Waleed AlAbiky | Qassim University (original) (raw)
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Papers by Waleed AlAbiky
مجلة العلوم التربوية و النفسية, 2019
Although English, as a core school subject in Saudi Arabia, has been around for almost a centur... more Although English, as a core school subject in Saudi Arabia, has been around for almost a century now, the EFL teachers' preparation programs in Saudi Arabia still fail to deliver, help or even set a plan for change as the English proficiency for Saudi students in schools and colleges has for long been low. The current study aimed to investigate some, and might be hidden, causes for the low English achievements for students in Saudi Arabia. Qualitative meta-analysis was used in which four faculty members were semi-structurally interviewed. The findings show that, 1) the average score of Saudi students in TOEFL, as an English standardized test, were low and below expectations especially in reading and writing, 2) there is a huge gap between what students in EFL programs learn and the demands of modern teaching, 3) many EFL programs lack adequate teaching courses and practices, 4) lack of interaction and exposure to native speakers is also problematic and caused shortcomings. The...
Revista Argentina De Clinica Psicologica, 2021
The rapid outbreak of Covid-19 pandemic was just sudden and dramatic. The current study aimed to ... more The rapid outbreak of Covid-19 pandemic was just sudden and dramatic. The current study aimed to identify the challenges facing pre-service English teachers while teaching online classes during school closure due to covid-19 in the spring 2020 and the lessons learned for teacher education. Data were collected through multiple methods, namely semi-structured interviews, with five English pre-service teachers. Inductive and deductive analysis followed, and the study found the followings:1) there are six significant challenges faced by pre-service English teachers: a) nature of remote teaching, b) content delivery and limit, c) teaching styles, d) online assessment methods, and e) students' interests and differences; 2) pre-service teachers felt lost, anxious, and enter survival stage; 3) focusing on effective integration of technology and developing more aspects of teachers' competence are just some of the lessons learned for teacher education. The study offers some lessons learned for the novel experience of researchers, teachers and other educational personnel.
مجلة العلوم التربوية و النفسية, 2019
Although English, as a core school subject in Saudi Arabia, has been around for almost a centur... more Although English, as a core school subject in Saudi Arabia, has been around for almost a century now, the EFL teachers' preparation programs in Saudi Arabia still fail to deliver, help or even set a plan for change as the English proficiency for Saudi students in schools and colleges has for long been low. The current study aimed to investigate some, and might be hidden, causes for the low English achievements for students in Saudi Arabia. Qualitative meta-analysis was used in which four faculty members were semi-structurally interviewed. The findings show that, 1) the average score of Saudi students in TOEFL, as an English standardized test, were low and below expectations especially in reading and writing, 2) there is a huge gap between what students in EFL programs learn and the demands of modern teaching, 3) many EFL programs lack adequate teaching courses and practices, 4) lack of interaction and exposure to native speakers is also problematic and caused shortcomings. The...
Revista Argentina De Clinica Psicologica, 2021
The rapid outbreak of Covid-19 pandemic was just sudden and dramatic. The current study aimed to ... more The rapid outbreak of Covid-19 pandemic was just sudden and dramatic. The current study aimed to identify the challenges facing pre-service English teachers while teaching online classes during school closure due to covid-19 in the spring 2020 and the lessons learned for teacher education. Data were collected through multiple methods, namely semi-structured interviews, with five English pre-service teachers. Inductive and deductive analysis followed, and the study found the followings:1) there are six significant challenges faced by pre-service English teachers: a) nature of remote teaching, b) content delivery and limit, c) teaching styles, d) online assessment methods, and e) students' interests and differences; 2) pre-service teachers felt lost, anxious, and enter survival stage; 3) focusing on effective integration of technology and developing more aspects of teachers' competence are just some of the lessons learned for teacher education. The study offers some lessons learned for the novel experience of researchers, teachers and other educational personnel.