Investigating Saudi tertiary teachers' and learners' attitudes toward communicative language teaching : a mixed-methods approach

Abstract

The purpose of the study was to investigate both Saudi tertiary teachers' and students' attitudes toward Communicative Language Teaching (CLT). Moreover, the study also explored the factors that promote or hinder the implementation of the CLT approach in English language classrooms from their point of view. Ajzen's (2005) theory of planned behaviour (TPB) and the cultural dimensions framework developed by Hofstede (1980, 2001) and Hofstede et al. (2010) provided a theoretical foundation on which this study was based. The TPB was used to understand teachers' and students' attitudes toward the CLT approach in Saudi context. A mixed-method research approach was used to collect quantitative and qualitative data. The sample of this study included students and teachers from the English Language Department of the College of Arts and Sciences at a Saudi University in Saudi Arabia. The results showed that there is a mismatch between the expressed attitudes (teachers) and the actual behaviour in classrooms. For example, teachers showed awareness of the importance of the CLT approach and development of learners' communicative ability. However, their actual classroom practice did not include sufficient communicative activities if any and their focus was merely on grammar, error correction, and vocabulary memorisation. These mismatches could be caused by the influence of hierarchical Saudi culture on the classroom practice, for example, high power distance between students and teachers. Also, students were reserved in their classroom interactions. Students, on the other hand, showed a positive attitude toward the CLT activities and suggested that teachers should create a comfortable atmosphere in classrooms to encourage interaction. Students believed that a wide range of activities should be used (i.e. pair and group work) to provide real-world situations for practising meaningful communication in classrooms. The findings also highlighted factors that inhibited effective CLT, such as the paucity of resources and teachers' lack of training in implementing the CLT approach appropriately. Other highlighted barriers include large class size and the prevalence of grammar-based examinations. The Saudi culture is very collectivistic, with several features of significant power distance society that has resulted in pair and group work becoming problematic to be considered as an effective classroom activity.

Date of Award	2021
Original language	English
Supervisor	Ping Yang (Supervisor)