ELT Teaching Quality and Practice in Saudi Arabia

408 Pages·2016·5.9 MB·English

ELT Teaching Quality and Practice in Saudi Arabia: A Case Study of the
Perspectives of ESP and EGP Students, Teachers and Managers at the
ELC in Umm al-Qura University

Ghader Talal Melibari

Submitted to the University of Hertfordshire in partial fulfilment of the
requirements of the degree of Doctor of Philosophy.

December 2015

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Acknowledgements
First and foremost, I should express my thanks to God (Allah) for His guidance and
assistance, which has enabled me to overcome difficulties throughout the past four years.
Then, my special thanks and gratitude are extended to my supervisor Dr. Tim Parke for his
endless encouragement, valuable guidance and useful remarks in all stages of my research
design, and help in completing this thesis. He was always available to discuss my work and to
assuage any doubts, he was a source of valuable support in helping to solve any trouble I
faced in the UK, and he was extremely understanding as I juggled the roles of mother and
student. I owe a great debt to his kindness over the past four years. Moreover, I would like to
express my thanks to Dr. Saskia Kersten whose expertise in statistical methods has been a
precious resource throughout the PhD period: her talks inspired me with enlightening ideas
and appreciation for her essential guidance. The School of Humanities administrative staffs at
the University of Hertfordshire are to be highly commended for their support and
cooperation.
Furthermore, I am extremely grateful and wish to express my appreciation to all of the
students, teachers, and academic managers at the English Language Centre (ELC) in the
Umm Al-Qura University (UQU), who actively participated in this study and demonstrated a
genuine willingness to help. In particular, I respectfully acknowledge the support of my
colleagues Dr. Suhad Sunbul and Dr. Ahmad Shah as I conducted this research.
Thanks are also due to the Saudi Ministry of Higher Education and Umm Al-Qura University
who generously funded this thesis through a scholarship.
I also owe a special debt to my friends in the UK who gave me their support throughout the
four years. My greatest gratitude should be expressed to my faithful friend, Hala whose
support was invaluable. She was constantly by my side and she was always happy to provide
many insightful discussions and suggestions, her talks inspired me with enlightening ideas
and appreciation for her essential guidance.
Last but not least, I would like to express my deepest gratitude to my family for their support
throughout my postgraduate studies. Particular thanks go to my parents, Talal Melibari and
Najlaa Melibari, for their sincere prayers, and also to my sisters and brothers; Ruba, Hadeer,
Mohammed, Baraa, Bakur and Abdullah as they were constantly by my side and were always
happy to listen to me in my weakest moments. My very special thanks and very special
respect to my small family; my great husband Alaa Al-Sabban, my daughter Dyala and my
brother in law Waddah, without their genuine attention, support and their continued care and
encouragement, my life would have been much harder and less rewarding.

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Abstract
In recent years EFL education within Saudi Arabia has come under increased scrutiny, due to
government efforts to reform the broader education system within the country, and the
perceived importance of English as a global language of commerce and enterprise. EFL
education within Saudi Arabia suffers from a number of problems, including low standards
and a tendency within the Saudi education system to rely upon prescriptive and authoritarian
teaching paradigms. In addition to this, there is no cohesive national strategy for EFL teacher
training and education, and little emphasis on professional development opportunities for
teachers within the EFL field. This study focuses attention on EFL teacher quality within
Saudi Arabia as a critical component in improving English language education across the
country. The study presents a case study of Umm al-Qura University, in Mecca, Saudi
Arabia, in which the perspectives of students, teachers and managers were explored in depth
in order to shed light on the current mechanisms for ensuring teaching quality in EFL.
Adopting a mixed-methods approach, the study engaged in an in-depth case study of the
English Language Centre (ELC) at the Umm al-Qura University. A quantitative questionnaire
was distributed to students within the ELC, and semi-structured interviews were undertaken
with teachers and academic managers, in addition to classroom observations conducted by
the researcher. The findings corroborated recent research on educational paradigms within
Saudi Arabia, and highlighted a number of cultural factors that impacted upon teacher quality
within the ELC. The findings of the study form the basis of a series of recommendations for
improving English language teaching quality within the Kingdom of Saudi Arabia.

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Table of Contents
LIST OF TABLES ............................................................................................................................ 8
LIST OF CHARTS............................................................................................................................ 9
LIST OF ABBREVIATIONS ............................................................................................................. 10
GLOSSARY OF KEY TERMS........................................................................................................... 11
CHAPTER ONE: INTRODUCTION .................................................................................................. 12
1.1. RESEARCH BACKGROUND ................................................................................................................. 14
1.2. RATIONALE .................................................................................................................................... 17
1.3. RESEARCH SETTING ......................................................................................................................... 17
1.4. AIMS AND RESEARCH QUESTIONS ...................................................................................................... 20
1.5. METHODOLOGY AND METHODS ........................................................................................................ 21
1.6. STRUCTURE OF THE THESIS ............................................................................................................... 21
CHAPTER TWO: LITERATURE REVIEW .......................................................................................... 23
2.1. INTRODUCTION............................................................................................................................... 23
2.2. CONTEXT OF THE STUDY: KSA ........................................................................................................... 24
2.2.1. Economy .............................................................................................................................. 24
2.2.2. Globalisation ....................................................................................................................... 26
2.2.3. Religion................................................................................................................................ 28
2.2.4. Saudi Culture ....................................................................................................................... 31
2.2.5. Summary ............................................................................................................................. 34
2.3. THE SAUDI EDUCATION SYSTEM ........................................................................................................ 34
2.3.1. English Usage in Saudi Arabia ............................................................................................. 35
2.3.2. Problems Afflicting English Language Education in Saudi Arabia ....................................... 37
2.3.2.1. Teaching Paradigms ...................................................................................................................................... 37
2.3.2.2. Cultural Issues .............................................................................................................................................. 40
2.3.2.3. Gender Segregation and Disparity ................................................................................................................ 42
2.3.2.4. Teacher Training and Quality ....................................................................................................................... 44
2.3.2.5. Monolingualism in the Classroom ................................................................................................................ 47
2.3.2.6. Teaching Written English .............................................................................................................................. 49
2.3.3. Potential Avenues for Reform ............................................................................................. 51
2.3.4. Summary ............................................................................................................................. 55
2.4. THE QUALITIES OF A ‘GOOD’ TEACHER ............................................................................................... 55
2.4.1. General Indicators of Teacher Quality ................................................................................ 56
2.4.2. Teacher Assessment Framework ......................................................................................... 61
2.4.2.1. Teacher Motivation ...................................................................................................................................... 61
2.4.2.2. Teacher Training ........................................................................................................................................... 68
2.4.2.3. Teacher Appraisal ......................................................................................................................................... 72
2.4.2.4. Teaching Resources ...................................................................................................................................... 76
2.5. SUMMARY ..................................................................................................................................... 81
CHAPTER THREE: METHODOLOGY .............................................................................................. 83
3.1. INTRODUCTION............................................................................................................................... 83
3.2. AIMS AND RESEARCH QUESTIONS ...................................................................................................... 84
3.3. STUDY DESIGN AND RATIONALE ........................................................................................................ 87
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3.4. RESEARCH SETTING ......................................................................................................................... 92
3.4.1. Umm Al Qura University (UQU) .......................................................................................... 92
3.4.2. English Language Centre (ELC) ............................................................................................ 92
3.4.3. Rationale for Case Selection ................................................................................................ 94
3.5. ETHICAL CONSIDERATIONS ............................................................................................................... 96
3.5.1. Defining a Beneficial Research Problem ............................................................................. 96
3.5.2. Full Disclosure of Purpose ................................................................................................... 97
3.5.3. Participant Consent ............................................................................................................. 98
3.5.4. Respect for Cultural Norms ................................................................................................. 99
3.5.5. Minimum Disruption ........................................................................................................... 99
3.5.6. Avoid Collecting Harmful Information ................................................................................ 99
3.5.7. Ethics Surrounding Data Analysis ...................................................................................... 100
3.6. RESEARCH INSTRUMENTS ............................................................................................................... 101
3.6.1. Pilot Study ......................................................................................................................... 102
3.6.2. Observations ..................................................................................................................... 105
3.6.3. Interviews .......................................................................................................................... 110
3.6.4. Questionnaires .................................................................................................................. 115
3.7. DATA ANALYSIS ............................................................................................................................ 118
3.8. LIMITATIONS ................................................................................................................................ 120
3.9. SUMMARY ................................................................................................................................... 121
CHAPTER FOUR: RESULTS AND ANALYSIS .................................................................................. 123
4.1. OBSERVATIONS ............................................................................................................................ 123
4.1.1. General Observations and Class Information ................................................................... 125
4.1.2. Teaching Approaches and Methods .................................................................................. 128
4.1.3. Classroom Management ................................................................................................... 129
4.1.4. Managing Activities and Interaction ................................................................................. 131
4.1.5. Lesson Planning and Organisation .................................................................................... 135
4.1.6. Facilities............................................................................................................................. 136
4.1.7. Summary ........................................................................................................................... 136
4.2. TEACHER INTERVIEWS .................................................................................................................... 137
4.2.1. Qualities of a ‘Good’ English Teacher ............................................................................... 139
4.2.2. Teaching Methods ............................................................................................................. 142
4.2.3. EGP and ESP ...................................................................................................................... 146
4.2.4. Resources in the ELC .......................................................................................................... 148
4.2.5. Teacher Training ............................................................................................................... 149
4.2.6. Teacher Evaluation ............................................................................................................ 152
4.2.7. Teacher Satisfaction .......................................................................................................... 156
4.2.8. Summary ........................................................................................................................... 156
4.3. QUESTIONNAIRE RESULTS .............................................................................................................. 157
4.3.1. Questionnaire Participant Breakdown .............................................................................. 158
4.3.2. Classroom Activities .......................................................................................................... 160
4.3.3. Use of Technology in the Classroom ................................................................................. 163
4.3.4. Feedback in Class .............................................................................................................. 164
4.3.5. Classroom Management ................................................................................................... 165
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4.3.6. Use of Arabic ..................................................................................................................... 166
4.3.7. Perceptions of Teachers .................................................................................................... 168
4.3.8. Feedback ........................................................................................................................... 170
4.3.9. Summary ........................................................................................................................... 171
4.4. ACADEMIC MANAGER INTERVIEWS .................................................................................................. 171
4.4.1. Qualities of a ‘Good’ English Teacher ............................................................................... 172
4.4.2. Teaching Methods ............................................................................................................. 175
4.4.3. ESP and EGP ...................................................................................................................... 176
4.4.4. Resources at the ELC ......................................................................................................... 178
4.4.5. Teacher Training ............................................................................................................... 179
4.4.6. Teacher Evaluation ............................................................................................................ 180
4.4.7. Teacher Motivation and Satisfaction ................................................................................ 182
4.5. SYNTHESIS OF FINDINGS ................................................................................................................. 183
CHAPTER FIVE: DISCUSSION ..................................................................................................... 186
5.1. MOTIVATION ............................................................................................................................... 186
5.1.1. Intrinsic Motivation ........................................................................................................... 188
5.1.2. Extrinsic Motivation .......................................................................................................... 192
5.1.3. Temporal Factors .............................................................................................................. 197
5.1.4. Negative Factors ............................................................................................................... 198
5.1.5. Summary ........................................................................................................................... 199
5.2. TRAINING .................................................................................................................................... 201
5.2.1. Teacher Qualifications in the ELC ...................................................................................... 203
5.2.2. Professional Development Opportunities ......................................................................... 205
5.2.3. Teaching Methods in the ELC ............................................................................................ 208
5.2.4. Summary ........................................................................................................................... 212
5.3. APPRAISAL ................................................................................................................................... 213
5.3.1. Student Surveys ................................................................................................................. 213
5.3.2. Self Reflection .................................................................................................................... 217
5.4. RESOURCES.................................................................................................................................. 218
5.4.1. Availability of Resources ................................................................................................... 219
5.4.2. Use of Technology in the Classroom ................................................................................. 221
5.4.3. Summary ........................................................................................................................... 223
5.5. CHARACTERISTICS OF A ‘GOOD’ TEACHER ......................................................................................... 224
5.5.1. Framework Used to Identify ‘Good’ Teacher in the ELC .................................................... 224
5.5.2. Teacher Qualities .............................................................................................................. 226
5.6. SUMMARY ................................................................................................................................... 227
CHAPTER SIX: CONCLUSIONS AND RECOMMENDATIONS........................................................... 229
6.1. CONCLUSIONS .............................................................................................................................. 229
6.1.1 Macro-Level Factors ........................................................................................................... 230
6.1.2. Meso-Level Factors ........................................................................................................... 233
6.1.3. Micro Level Factors ........................................................................................................... 235
6.2. LIMITATIONS OF THE STUDY AND FUTURE AVENUES OF RESEARCH ........................................................ 236
6.3. RECOMMENDATIONS ..................................................................................................................... 238
REFERENCES ............................................................................................................................ 243
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APPENDIX A: INTERVIEW QUESTIONS (TEACHERS) .................................................................... 255
APPENDIX B: INTERVIEW QUESTIONS (ACADEMIC MANAGERS) ................................................. 258
APPENDIX C: STUDENT QUESTIONNAIRE (VERSION ONE) .......................................................... 260
APPENDIX D: STUDENT QUESTIONNAIRE (FINAL) ...................................................................... 264
APPENDIX E: INFORMATION SHEET FOR PARTICIPANTS (EC6) .................................................... 268
APPENDIX F: CONSENT FORM (EC3) .......................................................................................... 271
APPENDIX G: ETHICS: MEMORANDUM OF APPROVAL ............................................................... 285
APPENDIX H: QUALITY ASSURANCE AND ACCREDITATION REPORT ............................................ 290
APPENDIX I: SAMPLE OF OBSERVATION NOTES ......................................................................... 348
APPENDIX J: TEACHER INTERVIEW TRANSCRIPTS ...................................................................... 350
APPENDIX K: MANAGER INTERVIEW TRANSCRIPTS ................................................................... 390

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List of Tables

TABLE 3.1: RESEARCH FRAMEWORK: CHARACTERISTICS OF A ‘GOOD’ TEACHER ..................................................................... 86
TABLE 3.2: CLASSROOM OBSERVATIONS: LESSON INFORMATION ...................................................................................... 109
TABLE 3.3: CHARACTERISTICS OF INTERVIEW PARTICIPANTS ............................................................................................. 112
TABLE 4.1: THEMES FOR ANALYSIS – OBSERVATIONS ..................................................................................................... 124
TABLE 4.2: CORE LESSON STRUCTURE ......................................................................................................................... 126
TABLE 4.3. THEMES FOR ANALYSIS FROM TEACHER INTERVIEWS ....................................................................................... 138
TABLE 4.4: QUESTIONNAIRE THEMES FOR ANALYSIS ...................................................................................................... 158
TABLE 4.5. GIVING FEEDBACK ON TEACHERS ................................................................................................................ 170
TABLE 4.6: THEMES FOR ANALYSIS IN MANAGER INTERVIEWS .......................................................................................... 172
TABLE 5.1: MICRO-FACTORS CONTRIBUTING TO ESL TEACHER MOTIVATION ...................................................................... 188

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List of Charts

CHART 3.1: RESEARCH METHODS ................................................................................................................................. 89
CHART 3.2: STUDY DESIGN ......................................................................................................................................... 91
CHART 4.1. PARTICIPANT BREAKDOWN BY SUBJECT ....................................................................................................... 159
CHART 4.2. PARTICIPANTS BROKEN DOWN BY SUBJECT AND TEACHER ORIGIN .................................................................... 160
CHART 4.3. ACTIVITIES USED IN CLASSROOM AT ELC ..................................................................................................... 161
CHART 4.4: TEACHER CLASSROOM MANAGEMENT TECHNIQUES ...................................................................................... 162
CHART 4.5: USE OF TECHNOLOGY IN THE CLASSROOM ................................................................................................... 163
CHART 4.6. TEACHER FEEDBACK ON CLASSWORK AND HOMEWORK .................................................................................. 164
CHART 4.7: CLASSROOM MANAGEMENT ..................................................................................................................... 165
CHART 4.8: UNDERSTANDING OF CONTENTS OF LESSON (Q10) ....................................................................................... 166
CHART 4.9. USE OF ARABIC IN THE CLASSROOM ............................................................................................................ 167
CHART 4.10. ROLE OF TEACHER AS SOURCE OF GUIDANCE .............................................................................................. 169
CHART 4.11: ROLE OF TEACHER AS A SOURCE OF GUIDANCE (ESP/EGP) .......................................................................... 169

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List of Abbreviations

CELTA: Certificate in Teaching English to Speakers of Other Languages
CPD: Continuous Professional Development
EAP: English for Academic Purposes
EFL: English as a Foreign Language
EGP: English for General Purposes
EIL: English as an International Language
ELT: English Language Teaching
ESL: English as a Second Language
ESP: English for Specific Purposes
ELC: English Language Centre
IELTS: International English Language Testing System
KSA: Kingdom of Saudi Arabia
MoE: Ministry of Education
TEFL: Teaching English as a Foreign Language
TESOL: Teachers of English to Speakers of Other Languages
UQU: Umm al-Qura University

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