (bias) of the researcher or participants. Within this context, in order to get the rich
data needed, researchers must handle participants with great care. Participants may not be interested in
taking part in the study or may not, for various reasons.

Results:
Results:
The results from the collected data as shown in the above chart (chart1) shows The practice of active learning
process in productive skills instruction faces significant challenges in the military institutes’ environment.
These challenges include students' poor background exposure to the English language, marked by limited
proficiency and unsuccessful learning processes from primary to advance levels. Negative relations with
language learning, including limited motivation, lack of self-confidence, and a focus on grades rather than
language acquisition, further delay the engagement of EFL teachers and students.
Appendix:
1. What are the major factors that may affect the practice of active learning processes in the teaching of
productive English language skills?
2. How do instructors view active learning processes in language classrooms?

References:
Amer, A. A. 2003. ‘Teaching EFL/ESL literature’. The Reading Matrix. Vol.3.No.2. pp.63- 73.
http;//www.readingmatrix.com/archives/-vol.3-no2.amer/articles/pdf.
Akin, Gulden. (2016). ‘Evaluation of national foreign language Test in Turkey’ Journal of Educational Research,
vol.4 (3). http://www.multidisciplanryjournals.com
Al Jarf, R. 2006. ‘Large student enrollments in EFL programs: Challenges and consequences’, The Asian EFL
Journal Quarterly, 8(4): 8-34.
Allahyar, N. and Nazari, A. 2012. ‘Potentiality of Vygotsky’s Sociocultural Theory in exploring the role of teacher
perceptions, expectations and interaction strategies’, Working Papers in Language Pedagogy, 6: 79-92.
Extremera, A. B., Gallegos, A. G., Baños, R., & Del Mar Ortiz-Camacho, M. (2018). Can
Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory. Turaeva,
N. Nuriddinovna (2021). "The Usage of Media Content Technology in Teaching of
Military English. "International Journal on Integrated Education, vol. 4, no. 3, 2021, pp. 308-312.
Saitkulova, Nazokat Rakhmonovna (2021). "Communicative Approach to Teaching English at

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Active Teaching English

Language at Military Institutes

Faculty of languages and translation

The study attempted to answer these questions:

English language skills?

- How do instructors view active learning processes in language classrooms?

to their unique learning preferences.

were involved in the study were interviewed individually.

taking part in the study or may not, for various reasons.

productive English language skills?

2. How do instructors view active learning processes in language classrooms?

Saitkulova, Nazokat Rakhmonovna (2021). "Communicative Approach to Teaching English at

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