ATTITUDES OF SAUDI ARABIAN LEARNERS TO ONLINE

110 Pages·2012·0.87 MB·English

ATTITUDES OF SAUDI ARABIAN LEARNERS TO ONLINE COMMUNICATION
IN EFL

by

MOHAMMED SIDDIQUE KADWA

submitted in fulfillment of the requirements for
the degree of

MASTER OF ARTS-WITH SPECIALISATION IN TESOL

at the

UNIVERSITY OF SOUTH AFRICA

SUPERVISOR: MR B. M. NCHINDILA

June 2012
Student Number: 35492252

I declare that ATTITUDES OF SAUDI ARABIAN LEARNERS TO ONLINE
COMMUNICATION IN EFL is my own work and that all the sources that I have used or
quoted have been indicated and acknowledged by means of complete references.

_________________ _20 June 2012_
SIGNATURE DATE
Mr Mohammed Siddique Kadwa

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Abstract

The rapid pace with which internet technology has entered our daily lives provides an
opportunity for English language teachers to incorporate some such platforms in their
teaching. This study investigates the attitudes of Saudi Arabian learners towards online
communication in EFL. It takes place in a university preparatory program at Taibah
University in the Kingdom of Saudi Arabia. Questionnaires and interviews were used to
gather data pertaining to the attitudes’ of Saudi Arabian learners to online communication in
EFL. In order to achieve its aims, this study uses both quantitative and qualitative data to
inform EFL practitioners of learners’ attitudes towards English, online communication in
general and online communication for EFL purposes.

Key terms

Online communication; E-learning (electronic learning); Attitudes; LMS (learner
management system); EFL (English as a foreign language); Preparatory year; Saudi Arabia;
CLT (Communicative language teaching); Taibah University

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Dedicated to
The children of Gaza

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Acknowledgements

All praise and thanks are due to the One and Only, Allah; Lord of the worlds and Master of
the day of judgement. Salutations upon the beloved leader and final prophet to mankind,
Muhammad (may the peace and blessings of Allah be upon him).

I would like to take this opportunity to firstly thank my parents, for giving me the best
upbringing. Their example, support and prayers have truly benefitted me.

There were numerous persons along the journey, who have been in some way or the other, an
inspiration to me. Some of whom I still recall.

A special note of appreciation goes out to Mr Bernard Nchindila, my supervisor and mentor
at the University of South Africa. His better judgement and kind comments were a source of
inspiration and motivation for me.

My colleagues at Taibah University, especially my friends at the Central Testing Unit; Dr
Gamal Shehatta, Mr Ahmad Shamy, Mr Mohammed Sabbahy and Mr Abdelhameed Safa;
deserve a hearty embrace. Your patience with me, your input, and your companionship and
support drove me towards the completion of this dissertation.

Last but not least, my family and beloved children. I pray that our love for each other only
increases. I pray that my children’s lives be blessed with children as sweet as mine.

Mohammed Siddique Kadwa

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CONTENTS
Chapter 1 – Introduction 1
1.1 Background........................................................................................... 1
1.1.1 Taibah University................................................................................ 1
1.1.2 The Preparatory Year........................................................................... 2
1.1.3 The Subjects......................................................................................... 3
1.1.4 The Curriculum.................................................................................... 4
1.2 Research context.................................................................................... 5
1.3 Research problem........................................................................................... 6
1.3.1 Aims............................................................................................................... 7
1.3.2 Objectives................................................................................................ 7
1.4 Hypotheses and rationale........................................................................ 7
1.4.1 Hypothesis 1............................................................................................ 7
1.4.2 Hypothesis 2............................................................................................ 7
1.4.3 Hypothesis 3........................................................................................... 7
1.5 Testing procedures.................................................................................. 8
1.6 Research design....................................................................................... 8
1.7 Sources of data......................................................................................... 9
1.7.1 Questionnaires and interviews................................................................. 9
1.8 Procedures for analysing data.................................................................. 9
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1.9 Rationale ........................................................... 9
1.10 Preview of the rest of the chapters.............................................. 11
Chapter 2 – Literature Review 12
2.1 Introduction................................................................................................ 12
2.2 Theoretical background............................................................................. 12
2.2.1 What is Communicative Language Teaching (CLT)? ............................... 13
2.2.2 Versions of CLT........................................................................................ 14
2.2.3 Authenticity in CLT................................................................................... 15
2.3 English as a language in Saudi Arabia...................................................... 16
2.3.1 The spread of English................................................................................ 16
2.3.2 Types of Englishes..................................................................................... 17
2.3.3 English in Saudi Arabia............................................................................. 18
2.4 Online communication............................................................................... 19
2.4.1 Types of online communication................................................................ 20
2.4.2 The challenges of online communication in EFL...................................... 21
2.4.3 Electronic learning..................................................................................... 22
2.4.4 Towards a theory of online communication.............................................. 23
2.5 Attitudes towards the second language..................................................... 23
2.5.1 Attitudes.................................................................................................... 24
2.5.2 Identity and the second language.............................................................. 26
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2.6 Previous studies on Attitudes to EFL........................................................ 27
2.7 Summary .......................................................................................... 33
2.8 Conclusion ................................................................................................. 34
Chapter 3 – Methodology 35
3.1 Introduction................................................................................................ 35
3.2 Method........................................................................................................ 35
3.2.1 Validity and reliability of the research....................................................... 36
3.2.1.1 Validity........................................................................................................ 36
3.2.1.2 Reliability.................................................................................................... 37
3.2.2 Research questions...................................................................................... 37
3.3 Research design......................................................................................... 40
3.3.1 Research instruments.................................................................................. 40
3.3.1.1 The questionnaire........................................................................................ 40
3.3.1.2 The interview.............................................................................................. 42
3.3.1.3 Interview procedures................................................................................... 43
3.3.2 Data............................................................................................................. 44
3.3.3 Analysis......................................................................................................... 45
3.4 The pilot study.............................................................................................. 49
3.5 Ethical procedures......................................................................................... 50
3.5.1 Permission for the study................................................................................ 50
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3.5.2 Confidentiality................................................................................................ 50
3.6 Conclusion...................................................................................................... 50
Chapter 4 – Findings 52
4.1 Introduction...................................................................................................... 52
4.2 The quantitative study...................................................................................... 52
4.2.1 Internet use....................................................................................................... 53
4.2.2 Attitudes to online communication................................................................. 55
4.2.3 Attitudes to English……………….................................................................. 57
4.2.4 Attitudes to online communication in the EFL classroom.............................. 59
4.2.5 Correlations of attitudes................................................................................... 63
4.2.6 Responses to the open-ended question............................................................ 65
4.3 The interview................................................................................................... 68
4.4 Conclusion........................................................................................................ 71
Chapter 5 – Conclusion 73
5.1 Introduction .......................................................................... 73
5.2 Summary of the findings.............................................................................. 73
5.2.1 Summary of quantitative findings............................................................ 73
5.2.1.1 Learners’ internet patterns.................................................................... 74
5.2.1.2 Attitudes to online communication............................................................... 74
5.2.1.3 Attitudes to English………………........................................................ 75
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5.2.1.4 Attitudes to online communication for EFL learning purposes.................... 76
5.2.2 Summary of qualitative findings.................................................................. 77
5.3 Limitations of the study............................................................................... 78
5.4 Suggestions for further research............................................................... 79
5.5 Recommendations for EFL teachers, learners and policy makers 80
5.6 References...................................................................................................... 83
5.7 Appendices.................................................................................................... 92
5.7.1 Appendix I: Consent from Taibah University.............................................. 92
5.7.2 Appendix II: Declaration of adherence to ethical considerations………. 93
5.7.3 Appendix III: Questionnaire...................................................................... 94
5.7.4 Appendix IV: Interview questions............................................................. 95
5.7.5 Encoded data used for correlations................................................................ 97

List of Tables
1.1 Assessment plan......................................................................................................... 5
3.1 Likert scale (positive codification).............................................................................. 43
3.2 Likert scale (negative codification)............................................................................. 44
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