Implications of Oral Presentation for Fostering Learners’ Autonomy: A Case Study with Saudi Learners Major in English as a Foreign Language (Published)
This present paper focuses on pinpointing the implications of Oral presentation for fostering learners’ autonomy by employing the experimental and qualitative research methods. The study investigated a group of participants comprised of (15) students major in English as A foreign language at Najran University. The key data was collected from the participants who were interviewed through a focusing group interview conducted on purpose to obtain a deeper insight into Saudi learners’ perceptions of how Oral presentation provides opportunities for them to fostering autonomy learning. The results are enlightening, as the students of the College of Science and Arts in Sharurah comprised in the sample find an overall positive satisfaction with the Oral presentation as they believed that Oral presentation did not only help them decide on materials, plan and prepare it for class presentation but also It provided them with motivation to learn English, gained self-esteem, confidence and become active learners. Finally, Oral presentation stimulated learners to create their own identity of learning the English language and enabled them to sort out their learning materials that satisfy their learning needs.
Identification of Cross-linguistic Factors Affecting Interlanguage System Progress of Saudi Learners of EFL (Published)
This paper aims to identify EFL teachers’ perceptions of the cross-linguistic factors affecting the interlanguage system progress of Saudi learners of EFL at Najran University. A purposive sample of twenty-six (26) English language teachers at Najran university representing the main participants in this paper. The paper revealed that the main cross-linguistic factors affecting interlanguage system progress of Saudi learners of EFL were attributed to the status of English as a foreign language in KSA which doesn’t allow learners ample exposure to communicative language settings, besides the teaching practices that fail in providing authentic learning atmosphere assisting the progress of learners’ interlanguage system, and the interference of learners’ mother tongue that negatively affects the progress of their interlanguage system