Imam Muhammad Ibn Saud Islamic University
Al-Ahsa Branch
English Department
The Effectiveness of Teaching EFL
in preparatory program at
al-Imam University
Abdul Ilah Alkhateeb
Research Project
Dr. Mwaffag Shatnawi
20\10\2013 – 16\12\1434
1
Contents at a Glance
CHAPTER ONE: Introduction.
-
Abstract
-
Background of the Study
-
The Statement of the Problem
-
The Significance of the Study
-
Questions of the Study
-
Limitations of the Study
CHAPTER TWO: Review of Related Literature.
-
Teaching Method
-
The Theoretical and Pedagogical Notion of Language Teaching Methodology
-
The Impact of Motivation on EFL Learning
CHAPTER THREE: Research Formulation
-
Methods and Procedures.
CHAPTER FOUR: Findings.
-
Data Analysis
CHAPTER FIVE: Discussion and Conclusion.
-
Students' questionnaire
-
Teachers' questionnaire
-
Recommendation
CHAPTER SIX: References
CHAPTER SEVEN: Appendices.
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CHAPTER ONE
ABSTRACT:
The author of this study investigates the possible corridors in the realm of
language learning motivation with a view to developing and incorporating EFL
teaching-learning affairs and attempts to diagnose the predicaments of EFL learning in
Saudi colleges through survey questionnaires for both teachers and students. The data
of this research were collected through questionnaires from a total of 4o students and
10 specialist teachers.
To guarantee the accuracy and adequacy of the questionnaires, the researcher
gave four professors in English language the questionnaires to approve them.
Furthermore, the researcher explained and translated the questions for students to
ensure that students understand each questions in order to choose the correct answers.
To describe and analyze the data gathered, the researcher use SPSS Statistics.
By this program, means, medians, modes, standards deviation, variances, and ranges
of the two questionnaires are provided. Also there are separate tables for percentages
and pie charts to make statistics easier for readers.
In the light of these finding, the researcher recommend new teachers of
preparatory program at Imam University – Al-Ahsa branch- to vary from their methods
of teaching EFL. Grammar Translation and Audio-Lingual Methods are very common
in Saudi universities, yet in Imam University Audio-Lingual method could not be
applied exactly because there is no language laboratories.
Key Words: Teaching method, Audio-Lingual method (ALM), Grammar Translation
method (GT), and Preparatory year program (PYP).
3
INTRODUCTION:
Universities in Saudi Arabia faced many challenges due to their continuous
efforts to evolve with the growing demand of the job market in Saudi Arabia as well
as the rapidly evolving discipline fueling the information technology revolution. Since
2005, Saudi Arabia has turned into one of the fastest growing economies in the Middle
East, this rapid growth challenged universities and other academic entities in order to
escalate their development programs and provide more evolving options to prepare
students for the fast growing job market.
According to recent reports, the number of universities in Saudi Arabia has
jumped from8 to 32Universities in less than 10 years. As be known, English is neither
the language of kings and queens nor the possessions of the Anglo Saxons but a global
language (Hussain 2012). Obviously, "It is now a universal public property. By the
British colonial train, it travelled almost the entire world, came in touch with myriad
people and their languages, and enriched itself as the world's number one language"
(Askari 2010). In 1996, Saudi Arabia has determine the English as the chief foreign
language to be taught in public schools and universities.
Nowadays, English language has been taught as a main language at most Saudi
universities majors. For example, the curriculum of Medicine College is written and
taught in English. Students have encountered difficulties of learning new knowledge in
foreign language. Therefore, the administration of high education decided to add one
year as preparatory year to adapt and help students to cope with English language.
4
BACKGROUND OF THE STUDY:
English as a subject received a lot of attention from the Saudi Ministry of High
Education as well as from the Saudi community. There is no denying the fact that
considerable development took place in this area following up global advancement in
the teaching trends and approaches. English as a Foreign Language (EFL) was chosen
and began to be taught in Saudi universities first because of English being most widely
used in international trade, diplomacy, economy and contracts, international aviation,
higher studies, research, peace talks, affairs of international cooperation across the
globe as well as a shared language of peoples throughout the world ( Dr. Talal 2003).
Recognizing the complex and diverse nature of the work of teaching has
stimulated much discussion during the last 15 years around the question of how it is
that language teachers learn to teach (Bailey and Nunan 1996; Bartels 2005; Burns and
Richards 2009). As be known that teachers come to teacher training with ideas about
the teaching/learning process formed from the years they themselves spent as students
(Lortie 1975). By exposing teachers to methods and asking them to reflect on the
principles of those methods and actively engage with the techniques, teacher educators
can help teachers become clearer about why they do what they do (Clarke 2007;
Akbari 2007). By becoming clear on where they stand (Clarke 2003), teachers can
choose to teach differently from the way they were taught. They are able to see why
they are attracted to certain methods and repelled by others.
A knowledge of methods is part of the knowledge base of teaching. With it,
teachers join a community of practice. Being part of a discourse community confers a
professional identity and connects teachers with each other so they are less isolated in
their practice (Lave and Wenger 1991). Conversely, by being members of a
professional discourse community, teachers may find their own conceptions of how
teaching leads to learning challenged. Interacting with others' conceptions of practice
helps to keep teachers' teaching alive and to prevent it from becoming stale and overly
routinized (Prabhu 1990).
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A knowledge of methods helps to expand a teacher's repertoire of techniques. This
in itself provides a further avenue for professional growth, since some teachers find
their way to new pedagogical positions by first trying out new techniques rather than
by entertaining new principles. Moreover, effective teachers who are more experienced
and expert have a large, diverse repertoire of best practices, which presumably helps
them deal more effectively with the unique qualities and idiosyncrasies of their
students(Arends 2004).
A number of methods and techniques have evolved for the teaching of English in
Preparatory Year at Saudi universities in the recent past, yet Grammar Translation and
Audio-Lingual methods are still in use extensively. Grammar Translation method
maintains the first language of the learner as the reference particularly in the process of
learning the second/foreign languages. On the other hand, Audio-Lingual method is a
traditional method that emphasizes the process of stimulus and response situations.
Indeed, both techniques are used in Preparatory Program.
It is important to know how Preparatory Year Program at Imam University aims
at preparing its newly admitted students for their undergraduate studies at the
University. The specific objectives of the program are:
 To improve students’ English language proficiency , with some emphasis
on scientific, technical and business applications in preparation for the
University courses.
 To review and reinforce the students’ knowledge of mathematical and
analytical techniques through the medium of English.
 To consolidate the students’ knowledge of basic science, and computer
science through the medium of English.
 To provide students with the study skills needed for effective learning, and
the necessary career guidance for informed choice of academic majors.
 To provide students with experience in innovation, design, manufacturing
and diagnostics through the medium of technical studies.
 To reinforce in students the principle of discipline, commitment and
responsibility which help to prepare students to work with groups and have
a cooperation skills. (Dr. Abdurrahman,2010)
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STATEMENT OF THE PROBLEM:
The statement of the problem rely on bringing foreign teachers who use
different methods and techniques with Saudi students in preparatory year. Moreover,
these foreign teachers have no idea about the education standard of Saudi students
especially in English language. Most of the students graduate from high schools
without capacity of communication in English language. The researcher had an
experience about the gap between teachers and students of preparatory year. Therefore,
the researcher conducts this study to illustrate the affection of Saudi students toward
English language, as a consequence, the teachers can understand and practice the
suitable method with their students.
THE SIGNIFICANCE OF THE STUDY:
Teaching strategies refer to methods used to help students learn the desired
course contents and be able to develop achievable goals in the future. Teaching
strategies identify the different available learning methods to enable them to develop
the right strategy to deal with the target group identified. Assessment of the learning
capabilities of students provides a key pillar in development of a successful teaching
strategy (Steve 2013). Teaching is that profession where the success of the teachers of
the teacher depends on the ability of the students but there have been such teachers
who have made even the worst of students the best of learners. So it is evident the
understanding of a subject taught by a teacher depends on the methods of teaching
adopted by that teacher. Methods make the material easier to comprehend and
assimilate. A teacher would only pay attention towards his methods only when he is
completely dedicated towards his profession and if his profession is his passion.
(Poushali 2013). As illustrated, teachers should explore their students and classrooms
environment, so the researcher help new teachers to new more about preparatory year
students about their passion toward English language. As a result, the teachers can
practice the proper techniques with the students in teaching English.
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QUESTIONS OF THE STUDY:
1/ Are there any relationships between language and culture?
2/ Should teachers use a variety of teaching methods in their classrooms?
3/ Are there any significant differences between Grammar Translation and AudioLingual methods?
4/ Should teachers know about their preparatory year students' qualifications especially
in English language?
DEFINITION OF TERMS:
Teaching method:
A teaching method comprises the principles and methods used for instruction.
Commonly used teaching methods may include class participation, demonstration,
recitation, memorization, or combinations of these. The choice of teaching method or
methods to be used depends largely on the information or skill that is being taught, and
it may also be influenced by the aptitude and enthusiasm of the students (Parker 1990).
Audio-Lingual Method (ALM):
The audio-lingual method, Army Method, or New Key, is a style of teaching
used in teaching foreign languages. It is based on behaviorist theory, which professes
that certain traits of living things, and in this case humans, could be trained through a
system of reinforcement—correct use of a trait would receive positive feedback while
incorrect use of that trait would receive negative feedback (Barker 2001).
8
Grammar Translation Method (GT):
The grammar-translation method is a method of teaching foreign
languages derived from the classical (sometimes called traditional) method of
teaching Greek and Latin. In grammar-translation classes, students learn grammatical
rules and then apply those rules by translating sentences between the target language
and their native language. Advanced students may be required to translate whole
texts word-for-word. The method has two main goals: to enable students to read
and translate literature written in the target language, and to further students’ general
intellectual development.
Preparatory Year Program:
All newly admitted students are required to complete the Preparatory Year
Program (PYP) before starting undergraduate study. The program aims at preparing the
students for academic studies and minimizing the knowledge gap among graduates of
secondary education and the performance expected of a university student, by enabling
them to acquire the required basic skills for university studies. The program enhances
students' skills in English, Mathematics, Computer Studies, Health Education, and Self
Development before they embark on degree courses. Most courses are taught in
English.
LIMITATIONS OF THE STUDY:
-
This research is conducted in two Saudi universities only with a few numbers
of contributors from students and instructors.
-
The researcher questionnaires carry out preparatory year male students and
teachers only.
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CHAPTER TWO
REVIEW OF RELATED LITERATURE:
This section of this paper reviews previous researches related to the effective
teaching-learning aspects in EFL classrooms. It first highlights on the previous studies
on EFL teaching-learning in the Saudi Context. It also examines the theoretical and
pedagogical basis for the notion of language teaching method.
Teaching Method:
Grammar Translation Method and Audio-Lingual Method:
According to AI-Kamookh (1981) the Audio-lingual Method (ALM) is widely
used for teaching English in Saudi Arabia. The ALM is a traditional method that
emphasizes the process of stimulus and response situations. The ALM is used in Saudi
Arabia because it may serve some of the goals of teaching English in the country. The
ALM helps students learn the grammar of English as well as reading and writing. The
ALM is not fully applied in the teaching of English in Saudi Arabia. Teachers tend to
follow some parts of the method and ignore others. For example, AI-Kamookh found
that the English language laboratory use was not emphasized in Saudi Arabia. The use
of laboratories is an essential part of the ALM, because students listen to native
English voices and authentic sounds of the language. If the laboratories are not used in
most Saudi Arabia, Saudi students are missing this advantage of learning nature
English speeches.
As Alsaadat (1985) argued, in some cases teachers of English in Saudi Arabia
tend to apply some aspects of other methods such as the grammar translation method,
the cognitive code learning, and the direct method. Based on this, it seems that teachers
are not encouraged to teach communicative competence and encourage students to
speak in English. The lack of methods other than traditional methods, which mainly
emphasize teaching grammar, is a problem. Despite the widespread criticism of the
ALM and the grammar translation method, they are still used for English instruction in
Saudi Arabia.
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Brown (1987) argues that the ALM, although it is popular and used more than
other methods, fails to accomplish the goal of providing students with communicative
competency. The ALM is a good method for teaching grammar, but students are not
taught how to communicate in the language, which may be one of the reasons that
most of the Saudi students cannot express themselves in English even after finishing
secondary school.
Barker James (2001), emphasized that lessons in the classroom focus on the
correct imitation of the teacher by the students. Not only are the students expected to
produce the correct output, but attention is also paid to correct pronunciation. Although
correct grammar is expected in usage, no explicit grammatical instruction is given.
Furthermore, the target language is the only language to be used in the classroom.
(Moskovsky & Alrabai, 2009) conducted more in developing EFL teachinglearning practices for better learning outcomes in the realm of Saudi education. The
present study reinforces the importance and value of accelerating EFL education in the
kingdom especially in Saudi colleges for sustainable language acquisition to meet the
needs of the nation and the community.
Haifa Al-Nofaile in a study under the caption The Attitude of Teachers and
Students towards using Arabic in EFL Classrooms in Saudi Public Schools examined
the attitudes of Saudi teachers and students towards employing Arabic as a facilitating
tool in English classes, a topic which gained positive response (Al- Nofaile, 2010).
Ansari (2012) mentioned that Grammar Translation is the oldest method of
teaching English language. For many years English was taught by the use of rules of
grammar and by the lists of vocabulary. The students had to memorize the rules of
grammar and a long list of vocabulary. Then they were asked to translate the sentences
or passages from one language into the other. This method is called Grammar and
Translate Method. This was very difficult, but it gave a good knowledge of the
language. But this knowledge was only bookish . Moreover, some of the rules taught to
students were not applicable in modern English because they were the rules of the
dead languages like Greek and Latin. It is surprising that this method remained in
practice for a long time. It may be due to the limited aim of teaching English. At that
time English was taught to students who wanted to learn only how to read and write
11
the language. Speaking was not necessary for them. They were not supposed to meet
the natives to converse with them. The second reason may be the unavailability of tape
recorders ,cassettes, films etc.
Asghar (2012) In Saudi Arabia there is no environment of English language.
Here English is not a serious subject. Students as well as Saudi teachers take it lightly.
Students are not taught English in a proper way in their schools. After passing school
when they come universities to study professional courses, all of they have to study
everything in English and so suddenly English becomes very important for them. It is
at this stage that students are frustrated. They want to learn English but they are
helpless because they do not know how to read and write English properly.
Consequently, they lose interest in English language and consider it the most difficult
subject .At this stage a teacher plays a vital role. If a teacher is dedicated, competent,
intelligent and understands the psychology of students, he rescues his students from
their frustration. Only a competent teacher can be helpful for these students. To teach
grammar and composition to students having the knowledge of English language is
very easy but to prepare students for English language is the most difficult task. The
progress of these students in learning English language totally depends on the
competent teachers and the curriculum they are taught.
Tim Bown (2012), documented that without a sound knowledge of the
grammatical basis of the language it can be argued that the learner is in possession of
nothing more than a selection of communicative phrases which are perfectly adequate
for basic communication but which will be found wanting when the learner is required
to perform any kind of sophisticated linguistic task.
Sayeh (2013), According to this method students learn grammatical rules and
then apply those rules for translating sentences between the target language and their
native language. Advanced students may be required to translate whole texts word-forword.
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(Sayeh Abdullah 2013) investigated that Grammar-translation classes are
usually conducted in the students’ native language. Grammar rules are learned
deductively; students learn grammar rules by rote, and then practice the rules by doing
grammar drills and translating sentences to and from the target language. More
attention is paid to the form of the sentences being translated than to their content.
When students reach more advanced levels of achievement, they may translate entire
texts from the target language. Tests often consist of the translation of classical texts.
Sayeh (2013), The students easy to understand because of grammatical lessons .
ESL students taught successfully under the grammar translation method will have the
ability to translate even difficult texts from their native language into English. They
possess a thorough knowledge of English grammar, including verb tenses. These
students will be familiar with several classical pieces of English literature, which are
used for grammatical analysis and exercises.This method requires few specialized
skills on the part of teachers. Grammar rules and Translation Tests are easy to
construct and can be objectively scored. Many standardized tests of foreign languages
still do not attempt to test communicative abilities, so students have little motivation to
go beyond grammar analogies, translations and other written exercises.
The Theoretical and Pedagogical Notion of Language Teaching:
According to the theorists, linguists and researchers to develop language
teaching-learning practices in any context pedagogical approach is highly important
factor along with authentic textbook as “live’ texts, unlike their pedagogically
contrived counterparts, promote student learning and interest by linking form to
meaning, by stressing communication, and by presenting the culture in a natural way”
(Herron, C.; & Seay, I., 1991).
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The Impact of Motivation on EFL Learning:
In the true sense of the term, Saudi EFL classes suffer from the sheer lack of both
intrinsic and extrinsic motivation. The latest research done over the past decades has
amply exposed that EFL learner can hardly attain the target goal without a motivational
drive. Surely enough, it is toiling and challenging for the teacher to teach and manage a
poorly motivated class especially in Saudi context. It is essential to motivate the
students and improve a de-motivated class environment by tapping out the learners’
latent aptitude and exploiting it to a sustainable point from where they can streamline
the process of learning. Carless pertains to this point that “Teachers are the individuals
who implement adapt, reject, or ignore curriculum innovation. It is thus something of a
truism that they are the core of the innovation process” (Carless, 1999). So, teachers’
decisive role in the implementation of the curriculum cannot be overestimated.
Without their support and sincere involvement in the innovation, any curriculum
implementation will be a farce and a superficial attempt.
It is observed that many experimental studies prove the Grammar Translation
Method and Audio-Lingual Method are not the most effective and sufficient teaching
methods at the universities in Saudi Arabia because these two methods are quite
ancient and some teachers do not practice the method accurately and sufficiently.
Therefore, this study attempts to investigate weaknesses of applying Grammar
Translation Method and Audio-Lingual Method on teaching a foreign language in
preparatory year.
Unfortunately, many Saudi universities contract with overseas teachers who do
not have enough knowledge about Saudi culture and Saudi students' qualification,
especially teachers who teach in preparatory program. Furthermore, students were
taught at schools by GT or ALM inaccurately, so they have wrong concepts about
these two methods. The research will examine whether the students of preparatory year
still are taught by GT or ALM in preparatory year, and the teachers practice these two
methods correctly or just applied some characteristics of GT or ALM. Furthermore,
this study will help new teachers to know about Saudi education environment and
Saudi students' aspiration toward English language.
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CHAPTER THREE
Methods and Procedures:
This chapter deals with the subjects, the variables of the study and the
investigation material. It also deals with the instruments and how their validity and
reliability are obtained. The data collection instruments and the data analysis
procedures are tackled here as well.
Participants:
The participants of this study are professors assistance -whose major is English
language and literature-, teachers having TEFL teaching experience, and students from
Imam Muhammad Ibn Saud University. The participants were collected on random
basis. A total of three professors and seven teachers and 39 out of 41 students took
part in this study. Two forms of questionnaire were spread out to teachers and students
as well.
Material of the study:
Two forms of questionnaire one for teachers and the other for students.
Teachers' questionnaire consists of nine multiple choice questions (MCQ) in one
separate paper. Students' questionnaire be made up of eleven multiple choice questions
in one paper – the first face is in English language, and the other is in Arabic. The
pedagogical aims were explained at the top of questionnaire paper.
Instrument:
The instrument includes the following:
1. One form of questionnaire was prepared by the researcher and given
to teachers and professors. From their responses to the questionnaire the researcher
could determine whether teaching methods of English language at preparatory year at
Imam university are going well or not.
2. The other form of questionnaire was prepared by the researcher and
given to students at Imam university. The researcher contacted with forty one students
and distributed the questionnaires.
15
Validity of the instruments:
To ensure the validity of the two types of questionnaire which were prepared by
the researcher, they are given to four professors who specialization is English language
and literature and one native speaker in order to examine the accuracy and adequacy of
the questionnaires. Their comments and views were taken into consideration and the
necessary modifications (deletion, word order, and grammatical notes) were made
accordingly.
Procedures of the study:
The researcher used the following procedures in conducting the study:
1. One type of questionnaire was given to ten teachers who teach
preparatory year students at Imam University – Alahsa'a branch – . The researcher
collected the questionnaire after a few days, and he double checked that all the
questionnaire is filled.
2. The other type of questionnaire was given to forty one students from
Imam University. The researcher met the all students in one day in a hall at the same
university. He explain the questions and the purpose of his study to the students in
Arabic language because the students' qualification in English language are not enough
to understand the questionnaire in English. Thus, the accuracy and adequacy answers
are closer to the fact.
Statistical analysis:
To analyze the collected data, the researcher used means, median, mode,
standard deviation, variance, and range. The researcher use pie charts to illustrate the
variables clearly and quickly. All of these statistical data was done by SPSS Statistic
program.
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CHAPTER FOUR
Findings of the study:
The data of two types of questionnaire, one for students and the other for
teachers, were tabulated and analyzed. Each questions will be discussed separately and
then in the researcher will investigate and study the similarities and differences of the
results. In fact, the data analysis process made an attempt to “...identify and describe
patterns and themes from the perspective of the participant(s), then attempt to
understand and explain these patterns and themes” (Creswell, 2003, p. 203). There
were some common questions in both questionnaires in order to show a relationship of
the two view points. The results have been reported both qualitatively and
quantitatively and the data were analyzed to this end.
Questionnaire for students:
The first question was "Do you like learning English?" as can be seen from the
table 82.1% of the participants chose "Agree", 15.4% "Neutral", and 2.6% only "No".
From the cumulative percent of this question we recognize that the majority of
preparatory year students at Imam University have strong motivation toward learning
English. Thus, new teacher of preparatory year will not encounter difficulties to
motivate and enthuse students too much in their classes because they are motivated to
learn English.
Do you like le arning English?
Valid
Agree
Neutral
No
Total
Frequency
32
6
1
39
Percent
82.1
15.4
2.6
100.0
17
Valid Perc ent
82.1
15.4
2.6
100.0
Cumulative
Percent
82.1
97.4
100.0
The second question asked "Do you think that the English language is an
internationally acclaimed and profitable language? " the students responses were
79.5% "I think so", 20.5% "I think so with reservation", and no one chose "No".
This table illustrates the importance of English language all around the world.
Nowadays in Saudi Arabia, graduated students find difficulties to have a job if they
cannot speak English especially who want to work at private companies such as
ARAMCO and SABIC. Therefore, High Education Ministry applied a preparatory year
at the beginning of undergraduate programs to help students in their future.
Do you think that the English langua ge i s an interna tionally acclaim ed and a profi tabl e
la nguage ?
Valid
Frequency
I think so
31
I think so with reservation
8
Total
39
Percent
79.5
20.5
100.0
Valid P erc ent
79.5
20.5
100.0
Cumulative
Percent
79.5
100.0
The third question was " Do you agree that EFL teaching and learning in the
Preparatory year at universities can qualify and improve the students on their fields? "
The responses of this question were 59% "Agree", 35.9% "Neutral", and 5.1% "No".
Still more than half agree that preparatory year promotes students during their studying
especially who study the subjects in English language. In my opinion, the cumulative
percent of "Neutral and No" is 41% that means preparatory year is not important for
some students who study Arabic subjects such as "Law" at Imam University.
Do you agree that EFL teaching and learning in the Preparatory year at
universities can qualify and improve the students on their fields?
Valid
Agree
Neutral
No
Total
Frequency
23
14
2
39
Percent
59.0
35.9
5.1
100.0
18
Valid Percent
59.0
35.9
5.1
100.0
Cumulative
Percent
59.0
94.9
100.0
Fourth question asked " Do you agree that an ideal and successful EFL
classroom depends largely on a sound relationship between the teacher and the
students (ALM)?" students' responses were 66.7% "Agree", 28.2% "Maybe", and 5.1%
"No". From this data we recognize that one of the main reason of a successful
education is to have an appropriate environment that support learning process to the
best. In Audio-Lingual Method teachers who teach a foreign language are very
essential characters because they imitate the target language as native speakers. Thus,
good relationship between teachers and students lead to successful education.
Do you agree that an ideal and successful EFL classroom depends
largely on a sound relationship between the teacher and the students
(ALM)?
Valid
Agree
Maybe
No
Total
Frequency
26
11
2
39
Percent
66.7
28.2
5.1
100.0
Valid Percent
66.7
28.2
5.1
100.0
Cumulative
Percent
66.7
94.9
100.0
In the fifth question the students were asked " Do you agree that EFL
classrooms' environment in Imam University are qualified enough for teaching and
learning a foreign language (ALM)?" the answers for this question were 17.9%
"Agree", 43.6% "Neutral", and 38.5% "No". The table shows that the cumulative
percent of "Neutral" and "No" was 82.1%. This percentage clarifies how the
environment of Imam University is poor especially for teaching a foreign language.
This helps new teachers to be award of choosing the suitable method for teaching a
foreign language in such as Imam University atmosphere.
Do you agree that EFL classrooms' environment in Imam University are
qualified enough for teaching and learning a foreign language (ALM)?
Valid
Agree
Neutral
No
Total
Frequency
7
17
15
39
Percent
17.9
43.6
38.5
100.0
19
Valid Percent
17.9
43.6
38.5
100.0
Cumulative
Percent
17.9
61.5
100.0
The sixth question was " Do you think that languages correlate with cultures (GT)?"
The responses were 35.9% "Yes", 56.4% "Yes, in some cases", and 7.7% "No". The
essential role of Grammar Translation Method is to transfer the literature from the
target language to the source language. Thus, language is quite associated with its
culture.
Do you think that langua ges correla te w ith cultures (GT)?
Valid
Frequency
Yes
14
Yes, in some c ases
22
No
3
Total
39
Percent
35.9
56.4
7.7
100.0
Valid Perc ent
35.9
56.4
7.7
100.0
Cumulative
Percent
35.9
92.3
100.0
In the seventh question the students were asked " Do you agree that teachers in
preparatory year at universities should be native speakers (ALM)?" As can be seen from the
table the responses were 53.8% "Agree", 35.9% "Neutral", and 10.3% "No".
According to the data, more than half argues that teachers of foreign language should
be native speakers. In Audio-Lingual Method, teachers of a foreign language are not
necessary to be native speakers. However, teachers must imitate native speakers while
they are teaching. In brief, teachers must have the capacity of speaking and
pronunciation like native speakers.
Do you agree that teachers in preparatory year at universities should be
native speakers (ALM)?
Valid
Agree
Neutral
No
Total
Frequency
21
14
4
39
Percent
53.8
35.9
10.3
100.0
20
Valid Percent
53.8
35.9
10.3
100.0
Cumulative
Percent
53.8
89.7
100.0
The eighth question was " Do you agree that teachers should use a variety of
teaching methods in their classrooms?" The students responded as the following:
69.2% "Agree", 23.1% "Neutral", and 7.7% "No". The cumulative percent -92.3%- of
the first two choices demonstrates that teachers should diversify their method of
teaching. Many studies argue that teachers must test his or her students to know which
level fit with the students after that he or she determine whether X method is suitable
or Y. After one or two weeks teachers should change his or her method of teaching to
interest the students.
Do you agree that teachers should use a variety of teaching methods in
their classrooms?
Valid
Agree
Neutral
No
Total
Frequency
27
9
3
39
Percent
69.2
23.1
7.7
100.0
Valid Percent
69.2
23.1
7.7
100.0
Cumulative
Percent
69.2
92.3
100.0
In the ninth question, the students were asked " which methods do your
teachers practice more, Grammar Translation (GT) or Audio-Lingual
Method (ALM) ?" As the table illustrate that Grammar Translation Method is
practiced more than Audio-Lingual Method because the equipments of ALM such as
laboratories are not available in schools as well as Imam University. According to the
researcher experience, many teachers try to apply ALM in their classes but the
education environment does not support that at all. Indeed, many researches argue that
teaching students by GT is too old especially students who want to speak and
understand what they heard from the foreign language.
which methods do your teachers practice more, Grammar Translation
(GT) or Audio-Lingual Method (ALM) ?
Valid
GT.
ALM.
both.
Total
Frequency
9
3
Percent
23.1
7.7
Valid Percent
23.1
7.7
Cumulative
Percent
23.1
30.8
27
69.2
69.2
100.0
39
100.0
100.0
21
The tenth question was " Do you think GT is an effective method for
teaching students a foreign language?" The students answers was that 43.6% "Yes",
51.3% "Maybe", and 5.1% "No". The second choice is slightly more than half of the
students that have suspicion of the effectiveness of Grammar Translation Method in
teaching a foreign language. Students in preparatory year want to learn the four skills –
reading, writing, speaking, and listening- of the foreign language, so they are not
interesting about GT method.
Do you think GT is an effective method for teaching students a foreign
language?
Valid
Yes
Maybe
No
Total
Frequency
17
20
2
39
Percent
43.6
51.3
5.1
100.0
Valid Percent
43.6
51.3
5.1
100.0
Cumulative
Percent
43.6
94.9
100.0
Finally, in the eleventh question the students were asked that " Do you
think ALM is an effective method for teaching students a foreign language?" They
replied that 64.1% "Yes", 30.8% "Maybe", and 5.1% "No". Obviously, students are
more interesting with Audio-Lingual Method than GT method as the prior one works
with the four skills of a language.
Do you think ALM is an effective method for teaching students a foreign
language?
Valid
Yes
Maybe
No
Total
Frequency
25
12
2
39
Percent
64.1
30.8
5.1
100.0
Valid Percent
64.1
30.8
5.1
100.0
Cumulative
Percent
64.1
94.9
100.0
In summary, the collected data will help new teacher who like to teach English
in preparatory year at Imam University – Ahsa branch- to practice the proper methods
with his students. The previous statistics concerned on Grammar Translation Method
and Audio-Lingual Method because these two are applied on Saudi schools and many
Saudi Universities as well. That is the end of students' questionnaire.
22
Questionnaire for teachers:
Teachers' questionnaire aims to assert the reliability and validity of the results.
The questionnaire distributed to ten expert teachers, four of them are professors
assistance, who have taught preparatory year students for many years. By the
questionnaire the new teachers who tend to teach at Imam University – Al-Ahsa
branch- can recognize the proper methods of teaching a foreign language.
The first question was " Do you agree that teachers in preparatory year at
universities should be native speakers?" The responses were 20% "Agree", 30%
"Neutral", and 50% "No". The data demonstrate that there is no need to contract with
native speakers to teach the students their language. The researcher discussed this point
with two professors. They argued that a qualified teacher can do better than an
unqualified native speaker because teaching a foreign language is quite complicated.
Do you agree that teachers in preparatory year at universities should be
native speakers?
Valid
Agree
Neutral
No
Total
Frequency
2
3
5
10
Percent
20.0
30.0
50.0
100.0
Valid Percent
20.0
30.0
50.0
100.0
Cumulative
Percent
20.0
50.0
100.0
In the second question the teachers were asked that " Do you agree that the
introduction of EFL teaching and learning in Saudi universities can improve the
standard of English qualitatively?" the table shows that 60% "Agree", 10% "Neutral",
and 30% "No". More than half of the teachers agree about the addition of EFL in the
universities, and they believe this addition can thrive the production of education .
Moreover, students –who are taught English language - will be qualified for local
markets such as oil companies and international markets as well because they have the
capacity to communicate and deal with other merchants.
Do you agree that the introduction of EFL teaching and learning in Saudi
universities can improve the standard of English qualitatively?
Valid
Agree
Neutral
No
Total
Frequency
6
1
3
10
Percent
60.0
10.0
30.0
100.0
23
Valid Percent
60.0
10.0
30.0
100.0
Cumul ative
Percent
60.0
70.0
100.0
The third question was ". Do you agree that motivational differences can play a
significant role in Saudi EFL classroom and improve the teaching learning process?"
the answers were 90% "Agree" and 10% "Neutral". The majority of the participants be
in agreement about motivations and its significant impact on students during the
education procedure. Obviously motivated students learn and acquire knowledge easier
than non-motivated students. Thus, new teachers should be award about the
significance of motivations, and this data should be taken into consideration.
Do you agree tha t motiva tional diffe rences can play a significa nt role in
Sa udi EFL cla ssroom and im prove the te aching lea rning proce ss?
Valid
Agree
Neutral
Total
Frequency
9
1
10
Percent
90.0
10.0
100.0
Valid P erc ent
90.0
10.0
100.0
Cumulative
Percent
90.0
100.0
In the fourth question the teachers were asked " Do you think that diagnosing
the various weaknesses in Saudi students can be helpful to enhance students' awareness
and comprehension toward English language?" The responses show the tremendous
emphasis on diagnosing the various weaknesses in Saudi students. Many education
scholars examine the importance of diagnosing the weaknesses and strength of students
in education process. Teachers must realize the individual differences in his or her
students. After that, the teacher can practice the appropriate method(s) with his/her
students and teach them correctly.
Do you think that diagnosing the various weaknesses in Saudi students
can be helpful to enhance students' awareness and comprehension
toward English language?
Valid
Agree
Maybe
Total
Frequency
9
1
10
Percent
90.0
10.0
100.0
24
Valid Percent
90.0
10.0
100.0
Cumulative
Percent
90.0
100.0
The fifth question was " Do you agree that an ideal and successful EFL
classroom depends largely on a sound relationship between the teacher and the
learner?" The table shows 60% of teachers agreed with the question. More than half of
them connect the success of learning in the classrooms with the relationship between
the teacher and his students. Other teachers with only 30% were neutral whether the
thriving of education process, in classrooms especially, has a correlation with teachers
students relationship. And only one teacher said that there is no any connection
between successful classrooms and the teachers students relationship.
Do you agree that an ideal and successful EFL classroom depends largely on a …?
Valid
Agree
Neutral
No
Total
Frequency
6
Percent
60.0
Valid Percent
60.0
Cumulative
Percent
60.0
3
30.0
30.0
90.0
1
10
10.0
100.0
10.0
100.0
100.0
In the sixth question the teachers were asked that " Do you agree that the
"Preparatory Program" in Saudi universities can be helpful to achieve foreign language
acquisition ?" With incredible data, only two teachers totally agreed that "Preparatory
Program" is helpful for acquiring a foreign language. On the other hand, 80% of
teachers are agreed with reservation. This percent illustrates the weakness of
preparatory program including methods of teaching which this study focuses on.
Teachers must exert much effort to improve the preparatory program especially
teaching methods of foreign languages.
Do you agree that the "Prepa ratory P rogram " in Saudi unive rsities can be helpful to
achieve foreign la nguage acquisition?
Valid
Frequency
Agree
2
Agree with reservat ion
8
Total
10
25
Percent
20.0
80.0
100.0
Valid P ercent
20.0
80.0
100.0
Cumulative
Percent
20.0
100.0
The seventh question was " Do you agree that communicative competence can
be most achieved through students' classroom activities, attendance and participation?"
The responses were 80% "Agree" and 20% "Neutral". Many theories of teaching
methods emphasis on students' contribution during learning. For instance, AudioLingual method, "the role of the students is they are imitators of the teacher’s model of
the tapes he/she supplies of model speakers. They follow the teacher’s directions and
respond as accurately and as rapidly as possible. (Minggu,2010)" Students' role plays
an important part in ALM, without students this method could not be applied.
Do you agree that communicative competence can be most achieved
through students …?'
Valid
Percent
80.0
Valid Percent
80.0
Cumulative
Percent
80.0
2
20.0
20.0
100.0
10
100.0
100.0
Frequency
8
Agree
Neutral
Total
In the eighth question the teachers were asked " Do you agree that the Saudi
preparatory year students suffer most from the sheer absence of interest and attention
resulting from lack of a true perception of the significance of EFL teaching and
learning and its objectives?" the response was 50% "Agree", 20% "Neutral", and 30%
"No". Half of the teachers agreed that students of preparatory year are not aware of the
importance of learning English language as a foreign language. The data indicates that
administration of preparatory year should teach students the importance roles of
learning a foreign language especially global languages such as English.
Do you agree that the Saudi preparatory year students suffer most from the sheer
absence of …?
Valid
Agree
Neutral
No
Total
Percent
50.0
Valid Percent
50.0
Cumulative
Percent
50.0
2
3
20.0
30.0
20.0
30.0
70.0
100.0
10
100.0
100.0
Frequency
5
26
The last question in teachers' questionnaire asked teacher whether there is one
effective teaching method of English language or not. The response was 50% "Agree",
40% "No", and only 10% "Neutral". The table shows that teachers were divided into
two major groups; the first one argued that there is no one method only sufficient for
teaching a foreign language. The second claim that there is one best method of
teaching a foreign language. Indeed, many researches and studies examined that there
is no one effective method, yet every teachers can prove his/her qualification of
teaching during the lessons in classrooms.
Do you agree that there is no one affective teaching method for English
language?
Valid
Agree
Neutral
No
Total
Frequency
5
1
4
10
Percent
50.0
10.0
40.0
100.0
Valid Percent
50.0
10.0
40.0
100.0
Cumulative
Percent
50.0
60.0
100.0
To sum up, all these two questionnaires – students' and teachers'
questionnaires- are prepared and assigned to illustrate and clarify the environment of
preparatory program at Imam University – Al-ahsa branch- as well as to provide the
background of preparatory year students for new teachers to know which methods
should they apply and practice in teaching. Audio-Lingual Method and Grammar
Translation Method are the most common techniques in Saudi schools and universities,
so new teachers should take this points into their consideration.
27
CHAPTER FIVE
Discussion and Conclusion:
Teachers' and students' questionnaires clarify some critical points in EFL
learning and teaching procedure. Firstly, Grammar Translation method applied on
many schools as well as universities. Students have the capacity to answer grammar
questions, yet they cannot do a simple conversation. Secondly, nowadays High
Ministry of Education tends to contract with native speakers to teach students in
preparatory year due to applied Audio-Lingual method. However, the data shows that
the mean for the question " Do you agree that teachers in preparatory year at universities
should be native speakers (ALM)?" far from the agreement in both questionnaires (see
appendix two ). According to the researcher experience in teaching methods of foreign
languages - English language especially – a successful teacher is who has knowledge
about the subjects as well as has the faculty of conveying information to students.
Finally, a lot of the students agree about the lack and weakness of Imam University
environment for teaching a foreign language. There is no specialist laboratories for
teaching a foreign language. Also the classrooms are not prepared well for teaching
and learning ,for instance, there is no data shows, smart boards, nor English library.
In conclusion, students of preparatory year cope with two methods only;
Grammar Translation method and Audio-Lingual method. Expert teachers argued that
motivations are important part in teaching and learning EFL. They also emphasis on
diagnosing the weaknesses in students can be helpful to enrich students' awareness and
comprehension toward English language.
Recommendation:
This research has demonstrated the most common teaching methods –
Grammar Translation and Audio-Lingual Methods- in preparatory program at Imam
University. The pros and cons of these methods are taken from two questionnaires, it
would be better if someone conducts a qualitative research about these methods in
preparatory program. This research will help new teachers to know about preparatory
year students and their tendencies of learning EFL.
28
CHAPTER SIX
References:
-
Al-Ahaydib, M. E. (1986). Teaching English as a foreign language in the
intermediate and secondary schools of Saudi Arabia: diagnostic study.
PhDthesis. Kansas: University of Kansas.
-
Al-Amr, B. (1998). Attitudes, motivation and socio-cultural effects on English
foreign language learning and proficiency: The Saudi Arabian context. The
university of Essex, Essex.
-
Al Hajailan, D. T. (2003). Teaching English in Saudi Arabia. edition 14242003. Riyadh: Aldar Alsawlatiah.
-
Parker, Palmer. (1990). Good Teaching: A Matter of Living the Mystery.
Change Magazine. Print.
-
Bacon, S., & Finneman, M. (1990). A study of attitudes, motives, and strategies
of university foreign language students and their disposition to authentic oral
and written input. The Modern Language Journal , 74 (4), 459-473.
-
Barker, James L. (2001). On the Mortality of Language Learning Method.
Web.
-
Bomengen, Monica. (2010). What is the "Whole Language" Approach to
Teaching Reading. Web.
-
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed
approaches. Second Revised ed. London: Sage Publications Ltd.
-
Crystal, D. (2003). English as a global language. London: Cambridge
University Press.
-
Ellis, R. (1997). The study of second language acquisition. Oxford: Oxford
University Press.
-
Gatto, John Taylor. A Different Kind of Teacher: Solving the Crisis of
American Schooling. Berkeley Hills Books.
-
Minggu. (2010). The Audio-Lingual Method. Web.
-
Mishan, F. (2005). Designing authenticity into language learning materials.
Bristol: Intelect Ltd.
29
-
Moskovsky, C., & Alrabai, F. (2009). Intrinsic motivation in Saudi learners of
English as a foreign language. The Open Applied Linguistic Journal , 2, 1-10.
-
Richards, Jack, and Rodgers, Theodore S. (2001). Approaches and Methods in
Language Teaching. New York: Cambridge University. Print.
-
Rogers, C.& Medley, F. (1988). Language with a purpose: Using authentic
materials in the foreign language classroom. Foreign Language Annals, 21 ,
467-478.
-
Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge
University Press.
30
Appendices: Appendix One.
I am conducting a research about "The Teaching methods of English language in
Preparatory Year in Imam Muhammad Ibn Saud University". Authentic data of students'
attitudes, beliefs, and expectations are highly important in order to develop teaching methods
of English language at Saudi universities. Therefore, you are requested to answer all the
questions carefully and honestly. I appreciate your cooperation with thanks.
Questionnaire for Preparatory Year Students
1. Do you like learning English?
a- Agree.
b- Neutral.
c- No.
2. Do you think that the English language is an internationally acclaimed and a profitable
language?
a- I think so.
b- I think so with reservation.
c- No.
3. Do you agree that EFL teaching and learning in the Preparatory year at universities can
qualify and improve the students on their fields?
a- Agree.
b – Neutral.
c- No.
4. Do you agree that an ideal and successful EFL classroom depends largely on a sound
relationship between the teacher and the students (ALM)?
a- Agree.
b- Neutral.
c- Disagree.
5. Do you agree that EFL classrooms' environment in Imam University are qualified enough
for teaching and learning a foreign language (ALM)?
a- Agree.
b- Neutral.
c- Disagree.
6.Do you think that languages correlate with cultures (GT)?
a- Yes.
b- Yes, in some cases.
c- No.
7.Do you agree that teachers in preparatory year at universities should be native speakers
(ALM)?
a- Agree.
b- Neutral.
c- No.
8. Do you agree that teachers should use a variety of teaching methods in their classrooms?
a- Agree.
b- Neutral.
c- Disagree.
9. which methods do your teachers practice more, Grammar Translation (GT) or AudioLingual Method (ALM) ?
a- GT.
b- ALM.
c- Both.
10. Do you think GT is an effective method for teaching students a foreign language?
a- Yes.
b-Maybe.
c- No.
11. Do you think ALM is an effective method for teaching students a foreign language?
a- Yes.
b- Maybe.
c-No.
31
Appendix Two: I am conducting a research about "The Teaching methods of English
language in Preparatory Year in Imam Muhammad Ibn Saud University". Authentic
data of teachers' observations, notions, beliefs, and practical experiences are highly
significant in order to develop teaching methods of English at Saudi universities.
Therefore, you are requested to answer all the questions carefully. I appreciate your
cooperation with thanks.
1.Do you agree that teachers in preparatory year at universities should be native speakers?
a- Agree.
b- Neutral.
c- Disagree.
2. Do you agree that the introduction of EFL teaching and learning in Saudi universities can
improve the standard of English qualitatively?
a- Agree.
b- Neutral.
c- Disagree.
3. Do you agree that motivational differences can play a significant role in Saudi EFL
classroom and improve the teaching learning process?
a- Agree.
b- Neutral.
c- Disagree.
4. Do you think that diagnosing the various weaknesses in Saudi students can be helpful to
enhance students' awareness and comprehension toward English language?
a-Yes.
b- Maybe.
c- No.
5. Do you agree that an ideal and successful EFL classroom depends largely on a
sound relationship between the teacher and the learner?
a- Agree.
b- Neutral.
c- Disagree.
6. Do you agree that the "Preparatory Program" in Saudi universities can be helpful to achieve
foreign language acquisition?
a- Agree.
b- Agree with reservation. c- Disagree.
7. Do you agree that communicative competence can be most achieved through students'
classroom activities, attendance and participation?
a- Agree.
b- Neutral.
c- Disagree.
8. Do you agree that the Saudi preparatory year students suffer most from the sheer absence of
interest and attention resulting from lack of a true perception of the significance of EFL
teaching and learning and its objectives?
a- Agree.
b- Neutral.
c- Disagree.
9. Do you agree that there is no one affective teaching method for English language?
a- Agree.
b- Neutral.
c- Disagree.
32
Appendix Three:
Frequencies
Do you like learning English?
Statistics
Do you like learning English?
N
Valid
Missing
Mean
Median
Mode
Std. Deviation
Variance
Range
39
0
1.2051
1.0000
1.00
.46901
.21997
2.00
Do you like le arning English?
Valid
Agree
Neutral
No
Total
Frequency
32
6
1
39
Percent
82.1
15.4
2.6
100.0
Valid Perc ent
82.1
15.4
2.6
100.0
Cumulative
Percent
82.1
97.4
100.0
Do you like learning English?
No
Neutral
Agree
33
Do you think that the English language is an internationally
acclaimed and a profitable language?
Statistics
Do you think that t he English language is an
int ernationally acc laimed and a profitable language?
N
Valid
39
Missing
0
Mean
1.2051
Median
1.0000
Mode
1.00
St d. Deviation
.40907
Variance
.16734
Range
1.00
Do you think that the English langua ge i s an interna tionally acclaim ed and a profi tabl e
la nguage ?
Valid
Frequency
I think so
31
I think so with reservation
8
Total
39
Percent
79.5
20.5
100.0
Valid P erc ent
79.5
20.5
100.0
Do you think that the English language is an internationally …?
I think so with rese
I think so
34
Cumulative
Percent
79.5
100.0
Do you agree that EFL teaching and learning in the
Preparatory year at universities can qualify and improve the
students on their fields?
Statistics
Do you agree that EFL teaching and learning in
the Preparatory year at univers ities can qualify
and improve the students on their fields ?
N
Valid
39
Mis sing
0
Mean
1.4615
Median
1.0000
Mode
1.00
Std. Deviation
.60027
Variance
.36032
Range
2.00
Do you agree that EFL teaching and learning in the Preparatory year at
universities can qualify and improve the students on their fields?
Valid
Agree
Neutral
No
Total
Frequency
23
14
2
39
Percent
59.0
35.9
5.1
100.0
Valid Percent
59.0
35.9
5.1
100.0
Cumulative
Percent
59.0
94.9
100.0
Do you agree that EFL teaching and learning in the Preparatory…?
No
Neutral
Agree
35
Do you agree that an ideal and successful EFL classroom
depends largely on a sound relationship between the teacher
and the students (ALM)?
Statistics
Do you agree that an ideal and succes sful EFL
classroom depends largely on a s ound relations hip
between the teacher and the s tudents (ALM)?
N
Valid
39
Mis sing
0
Mean
1.3846
Median
1.0000
Mode
1.00
Std. Deviation
.59007
Variance
.34818
Range
2.00
Do you agree that an ideal and successful EFL classroom depends
largely on a sound relationship between the teacher and the students
(ALM)?
Valid
Agree
Maybe
No
Total
Frequency
26
11
2
39
Percent
66.7
28.2
5.1
100.0
Valid Percent
66.7
28.2
5.1
100.0
Cumulative
Percent
66.7
94.9
100.0
Do you agree that an ideal and successful EFL classroom depends …?
No
Maybe
Agree
36
Do you agree that EFL classrooms' environment in Imam
University are qualified enough for teaching and learning a
foreign language (ALM)?
Statistics
Do you agree that EFL class rooms' environment
in Imam University are qualified enough for
teaching and learning a foreign language (ALM)?
N
Valid
39
Missing
0
Mean
2.2051
Median
2.0000
Mode
2.00
Std. Deviation
.73196
Variance
.53576
Range
2.00
Do you agree that EFL classrooms' environment in Imam University are
qualified enough for teaching and learning a foreign language (ALM)?
Valid
Agree
Neutral
No
Total
Frequency
7
17
15
39
Percent
17.9
43.6
38.5
100.0
Valid Percent
17.9
43.6
38.5
100.0
Cumulative
Percent
17.9
61.5
100.0
Do you agree that EFL classrooms' environment in Imam University…?
No
Agree
Neutral
37
Do you think that languages correlate with cultures (GT)?
Statistics
Do you think that languages correlate with cultures (GT)?
N
Valid
39
Mis sing
0
Mean
1.7179
Median
2.0000
Mode
2.00
Std. Deviation
.60475
Variance
.36572
Range
2.00
Do you think that langua ges correla te w ith cultures (GT)?
Valid
Frequency
Yes
14
Yes, in some c ases
22
No
3
Total
39
Percent
35.9
56.4
7.7
100.0
Valid Perc ent
35.9
56.4
7.7
100.0
Cumulative
Percent
35.9
92.3
100.0
Do you think that languages correlate with cultures (GT)?
No
Yes
Yes, in some cases
38
Do you agree that teachers in preparatory year at universities
should be native speakers (ALM)?
Statistics
Do you agree t hat teac hers in preparat ory y ear at
univers ities should be native speak ers (ALM )?
N
Valid
39
Missing
0
Mean
1.5641
Median
1.0000
Mode
1.00
St d. Deviation
.68036
Variance
.46289
Range
2.00
Do you agree that teachers in preparatory year at universities should be
native speakers (ALM)?
Valid
Agree
Neutral
No
Total
Frequency
21
14
4
39
Percent
53.8
35.9
10.3
100.0
Valid Percent
53.8
35.9
10.3
100.0
Cumulative
Percent
53.8
89.7
100.0
Do you agree that teachers in preparatory year at universities …?
No
Agree
Neutral
39
Do you agree that teachers should use a variety of teaching
methods in their classrooms?
Statistics
Do you agree that teachers s hould us e a variety
of teac hing met hods in t heir clas srooms?
N
Valid
39
Missing
0
Mean
1.3846
Median
1.0000
Mode
1.00
St d. Deviat ion
.63310
Varianc e
.40081
Range
2.00
Do you agree that teachers should use a variety of teaching methods in
their classrooms?
Valid
Agree
Neutral
No
Total
Frequency
27
9
3
39
Percent
69.2
23.1
7.7
100.0
Valid Percent
69.2
23.1
7.7
100.0
Cumulative
Percent
69.2
92.3
100.0
Do you agree that teachers should use a variety of teaching…?
No
Neutral
Agree
40
which methods do your teachers practice more, Grammar
Translation (GT) or Audio-Lingual Method (ALM) ?
Statistics
which methods do your teachers practic e more, Grammar
Translation (GT) or Audio-Lingual Method (ALM) ?
N
Valid
39
Missing
0
Mean
2.4615
Median
3.0000
Mode
3.00
St d. Deviat ion
.85367
Variance
.72874
Range
2.00
which methods do your teachers practice more, Grammar Translation
(GT) or Audio-Lingual Method (ALM) ?
Valid
GT.
Frequency
9
Percent
23.1
Valid Percent
23.1
Cumulative
Percent
23.1
ALM.
3
7.7
7.7
30.8
both.
27
69.2
69.2
100.0
Total
39
100.0
100.0
which methods do your teachers practice more, Grammar Translation (GT)…?
GT.
ALM.
both.
41
Do you think GT is an effective method for teaching students
a foreign language?
Statistics
Do you think GT is an effec tive method for
teaching s tudents a foreign language?
N
Valid
39
Missing
0
Mean
1.6154
Median
2.0000
Mode
2.00
St d. Deviation
.59007
Variance
.34818
Range
2.00
Do you think GT is an effective method for teaching students a foreign
language?
Valid
Yes
Maybe
No
Total
Frequency
17
20
2
39
Percent
43.6
51.3
5.1
100.0
Valid Percent
43.6
51.3
5.1
100.0
Cumulative
Percent
43.6
94.9
100.0
Do you think GT is an effective method for teaching students a …?
No
Yes
Maybe
42
Do you think ALM is an effective method for teaching students
a foreign language?
Statistics
Do you think ALM is an effective method for
teaching s tudents a foreign language?
N
Valid
39
Missing
0
Mean
1.4103
Median
1.0000
Mode
1.00
St d. Deviation
.59462
Variance
.35358
Range
2.00
Do you think ALM is an effective method for teaching students a foreign
language?
Valid
Yes
Maybe
No
Total
Frequency
25
12
2
39
Percent
64.1
30.8
5.1
100.0
Valid Percent
64.1
30.8
5.1
100.0
Cumulative
Percent
64.1
94.9
100.0
Do you think ALM is an effective method for teaching students a …?
No
Maybe
Yes
43
Appendix Four:
Description of Students' Questionnaire
Mean
1
2
3
4
5
6
7
8
9
10
11
Do you think that the English language is
an internationally acclaimed and a
profitable language?
Do you like learning English?
Do you agree that an ideal and successful
EFL classroom depends largely on a
sound relationship between the teacher
and the students (ALM)?
Do you agree that teachers should use a
variety of teaching methods in their
classrooms?
Do you think ALM is an effective method
for teaching students a foreign language?
Do you agree that EFL teaching and
learning in the Preparatory year at
universities can qualify and improve the
students on their fields?
Do you agree that teachers in preparatory
year at universities should be native
speakers (ALM)?
Do you think GT is an effective method for
teaching students a foreign language?
Do you think that languages correlate with
cultures (GT)?
Do you agree that EFL classrooms'
environment in Imam University are
qualified enough for teaching and learning
a foreign language (ALM)?
which methods do your teachers practice
more, Grammar Translation (GT) or AudioLingual Method (ALM) ?
44
Std.
Deviation
1.2051
.40907
1.2051
.46901
1.3846
.59007
1.3846
.63310
1.4103
.59462
1.4615
.60027
1.5641
.68036
1.6154
.59007
1.7179
.60475
2.2051
.73196
2.4615
.85367
Appendix Five:
Do you agree that teachers in preparatory year at universities
should be native speakers?
Statistics
Do you agree that teachers in preparatory year
at universities s hould be native speakers?
N
Valid
10
Mis sing
0
Mean
2.3000
Median
2.5000
Mode
3.00
Std. Deviation
.82327
Do you agree that teachers in preparatory year at universities should be
native speakers?
Valid
Agree
Neutral
No
Total
Frequency
2
3
5
10
Percent
20.0
30.0
50.0
100.0
Valid Percent
20.0
30.0
50.0
100.0
6
5
5
4
3
3
2
Frequency
2
1
0
A gree
Neutral
45
No
Cumulative
Percent
20.0
50.0
100.0
Do you agree that the introduction of EFL teaching and
learning in Saudi universities can improve the standard of
English qualitatively?
Statistics
Do you agree that the introduction of EFL
teaching and learning in Saudi univers ities can
improve the standard of English qualitatively?
N
Valid
10
Missing
0
Mean
1.7000
Median
1.0000
Mode
1.00
St d. Deviat ion
.94868
Do you agree that the introduction of EFL teaching and learning in Saudi
universities can improve the standard of English qualitatively?
Valid
Agree
Neutral
No
Total
Frequency
6
1
3
10
Percent
60.0
10.0
30.0
100.0
Valid Percent
60.0
10.0
30.0
100.0
7
6
6
5
4
3
3
Frequency
2
1
1
0
A gree
Neutral
46
No
Cumulative
Percent
60.0
70.0
100.0
Do you agree that motivational differences can play a
significant role in Saudi EFL classroom and improve the
teaching learning process?
Statistics
Do you agree that motivational differences can
play a significant role in Saudi E FL c lass room
and improve the teaching learning proces s?
N
Valid
10
Missing
0
Mean
1.1000
Median
1.0000
Mode
1.00
St d. Deviat ion
.31623
Do you agree tha t motiva tional diffe rences can play a significa nt role in
Sa udi EFL cla ssroom and im prove the te aching lea rning proce ss?
Valid
Agree
Neutral
Total
Frequency
9
1
10
Percent
90.0
10.0
100.0
Valid P erc ent
90.0
10.0
100.0
10
9
8
6
Frequency
4
2
1
0
A gree
Neutral
47
Cumulative
Percent
90.0
100.0
Do you think that diagnosing the various weaknesses in Saudi
students can be helpful to enhance students' awareness and
comprehension toward English language?
Statistics
Do you think that diagnosing the various weaknesses in
Saudi students can be helpful to enhanc e st udents'
awareness and comprehens ion toward English language?
N
Valid
10
Missing
0
Mean
1.1000
Median
1.0000
Mode
1.00
St d. Deviat ion
.31623
Do you think that diagnosing the various weaknesses in Saudi students
can be helpful to enhance students' awareness and comprehension
toward English language?
Valid
Agree
Maybe
Total
Frequency
9
1
10
Percent
90.0
10.0
100.0
Valid Percent
90.0
10.0
100.0
10
9
8
6
Frequency
4
2
1
0
A gree
Maybe
48
Cumulative
Percent
90.0
100.0
Do you agree that an ideal and successful EFL classroom
depends largely on a sound relationship between the teacher
and the learner?
Statistics
Do you agree that an ideal and successful
N
EFL classroom depends largely on a …?
Valid
10
Missing
0
Mean
1.5000
Median
Mode
1.0000
Std. Deviation
.70711
1.00
Do you agree that an ideal and successful EFL classroom depends largely on a …?
Valid
Frequency
6
3
Agree
Neutral
No
Total
Percent
60.0
30.0
Valid Percent
60.0
30.0
Cumulative
Percent
60.0
90.0
100.0
1
10.0
10.0
10
100.0
100.0
7
6
6
5
4
3
3
Frequency
2
1
1
0
A gree
Neutral
49
No
Do you agree that the "Preparatory Program" in Saudi
universities can be helpful to achieve foreign language
acquisition?
Statistics
Do you agree t hat the "Preparatory Program"
in Saudi universities can be helpful to
ac hieve foreign language ac quisition?
N
Valid
10
Missing
0
Mean
1.8000
Median
2.0000
Mode
2.00
St d. Deviation
.42164
Do you agree that the "Prepa ratory P rogram " in Saudi unive rsities can be helpful to
achieve foreign la nguage acquisition?
Percent
20.0
80.0
100.0
Valid P ercent
20.0
80.0
100.0
10
8
8
6
4
Frequency
Valid
Frequency
Agree
2
Agree with reservat ion
8
Total
10
2
2
0
A gree
A gree w ith reservati
50
Cumulative
Percent
20.0
100.0
Do you agree that communicative competence can be most
achieved through students' classroom activities, attendance
and participation?
Statistics
Do you agree that communicative competence
can be most achieved through students …?'
N
Valid
10
Missing
Mean
0
1.2000
Median
Mode
1.0000
1.00
Std. Deviation
.42164
Do you agree that communicative competence can be most achieved
through students …?'
Valid
Agree
Neutral
Total
Frequency
8
2
Percent
80.0
20.0
Valid Percent
80.0
20.0
10
100.0
100.0
10
8
8
6
Frequency
4
2
2
0
A gree
Neutral
51
Cumulative
Percent
80.0
100.0
Do you agree that the Saudi preparatory year students suffer
most from the sheer absence of interest and attention
resulting from lack of a true perception of the significance of
EFL teaching and learning and its objectives?
Statistics
Do you agree that the Saudi EFL students
suffer most from the sheer absence of …?
Valid
10
Missing
0
Mean
1.8000
N
Median
Mode
1.5000
1.00
Std. Deviation
.91894
Do you agree that the Saudi preparatory year students suffer most from the sheer
absence of …?
Valid
Percent
50.0
Valid Percent
50.0
Cumulative
Percent
50.0
2
20.0
20.0
70.0
3
10
30.0
100.0
30.0
100.0
100.0
Frequency
5
Agree
Neutral
No
Total
6
5
5
4
3
3
2
Frequency
2
1
0
Agree
Neutral
52
No
Do you agree that there is no one affective teaching method
for English language?
Statistics
Do you agree that there is no one affective
teaching method for English language?
N
Valid
10
Missing
0
Mean
1.9000
Median
1.5000
Mode
1.00
Std. Deviation
.99443
Do you agree that there is no one affective teaching method for English
language?
Valid
Agree
Neutral
No
Total
Frequency
5
1
4
10
Percent
50.0
10.0
40.0
100.0
Valid Percent
50.0
10.0
40.0
100.0
6
5
5
4
4
3
Frequency
2
1
1
0
Agree
Neutral
53
No
Cumulative
Percent
50.0
60.0
100.0
Appendix Seven:
Description of Teachers' Questionnaire
Questions
1
2
3
4
5
6
7
8
9
Do you agree that motivational differences
can play a significant role in Saudi EFL
classroom and improve the teaching
learning process?
Do you think that diagnosing the various
weaknesses in Saudi students can be
helpful to enhance students' awareness
and comprehension toward English
language?
Do you agree that communicative
competence can be most achieved
through students' …?
Do you agree that an ideal and successful
EFL classroom depends largely on a …?
Do you agree that the introduction of EFL
teaching and learning in Saudi universities
can improve the standard of English
qualitatively?
Do you agree that the "Preparatory
Program" in Saudi universities can be
helpful to achieve foreign language
acquisition?
Do you agree that the Saudi EFL students
suffer most from the sheer absence of …?
Do you agree that there is no one affective
teaching method for English language?
Do you agree that teachers in preparatory
year at universities should be native
speakers?
54
Mean
Std.
Deviation
1.1000
.31623
1.1000
.31623
1.2000
.42164
1.5000
.70711
1.7000
.94868
1.8000
.42164
1.8000
.91894
1.9000
.99443
2.3000
.82327
‫‪Appendix Eight: Students' questionnaire translated into Arabic language.‬‬
‫اِسـ ـ ـتبـانـ ـ ـة‬
‫أخي الطالب هذه استبانة حول موضوع "طرق تدريس اللغة اإلجنليزية يف السنة التحضريية يف جامعتني‬
‫سعوديتني"‪ ،‬لذا أرجو منك اإلجابة على األسئلة ليستفيد الباحث من إحصاء و مجع معلومات دقيقة‬
‫تسعى إىل خدمة و تطوير طرق تدريس اللغة اإلجنليزية يف اجلامعات السعودية‪.‬‬
‫‪ /1‬هل حتب تعلم اللغة اإلجنليزية؟‬
‫أ‪ -‬نعم‪ ،‬أحب تعلمها‪.‬‬
‫نوعا ما‪.‬‬
‫ب‪ً -‬‬
‫ج‪ -‬ال أحب تعلمها‪.‬‬
‫‪ /2‬هل تعتقد أن اللغة اإلجنليزية لغة عاملية و مفيدة؟‬
‫أ‪ -‬نعم‪ ،‬ابلتأكيد‪.‬‬
‫ب‪ -‬نعم‪ ،‬مع بعض التحفظات‪.‬‬
‫ج‪ -‬ال أظن‪.‬‬
‫‪ /3‬هل توافق أن تعلم و تدريس اللغة اإلجنليزية يف السنة التحضريية يؤهل و يطور الطالب يف ختصصاهتم‬
‫األكادميية؟‬
‫أ‪ -‬موافق‪.‬‬
‫ج‪ -‬ال أوافق‪.‬‬
‫ب‪ -‬حمايد‬
‫‪ / 4‬هل توافق أن القاعة الدراسية املثالية لتعلم اللغة اإلجنليزية كلغة أجنبية تعتمد على عالقة املدرس‬
‫بطالبه؟‬
‫أ‪ -‬موافق‪.‬‬
‫ج‪ -‬ال أوافق‪.‬‬
‫ب‪ -‬حمايد‪.‬‬
‫‪ /5‬هل توافق أن البيئة التعليمية املتوفرة يف كلية الشريعة جبامعة اإلمام مناسبة لتعليم اللغة االجنليزية كلغة‬
‫أجنبية؟‬
‫أ‪ -‬موافق‪.‬‬
‫ج‪ -‬ال أوافق‪.‬‬
‫ب‪ -‬حمايد‪.‬‬
‫‪55‬‬
‫‪ /6‬هل تعتقد أن للغة ارتباط بثقافتها؟‬
‫أ‪ -‬نعم‪ ،‬ابلتأكيد‪.‬‬
‫ب‪ -‬نوعا ما‪.‬‬
‫ج‪ -‬ال أظن‪.‬‬
‫‪ /7‬هل توافق أنه ينبغي على من يدرس اللغة األجنبية يف اجلامعة أن تكون اللغة هي لغته األم؟‬
‫أ‪ -‬موافق‪.‬‬
‫ج‪ -‬ال أوافق‪.‬‬
‫ب‪ -‬حمايد‪.‬‬
‫‪ /8‬هل توافق أن املدرس الناجح هو من ينوع يف طرق تدريسه؟‬
‫أ‪ -‬موافق‪.‬‬
‫ج‪ -‬ال أوافق‪.‬‬
‫ب‪ -‬حمايد‪.‬‬
‫‪ /9‬أاي من الطريقتني يطبق املدرسون أكثر أثناء تدريس اللغة األجنبية‪ :‬ترمجة قواعد اللغة أم االستماع و‬
‫التحدث للغة؟‬
‫‪ /10‬هل تعتقد أن تدريس اللغة األجنبية عن طريق ترمجة قواعدها هي طريقة فعالة؟‬
‫‪ /11‬هل تعتقد أن تدريس اللغة األجنبية عن طريق االستماع إليها و حتدثها طريقة فعالة؟‬
‫‪56‬‬