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All Journal English Review: Journal of English Education Indonesian EFL Journal Indonesian Journal of English Language Teaching and Applied Linguistics
Tariq Elyas
King Abdulaziz University
Arts Humanities Education Languange, Linguistic, Communication & Media

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THE IMPACT OF CRITICAL THINKING ON LEARNERS’ EFL VOCABULARY RETENTION: THE ARAB CONTEXT Tariq Elyas; Budor S. Al-Zahrani
Indonesian EFL Journal Vol 5, No 2 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v5i2.1901

Abstract

This experimental study aimed to investigate the impact of a critical thinking based pedagogical approach on learners’ retention ability of EFL vocabulary.  There were two groups in the study: an experimental and a control group. The experimental group received vocabulary instruction with a critical thinking-based approach whereas the control group was taught in the conventional methods of vocabulary teaching. The treatment consisted of seven lessons delivered over 12 weeks. At the end of the treatment, the immediate posttest was administered and two weeks after the immediate posttest, the delayed posttest was administered. The resulting data were subjected to descriptive and inferential statistical analysis using SPSS software. The results showed that the experimental group outperformed the control group. Based on these results, the researchers concluded that the adopted critical thinking-oriented language instruction to EFL vocabulary has a positive effect on vocabulary retention, with implications for policy-makers, teacher trainers and teachers.
NATIVE ENGLISH SPEAKERS VERSUS NON-NATIVE ENGLISH SPEAKERS: THE IMPACT OF LANGUAGE TEACHERS ON EFL LEARNER'S ENGLISH PROFICIENCY Tariq Elyas; Noor Motlaq Alghofaili
English Review: Journal of English Education Vol 7, No 2 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v7i2.1773

Abstract

In the field of TESOL, the perception that Native English Speaking Teachers (NESTs) are better than Non-Native English Speaking Teachers (NNESTs) has influenced language schools, recruitment policies and institutional leadership practices. The tendency to recruit more NESTs and achieve improved learning outcomes can be seen in English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts. This paper aims to investigate whether NESTs or NNESTs have any impact on the EFL learners’ language proficiency in Saudi EFL context. This quantitative study adopts pretest-posttest experimental and ex post facto designs to determine students’ achievement in two language skills, namely speaking and listening. The two groups of participants are EFL students in a foundation year program at a Saudi Arabian University. One group was taught by a NEST and the other by a NNEST. The quantitative data were analyzed by using SPSS. The findings indicated that teachers’ nativeness and backgrounds have no significant effects on the Saudi EFL learners’ speaking and listening skills. Here, Saudi EFL learners can equally perform in classes taught by NESTs or NNESTs. In the light of the findings, the study suggests that recruitment policy should not be influenced by the employers’ belief that NESTs possess better teaching skills than NNESTs.  
The Implementation of Critical Thinking in a Saudi EFL Context: Challenges and Opportunities Budor Saeed Al Zahrani; Tariq Elyas
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 1, No 2 (2017): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (167.785 KB) | DOI: 10.21093/ijeltal.v1i2.21

Abstract

The aim of this paper is to explore the challenges to, and benefits of, fostering of critical thinking (CT) in the Saudi EFL (English as a foreign language) context.  In the next section, the concept of CT will be clarified.  In the following two sections, possible challenges or barriers to CT, whether religious or pedagogical, in the Saudi context are analyzed and refuted.  After discussing the religious and the educational background of this issue, practices for promoting CT inside EFL classrooms are described.  Finally, the benefits of incorporating CT strategies into language learning are outlined.
Co-Authors Budor S. Al-Zahrani Budor Saeed Al Zahrani Noor Motlaq Alghofaili