Research Design Components

Title (less than 12 words)

The Effectiveness of English Language Learning and the Use of the Blended Learning in Saudi Arabia

Abstract (150–300 words)

This study examines the effects of the blended learning approach on speaking skill enhancement from foreign language learners' perspectives in Saudi Arabia. English has been included as a foreign language in the Saudi Arabia’s curriculum for years. However, Saudi students still face difficulties in mastering English language skills, especially speaking. 

Saudi students spend more than six years studying English as a foreign language (Sabti, & Chaichan, 2014). Saudi students are failing to acquire English speaking skills, even after years of English instruction. There were a variety of reasons found for this including lack of; motivation, teacher support, proper teaching methods updated curriculum and equipment (Sabti, & Chaichan, 2014).

Per MacDonald blended learning "is commonly associated with incorporating online media into a curriculum or program while at the same time acknowledging the importance of preserving face-to-face interaction with other traditional approaches to helping learners” (2008, p. 2). This study will examine the utilization of the blended learning approach in the acquisition of English speaking skills in Saudi Arabia.

Keywords (5–7)

Blended learning. speaking skill, foreign language, English language, teaching methods 

The Topic under Investigation

The topic under investigation is the effectiveness of the current English curriculum and teaching methods on K-12 Saudi students. There are numerous factors that show that the current curriculum and teaching methods demonstrate a lack of; motivation, teacher support, proper teaching methods, updated curriculum, and updated equipment (Sabti, & Chaichan, 2014). Due to these issues, a blended learning approach will be introduced to Saudi students. The Saudi students will be asked about their perceptions concerning the new blended learning approach and their acquisition of English speaking skills. 

Significance, Value, or Worth

Saudi Arabia has been a nation that is developing quickly. The Ministry of Education is responsible for the developing Saudi students that can contribute to a global community. Teaching foreign languages, like English, plays a large part in this development (Gaffas, 2019).

The Saudi government has been focused on Saudi students gaining English language proficiency for economic reasons, and not for academic reasons (Al-Nasser, 2015). Unfortunately, this leads to problems for Saudi students that seek to continue their academic studies beyond K-12 in foreign countries (Al-Nasser, 2015). Saudi students studying abroad are not proficient or fluent in English. This is even after 6 or more years studying English during their K-12 education in Saudi Arabia (Al-Nasser, 2015). Therefore, Saudi students studying abroad after K-12 are required to enroll in English language institutes to learn English proficiently. This indicates a deficiency in the English language learning occurring during Saudi students’ K-12 years of education. 

Literature and Theory

This study will utilize numerous sources from Western and non-Western journals and books. Given the study is focused in Saudi Arabia, journals from non-Western sources and dissertation authored by Saudis will be employed to verify findings. Student-centered learning theories and theories that support such practices, like social constructivism, Piaget’s cognitive theories, and Bloom’s taxonomy will be discussed to support practice and findings (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1969; Piaget, 1967). 

Philosophical Statement

This research will address the deficiencies within the Saudi K-12 foreign language program. The researcher is a product of this program and is passionate to improve it. The researcher is interested in examining the perspectives of other Saudi K-12 students through valid qualitative research. 

Ethics Statement

The researcher will comply to all ethical standards with this research project. This includes obtaining informed consent with all participants, not implying bias into interviews, anonymizing all participants, and keeping all study data in locked electronic folders. These precautions will aid in protecting the study’s validity and all participants (Creswell, 2013). 

Research Purpose Statement

The purpose of this qualitative study is to describe how Saudi K-12 students are experiencing their English speaking skills instruction. This study will also explore how a blended learning English language curriculum will impact English speaking skill acquisition for Saudi K-12 students. 

Research Questions

There will be multiple research questions included in this study. The first research question is: What impact does the use of the blended learning approach in Saudi K-12 schools have on speaking skills? The second research question is: How do Saudi K-12 students perceive their current English curriculum? The third research question is: How effective is the English language curriculum on K-12 Saudi students’ speaking skills? The fourth research question is: How do K-12 Saudi students feel about other teaching methods utilized in-class to acquire English speaking skills?

Genre/Design

The design of this study is a narrative qualitative study. The study will focus on K-12 Saudi students’ experiences in their English language classes. A narrative study recounts the experiences of its participants, sometimes in a biographical format (Creswell, 2013). 

Methods of Data Collection

In this study, questionnaires were used to assess learners' satisfaction with their English language classes and the effectiveness of their classes. The questionnaires will be used to study the teaching methods utilized by teachers and the effectiveness of the blended method where it was implemented. Select participant interviews will allow for more in-depth collection of data from participants. This will help in gaging the participants’ reactions to what they have learned in English class. 

Sampling, Participants, and Setting

The sampling that will occur will be non- probability convenience sampling. Participants will be selected based on using participant volunteers (Creswell, 2013). The participants could potentially be any Saudi K-12 student currently learning English in the public school system in Saudi Arabia. However, high school student volunteers will be relegated to the study primarily due to their more years in school. The setting will be all Saudi K-12 public schools within any area of Saudi Arabia. 

Data Analysis and Interpretation Strategies

The data will be coded per common words, experiences, and thoughts. The data will then be categorized to allow the researcher to see any central phenomenon and themes.

The data will be interpreted various ways. The researcher will apply existing literature to link their findings to other studies. Further, the researcher will connect their data to social constructivism, as well as Piaget’s and Bloom’s theories. The researcher plans to obtain peer feedback to allow for additional insights to be gathered.

Evaluation

The research will be evaluated during several stages; before beginning the study, during data collection, after data collection, and before publication. The researcher will ask for peer review multiple times during these stages. Moreover, the researcher will ask their dissertation advisor and course instructor for feedback throughout the stages of this research project. The research will make amendments and edits based on their suggestions. 

Representation

The final data will be represented in essay format, which may include some graphs or figures if they are found relevant. The data will be coded for common words, experiences, and thoughts. This will be then be translated into essay format for the study reader to review once the study is published. 

References (all cited in this template)

Al-Nasser, A. S. (2015). Problems of english language acquisition in saudi arabia: An exploratory-cum-remedial study. Theory and Practice in Language Studies, 5(8), 1612-1620.

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1969). Taxonomy of educational objectives: The classification of educational goals. New York, NY: David McKay Company. 

Creswell, J. W. (2009, 2013). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, California: SAGE Publications, Inc. 

 Gaffas, Z. M. (2019). Students’ perceptions of the impact of EGP and ESP courses on their english language development: Voices from Saudi Arabia. Journal of English for Academic Purposes, 42, 100797-100806.

MacDonald, J. (2008). Blended learning and online instruct ring: Planning ;earner support activity design. Aldershot, UK: Gower.

Piaget, J. (1967). Six psychological studies. New York, NY: Random House.

Sabti, A. A., & Chaichan, R. S. (2014). Saudi high school students’ attitudes and barriers toward the use of computer technologies in learning english. Springerplus, 3(1), 1-8.

Appendices

(not needed at this time)