The effect of native English-speaking teachers on students language proficiency and their attitudes towards learning English in the Kingdom of Saudi Arabia

Other Title(s)

أثر مدرسي اللغة الإنجليزية الناطقين بها كلغة أم على الكفاءة اللغوية لدى الطلبة في المملكة العربية السعودية و اتجاهاتهم نحو تعلم اللغة الإنجليزية

Dissertant

Muhammad, Majdi Muhammad Ali

Thesis advisor

Manasirah, Muhammad Ahmad

Comitee Members

Abu al-Shar, Awatif Mazal
Abd al-Fattah, Husayn
al-Jadri, Adnan Husayn

University

Amman Arab University

Faculty

Faculty of Educational Sciences and psychological

Department

Department of Curriculum and Instruction

University Country

Jordan

Degree

Ph.D.

Degree Date

2014

English Abstract

This study aimed at investigating the effect of native English- speaking teachers on the proficiency of preparatory year students and their attitudes toward learning English English at Tabuk University in the Kingdom of Saudi Arabia for the academic year 2012 / 2013.

The study sample consisted of ten groups from the intermediate level taught by both native and non native English speakers teachers.

The students taught by native English-speaking teachers were decided as an experimental group, while the students taught by non-native English- speaking teachers were decided as a control group. This study sought to answer the questions: 1.

What is the effect of native English-speaking teachers on Saudi students' proficiency in English? 2.

What is the effect of native English-speaking teachers on Saudi students' fluency in English? 3.

What is the effect of native English-speaking teachers on Saudi students' accuracy in English? 4.

What is the effect of native English-speaking teachers on Saudi students' attitudes towards learning English? To achieve the purpose of the study, a pre/post test was constructed to measure students’ language proficiency.

A questionnaire was also conducted to measure the students’ attitudes towards learning English. The researcher used a descriptive statistical analysis T-test (means and standard deviations). The findings revealed that: 1.

There was statistically significant difference at the level of (α=0.05) between the mean scores of the experimental group students and those of the control group in language proficiency due to the native English-speaking teachers. 2.

There was statistically significant difference at the level of (α=0.05) between the mean scores of the experimental group students and those of the control group in language fluency due to the native English-speaking teachers. 3.

There was statistically significant difference at the level of (α=0.05) between the mean scores of the experimental group students and those of the control group in language accuracy due to the native English-speaking teachers. 4.

There was statistically significant differences at (α=0.05) in the mean scores of the students' attitudes towards learning English due to the native English-speaking teachers.

Main Subjects

Educational Sciences
Languages & Comparative Literature

Topics

• Education
• Higher education
• Learning
• Second language learning
• Saudi Arabia
• English language

No. of Pages

122

Table of Contents

• APA
• MLA
• AMA

Language

English

Data Type

Arab Theses

Record ID

BIM-556550