A Systematic Review of Research on Teaching English Language Skills for Saudi EFL Students

Autor/in	Alsowat, Hamad H.
Titel	A Systematic Review of Research on Teaching English Language Skills for Saudi EFL Students
Quelle	In: Advances in Language and Literary Studies, 8 (2017) 5, S.30-45 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Language Skills; Gender Differences; Pronunciation; Vocabulary Development; Grammar; Literacy; Educational Research; Teaching Methods; Higher Education; Language Tests; Literature Reviews; Saudi Arabia; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Language skill; Sprachkompetenz; Geschlechterkonflikt; Aussprache; Wortschatzarbeit; Grammatik; Alphabetisierung; Schreib- und Lesefähigkeit; Bildungsforschung; Pädagogische Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language test; Sprachtest; Saudi-Arabien
Abstract	This systematic review study sought to examine the teaching of English language skills in Saudi Arabia by systematically analyzing the previous studies on language skills which were published within the past ten years and identify the research areas to be bridged in the future. The study employed the systematic review approach. The search strategy yielded 221 studies for inclusion in the systematic keyword map, and 95 studies for in-depth review. The findings of this systematic review revealed that students sampling presented (80.09%) in those studies, and female students participated in only (24.43%) of those studies. In addition, (73.30%) of the conducted studies were at the university level indicating a limit interest of the school-level research. In addition, (68.52%) of those studies focused on writings kills, reading skills and achievement indicating the necessity to give more attention to speaking, listening, pronunciation, vocabulary and grammar research at all education sectors in the future. The in-depth review also indicated an obvious focus on reading and writing skills and most the studies were undertaken at the university level. The findings were discussed and a number of language skills research gaps were pointed out (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01