• An examination of English instructional strategies at university level in Saudi Arabia.

      Alkhalaf, Shatha (2014)
      This research study investigated teaching and learning strategies that English professors at college level use and the professors’ perceptions of the effectiveness of the strategies. The primary research question was: what English instructional strategies are considered the current effective practice for undergraduate students at Qassim University in Saudi Arabia? The participants were sixteen female professors in the English Department at Qassim University in Saudi Arabia. This study used a 33 item survey distributed to these English professors, asking them about teaching and learning strategies and their effectiveness. Results, in general, showed that learning strategies, which are learner-centered strategies taught to students to increase learning, are more aligned to the best practices than teaching strategies, which are teacher-centered strategies a teacher uses to teach effectively, in Qassim University. In the conclusion, the study showed many similarities between current and best practices and few differences. Based on the differences, some recommendations, such as enhancing the communication between professors and students, were made. At the end, the researcher added some suggestions for further studies.
    • Improving reading comprehension for Saudi Students by using the Reading Aloud Strategy.

      Alshehri, Mohammed (2014)
      Reading is important to help students gain access to many different kinds of knowledge, information, and ideas. The reading aloud strategy can be used to reach effective outcomes and increase students’ reading comprehension. The purpose of this study is to provide support for the reading aloud strategy to improve reading comprehension. The study was conducted during the summer of 2014 in Saudi Arabia. The participants of this study were 41 male students in the 5th grade. The researcher explained the reading aloud strategy to the participants to increase their reading comprehension. Then the students employed the intended strategy during the reading lessons in order to increase their reading comprehension. This research study used the 5th grade textbook to determine if the use of the reading aloud strategy improved reading comprehension for students. This was measured by a comparison of pre and post intervention reading comprehension tests. In addition, a survey created and designed by the researcher for this study measured if students’ enjoyment of reading increased through the use of the read aloud strategy. Lastly, the researcher conducted observations and recorded field notes on students’ behavior during reading lessons. According to the results, the reading aloud strategy showed positive effects on the development and improvement of Saudi students’ comprehension. The participants were able to connect their own experiences and personal knowledge with the daily texts to share their opinions and demonstrate a high level of understanding.
    • Motivation of female students learning English as a foreign language at Qassim University.

      Alresheedi, Hanan (2014)
      The researcher investigated, through quantitative surveys, the types of motivation influencing 75 Female Saudi undergraduate university students to learn English in the Physical Therapy program of Qassim University, Saudi Arabia. Knowing what motivates these students would have important implications for how they are taught. The types of motivation discussed and measured were based on RC Gardner’s (1985) integrative/instrumental and Deci and Ryan’s (2000) intrinsic/extrinsic theories. The surveys incorporated Likert-style, 5 point scale, to gain insight into how much students were motivated by different types of motivation. Participants were seventy-five female students, aged 19 to 23, studying Physical Therapy in the medical department of Qassim University. Although the average scores for each type of motivation being tested were similar, the results showed that these students were primarily motivated by instrumental and intrinsic types of motivation. A discussion of the most motivating reasons to study English for each type of motivation are included, as well as the single least motivating. A description of the implications on the results for teachers of these students was included. Recommendations to increase instrumental motivations included designing classes that would be useful for students’ future lives and careers, and implementing technology into the classroom. Recommendations to increase intrinsic motivation included using student-centered learning strategies, learning more about student interests, and using a variety of teaching methods to engage students.