• Teacher perception of a New English as a Foreign Language (EFL) curriculum in Saudi Arabia.

      Almalki, Mosa M. (2014)
      The purpose of this study was to explore Saudi EFL teachers’ perceptions of the quality of the new English as a Foreign Language (EFL) Flying High curriculum in selected secondary schools in the Sabia Educational Directorate. The researcher examined Saudi EFL teachers’ attitudes towards EFL, preparation programs, the quality of the new curriculum, teacher practices, and administrative support. The researcher used a 50-item survey with a five point Likert Scale. Participants were 42 Saudi EFL teachers. The findings revealed: a) Saudi EFL teachers think that English is important for academic and social purposes; and b) teachers had mixed feelings about the quality of the curriculum (Flying High), although they believed that the curriculum reflected high-quality in its layout and instructional design, yet, the results indicated that they encountered some difficulties in implementing the new methodologies and strategies; c) teachers felt moderately prepared, while some teachers thought that college courses prepared them to teach the new curriculum, others believed that college courses did not prepare them for teaching the new curriculum; d) the results of this study showed that teachers’ practices are not aligned with their beliefs about the quality of the Flying High curriculum. Moreover, the results of the study also indicated that teachers' role in the planning of the ELDP was minimal and that teachers and students were not ready for the implementation of the new reforms. Finally, the findings revealed that teachers felt they were inadequately trained on the new EFL curriculum.
    • Using Think-Aloud Strategy to improve English reading comprehension for 9th grade students in Saudi Arabia.

      Alaraj, Mohammed (2015)
      This study was designed to investigate what effect the incorporation of the Think-Aloud reading strategy into a Saudi Arabian middle school curriculum would have on the reading ability of students, in terms of both information retention and comprehension of material. Two groups of 23 students were studied. One group was designated as the control group, receiving traditional instruction, and the other was the treatment group, which received explicit instruction using the Think-Aloud strategy. A total of four assessments were administered to obtain data, and were then graded on a rubric scale for analysis. The results showed that the students in the treatment group had, in the majority of cases, improved their reading comprehension; as measured by the assessments, while the control group’s scores remained the same. These results lead the researcher to conclude that the incorporation of the Think-Aloud strategy has much potential as a topic of research for incorporation into future curriculum in Saudi Arabia.