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English as a Foreign Language Teachers' Perspectives of The New Curriculum Training in Taif, Saudi Arabia

Alsufyani, Muhammad
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1467210940

Abstract Details

2016, Master of Education (MEd), Bowling Green State University, Curriculum and Teaching.
The purpose of this study is to discuss the methods two teachers have used in Saudi Arabia, the training and support is given to the teachers, and what barriers are present in implementing the new curriculum. In Taif, S.A. a new curriculum was adopted to teach English as a foreign language (EFL) students. A new textbook series was introduced that used communicative language teaching (CLT) methods. This study examined how the new curriculum using CLT was implemented. There were three research questions that were asked in this study: 1) What methods and approaches do these high school EFL teachers believe they apply in their classrooms? 2) What, if any, support and training have these high school EFL teachers received before and during implementation of teaching the new curriculum? 3) What barriers do EFL teachers face in implementing the new curriculum? There were three participants in the study: two EFL teachers and their respective supervisor. The participants were asked to take a preliminary questionnaire, were interviewed twice each, and a member check was conducted for each participant. During the interviews, most of the questions that were asked discussed the teachers’ experiences and opinions about the new curriculum. After the data was collected and coded, the methods, training, support, and barriers to implementing the new curriculum were identified. The textbook series that was implemented along with the new curriculum also was analyzed. The teachers described using more traditional methods like Grammar-Translation (GT) methods with some CLT methods. Both teachers were identified as “hybrid” teachers that use a combination of GT and CLT methods (Burke, 2006). The teachers’ respective supervisor discussed how most of the EFL teachers he oversees use traditional methods like GT. The results suggested that the teachers and the supervisor received no training or support concerning the new curriculum. The study identified barriers to implementing the new curriculum properly, including: the students’ environment, lack of training from the textbook developer company, the textbook, the amount of curriculum, varied level or lack of prior knowledge of English for students and teachers, and lack of students’ and teachers’ motivation.
Brigid Burke (Advisor)
Tracy Huziak-Clark (Committee Member)
Nancy Patterson (Committee Member)
92 p.
English As A Second Language; Teacher Education; Teaching
Communicative Language Teaching; Communicative Competence; EFL Teacher Education; Teacher training;

Recommended Citations

Citations

  • Alsufyani, M. (2016). English as a Foreign Language Teachers' Perspectives of The New Curriculum Training in Taif, Saudi Arabia [Master's thesis, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1467210940

    APA Style (7th edition)

  • Alsufyani, Muhammad. English as a Foreign Language Teachers' Perspectives of The New Curriculum Training in Taif, Saudi Arabia. 2016. Bowling Green State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1467210940.

    MLA Style (8th edition)

  • Alsufyani, Muhammad. "English as a Foreign Language Teachers' Perspectives of The New Curriculum Training in Taif, Saudi Arabia." Master's thesis, Bowling Green State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1467210940

    Chicago Manual of Style (17th edition)

bgsu1467210940
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This open access ETD is published by Bowling Green State University and OhioLINK.