ROLE OF SOCIAL AND MAINSTREAM MEDIA ON LEARNING ENGLISH
LANGUAGE IN SAUDI ARABIA
Thesis
Submitted to
The College of Arts and Sciences of the
UNIVERSITY OF DAYTON
In Partial Fulfillment of the Requirements for
The Degree of
Master of Arts in English
By
Khlood Alshammari, MA
May 2019 ROLE OF SOCIAL AND MAINSTREAM MEDIA ON LEARNING ENGLISH
LANGUAGE IN SAUDI ARABIA
Name: Alshammari, Khlood Eid
APPROVED BY:
Jennifer E. Haan, Ph.D. Associate Professor/Director of TA Training Department of English
Tereza M. Szeghi, Ph.D. Associate Professor of Comparative Literature and Social Justice Director of Graduate Studies Department of English
ii ABSTRACT
ROLE OF SOCIAL AND MAINSTREAM MEDIA ON LEARNING ENGLISH
LANGUAGE IN SAUDI ARABIA
Name: Alshammari, Khlood Eid University of Dayton
Advisor: Dr. Jennifer E. Haan
There has been limited research that has shed light on how the media plays a vital role in helping non-Anglophones countries in speaking or learning the English language.
Saudi Arabia is no exception as the state does not use English as a national language but has a vast number of English speakers in the country. The Saudi Arabian curriculum through the help of the media, such as newspapers, commercial programs, and the internet, has made the spread of the English language extensive in the state. The country is considered to belong in the expanding circle which comprises of countries that use
English as a foreign language. It gives more reason for the research as the study aims to find out how extensive English is used in the country. Therefore the sole aim of this research is to find out how people use English in this country and their perception towards English. This work will give a clear insight into how the language is used in various fields such as politics, trade, tourism, media and education in the country. It will enable readers to get a clear understanding of how such platforms have made it useful for
English to prevail through distinct analysis of the policies, measures, and programs set by media outlets and options. Importantly, it should be noted that the media has and will always remain useful in the spread of the English language as many use it in their day to day lives. Extensive analysis of the role the internet has played in helping Saudi Arabians
iii learn the English language will enable future studies to emulate such policies and steps in respective countries considered to be in the expanding circle category. Even though
English is on the rise in Saudi Arabia, I will have to consider using Arabic as my primary language as I carry out my research. I will be expected to meet and interact with people with different levels of English knowledge. The study was able to provide substantial information on how English is used in the country with unusual social situations and platforms giving adequate data on the most used media outlets by the Saudi population to learn and communicate using the language effectively. The main research question is analyzing the status of English language in Saudi Arabia and the role that the media plays in the whole encounter. The media (local newspapers and media houses) have effectively contributed to the spread of English in Saudi Arabia.
iv DEDICATION
Dedicated to Sarah, the best friend and sister God ever made.
v TABLE OF CONTENTS
ABSTRACT ...... iii
DEDICATION ...... v
LIST OF FIGURES ...... vii
CHAPTER 1 INTRODUCTION ...... 1
CHAPTER 2 LITERATURE REVIEW ...... 5
CHAPTER 3 RESEARCH QUESTION AND PURPOSE ...... 10
CHAPTER 4 DESIGN AND METHODOLOGY ...... 13
CHAPTER 5 RESULTS AND DISCUSSION ...... 17
CHAPTER 6 CONCLUSION ...... 23
REFERENCES ...... 26
APPENDIX A Survey Questions for Students ...... 29
APPENDIX B Survey Questions for Teachers ...... 31
vi LIST OF FIGURES
FIGURE 1.1 Data Representing the Frequency Different Media Outlets Are Used by
Teachers and Students………………………………………………………... 21
FIGURE 1.2 Data Representing the Fluency Of English and Other Foreign
Languages Amongst Teachers and Students…………………………………. 21
FIGURE 1.3 Data Representing the Relevance of Television Content in English
Development Amongst Teachers and Students………………………………. 22
vii CHAPTER 1
INTRODUCTION
The status of English Language at present is undoubtedly prestigious and continue to grow especially in English as second language countries. Currently, the language remains as the most common foreign language spoken all over the world even where
British imperialism did not hit. Being the language of power and influence, it has had an effect in all walks of life. Different approaches have been developed in the teaching of
English language and the resultant effects is now appreciated via novel researches every day. A good example is the adoption of 21st century trends and skills incorporated in the field of education. According to Ducate and Lomicka (2008) the approach has helped in its development and endorsed it as the single most accepted language in the world.
The evolution of social media has led to it being an integral part of our everyday lives. Its influence is undeniable as it now connects us with the world within seconds.
Global communication has drastically and impressively improved with time and is now responsible for most of our communications these days. The stretch is from businesses to personal interaction, seeking medical help, spreading awareness about an important issue, standing together on a single platform to raise voice, setting political or religious narrative.
Similarly, educating via social media has been a part of this virtual industry ever since media became indispensable. Nowadays, considering how inevitable “computer-enhanced communication” has been, the use of social media continues to be integrated in private sector and the adoption has stretched to government sector as an indication of the significance of the media.
1 The Kingdom of Saudi Arabia has risen to the level of recognition and stands all on its own due to the wealth of unlimited oil reserves it possesses. It is for this reason that
English language forms part of the recognition. The language is attributed as one of the important foreign languages and forms part of curriculum from Grade 6 in public schools and even from Grade 1 in private schools in the Kingdom of Saudi Arabia (Ducate &
Lomicka, 2008). . The Kingdom of Saudi Arabia operates via its official language (Arabic) and has laws and policies in place that resonate their identity, however, English is also used and so are other languages among non-Saudi population. Since English is a second language, it is a compulsory part of the curriculum as EFL – English as a foreign language.
Different approaches to teaching languages have been introduced and among them very relevant today is the communication approach. It internalizes the language according to the usage and helps the user acquire it gradually (Al-Sharqi & Hashim, 2016).
The importance of language has been ignored for some time and explored only where economy growth is positive. . Saudis have now recognized the need to include
English in everyday life and vision 2030 – “Saudi Arabia’s Vision 2030 is a major transformation plan built around three themes: “a vibrant society, a thriving economy, and an ambitious nation.” Currently, effective communication is the key to success and whoever has embraced technology is making headway politically and economically.
Therefore language needs aligned with market needs are seriously considered for a prosperous (Al-Sharqi & Hashim, 2016).
Recent studies into the usage of digital media these days are underway and the percentage of students using social media in and outside school are being looked at. Albeit
2 curricula are being revised since the need to teach EFL has been accredited, the significant use of social media to learn English has been significantly observed. The fact that media is widely accepted and revolutionized in KSA is a potent step towards achieving vision 2030.
The variety of content available online engages students which is why they end up spending most of their time online. They get to know about social, political, global, economic, and religious issues which broadens their mindset and in turn opens them to the language internet mostly functions in (Bird & Williams, 2002; Zhao & Yuan, 2010; Guimarães,
2014).
Given how strong the “education system is deeply anchored in Islamic values”, there is a lack of acknowledgement in schools thereby curricula are not updated according to the demands of the time. However, authentic materials like television, newspapers and inexorable social media interaction have made their way into the lives like no other. Despite mother tongue being a language barrier and teachers not trained in Linguistics, many students do resort to social media for the acquisition of English Language. Moreover, since
British imperialism did not affect Saudi Arabia, the stronghold of Arabic has been in play since inception. Therefore, social and cultural factors equally contribute to the emerging socioeconomic development issues which vision 2030 aims to address (Bird & Williams,
2002; Zhao & Yuan, 2010; Guimarães, 2014).
In a nutshell, despite its outmoded beliefs, KSA is recognizing the need to follow suit and change the way English language is perceived. Starting from amended educational policies, EFL is getting the due attention it deserves. There have been a few challenges in implementing EFL in various sectors but the change is in motion and is being worked
3 towards. In as much as there have been policy change to address the role of English language, there exist a gap in knowledge since it is now that Saudis are now working towards globalization and transformation of their social and cultural perspectives to address the gap (Al-Nasser, 2010; Kabilan et al., 2010).
4 CHAPTER 2
LITERATURE REVIEW
Media has been an imperative part of people lives given that it has been widely accepted amongst the new generations, more specifically among university students.
Evidently, the increased usage of the media has made a significant impact on learning and interaction amongst one another across divergent platforms. This has resulted in the emergence of the communities of learning that have supported collective intelligence.
The question as to whether media will improve learning amongst ESL learners is still a subject that needs increased research. This literature review, therefore, seeks to effectively understand the role of media in the learning and spread of English language, specifically in UAE. Various studies are incorporated to understand the role media plays in understanding English language among EFL learners.
Kachru has characterized English with respect to the basis of its communication and all over the globe, described under three important sections namely; outer circle, inner circle and expanding the circle. The inner circle consists of countries such as the
Canada, USA, Britain, and Australia, which are the main English speaking continents.
The outer circle includes of continents which have English as a second language, for instance, India, Hong Kong, Fiji, and Singapore. In the expanding circle countries such as
Japan and Saudi Arabia are placed. These countries use English as a foreign language.
KSA is characterized under the expanding circle where English is considered a foreign language. For instance, Saudi Arabia learners use English for a variety of aspects such as politics, tourism, trade, and media. It is important that such platforms are created for the
5 effective learning of English by EFL learners. The scope of English usage conceptualizes
Krashen’s theory which puts in place a pivotal approach that highlights the interaction and output of second language learning. Evidently, the internet plays an essential role in all forms of technological advancement which enables the public to the contact, share and transfer data. (Ducate & Lomicka, 2008).
On a different line of thought, a study by Alfahad on Saudi Arabia educational approach suggested that the inclusion of the technology enhances a student’s communication level in the English language to a certain degree (Zhao & Yuan, 2010).
As such, the integration of TV, social media, and magazines, to name a few is an effective way of providing authentic speech and conversations for EFL students. It creates a replica of the daily dialogues occurring in regular interactions (Yun, n.d).
To begin with, television, as one of the media has profilated and presents effective platforms where learners can understand different languages in context. Simply put, viewers on television are compelled to follow the languages used in the transmission of movies and international news. This creates an important part of learning the English language given that most of these screenplays are in an English dialect, hence eliciting the need to learn such languages. Watching movies is a beneficial activity where viewers can resort to such posting for entertainment purposes. The inclusions of subtitles in movies, for example, help in understanding and learn English through various approaches. Various researches have showcased the importance of having film subtitles.
It can enhance aspects of English learning for instance studies by Vulchanova et al.
(2015) assert that both inter and intralingual subtitles create influence to a certain degree an enhanced plot understanding and effective use of vocabularies. Additional studies
6 suggest that intralingual subtitles are more superior when compared to interlingual in creating a platform where its viewers can effectively understand common elements of
English such as vocabulary placement and usage (Bird & Williams, 2002). In the same manner McQueen study evaluated Dutch participants who were native English speakers.
The participants listened to different audio visual scripts in various languages and were asked to narrate the few words gained from the conversations in the audiovisual (Borrás
& Lafayette, 1994). From the study, it was evidenced that the inclusion of language subtitles through television improved the participants understanding of the intended language, an aspect that is witnessed in the EFL learners in Saudi Arabia. Films can as well be used as a source for follow up jobs such as documentaries and debates, to name a few (Kaplan & Haenlein, 2010).
Other than television, social media usage, presents an increased frequency of usage because unlike mainstream media such as television, it allows generations including women to freely express themselves in different platforms including but not limited to Facebook and Twitter. A framework was developed by Wei and Chen (2012) which employed the cognitive theory to improve social interaction. The results indicated how social presence improved their leaning interaction given the need to use the English language in international context. Zhao and Yuan (2010) affirmed these assertions where the interaction and communication strategy amongst non-native speakers of English through online video conferencing and text chat was studied. In this study, it was evidenced that learners in Chinese and Japanese university were actively involved in text chats and videos conference where discussions on cultures were evidenced. To a greater extent, Zhao examined the scripts and video conferences to understand the underlying
7 communication and negotiation approaches amongst the learners. From the study, it was evident that the text chat enabled learners to understand their linguistic errors.
Social context enables the learners to increase participation and learning opportunities in second language learning environments. A study by Kim (2011) examined postings from six (three native English speakers and three non-natives) students who were part of an online course in English. It was evident from the study that non-native speakers not only frequented their postings posts but had increased reflection on and accommodation of other learners. The frequency of patterns reveals that non- natives gained important English language status through such socialization, something that is widespread in contemporary social media platforms. This, therefore, creates a communication passage where guidance and beneficial information for skill development is realized. Facebook, for example, has been reported to be a universal platform where online social networking can be done (Guimarez, 2014). Nevertheless, studies show that
Facebook is not a frequent social media website that is renown amongst female Saudis
(Al-Sharki & Hashim, 2016). Evidently, Facebook presents an invaluable tool for incidental language learners in Asian countries.
It is evident that media plays an imperative role in enhancing language across divergent platforms, notably in Saudi Arabia’s context. Social context is paramount in supporting and facilitating interaction. This highlights various opportunities presented through such technologies as shown in the studies. Both social and mainstream media will not only teach EFL learners but also expand the knowledge and understanding by the
Saudis. Social media, on the other hand, has proven to be a practical learning point where different peers interact and share opinions, hence the need to understand English
8 language in different context. Different forms of media that stretches beyond television, radio, Facebook and Twitter continue to be essential predictors for learning since most communications are done through this media.
9 CHAPTER 3
RESEARCH QUESTION AND PURPOSE
The media educates users, viewers and listeners through the various outlets at disposal. Among the various roles it plays is educating and enabling individuals to learn new languages, cultures and traditions. This work will analyze and give a clear insight on how extensive the media plays a crucial role in language development and learning in
Saudi Arabia. The main purpose of this research is to determine how reliable the media is in Saudi Arabia in enabling students and teachers to be eloquent in English. Some of the questions that will guide this research and provide reliable answers include:
i) Which media outlets helps students and teachers in learning English?
ii) In what ways does social media improve English learning amongst
students and teachers?
iii) In what ways, does television and radio stations improve the speech and
knowledge in the English language amongst teachers and students?
iv) Are teachers in Saudi Arabia capable of speaking English fluently, how
does that affect their social media usage?
v) How does the media contribute to the learning of English amongst
students and teachers in Saudi Arabia?
The media plays a vital role in helping individuals interact and learn new languages and cultures from different parts of the world. The content displayed or provided by the media determines the ability of an individual to grasp and understand the new information presented. This research question will narrow down on the factors and
10 different aspects that the media directly influences the ability of Saudi Arabians to learn and understand English specifically teachers and students in learning institutions.
Different outlets such newspapers, social media, curriculum and TV programs will enable readers to understand which outlets are widely used and beneficial in learning English as a foreign language in the country. Conducting and collecting of data from surveys will provide adequate data for analysis to aid researchers in narrowing down on the strategies and measures English learners can use and apply to improve on their English knowledge and fluency.
This research question will provide enough room for research and understanding on the locations and situations where the English language is mostly used in the country.
This will enable more information to be obtained on the specific age groups and education levels where English is most efficient and the period where most individuals learn this new language. Similarly, through the survey, those areas where English learning is still a problem will be identified.
Similarly, this particular research aims at enlighting scholars on how English as a foreign language is spreading, which populations mostly use it and the specific situations that it is used in the country. Over the past few decades, English was chosen to be an international language that had to be emulated far and wide to serve a higher purpose in the future. Surprisingly, it has spread like bush fire throughout many different countries including Saudi Arabia which is mainly an Arabic speaking nation. The research question and survey carried out on students and teachers will enable first-hand opinions and views to act as the primary sources as participation in the study will allow more accessible analysis of the fluency and relevance of the language in Saudi Arabia. The need to
11 investigate the importance of English and its growth through the media as a second language in an Arabic state gave enough reason for carrying out the survey and analysis for this research.
12 CHAPTER 4
DESIGN AND METHODOLOGY
The methodology and research design picked for this study will be useful in ensuring data is obtained in a standard way and accurate conclusions on the role media play on learning of the English language is obtained after full analysis is done.
Data Collection
Data collection was obtained from both primary and secondary sources to provide enough evidence and information to meet the objective and purpose of the research.Primary data was collected from questionnaire surveys whereby students from random classes was issued a set of 11 questions requesting specific personal details and opinions or views that enabled answering of the research question effectively. Interviews were conducted on 50 students and ten teachers to provide additional information and first hand information on specific issues that aided in determining the importance of the media on learning the English language in Saudi Arabia. Interview questions comprised of the same content questions for both teachers and students. The essentialness of primary sources is its accuracy. The use of interviews provided the researchers with an angle that facilitated best conclusions on the matter.
The secondary information was obtained from journals, and other research materials, which provided additional data to the research as gathered information from studies carried out on the wide spread of the English language on foreign countries, added more weight on the research content. Secondary sources might have several alterations but was reliable in providing additional information.
13 Sampling Design
Based on the research problem and the research questions formulated for the study, the research design used was the descriptive survey design. The reasons for selecting this design was because the research required the respondent to give information that will be used to determine the role the media plays in learning the English language in Saudi Arabia.
Apart from just describing, the survey design was used since questionnaires and interviews provided primary tools for data collection. Data collected from the entire Saudi population would have been significant but the sample obtained from the school played a crucial role in analyzing the impact media outlets plays on learning English amongst Saudi’s population.
For this study, random sampling was used where data was collected from 150 hundred students and 50 tutors to provide extensive room and data for accurate analysis.
150 questionnaires were designed to make the sample size for the student survey category and 50 questionnaires issued to tutors present at the school premises. The interview survey technique was also be used on the sample population to provide substantial and more accurate data from the survey. The use of random sampling was effective in gathering information from a controlled number of individuals as sampling biases were dealt with.
Similarly, the sampling method provided an equal probability for individual selection, hence saving a lot of time and money in the process.
The Questionnaire Survey
The questionnaires were designed based on the research. All the questionnaires comprised of open-ended and close-ended questions as they are easy to interpret and
14 analyze. The researchers issued out the questionnaires to random students and teachers at the school premises. Consequently, it should be noted that the questionnaires were in Irabic so that more efficacious answers would be arrived at. English language was avoided in this case because some individuals may have a hard time comprehending the questions thus making it difficult for researchers to arrive at reliable conclusions. The questionnaires were administered by the researcher. Use of questionnaires guaranteed researchers gathered information in a standard way that is cost-effective and permits anonymity. Use of this method was accurate and reliable to people of all ages hence guarantying quality depth in the collection of data. Use of both open-ended and close-ended questions helped to create more time on data collection as relying on close-ended questions may offer restricted substitute replies.
Contribution of the Study
It was intended that the findings and analysis of this research will be used by linguistic and demographic researchers both locally and abroad in determining the true influence and role the media plays in learning new languages and foreign language development subsequently. These findings could be used to determine the extent to which specific media outlets can be used to promote and develop foreign languages in Saudi
Arabia and the entire world in general. Different countries can emulate particular pointers from this research that will enable and boost foreign language development through the media as a reliable learning tool. The use of a shared language is common and encouraged in the modern world where people meet or rather travel to different places on daily basis. The teachers and students acted as the participants for the survey conducted in the school viscinity. The 150 students and 50 students who participated in the survey
15 were entirely cooperative and provided reliable feedback that facilitated the success of the survey. The questions formulated were simple and easy to interpret by the target population which in this case, the teachers and students who participated understood and answered the required questions designed, effectively. With such statistics, reseachers will be in a position to analyse if the enactment of a shared languge in Saudi Arabia is on point or still in dire need of new strategies. Further, the study will give surveyers an understanding on some of the barriers that is slowing the learning of English in the country so that new initiatives can be formulated.
16 CHAPTER 5
RESULTS AND DISCUSSION
From the survey conducted it was observed that majority of the students who are in the university have substantial knowledge of the English language. 119 out of the 150 students who participated in the survey were fluent in English, and only 23 were able to speak more than one foreign language. French and Spanish were noticed as being the distinct third foreign language spoken by the students. 43 out of the 50 teachers that took part in the survey were fluent in English, and only 17 were able to articulate a third foreign language with French and Spanish being distinct.
From the survey, the data collected proved to support the phenomenon on the role the media plays in learning English amongst students and teachers in Saudi Arabia. The results answer the research question as the students entirely endorsed the fact that the media most notably television and social media plays a vital role in English development and learning of the language in the country.
Media Outlets and Ways Students and Teachers Use the Media to Learn English.
i) Radio and television programs
Students accepted the fact that media outlets such as the television and radio have helped them improve on their speech. Specific students acknowledged English programs, movies and series to immensely boost their dialogue as the screenplays developed in
English, act as a guide on how to pronounce particular words and trains them on how to talk at a moderate speed in English.
17 From the research,most of the participants accredited subtitles for playing a crucial role in the mastering of the English speech. Most students and teachers agreed that subtitles on movies and series greatly helped in grasping of words and understanding of dialogues that are pronounced faster by fluent or native English speakers. Participants in the survey agreed that with time dialogues became easily understandable and they could comprehend conversations that were previously fast, with ease. Results from the study also indicated that these subtitles significantly boosted their knowledge of new vocabularies. Hence an effective way of learning new English words and the language in general.
Additionally, audios such as news segments and shows on radio stations reportedly help the students and teachers in dialogues as the participants acknowledged that with time they could easily understand English dialogues as their listening abilities were immensely boosted. Students and teachers who took part in the survey agree that different presenters have different ways of building their English language content as the dialogues and media segments improves their speech and most importantly, content and sentence structure in the language.
ii) Social media
One can understand that the social media has played and continues to play an essential role in the development and learning of the English language in Saudi Arabia by looking at the survey results. The survey team took a minute to look into recent secondary sources that floundered around the role social media plays in promoting
English learning and interesting conclusions were arrived at. A journal affirms that the
Kingdom’s media has been entrusted with the responsibility of progressively promoting
18 English so as to help shape the country’s future. In accordance to The National
Transformation Program (NTP), young people are so much into media and relies on it for multiple reasons one of which should be to learn English. So far, the strides they took seem to work undoubtedly well as many are learning how to speak fluently and read flawlessly through the available media outlets (Mahboob & Elyas, 2014).
On the other hand, conducive communication policies such as unrestricted access to platforms such as Facebook, Twitter, Snapchat and Instagram have enabled Saudi students and teachers to interact freely with different English speakers from different parts of the world.The research indicated that frequent social media interaction and presence improved the knowledge of the English language amongst the participants.
The need to use the English language on international platforms with other
English speakers proved vital to prompting the majority of the Saudis to improve on their
English speaking and writing through video calls and texting across social media platforms. 101 students asserted using social media platforms to discover the cultures and way of life of native English speakers. Teachers that participated in the survey showed that the majority of them used English in their classes sparingly to maintain a balanced language atmosphere in the classrooms as not all of the students are fluent in English.
However, students attending English classes claimed to be taught in English as frequent usage of the language boosted their English knowledge and understanding.
iii) Websites
The majority of the participants agreed they use these websites for learning errors they make when communicating with native English speakers. The attraction of foreign speakers speaking English fluently also encourages a majority of the Saudis as one gets a
19 reputable recognition when fluent in a foreign language. From the interviews, one can see that this gives them more essence or psyche of learning and getting better in the language, hence improving their fluency and knowledge in the foreign language subsequently. It was noted that online dictionaries help the participants learn the correct spelling for different vocabularies that might be challenging for them hence saving them more time researching on actual dictionaries as the websites have made the process faster and efficient in vocabulary development.
iv) Magazines and newspapers
From the survey, one can also understand that English magazines and newspapers are widely used by Saudis who have a broad understanding of the language. Interesting contents such as art and sports in magazines encourage and attracts students and teachers to indulge and buy specific editions and articles to broaden their knowledge in the
English language. Magazines such as ‘Vogue’ and ‘Cosmopolitan’ are among the most popular editions being bought by the students and teachers. Aditionally, Saudis that are still learners refer to magazines, newspapers and articles to improve on their reading ability and grasping of new words from passages.
20 Media outlet and methods used by Frequency (%) students and teachers Television 38 Radio 10 Magazines and journals 4 Social media 36 Websites 12 Media Frequency
Television Radio Magazines and journals Social media Websites
Figure 1.1 Data representing the frequency different media outlets are used by teachers and students.
Fluent Average Beginner Students 119 10 21 Teachers 43 4 3
Figure 1.2 Data representing the fluency of English and other foreign languages amongst teachers and students
21
Media Content Frequency (%) News 24 Movies and series 38 Music 18 Sports and events 8 Interviews 6 Documentaries 6 Relevant media content for english learning
40 35 30 25 20 15 10 5 0 News Movies and Music Sports and Interviews Documentaries Series events
Series 1
Figure 1.3 Data representing the relevance of television content in English development amongst teachers and students
22 CHAPTER 6
CONCLUSION
It is evident that the media play an essential role in the English and language development in Saudi Arabia. The social media platforms and outlets available at the population’s disposal has enabled vast improvement in the learning and understanding of
English. The existing English curriculum in the Saudi Arabian education system has allowed a stable foundation for Saudis to learn the new language. Media outlets such as
TVs and the internet have eased the learning process of the original language in the country. Students attending English classes find it easier to learn the language throughas social media platforms facilitate appropriate interaction, opinions and opportunities to make their learning process more comfortable.
The increasing use of media in the new generationsand most specifically amongst university students. The compelling benefits of globalisation have enabled more populations to gain interest in learning of new languages across different countries. EFL learners in Saudi Arabia have shown the heights and extent to which students and individuals can reach and learn when exposed to the right media content in the available media outlets present in the country. The information gathered from this research is fundamental and can be emulated in a way that other nations can instil government policies that favour educational policies and programs to effectively air, or display relevant content across media outlets that will be beneficial for English and other language learners in general.
23 I would recommend that the Saudi Arabian curriculum should try and introduce more educational content in its programs and presentations especially in popular media outlets such as TVs. Children undertaking English lessons can be added to Basic English programs which teach children in the primary level categoryhow to pronounce and write specific vocabularies and sentences. This will immensely develop their knowledge of the
English language from a young age. An initiative which will help understand the language swiftly as they transition to a higher educational level.
I would also suggest the introduction of the English language in sponsorship programs as an elective course in universities and other educational institutions in Saudi
Arabian. Introduction of such policies will give students options to pick the English course without being charged for tuition fees. This will enable more students to take part in the classes hence increasing the number of students in Saudi that are English literate.
Developing of social media applications and soft wares that contains Arabic translation of English words, dialogues and contexts can swiftly aid more natural understanding of the foreign language. More populations in the country can be able to use such soft wares to find their way around English speaking countries. Individuals can get necessary translations for directions, positions, greetings and even request for orders at specific business premises using the translator applications and soft wares.
Collaborations between top celebrities in Saudi Arabia such as movie star or musicians with English speaking celebrities will enable a blend of culture and build a bridge of understanding between the two different language-speaking cultures. This will allow more Saudis to interact more with native English speaking nations such as America or Australia hence encouraging the development and learning of the language. Saudi
24 movie stars can take part in different English projects which will attract more interest amongst the Saudi population into English projects hence build the stir in learning a foreign language amongst Saudi Arabian natives.
The Saudi Arabian government can take full advantage of the technological advancements that have enabled widespread sharing of knowledge and information amongst this generation to boost the language education policies in schools, offices and institutions. Intensive investment in media outlets will facilitate the more natural transition of the Saudi population into a multilingual nation that welcomes other cultures and language systems. This aspect of globalisation will enable the Arab state to share its knowledge and doctrines allowing it to be part of the global movement that encourages nations to learn and appreciate other languages. Assimilation of the English language in
Saudi Arabia will let the country to be part of a worldwide community that values the language which is widely spoken and used across different parts of the world. This will be beneficial for the Saudi population as trade links and deals can be negotiated and sealed by the Saudi Arabian community without the help or need of translators.
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28 APPENDIX A
Survey Questions for Students
1. Age………………… 2.Gender……………………………….
1. Education level……………………
2. What languages do you speak?
………………….. ………………… ………………… ………………….
………………….. ………………… …………………
3. When did you start learning the English language? ......
4. What is your fluency level in the English language?
Beginner………………. Average………………….. Perfect……………………..
5. Between school and work, where do you mainly use the English language?
………………………………………………………………………
6. What kind of media outlet do you like to use mostly?
Newspaper……………. Magazine………………. Radio…………………………
Internet………………….. Television………………. Other………………………
7. Does the media play a vital role in your knowledge of the English language?
……………………………………………………………………………….
8. Do you follow people who use English on social media platforms?
Yes……No………..
If yes, how often? Rarely……….. Occasionally………… Regularly……………………..
29 9. Do you watch movies and series in English? Yes…………………
No…………………
10. Are English subtitles helpful in learning the language?
Yes…………………………. No……………………………
11. Do you listen to English music? Yes…………………. No……………………..
12. Do you think you can acquire English language without learning it in school?
Yes…………… No…………………..
State your reason………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
30 APPENDIX B
Survey Questions for Teachers
1. Age…………………………
2. Gender……………………..
3. Educational level…………………………….
4. Teaching discipline/course……………………………….
5. What languages do you speak?
…………………. …………………. …………………. ………………
………………… …………………. …………………. ………………
6. What languages do you teach in? Arabic………. English……………Both………
7. Do you use English language in your classes? Yes…………….. No………………
If yes, why?
......
......
8. Do you use English secondary sources in your classes?
Yes……….. No……………...
If yes, which ones do you prefer………………………………………………………..
9. Does the media play a vital role in your knowledge of the English language?
…………………………………………………………………………………………
10. What kind of media outlet do you like to use mostly?
Newspaper……………. Magazine………………. Radio…………………………
Internet………………….. Television………………. Other……………………
31