Albedaiwi, Sultan (2014) EFL Materials in public school classrooms in Saudi Arabia

275 Pages·2014·7.62 MB·English

Albedaiwi, Sultan (2014) EFL Materials in public school classrooms in
Saudi Arabia: an investigation of the extent to which teachers engage in
materials/textbooks development in order to design learning experiences
to meet the needs of their students as an indicator of teacher
autonomy. PhD thesis.

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EFL Materials in public school classrooms in Saudi Arabia.
An investigation of the extent to which teachers engage in
materials/textbooks development in order to design learning
experiences to meet the needs of their students as an indicator of
teacher autonomy.
By
Sultan Abdulaziz Albedaiwi
A Thesis Submitted in Fulfilment of the Requirements for
the Degree of Doctorate of Philosophy in Curriculum
Studies
(Policy, Pedagogy and Practice Group)

Supervised by
Professor Vivienne Baumfield (Principal)
Dr. Brian Templeton (Second)
August 2011
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Abstract
This study aims to investigate the ways in which EFL teachers in Saudi Arabia use,
design, and evaluate their teaching materials, in a context where teachers are expected
to use only the prescribed textbooks inside the classroom. The extent to which
teachers supplement and adapt the set textbook is used as an indicator of their
willingness and ability to adapt their teaching in response to the needs of the learners
in their classrooms. Saudi teachers’ willingness and ability to take control of their
personal teaching and learning in this way is investigated using Huang’s framework of
autonomy. The study explores the different responses of the teachers in the study to
the policy of the Ministry of Education regarding the use of the prescribed textbook
and the extent to which through their use, design and evaluation of teaching materials,
teachers are able to enhance their professionalism.
Data was collected using classroom observations and semi-structured interviews of 6
male EFL (English as a Foreign Language) teachers in Saudi public schools and
analysed using Narrative and Grounded theory approaches. The hybrid approach
adopted for this study proved useful in uncovering much rich information about
teachers’ perceptions about and use of the textbook and the implications of the extent
to which they engaged in materials development in response to the needs of their
students. The study revealed different perceptions and degrees of responsiveness to
the need to adapt materials for the learners in the classroom. In some instances, whilst
teachers described themselves as exercising autonomy the observation of classroom
practice was not entirely consistent with such a perception. Conversely, some teachers
were more proactive in the classroom than responses in interviews might suggest.
The study builds on previous work into the trend for learners in EFL classrooms in
Saudi Arabia to exercise more learner autonomy and the relationship between learner
demands, the capacity of teachers to engage in materials development and teacher
professionalism is examined. The study concludes that more research into providing
scope for adaptation and variation in the use of textbooks in EFL in classrooms in
Saudi Arabia could shed light on how institutional and personal constraints on teacher
autonomy could be mediated without jeopardising the quality and consistency of
learning and teaching.
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Abstract .................................................................................................................................. 2
Tables and Graphs: ............................................................................................................. 7
Acknowledgments .............................................................................................................. 8
Author’s declaration .......................................................................................................... 9
Appreviations:................................................................................................................... 10
Key Words: ......................................................................................................................... 10
Chapter 1 ............................................................................................................................. 11
Introduction....................................................................................................................... 11
1-1 Statement of the problem................................................................................................ 11
1-2 Theoretical Framework ................................................................................................... 13
1-3 Saudi EFL Teachers and exercising autonomy? ....................................................... 15
1-4 The purpose of the study ................................................................................................. 17
1-5 The aim of the research ................................................................................................... 19
1-6 The research questions .................................................................................................... 19
1-7 Thesis summary ................................................................................................................. 20
Chapter 2 ............................................................................................................................. 21
The Study Setting: Kingdom of Saudi Arabia (KSA) ............................................. 21
2-1 EFL TEACHING IN KSA: HISTORICAL AND OVERVIEW ........................................... 21
2-1-1 Tatweer Project .........................................................................................................................22
2-1-2 Assessment in the Saudi education system ...................................................................24
2-2 EFL textbooks and pedagogy in Saudi context ......................................................... 25
2-3 CURRICULUM DEVELOPMENT AND TEACHER PREPARATION IN KSA ............. 32
2-3-1 Teacher Training.......................................................................................................................34
Chapter 3 ............................................................................................................................. 36
Literature review ............................................................................................................. 36
3.1 Introduction ......................................................................................................................... 36
3.2 Characteristics of effective EFL teaching- learning ................................................ 36
3-2-1 Range of pedagogies within EFL teaching. .....................................................................37
A- The grammar- translation method (GTM) ........................................................................................37
B- The Audio Lingual Method – (ALM) .....................................................................................................39
C- Communicative Language Teaching (CLT) ........................................................................................41
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3-2-2 Studies intended for other contexts .................................................................................43
3.3 The role of textbooks in effective teaching and learning of EFL ........................ 46
3.4 Introducing the term ‘teaching materials’ ................................................................. 48
3-4-1 The teacher perspective of material development .....................................................48
3.5 Teachers’ professionalism and professional development ................................. 57
3.6 Teacher professionalism and teacher autonomy .................................................... 60
3.7 Are teachers considered professionals?..................................................................... 67
3.8 Teachers’ professionalism, material innovation and autonomy ....................... 72
3-8-1 Teacher self-efficacy ...............................................................................................................74
3.9 Textbooks, materials development and Huang’s framework for teacher
autonomy: some final remarks ............................................................................................. 75
Chapter 4 ............................................................................................................................. 80
Methodology ...................................................................................................................... 80
4-1 Overview ............................................................................................................................... 80
4-3 Participants’ recruitment (Interviews & observations)....................................... 81
4-4 Methods ................................................................................................................................. 84
4-4-1 Interviews ...................................................................................................................................84
4-4-1-1 Limitations of the Interviews.......................................................................................................86
4-4-2 Observation ................................................................................................................................87
4-4-3 Limitations of observations .................................................................................................89
4.4.4 Triangulation...............................................................................................................................90
4-5 Data analysis ........................................................................................................................ 91
4-5-1 Narrative approach .................................................................................................................92
4-5-2 Grounded Theory Approach ................................................................................................93
4-6 Methodology Timeline ..................................................................................................... 95
4-6-1 Pilot Study ...................................................................................................................................95
4.6.2 Main Field work .........................................................................................................................98
4.6.3 The follow up and revisiting data collection ..................................................................99
4-6 Summary ............................................................................................................................ 100
Chapter 5 ........................................................................................................................... 101
Findings & results .......................................................................................................... 101
5-1 Overview ............................................................................................................................ 101
5-2 Data analysis ..................................................................................................................... 102
5-2-1 Interviews & Observations................................................................................................ 103
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5-2-1-1 Narrative approach ....................................................................................................................... 103
5-2-1-2 Grounded Theory approach ...................................................................................................... 169
1) Teachers development and materials reform ......................................................... 169
I. The significance of being part of the EFL materials development: ............................ 170
II. Views of the appropriate procedure to be involved in such development: ........... 173
III. Enhanced teacher skills after being involved in the materials development. .... 177
IV. Teachers’ Encouragement and its relation to materials ............................................... 181
2) Teachers exercising autonomy ...................................................................................... 187
I. The significance of being an autonomous teacher. ............................................................ 187
II. Teachers engaging in materials development and its relation to exercising
autonomy ...................................................................................................................................................... 193
5-2-1-3 Observations .................................................................................................................................... 201
I. Use of textbooks/Materials: ......................................................................................................... 202
II. Matches learning activities to meet the textbook/Material: ........................................ 202
III. Response to individual learners: ............................................................................................ 202
IV. Use a range of teaching and learning techniques to engage and motivate learners
and encourage their autonomy:.......................................................................................................... 204
V. Encourage learners to use their own life experiences as a foundation for their
development: .............................................................................................................................................. 204
VI. Teacher makes a decision to change what they are doing during the lesson/
departs from the lesson plan in the textbook/Material:.......................................................... 205
A) Teachers’ exercise level of autonomy: ............................................................................ 205
5-3 Summary ............................................................................................................................ 207
Chapter 6 ........................................................................................................................... 208
Discussion ........................................................................................................................ 208
6-1 Overview ............................................................................................................................ 208
6-2 The Saudi context ............................................................................................................ 210
6-3 The levels at which teachers exercise autonomy & the development of
materials .................................................................................................................................... 211
6-4 Teacher training, knowledge & the development of materials ....................... 213
6-5 Constraints against teachers’ practice of autonomy ........................................... 216
6-6 Teacher development and external pressures ..................................................... 219
6-6-1 the Saudi education policy ................................................................................................ 219
6-6-2 Teachers’ educational and social beliefs...................................................................... 221
6-7 Alternative methods applied by teachers ............................................................... 222
6-8 Approaches to pedagogy and the concept of exercising autonomy ............... 223
6-9 Teachers exercise of autonomy and the textbook ............................................... 226
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6-10 Summary .......................................................................................................................... 228
Chapter 7 ........................................................................................................................... 229
Conclusion ........................................................................................................................ 229
7-1 Overview ............................................................................................................................ 229
7-2 Main Theme ....................................................................................................................... 230
7-3 The analysis ....................................................................................................................... 233
7-4 Recommendations .......................................................................................................... 234
7-4-1 Teacher training and professional development ..................................................... 234
7-4-2 Teaching materials and their professional evaluation ........................................... 235
7-4-3 Shared coordination of materials development ....................................................... 236
7-4-4 Adoption of the experienced EFL teachers’ views and knowledge .................. 238
7-5 The limitations of the study......................................................................................... 238
7-5-1 Number of interviews and classroom observations ............................................... 238
7-5-2 Lack of research resources on the topic ...................................................................... 238
7-5-3 The participant teachers’ genders ................................................................................. 239
7-6 Suggestions for Further Research ............................................................................. 239
7-6-1 Suggestions for the literature........................................................................................... 239
7-6-2 Suggestions to be extended after this study .............................................................. 240
References: ....................................................................................................................... 242
Appendixes: ..................................................................................................................... 267
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Tables and Graphs:
Table 1: Methodology plan shows the methods used and a timeline of the research
phases.
Table 2: The description of the study participants and the information on the teaching
experience at the time of the current study conducted.
Graph 1: KSA, Dutch and Scotland varied responses to textbooks and materials
development.
Graph 2: Example of how narrative and grounded theory approaches are blended.
Graph 3: Themes and categories for the EFL teacher and materials development.
Graph 4: Themes and categories of teachers exercising levels of autonomy.
Graph 5: Teacher development/levels of autonomy in direct observation proforma/
Aspects/ Observations
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Acknowledgments

As is the case in most human productions, this thesis was the result of the collective
efforts of a number of important and valued people who directly or indirectly assisted
and supported me during my PhD degree programme. To these people, I owe my
gratitude.
Special thanks are due to my supervisor Prof. Vivienne Baumfield, for her guidance,
patience, and time. My appreciation is also expressed to my Second supervisor Dr.
Brian Templeton who put his effort to advise me through many meetings and provided
me with invaluable ideas.
Thanks to the Ethics Committee in the University of Glasgow, for their time and effort
in providing the suitable structure and requirements, to apply my research tools using
proper instructions.
Finally, my special gratitude is due to my wife and daughter, who encouraged, prayed,
inspired and support me through the years of my scholarship and helped live those
years with ease as possible.
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Author’s declaration

I declare that, except where explicit reference is made to the
contribution of others, that this dissertation is the result of my own
work and has not been submitted for any other degree at the
University of Glasgow or any other institution.

Signature:

Printed name ______Sultan A. Albedaiwi______