English Spelling and Saudi EFL Learners: An Evaluation of Teachers' Perceptions and Knowledge

Autor/in	Almaiman, Ibrahim Hamad
Titel	English Spelling and Saudi EFL Learners: An Evaluation of Teachers' Perceptions and Knowledge
Quelle	In: Journal of Language and Linguistic Studies, 18 (2022), S.771-784 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Almaiman, Ibrahim Hamad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Spelling; Teacher Attitudes; Phonics; Teaching Experience; Knowledge Level; Language Teachers; Teacher Characteristics; College Faculty; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schreibweise; Lehrerverhalten; Wissensbasis; Language teacher; Sprachunterricht; Fakultät; Saudi-Arabien
Abstract	The present study examines the reasons why the Saudi EFL students' spelling performance is notoriously below standard. The Saudi EFL scene has a vast corpus of research examining it from different angles but most of it has focused on the linguistic differences between Arabic and English, whereas this study attempts to evaluate the perceptions and educational background of EFL teachers in Saudi Arabia as a possible factor at play. Two hundred and four Saudi teachers participated in this empirical study, answering questions based on three main research topics: the perceptions of EFL professors towards teaching phonics; how the teaching experience influences their attitude when it comes to phonics; and what the knowledge level of teachers regarding phonics actually is. The results indicate that Saudi EFL teachers generally have a positive attitude towards teaching English phonics and can see the vital importance of teaching this skill to their students. On the other hand, the teaching experience in question does have some influence on their perspective with respect to the relevance of phonic rules teaching--as more experienced professors tend to develop a better stance towards phonics teaching. Unfortunately, this study, coinciding with prior research findings, also shows that English phonics knowledge levels of the participants are generally considerably low. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01