MSU LIBRARIES —3_. RETURNING MATERIALS: P1ace in book drop to remove this checkout from your record. FINES will be charged if book is returned after the date stamped below. .vv—FEfi tree ‘ :44: 3:119- ! - U’I L .: 4k: . we 45 5 “A 0 C ’1 2:44;: ‘V “-1 \ I."- em I . Q s ’. r . . ,I ’ , . , ’VV‘X . .‘ ‘ .' ‘—' " - ‘1 00 A 17 ' "v *1 »*.:‘.¢~.V«ects.4a,,ac,e g- L1”, .2," 4, 'od 3?? #313 AN INVESTIGATION OF THE PROBLEMS OF THE ENGLISH PROGRAM IN THE INTERMEDIATE BOYS' SCHOOLS OF SAUDI ARABIA By mammal) SALEl-I ALI JAN A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR.OF PHILOSOPHY Department of Educational Administration ©1985 MOHAMMED SALEH ALI JAN All Rights Resewed ABSTRACT AN INVESTIGATION OF THE PROBLEMS OF THE ENGLISH PROGRAM IN THE INTERMEDIATE NYS’ SCHWLS OF SAUDI ARABIA By Mohammed Saleh Ali Jan The primary objective of this study is to investigate the methodology, atmosphere, motivation, and facilities of the English program in Saudi Arabia to determine the kinds of problems and obstacals encountered in the teaching of English in the intermediate boys' schools throughout Saudi Arabia.(Wonnaires were constructed and admistrated to the persons involved in the process of learning/teaching of English as a foreign language, that is the intermediate students, the English teachers, and the English supervisors. The means, frequencies, percentages, T-test, ANOVA, and two-way analysis were calculated (n: the responses to test seven hypotheses and identify those factors which were most critical. School visits and classroom observations were used to investigate the class atmosphere of randomly selected intermediate boys' schools. The results were recorded on a specially designed checklist and were reported in terms of frequencies and percentages. The study also includes a brief historical overview iof the teaching of the English language in Saudi Arabia. Moreover, the study presents conclusions and recommendations based on the findings. In The Name Of Allah The lerciful, The Compassionate '0 my Lord! advance me In knowledge" DEDICATION God said in the Holy Kur'an: 'Thy Lord hath decreed that ye worship none but him, and that ye be kind to parents. Whether one or both of them attain old age in thy life, say not to them a word of contempt, nor repel them, but address them in terms of honor. And, out of kindness, lower to them the wing of humility, and say: "My Lord! bestow on them Thy mercy even as they cherished me in childhood (17:23, 24)." ”We have enjoined on man kindness to parents: In pain did his mother bear him, and in pain did she give him birth. The carrying of the (child) to his weaning is (a period of) thirty months. At length, when he reaches the age of full strength and attains forty years, he said, "O nw'lmrd! Grant me that I may be grateful for Thy favour which Thou has bestowed upon me, and upon both my parents,4 and that I may work righteousness such as Thou mayest approve; and be gracious to me in my issue. Truly have I turned to Thee and truly do I bow (to Thee) in Islam (46:15)." In memory of my mother, (May Allah rest her soul in peace) Maymunah Ibrahim Abu-Salaiman, who was always a source of strength for me; and whose wishes would have been fulfilled by the completion of this study. To my dear father, Ali Saleh Jan, who has devoted his life to rearing and educating his family and whose religious, psychological and financial support and encouage- ment with his sacrifices made it possible for me to continue my education abroad. My prayers to Allah are to grant him health and strength and let me enjoy his presence for many years to come. Ii ACKNOWLEDGEMENT First and foremost, praise be to Almighty Allah (God); prayers and peace be upon his last prophet and messenger, Mohammed, his kin, successors and companions; and upon all other prophets and messengers. The completion of this work would not be possible without Allah's help and guidance. Second, I am very grateful to His Majesty King Fahd Ibn Abdul-Aziz who was the first Minister of Educathni and the leader of the educational renaissance in Saudi Arabia. I am also in debt to the government of my country, Saudi Arabia, for making it possible for me to complete my higher education in the United States. The full coverage scholarship I was given made the completion of my educational goal possible. When I return to work at Um Al-Qura Univers- ity, Makkah, I hope that I can repay part of the investment to my country. Third, my great-gratitude can never be complete without acknowledging, with deep appreciation, my comittee chairman, Professor James E. Snoddy for his scholarly advice; for his useful comments, suggestions, and feedback; for his great counseling and guidance; for his considerate assistance; for his overall concern throughout my doctoral studies; and for developing the idea of this study as well as making it possible to be completed. iii A very special note of gratitude to my committee members; Professor Ben Bohnhorst, Professor Richard Gardener, and Professor Paul Munsell for their personal assistance and constant support, encouragement and guidance. At this time I will not forget the special guidance, instruction, and encouragement I had from Dr. Marcellette Williams, Dr. Kenneth Neff, and Dr. Howard Hickey. Special mention must be made of the intermediate school students who gave their time and participated in this study by responding to the questionnaire. Also my thanks and appreciation to the directors of the educational zones, the English supervisors, the English teachers, and the principals of the intermediate schools in Saudi Arabia who were of great assistance in facilitating my task during the collection of needed data for this disser- tation. I would also like to express my appreciation and thanks to my brother, Mohammed, and two sisters, Saleha and Hind, for encouraging me to complete higher study and for taking care of my father during my stay in the United States. Also my deep regards and thanks should be mentioned to my friends All Aseeri, Marwan K. Abdulkarim, Faisal Attaib, Gazy A. Khalil, Omar Attar, Abdurrahman Folatah, Safer Al-Iiarthey and Fahad Azza'ed who were of great help in collecting the necessary data for this study. iv Last but not least, my greatest appreciation and my deepest gratitude is reserved for my wonderful wife, Nazeeha, who encouraged me in all my post-graduate studies, who helped me in collecting and analyzing data, and who willingly gave up her precious time to help fulfill all my needs. Also, at this time, I will not forget my wonderful, gorgeous and lovely daughter, Maymunah, whose cheerful smiles light up my life, and relieved all the stress I felt during my doctoral program. Table 10 11 12 13 14 15 LIST OF TABLES Title Education at the End of the Second World War. . . . . . . . . . Rank order of the items of the students' questionnaire . . . . . . Means of the items by class level . The means of the items by zones 0 O I O O I O O O O O O I O O The English teacher appears enthusiastic in teaching. . . . . . He is self-controlled and is not easily upset. . . . . . . . . . . . The English teacher praises me when I answer correctly. . . . . . . . . The English teacher gives me a reasonable amount of homework. . . The English teacher corrects my homework O O O I O I I O O O O O O O The English teacher shows me how to myhomeworkeeeoeeeoeeoe The English teacher gives me the opportunity to participate and ask questions in the class. . . . . . . The English teacher seems to be qualified to teach English. . . . . The English teacher motivates me to stay alert, active, and interested. He is fair, impartial and objective in his treatment of students. . . . The length of the English curriculum is about right. . . . . . . . . . . Page 53 111 114 116 122 123 124 125 126 127 128 129 130 131 132 Table 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 LIST OF TABLES (continued) Title The difficulty of the English textbook is about right . . . . . . The passages and the stories in the textbook is about right . . . . . . The textbook contains enough practice exercises. . . . . . . . . The textbook encourages understand- ing rather than memorization. . . . The English teacher uses wall pictures to introduce new vocabulary. . . . . . . . . . . . . The English teacher uses the audio- visual equipment to facilitate the learning process. . . . . . . . . . The English teacher lets me listen to tapes in English . . . . . . . . The English teacher writes on the blackboard when teaching. . . . . . I find it easy to learn English . . I feel that learning English is important I I I I I I I I I I I I I The English language is not a major obstacle in passing to a higher level I I I I I I I I I I I I I I I I enjoy the English classes . . . . I am on good terms with my English teacner I I I I I I I I I I I I I I My friends encourage me to speak inEnglisrleeeeeeeaeceeo The English teacher encourages me to communicate in English . . . . . My family encourages me to use and practice the English I have learned in BChOOl I I I I I I I I I I I I I Page 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 Table 32 33 34 35 36 37 38 39 40 41 42 43 44 LIST OF TABLES (continued) Item Page The number of students in the classroom is about right. . . . . . 149 My school has a collection of simple English stories. . . . . . . 150 There is an English laboratory in my schOOI I I I I I I I I I I I I I 151 Rank order of the items of Category A (Problems related to teacher and teaching methods) . . . 153 Mean value of Category A (Problems related to teachers and teaching methOdS)I I I I I I I I I I I I I I 154 Rank order of the items of Category B (Problems related to the English curriculum) . . . . . . . . . . . . 155 Mean value of Category B (Problems related to the English Curriculum) . 156 Rank order of the items of Category C (Problems related with audio- visual materials) . . . . . . . . . 157 Mean value of Category C (Problems related with audio-visual materials). . . . . . . . . . . . . 158 Rank order of the items of Category D (Problems related to the students' attitude toward learning the English language) . . . . . . . . . . . . . 159 Mean value of Category D (Problems related to the students' attitude toward learning the English language) I I I I I I I I I I I I I 160 Rank order of the items of Category E (Problems related to school need8)I I I I I I I I I I I I I I I 161 Mean Value of Category E (Problems related to school needs). . . . . . 162 Table 45 46 47 48 49 50 51 52 53 LIST OF TABLES (continued) Item Page Mean Value of Saudi and non-Saudi TCBCthS. I I I I II I I I I I I I 168 The means of the items by the level of experience of the teachers . . . 171 Rank order of the items of the teachers' questionnaire . . . . . . 177 Mean Value of Saudi and non-Saudi Supervisors . . . . . . . . . . . . 185 The means of the items by level of experience of the supervisors . . . 188 Rank order of the items of the supervisors' questionnaire. . . . . 192 The means of the items by teachers and supervisors . . . . . ._. . . . 201 The rank order of categories of the questionnaire by teachers and the supervisors . . . . . . . . . . . . 211 The results of the class observation checklist . . . . . . . 214 TABLE OF CONTENTS Title Page Abstract DedicationI I I I I I I I I I I I I I I I I I I I I i Acknowledgement . . . . . . . . . . . . . . . . . . iii List of Tables. . . . . . . . . . . . . . . . . . . ix Chapter I. STATEMENT‘OF THE PROBLEM . . . . . . . . . . H Purpose of the Study . . . . . . . . . . . . 4 Aim of the Study . . . . . . . . . . . . . . 6 Research Questions . . . . . . . . . . . . . 7 Limitation Of the StUdye I I I I I I I I I I 8 Definition of the Terms. . . . . . . . . . . 8 11. REVIEW OF THE RELATED LITERATURE . . . . . . 11 History of Education in the Arabian Peninsula. . . . . . . . . . . . . . . . . . 12 Education under the Ottoman Empire. . . . 18 Education in the Kuttab. . . . . . . . 19 Education in the Mosque. . . . . . . . 20 The Houses of the Ulema. . . . . . . 29 Formal Education in Makka. . . . . . . 30 Arrushdia Schools . . . . . . . 30 Other Types of Governmental Schools 31 Private Education in Makkah. . . . . . 32 Assolatiah School . . . . . . . . . 33 The Islamic School. . . . . . . . . 35 .Al—Fakhriah Al-Othmaniah School . . 38 Attarabulsy School. . . . . . . . . 36 Al'KhaIriah 8351001. a a a a a a a a 36 Al'Falah SChOOI e a a a e a a e a o 37 Education in Medina. . . . . . . . . . 39 Education in Jeddah. . . . . . . . . . 40 Education in Taif. . . . . . . . 40 Education in Other Parts of Hijaz. . . 41 Education in Other Provinces . . . . . 41 Education During the Hashimiate Period. . 42 Education in the Holy Mosque . . . . . 42 TABLE OF CONTENTS (continued) Title Page Governmental Schools . . . . 43 Al-Kairiah Prepatory Hashimiate School . . . . . . . . . . . 43 The Preparatory Schools . . . . . . 43 Arraquah School . . . . . . . . . . 43 Al-Al iah $041001 0 e a a a e a e o o 44 Private Schools. . . . . . . . . 44 Education Under the Saudi Arabia Government . . . . . . . . . 45 Education in the Holy Mosque . . . . . 46 The Study Circles . . . . . 47 Circles for Memorizing the Holy Kuraan . . . . . . . . 47 The Holy Mosque Institute . . . . . 47 Private Schools. . . . . . . . . . . . 47 Governmental Schools . . . . . . . . . 48 The First Period. . . . . . . . . . 50 The Second Period . . . . . . . . . 57 The Third Period. . . . . . . . . . 59 The Saudi Arabian Educational System . 63 Kindergarten. . . . . . . . . . . . 64 General Education . . . . . . . . . 64 Technical Education . . . . . . . . 64 Teacher Training. . . . . . . . . . 65 Universities. . . . . . . . . . . . 66 Special Education . . . . . . . . . 68 Adult Education . . . . . . . . 68 Other Types of Education. . . . . . 69 Private Education . . . . . . . . . 69 The Organization Responsible for Supervising Education . . . . . . . 70 Ministry of Education . . . . . . . 70 Girls Education Administration. . . 70 Ministry of Defense . . . . . . . . 70 Ministry of Health. . . . . . . . 71 Ministry of Labor and Social AffairSI I I I I I I I I I I I I 71 Ministry of Interior. . . . . . . . 71 National Guard Presendency. . . . . 71 Ministry of Post Telephone and Telegraphaeeee:e:eeee 72 Universities. . . . . . 72 English as a Foreign Language in Saudi Arabian Education. . . . . . . . . . . 72 [III "EmmImYe I I I I I I I I I I I I I I I I 87 Hypotheses I I I I I I I I I I I I I I I I I 88 XI Title Iv. TABLE OF CONTENTS (continued) The Nature of the Population and the Sampling Procedure. . . . . . . . Procedure. . . . . . . . . . . Research Questionnaire. . . . . Description of the Questionnaire Validity of the Questionnaire. . Pilot Study. . . . . The Class Observation Checklist . . Description of the Class Observat Checklist . . . The Procedure of Collecting the Data . ”I I I I I I I 0 050000000 PRESENTATION AND ANALYSIS OF DATA. . . . . . The Students' Questionaire . . . . . . . . . Procedure of AnalysiEFBf Data . . . . . . Presentation and Analysis of Data . . The Result of the First Section of the Questionnaire . . . The Result of the Second Section of the Questionnaire . . . . . . . . . General Analysis . . . . . . . . . . . Item AnalySiSI I I I I I I I I I I I I Analysis by Category . . . . . The Result of the Third Section of the Questionnaire . . . . . . . . . . . _The Teachers' Questionaire . . . . . . . . . —-Procedure of Analysis of Data . . . . . . Presentation and Analysis of Data . . . . The Result of the First Section of the Questionnaire . . . . The Result of the Second Section of the Questionnaire . . . . . . . The Result of the Third Section of the Questionnaire . . . . . . . . eSupervisors' Questionaire. . . . . . . . TheProcedure of AnalysIE of Data . . . . . . Presentation and Analysis of Data . . . The Result of the First Section of the Questionnaire . . . . The Result of the Second Section of the Questionnaire . . The Result of the Third Section of the Questionnaire . . . . . . . . . . . A Comparison of the Teachers' Responses and the Supervisors' Responses. . . . . . . . Procedure of Analysis of Data . . . . . . Presentation and Analysis Data. . . . . . XII Page 89 92 92 94 96 97 98 99 100 104 104 104 108 108 109 109 121 152 162 165 165 166 166 167 178 182 183 183 183 184 195 199 199 200 Title TABLE OF CONTENTS (continued) Item Analysis. . . . . . . . Category Analysis. . . . . . The Class Observation Checklist. . . Procedure of Analyzing the Data . Presentation of Data. . . . Analysis of Observation Checklist Summary . . . . . . . . . . . . . SUMMARY, CONCLUSION AND RECOMMENDATION Summary of Procedures. Summary of Findings. . Conclusion . . . . . . Recommendation . . . . XIII 090000. 04-00.... Page 201 209 212 213 213 219 225 227 227 229 240 243 CHAPTER.ONE STATEMENT‘OF THE PROBLEM Modern education in Saudi Arabia began only fifty years ago. Am the dawn of the twentieth century schools were generally non-public and often located in small rooms situated in or near the mosque or in the teacher's house. Participating was considered a luxury. Most pe0ple didn't attend these schools and did not expect their children to do so. These schools were called Katateeb and were very similar to the early American one-room schools. The curriculum of the Kuttab, as Lipsky described it, is based on memorization of the Kur'an, with secondary emphasis on reading and writing (Lipsky, 1959, p. 280). Saudi Arabia as a new nation began to offer education for a people who were suffering from the effect of hundreds of years of illiteracy, ignorance, and poverty. Sheik Hafiz Wahba, who was once a Director of the General Directorage of Education, described the educational setting before the establishment of Saudi Arabia by saying: During their rule of the Arabian Peninsula, the Turks did not display any appreciable efforts in the field of education. Education in Hejaz under Sarif Hussein was not much different frouithat under the Turks. (Assah, 1969, p. 29). As a consequence, it can be safely said that modern education in the Arabian Peninsula started with the creation of Saudi Arabia. However, the General Directorate of Education, which came to be known as the Ministry of Education, faced many problems. Assah described the situation in the early days of Saudi Arabia by saying: Even school equipment supplies were not manufactured in the kingdom and there was nobody to write or even print textbooks that suited the environ- ment. The Ministry of Education had therefore to face very serious problems conmencing with the importation of teachers from the other .Arab countries, in addition to the importation of textbooks and all kinds of school supplies, including chalk and blackboards (1969, p. 294). Morever, most school buildings were rented and modern audio-visual equipment and nmterials were absent. These were the conditions under which English was introduced to be taught as a foreign language. Today, the Ministry of Education more fully realizes the importance of the English language as the nnjor inter- national spoken language. It is also considered as an important medium for the study of advanced science, engineer- ing, and technology and receiving the digested experience, knowledge and experiments of hundreds of years. In other words, English has become a major contributor to the task of understanding what is going on in the*world. In addition, English has become a requirement for making full use of contracts with foreign companies. Most of the experts employed in Saudi Arabia communicate their advise and instructions in English. English is also needed for doing higher studies inside and outside Saudi Arabia since most of the sources, references and textbooks are written in English. As a consequence of the importance of the English language, teachers of English as a foreign language are prepared in Saudi universities, new textbooks have been designed to fulfill the needs of a developing society, and more precise objectives have been deveIOped. However, up to the present time the efforts to improve the English program at the intermediate level remain somewhat superficial. These efforts are unsatisfactory because the textbooks are written by foreign experts who are largely unaware of the religious and traditional customs, norms, mores, values, beliefs, and the educational goals and objectives of Saudi Arabia. Moreover, these efforts have concentrated on developing new textbooks to the exclusion of other vital features of the curriculum such as teaching methods, audio visual materials, evaluation materials, and teacher preparation programs. In addition, the kinds of activities the students participate in, the class atmo- sphere, the school environment, and the relationship between home and school and the relationship between school and the society were neglected. These efforts also did not consider the benifits the school would gain from the available facilities such as radio, television, newspapers, magazines, and other social information sources. Saudi students spend three years at the intermediate level learning English, along with other subjects. However, their English proficiency is generally considered to be very poor in view of the time spent learning it. Mulls revealed that the general English proficiency and achievement of the majority of Saudi students is completely unsatisfactory and disproportionately low (1979, p. 1). Improvement of English teaching at the intermediate level is very urgent because English is first introduced at this level. If improvements are made early in the English learning process, it may help to eliminate later problems by preventing students from developing negative. attitggg concerning English. In addition, time, money 4‘— and effort will be saved for those who travel to English speaking countries for additional studies. PURPOSE OF THE STUDY At present, there is a need for an investigation of the contemporary conditions and practices associated with teaching English in the intermediate schools in Saudi Arabia. This research should investigate the need for learning the language and the use of modern English-teaching methods, techniques, and materials; and should identify the problems of EFL programs in Saudi Arabia. Through the writer's experiences of teaching English as a foreign language in Saudi Arabia intermediate schools and supervising student teachers in the English Department at the College of education, Umm Al-Qura University in Makkah, Saudi Arabia; and as a result of his studies in the United States, which included attending, visiting and participating in several schools which teach English as a second language, it seems apparent that the teaching of English in Saudi Arabia intermediate school presents many problems. It is hoped that this study can play a major role in improving intermediate English programs in the Kingdom of Saudi Arabia. The Ministry of Education in Saudi Arabia is eager to obtain a well-designed program for its educational system. By improving the English program the Ministry of Education believes that students will improve their abilities to understand, speak, read and write English. Up to now the solution to improve the English program has concentrated on changing textbooks used at the intermediate level and importing educational specialists from other countries for consultation. Many of these experts were not aware of the Saudi Arabian culture. The results were often unsatisfactory because the experts recommended those things which had been done in their own countries. These methods did not succeed in fulfilling the needs of Saudi Arabia, primarily because Saudian religious and traditional custoum and beliefs and the educational goals and objectives were not adequately considered. Knowing the status of English instruction in Saudi .Arabia public schools may prove useful to any person who has a rode in the decision making position and to anyone who is in charge of teaching a foreign or second language. This study should prove useful because it will attempt to determine the major problems of the English programs in Saudian intermediate schools. An important aspect of this study lies in its attempt to improve the English program for a rapidly changing kingdom, and it will serve as a theoritical foundation for improving, revising or developing the English program. The improvement of the English program at the intermediate level may also lead to the improvement of the program at the secondary level. This should result in better mastery of the language which saves students' time in studying English as a foreign language. AIM OF THE STUDY The major aim of this study is to determine the current conditions and practices of the intermediate school English programs. Moreover it will investigate the contemporary problems associated with the teaching and learning of English as a foreign language in the intermediate boys' schools of Saudi Arabia as viewed by the intermediate students, the English teachers, and the English supervisors. It will also investigate the effectiveness of the teaching environment, the class atmosphere, and the present situation under which English is taught. Saudi students are having difficulties passing the nationwide ninth grade English exam. .Additionally, students who come to the United States for further studies (after eighth to ten years of studying the language) must spend between three and six university quarters learning English to pass the TOEFL (a test required to by most American universities). Some students must begin learning English as if they had not studied it at all. Since English is first introduced at the intermediate level where language basics are taught, there is great importance in investigating the contemporary issues associated with the program at that level including whether or not it should be taught at that level. RESEARCH QUESTIONS This study is concerned with the following questions: 1. What are the significant problems that the inter- mediate level students in the boys' schools encounter when they learn English as a foreign language? 2. What are the significant problems that face English programs as viewed by the English teachers in the intermediate boys' schools? 3. What are the significant problems in the English program at the intermediate level in the boys' schools as perceived by the English supervisors who wmrk for the Ministry of Education in Saudi Arabia? 4 4. What is the extent of agreement or disagreement between teachers and supervisors about the problems of teaching English in the boys' school at the intermediate level in Saudi Arabia? 5. What is the classroom atmosphere in terms of interaction between teacher and students, and what method- ologies and audio-visual materials are used in presenting the lessons at the intermediate boys' schools of Saudi Arabia? LIMITATION OF THE STUDY This study is linuted to the male intermediate schools programs only. This restriction was made due to the dual nature of the Saudi educational system, one for boys and the other for girls. The male system is supervised by the Ministry of Education and the female systeniis supervised by the General Presidency for Teaching Girls. The English curriculum and textbooks in the nmle system differ from those used in the female system. Moreover, the data was gathered only in the Ministry of Education Schools. Con- sequently, any application of the finding to other educational contexts should be undertaken with extreme care. However, since there is a similarity in the situation between intermediate boys' schools and secondary boys' schools, the results of this study may have some generalization to the secondary level. DEFINITION OF THE TERMS For this study the following definition of terms will be used: 1. TEFL: An acronym that stands for Teaching English as a Foreign Language. In other words, it means teaching English to persons whose first language is other than English in an environment in which English is not the primary language of instruction. 2. ESL: Teaching English to the speakers of other languages in an environment where English is the language of instruction for other courses. 1n;g;ngfl11;g_§ghgnls: The public schools for boys that offer educational programs for grades seven, eight and nine in which the students are generally between 12-15 years of age. Englign_leagngzs: Those who are teaching English in boys' intermediate schools either on full time or part time schedules, regardless of their major field. W: Those who observe, assist and evaluate the teachers and give advice about improving teaching. mm: An overall plan or procedure for the presentation of English as a second or foreign language. WW: An approach to lansuase teaching which emphasizes teaching the rules of grammar, memorization of vocabulary, and oral and written transla- tion. Wad: An approach to language teaching which emphasizes direct and oral usage of the foreign language without translation. The rationale behind such a method is that a person should learn to speak a foreign language by the same mechanism a child uses to learn his native language. W8 An approach that stresses the oral skills of the learner through a great deal of drilling activity and emphasis on pronunciation. 10. WW: An approach that emphasizes ll. 12. 13. 14. 10 understaniing in language teaching. It stresses the four skills of the language: listening, speaking, reading, and writing. QIags_S;nfignL_flgntngn: The students participate in the classroom, and ask and answer many questions. The teacher's job is to guide the conversation and make comments. Ing_Snmmgr_1;ain1ng_£rngram: The Ministry of Education in Saudi Arabia is used to sending some of the Saudi English teachers to England each year to get more training in the use of the English language as well as to get more experience in teaching methodology. The program lasts from four to six weeks. TOEFL: An acronym that stands for Test of English as a Foreign Language. The TOELF is a proficiency test that most colleges and universities in the United States require (a score of 550 or sure) for foreign students to be qualified and eligible for admittance for post secondary school education. EASE: An acronym that stands for Saudi Arabia Schools English. This course is especially designed for the Macmillan Publishing Company in Great Britian to be used in Saudi Arabia schools from grade seven through grade twelve. CHAPTER'HK) REVIEW OF THE RELATED LITERATURE This chapter represents a review of literature related to the study. It has been divided into two sections. The first section (pp. 11-71) reviews the history of education in the period that preceded the creation of Saudi Arabia and the point from which the kingdom started. It reviews the stages through which it has passed, the programs which have been implemented or are being implemented, and the objectives planned. This review might shed light on the contemporary situation and the problems facing the development of a functional curricula in the Saudi Arabian educational system. It might also help in improving the manner in which EFL is taught in this system. The second section (pp. 72-86) deals with the implemen- tation of the teaching of foreign languages for the first time in the educational system and the reaction of the Saudi people to this introduction. This is important because Saudi Arabia is a very conservative country. Because it contains the two main sanctuaries of Islam, Makkah and Medina, and because it is also regarded as being the heartland of Islam, Saudi Arabia is considered to be a unique and highly religious country which should stand as an ideal and perfect example for all Moslem countries. 11 12 History of Education in the Arabian Peninsula The roots of education in Saudi Arabia go deep into history to the time of the foundation of Islam at the beginning of the seventh century. At this time there were only 17 persons from Quraish who were able to read and write (Abdullah, 1973, p. 35). Illiterate Bedouins went all over the known world searching for knowledge. No trouble or vexation could stop them from reaching their goal. They were influenced by many verses of the Kur'an as well as the Traditions and the sayings of the successors which encouraged Moslems to seek knowledge and which exalt the position of a learned man (Shalaby, 1954, p. 161). The following are some sources from the Kur'an: --"O my Lord! advance me In knowledge (Kur'an 20:114)." --Nor Should the Believers All go forth together: If a contingent From every expedition Remeined behind, They could devote themselves To studies in religion, And admonish the people When the return to them,--That thus they (may learn; To guard themselves (against evil) (Kur'an 9:122 . --And such are the Parables We set forth for mankind, But only those understand them Who have knowledge (Kur'an 29:43). --Say: "Are those equal, those who know And those who do not Know? It is those who are Endured with understanding That receive admonition (Kur'an 39:9). --God will raise up to (suitable) ranks (And degree), those of you who believe and who have been granted (Mystic) knowledge. And God is well-aquainted with all ye do (Kur'an 58:11). 13 -—If ye Realise this not, ask of those Who possess the Message (Kur'an 16:13). The following are some sources from the Thaditions (the Prophet's sayings): --Learned people are the heirs of prophets --Learned men and warriors constitute the next cles)s to the prophets (Al-Ghazali, Vol. I, p. 6 . --Ange1s shall submit their wings (support) to knowledge seekers until they are satisfied in their struggle. The ink that is used to fill Knowledge seekers' pens is purer than the b5?°d of martyrs (Ibn-Abdrabbuh, Vol. I, in 209 . --Wisdom and love give the glorious person more glory, and raise the slave to a king's rank (Al-Ghazali, Vol. I, p. 5). --The Prophet (peace and prayers be upon him) once went to the mosque and met two groups of maple. One of themwere petitioning forgiveness from God; the other were teaching people. The Prophet said: “Those (the former group) are petitioning God. God may or may not respond to them. However, the other group are teaching people, and I have been sent by God to be a teacher." Then the Prophet called on the second group and sat with them (Al-Gazali, Vol. I, p. 10). --You must seek Knowledge even as far as China, for seeking Knowledge is a divine ordinance of God upon every Moslem. Forgiveness is sought for those who crave for knowledge by everything including whales in the sea (Ibn-Abdulbur, PP. 7.8 e --If anybody proceeds to quest of Knowledge, then God will facilitate his/her route to heaven (AI'GIZIII, V01. 1, pa 8)e --When Man dies, his/her relation with life in this world is disconnected save with three facets: an ongoing alms, a useful Knowledge (that he/she left behind), or a pious offspring who will petition forgiveness for him/her (Ibn- Abdulbur, p. 15). 14 --Everything in this world (opposed to heaven) is cursed except for glorification of God and what submits to Him, and except for a student or teacher (Ibn-Abdulbur, p. 28). --If sonwone, when asked, conceals a Knowledge he/she knows, then he/she will appear on the doomsday bridled with fire (Ibn-Abdulbur, p. 4). The following sources are from the Sayings of the successors: --"Ali Ibn Abi Talib is reported to have advised Kumayyil as follows: '0 Kumayyil. Learning is preferable to wealth; you guard wealth while learning guards you, wealth will run short with spending while knowledge will be increased by dispersions (Al-Ghazali, Vol. I, p. 7)." --The following saying is also ascribed Ali Ibn Abi Talib: "He dies not who gives his life to learning (Ibn-Abdulbur, p. 30).” --It was narrated that Prophet Moses (Peace and prayers be upon him) during his confidential conversation with God) asked God: 'Whom is your most beloved?" and that God answered: "a sc)holar who seeks knowledge (Ibn-Abdulbur, [n 19 ." --The following saying was narrated by lbneAbbas: Solomon the son of David (peace and prayers be upon both of them) was given a choice of money, knowledge, or monarchy. He chose knowledge; thus, he was given money and monarchy along with it (Al-Gezali, Vol. I, p. 7). --Al-Khalil B. Ahmad was asked: "Which is the superior class: Scholars or Kings?“ When he replied, "scholars', he was asked, 'Why then do scholars crowd at king's doors while kings do not crowd at scholars' doors?" In his answer, Al-Khelil said: 'Scholars know their duty towards kings but kings are ignorant of their duty to scholars (Ibn-Abdrabbuh, Vol. 2, [h 213 ." --Al-Ahnaf says: "Every glory unsupported by learning will soon vanish and be replaced by humiliation (Shalaby, 1954, p. 163)." --Ibn Abd al Hakim was sitting in the circle of al-lmam Melik when he heard the call for 15 midday prayer. He, then, began to collect his books in order to go and pray. But al-Imen Melik said to him: '0 man, what you are going to do is not better than what you are doing (Ibn-Abdulbur, p. 34)." --Mus'ab B. al-Zubair advised his sons saying: "Acquire knowledge as it will be an ornament if you are rich and a source of wealth if you are poor (Shalaby, 1954, p. 163).” --An unknown learned man said: 'What has he got who has nfissed learning? And what has he missed who has acquired knowledge (Al-Ghazali, Vol. I, p. 6)?" ' These sayings, and many other proverbs, give education the status of religious duty by which all Moslems are obliged to learn not only about their religion but also about all kinds of knowledge. Actually, the first Kur'anic verse revealed to Prophet Mohammed (peace and prayers be upon him) was a call to read and write: Proclaimi (or read!) in the name of thy lord and Cherisher who created--created man, out of a (mere) clot of congealed blood. Proclaiml And thy Lord is most Bountiful. He who taught (the use of) the pen, taught men that which he knew not (Kur‘an 96:1-5). The Prophet Mohamed (peace and prayers be upon him) before his migration from Makkah to Medina, established the first places for education in a house of one of his successors to teach his followers and companions the revealed truth, the Words of God, "The Kur'an" (lbn Hesham, Vol. I, p. 251). Ahmed Assibaey, in his book, Ihe_HLsLnLy_gf mm. said: Prophet Mohammed (peace and prayers be upon him) asked the captives of the war of Budr in the early age of Islam that "any one who 16 teaches ten of the illiterate children of Medina how to read and write, would be set free without paying a ransom (1979, p. 64).” The need to combat illiteracy increased rapidly after the expansion of the Islamic Empire. Throughout Islamic history the Kur'an was the basis .and the core of Islamic education. Faheem stated: "Many studies gradually have evolved around the Kur'an in order to give interpretation or make correct understanding of the revealed truth--the Kur'an. These religious studies constituted what came to be known as the corpus of Islamic sciences such as Figh (Moslem juris- prudence), Tafsir ((Kur'anic exegesis), Hadith (the public traditions), and Fara'id (Law of inheritance) (1982, p. 59).“ The wide spread of Islam has generated intellectual activities and brought about the beginning of the other important sciences such as: The Arabic sciences and the rational sciences. The Arabic sciences were composed of Al-Nahu (Cranmer), Al-Lughah (philology), Al-Bayan (rhetoric), Al-Adab (literature). The growth of these disciplines was in part a result of the desire to supply the linguistic needs of the neo-Mosleme who wanted to study the Kur'an...The Moslem scientists used primarily observation, reason, and deduction as their method of inquiry ...Moslem civilization produced great independent works in Falsafa (philosophy), Adab (literature), Lehoot (theology), Mantiq (logic), Hissab (arith- metic) , Al-Kimiya (alchemy), Al-Falak (astronomy), Handasa (geometry), Tib (Medical Treatment), Al-Jabr (Algebra), Taqweem Albuldan (geography), Elm Annafs (psychology), Elm Al-Omran (sociology), Dawa' (medicine), Tabee'a (physics), and almost all fields. In fact, it was these Moslem scholars who laid the foundation of many modern sciences, especially algebra (created by Al-Khawarizmi 750-850) and arithmetic (founded by Al-Kindi 810-70). Their intellectual activities and their original works were the basis upon which western civilization was found. But the greatest achievement of the Moslem scholars was their 17 ability to assinfilate only the facts (not the assumptions) of other cultures and to integrate these facts with their Islamic frame-of-reference. They were capable of putting all science at the service of Islamic ideals and community (Faheem, 1982, pp. 60-62). These great achievements were made by the good believers in God during what is called the dark ages which in fact was the light ages for the Islamic culture. Unfortunately Moslems have not practiced the religion as it is supposed to be. concomitant with the withdrawal of practicing the religion of God has been the diminishing emphasis on nmrel ethics and values in the Islamic world. This was followed by forgetting the command of God to search for knowledge. Consequently, illiteracy prevailed and the Islamic countries were left very far behind the rest of the world and they are now considered to be among the developing countries. During the European revolution, the Arabian peninsula was considered one of the poorest places on this planet. The Ottoman Empire Suzerain control had been maintained with some effectiveness along the eastern and western Arabian littorals on the Arabian Gulf and Red Sea. However, the interior had long been left to the warring Bedouin tribes (Lipsky, 1959, p. 1). After the decline of the Ottoman Empire in World War One, none of the large countries cared to rule this poor part of the world. As a consequence, this area was considered the poorest, most retarded, and the most ignorant territory in the Middle East. Even Makkah and Medina, which were considered the most sophisticated, most progressive and most advanced cities in the Arabian penisula, were 18 far behind other cities in the Middle East such as Cairo, Damascus and Baghdad. In the following pages is a brief discussion concerning education in the "Forgotten part of the world' which, in 1925, came to be known as the Kingdom of Saudi Arabia. King Abdul-Aziz--who was known to the Western World as Ibn Saud--had united the fragmented territory which had always been divided among the tribes who had been fighting each other throughout the history except for a brief period during the time of the Prophet Mbhemmed (peace and prayers be upon him) and his successors. In order to get the utmost understanding about education in Saudi Arabia, it is advisable to go back into history to describe education during the period that preceded the establishment of Saudi Arabia. This historical review will shed some light on the point from which the kingdom started, the situation, and the circumstances and atmosphere that faced the implementation of modern education. “W212 Education was not public until the first quarter of the twentieth century and was considered to be a luxury for the wealthy upper classes. The majority never received any kind of education and did not expect their children to do so. The family, as Hammad said, was the main source of education through which a person learned about and knew much of his country's history in detail and could 19 recite the Kur‘an, in addition to a great deal of folk poetry (1973, p. 81). As a consequence even the uneducated share in Arabia's rich heritage of religious and folk literature which is passed on orally from generation to generation (Lipsky, 1959, p. 276). Through this informal education, the sons inherited their father's career which passed to them from one generation to another. However, there were some types of education that were held in Kuttab, the Mosques, private houses of the Uleme, and a very few private schools. Educa112n_1n_1he_Ku11ab The Kuttab is an institution for conducting the teaching and learning process. The word Kuttab--and its plural Katakeeb--is derived from the verb Katab (to write). In the Kuttab, children learn mostly how to write and read what has already been written down. In the Kuttab children of different ages sat on the floor and the teacher divided them into groups and selected the (orafa) best students to help him (Abdullah, 1973, p. 56). The orafa in the Kuttab therefore, worked as teacher assistants and taught other children. In other words, the Kuttab was dependent on inter-students teaching in which the advanced students shared their knowdedge and participated in teaching younger children. The curriculum of these institutions was mostly based on reading, writing, reading and memorizing the Kur'an, arithmetic, Islamic religion sciences and ethics (Al-Shamikh, 1973, p. 37). 20 Attending the Kuttab was not free. Each student had to contribute an introductory tuition to be eligible to attend. Then, every Thursday, the student had to pay a weekly salary to the teacher (Al-Shamikh, 1973, p. 95). When the student could read or recite a special part of the Kur'an, the student's parents would have a party celled Israfa. When the student could recite the whole Kur'an a bigger party called Iglaba took place. These parties cost so much money that not everyone was able to afford them. Consequently, the size of the party would reflect the riches of the parents and their class level. W The mosque has played an important part in educating the people. The mosque is not only a pdace for prayer but also a place for education. The Imam, the leader of the prayer, usually gives a talk after the prayers and in some mosques, special classes are held for teaching different subjects. The Holy Mosque in Makkah and the Holy Mosque in Medina are unique. Therefore, the discussion now turns to education in the Holy Mosque in Makkah which serves as an example of a setting for education that has existed throughout Islamic history. After Prophet Mohammed (peace and prayers be upon him) conquered Makkah, he asked one of his successors to stay in Makkah and teach the principles of the new religion to the people of Makkah. After that, Ibn Abbas was used to teaching in the Holy Mosque in Makkah (Assibaey, 1979, p. 116). 21 Throughout Islamic history, teaching in the mosques was done free of charge because the teachers (Ulema) received money neither from the students nor from the government. Their teaching was for the sake of God and the great benefits in the hereafter (Abdullah, 1973, p. 40). Most of the teachers had their own jobs outside of the mosque and they taught in their free time. The situation of the Ulema in the last quarter of the 19th century and the beginning of the 20th century is beautifully expressed in its idealized form in the following passage from the pen of Omar Abdul-Jabber: "The teachers do not have any salary from the government and they do not look for or ask for any alms, or help from any of the students because their teaching was for the sake of Allah (God) and to please him. Therefore most of the Ulema died quite poor and left nothing behind them but the great reputation and the excellent memory (Al-Shamikh, 1973, p. 104)." However, since the 13th century, some princes and other rich people started giving money to some teachers to teach particular lessons (Abdullah, 1973, p. 42). Teaching in the Holy Mosque was conducted in circles or half circles; that is to say, the students sat on the floor in one or more circles around the teacher who sat on a chair or on the floor. The shape of the class--sitting in circles-~gives the name, the circles, to the classes that were held in the mosques. These circles, as described by Al-Shamikh: Started at dawn and continued until nfldnight and after the daily five prayers. The subjects being taught were religious courses, Arabic science and astronomy. The number of students 22 in each circle differed from circle to circle according to the subject being taught, the reputation of the teacher of the circle and the time of the day. The number of students ranged between twenty and two hundred students (1973, p. 12). C. Snouch Hurgronje, the Dutch orientalist who sneaked into Makkah and stayed for six months in 1884-85, described education in the Holy Mosque by saying "The Holy Mosque in Makkah is a unique educational center for the whole Mohammedan world (1931, p. 212). The total number of teachers in the Mosque, estimated in 1984 by Hurgronje, was between 50 and 60 (1931, p. 183). Assibaey talked about the number of the circles in the Holy Mosque in Makkah reaching about 120 (1979, p. 583). However, the number of circles would increase during the pilgrimage because some Ulema who would come to perform the pilgrinage also gave speeches and taught in the Holy Mosque. At pilgrimage time, most of the students were from the pilgrims and most of the circles were conducted in languages other than Arabic. This is the reason that John Lewis Burckhardt, the Swiss orientelist, who sneaked into Makkah in 1814, described education in the Holy Mosque by saying: fiAfter prayers, chiefly in the afternoon, some learned Ulemas explain a few religious books to a very thin audience, consisting principally of Indians, Melayas, Negroes and a few natives of Hadramout and Yemen...The Makkawys (the people of Makkah) themselves, who wish to improve in science, go to Damascus or to Cairo...The lectures delivered in the Mosque of Makkah resemble those of other Eastern towns. They are delivered gratis; each lecture occupies him of exaggeration and of not being accurate. 23 one hour or two; and any person may lecture who thinks himself competent to task, whether he belongs to the mosque or not...The subject of the lectures in the Holy Mosque of Makkah, are, as usual disertations of the law, consnentaries on the Kur'an and traditions of the prophet. There were none during my residence on grammar, logic, rehetoric or sciences, nor even on or explanation of the essence of the unity of God, which forms a principal branch of the learning of Moslem divines. I understood, however that sometimes the Arabic syntax is explained and the Elfye Ibn Malek on gransnar. But the Nhkkawys who have acquired an intimate knowledge of the structure of their language owe it to their residence at Cairo (Burckhardt, 1968, ppe 211'212)e C. Snouch Hurgranje replied to Burckhardt and accused 'Burkhardt talked in very exaggerated terms about the deficiency of the Makkawys in culture and knowledge...Makkah appeared to the pilgrims and to the residents in quite a different light .. .Burckhardt came to Makkah during the university vacations, when the Mosque is full of pilgrims...(In fact) Makkah has in every century of Islam counted important men of learning among its citizens, and the Holy science has here for centuries had one of its best workshops (1931, pp. 211, 212)." He said: The Ulema were specialist in one or more fields and there was no suggested or required curriculwm. described this by saying: Abdullah the student not only has mastered the subject, Every teacher (Alim) had his own curriculum and books. He was the one who chose the curriculum and selected the books to be used. On the other side of the coin, the student selected the subject that he wanted...The student attended the circle with the Alim he wanted. When the student mastered the lesson or lessons he got a certificate (Ijazah) which was a letter of competency (1973, p. 41). The word Ijazah means permission, that is to say, but is 24 also able and eligible to teach this particular subject. It was very conlnon for the student to get several certificates from several teachers (Abdullah, 1973, p. 42). In 1913 a new organization made the first attempts to organize the teaching process in the Holy Mosque. A committee was formed to supervise education and inspectors were chosen to evaluate the teaching. The new organization pointed out the duty and the right of the teachers especially those who received a salary from the Ottoman Empire. Any teacher who received a salary had to teach a minimum of three lessons every day and those who did not receive a salary might teach as much as they could (Al-Shamikh, 1973, p. 16). In the past there had been no final or any kind of exams. The Alim or the teacher of the circle was the one who gave the certificate to the student at any time of the year when he felt that the students were qualified enough for this honor. The new organization established a new system or procedure of obtaining the Ijazah. Anyone who was interested in getting this honor had to write to the head of the judges in Makkah. At the beginning of the year, a great meeting would be held under the supervision of the head of the judges, and the representatives of the four schools of thought. The student had to pass a comprehensive qualifying exam in order to be eligible to teach in the Holy Mosque. When the student passed, he got a certificate and his name would be sent to the governor. Then the student got a specific amount of wheat (Abdullah, 1973, p. 44). The students had to pass tests in twelve subjects out of the fifteen subjects being taught in the Holy Mosque. 25 The following is a list of those fifteen subjects: Theology, Commentary, Prophetic Tradition, Islamic Jurisprudence, Foundation of Islamic Jurisprudence, the Fundamentals of Prophetic Tradition, Syntax, Morphology, Rhetoric, Literature, Meaphors, Logic, History, Biography of the prophet and his companions, and Mathematics (AI-Shamikh, 1973, p. 17). The new committee also suggested and organized the kind of subjects to be taught in the months of Ramadan and Hajj. Accordingly, not only the regular students would receive the benefit of these circles. Another condition in this new organization was that teaching had to be conducted in Arabic. However, if the students did not speak Arabic, the teacher might give interpretation and translation of the idea of the book he read (Al-Shamikh, 1973, pp. 17, 18). The conmittee also assigned a controller for supervising the teaching in the Holy Mosque in order to allow only licensed teachers to teach and to prevent any interloper who did not have the certificate from teaching in the Holy Mosque (Abdullah, 1973, p. 44). The mosque circles were a great benefit for the people of Makkah. Moreover, these circles also were of great benefit to the pilgrims who brought questions with them. Teaching in the Holy Mosque is a very prestigious career and is preferable to teaching even in a high school such as Assolatiah and Al-Falah. Taher Al-Dabagh started teaching in Al-Falah school; however, he studied for three more years in the Holy Mosque and he had to pass 26 a comprehensive and qualifying exam by a conlnittee from the Ulema to be eligible to teach in the Holy Mosque (Abdullah, 1973, p. 93). In closing, these are some of the features of Islamic Education that existed throughout Islamic history and still take place in the Holy Mosque in Makkah and in the Holy Mosque in Medina. The freedom of choosing the instructor and the subject is somewhat similar to what is done in colleges and univers- ities, especially community colleges, in the United States. The colleges offer the courses at different times and by different professors and the students select from these offerings. The students might study with several teachers who were specialists in different subjects. The students might also attend other circles in other cities all over the world and get a certificate from every teacher. This is very sinular to the idea of transferring credit hours from one school to another until the student fulfills the requirements for graduation. Some of the Ulema went to teach in other cities for a particular period of time, such as those who came for pilgrimage, and gave lessons. The students took advantage of that and learned from those visitor teachers. This is one of the benefits of performing pilgrimages and having this universal convention. This idea is similar to the idea of having conventions and meetings for exchanging ideas and the idea of visitor scholars among universities, 27 colleges, faculties and schools. Some of the circles had a translator; in most cases, the teacher spoke more than one language, and students who did not speak Arabic were able to learn the subject and the Arabic language at the same time, without wasting the time learning Arabic as a foreign language before starting to learn the subject. This idea is applied today in some elementary schools in the United States and it is known as bilingual classes. The individual differences in intelligence, abilities, interests and all other features is a new theory in modern education. However, the Prophet Mohammed (peace and prayers be upon him), fourteen hundred years ago, talked about individual differences. He said: "Talk to the people according to their mental abilities." Thus, the individual differences in Islamic education were also taken into consideration in terms of the fact that not all the students had the same interests. Therefore some of them learned Islamic law, others learned history, some others learned literature, math, linguistics, astronomy, and other subjects. The students had to complete particular courses to be eligible to teach in the Holy Mosque. Some students took a long time to be eligible while others finished much faster. The circles of the nosque, therefore, used a kind of system similar to the credit hour system in use today in colleges and universities. The students in the circles learned according to 28 their abilities. Some students took days to finish reading a particular book; others took weeks or months to do the same thing. Nevertheless, they all finally mastered the knowledge of that book at the same high level. This was done for hundreds of years before the concept of Mastery level was developed. The new organization of teaching in the Mosque put the following rule or condition on the teachers in the Holy Mosque: "Any teacher--whether he gets a salary from the government or not--must start with a simple book suitable and adequate for his students' level of knowledge and the student must complete it (Al-Shamikh, 1973, p. 16).” This rule is similar to what Fredrich Herbert talked about later in history by suggesting that teachers must start with the simple and move to more difficult tasks and start at each student's present level in order not to discourage him with difficult subjects. In the circles of the mosques, the students' interests and abilities were also considered. Consequently, the same student might be in the introductory level in one subject and in an advanced level of another, according to the knowledge and experience he has in a particular subject. Also, a person might be a teacher in a particular circle and a student in another circle. Islamic education believes that knowledge never ends and that the term "life-long learning" was founded fourteen hundred years ago by Prophet Mohamed (peace and prayers 29 be upon him). When he said, “Seek for knowledge from cradle to grave," this means that there is no time when a person is too young or too old to learn. Abdullah Iben Al-Mubarek was asked what he would do if he knew that he would die the following night. He replied, "I should go to study (Shalaby, 1954, p. 163)." Peer group teaching is one of the theories in modern education; however, in Islamic education, the students learn from each other. Advanced students teach new students and work as teacher assistants and aid the teacher in giving individualized instruction to new learners. Another feature of Islamic education is the concept of self-teaching. The professor of the circle taught only concepts that he considered difficult or complicated for the students to understand by giving examples, telling stories, and trying to simplify the subject by using illustra- tions such as body movements, hand gestures, and facial expressions. Finally, these circles were knowledgeable. But there were attempts to relax the students by the telling of a story, reciting poetry, sharing a witty saying, or by telling a joke to alleviate the tensions of studying and create a circle atmosphere full of love and humanity. W Beside teaching in the mosque circles, the Ulema are used to giving special lessons at their private homes. This type of education has played a great role in educating 30 the people, especially the adults, before the establishment of the night schools. WW1: Formal Education was not introduced in the Arabian Peninsula untill as late as the last quarter of the ninteenth century. The long rule of the Turks in the Arabian Peninsula, .as Al-Hamdan pointed out, left nothing to show that they had made any attempt to spread knowledge. A few primary schools were established, but few students attended because the population was suspicious about Turkish as the language of instruction (1977, p. 5). The Moslems, in order to be free from the Turkish rule, found it necessary to become allies with the British, French and Italians. The result was the freedom from Turks and the division of the Islamic world into small countries colonized by non-Meslems. This served to worsen a bad situation. W. The first attempt to utilize modern education in the Arabian Peninsula was made around 1884 by opening Arrushdiah Elementary school in Makkah. This school started with 65 students and three teachers who were all from Turkey. There were three other schools by the name of Arrushdiah; one school in each of the other major cities of Hijaz--Medina, Jeddah, and Taif (Al-Shamikh, 1975, p. 32). 31 The language of instruction in these schools 'was Turkish. Therefore, it was believed that the purpose of establishing these schools was to make the Arabs become Turks. Therefore only the children of the Turk employees and their friends attended this school (Assibaey, 1979, p. 580). As a result, the people of Hijaz did not let their youngsters attend those schools because they were afraid that their children might have to join the army (Al-Shamikh, 1975, p. 33). WW. After the announcement of the Ottoman Constitution in 1908, the Turkish government became concerned with improving education in Hijaz as a whole. An Educational Administration was founded, which considered establishing four elementary schools in Makkah for the benefit of the people of Makkah as well as the surrounding area...This administration considered adult education also. It decided to open a night school that admitted one hundred students...The curriculum of those schools consisted of religious science as well as civil information...ln 1910, the branch of the Association of Union and Elevation estab- lished a school admitted fifty students. In the same year, 1910, a vocational school was Opened in Makkah and its staff was brought from Istanbul, Turkey (Al-Shamikh, 1973, pp. 33, 34 . M. Ragheb published an article about education around the beginning of the twentieth century in which he said that the governor of Hijaz had decided to open a preparatory night school in Hijaz (Al-Shamikh, 1973, p. 34). However, the writer could find no official evidence of this school ever being opened. Since the Turks were not satisfied with the spread 32 of the Turkish Language as the official language, the Branch of the Association of Union and Elevation offered evening lessons in Teaching Turkish in Makkah (Al-Shamikh, 1973, p. 35). Paixatc_Educatlan_Makkah Very few private schools were founded in the Arabian peninsula. Most of these schools were founded in Hijaz, the western part of Saudi Arabia. These private schools *were founded in the nmjor cities, namely Makkah, Jeddah, Medina, and Taif. Perhaps the two most revolutionary changes in the last quarter of the nineteenth century in education were the shift from the one-room school (the Kuttab) to the age graded classroom and the establishment of schools that had secular as well as religious learning in their curricula. The number of these schools began to increase and the Kuttab gradually gave way to the new type of education. In Makkah there were several private schools that taught the.Kur'an and.Religious Sciences, the Arabic language sciences and different rational and intellectual subjects. In plain English this was the kind of education that was badly needed. These schools taught the kind of education Islam had encouraged Moslems to have in order to build a better life in this life and the hereafter. Some of these schools, such as Assolatiah and Al-Falah, did enrich life in Makkah and the effect of those schools threw further light upon the problems and the need of 33 improving education. The following is a brief description of some of these schools: AW. Assolatiah school was founded in Makkah in 1875. The aim of establishing this school was twofold. First, this would spread the teaching of religious studies, especially among the Indian insnigrants who settled in Makkah (Abdullah, 1973, p. 127). The second reason was to provide for the teaching of various rational and intellectual subjects (Zaid, 1977, p. 16). The schedule of the school lasted seven hours every day; however, The school was not set according to the pattern of one-stage schools as known to us today, but consisted of multiple stages concerned with the education of an individual from childhood until adulthood...ln a broad since Assolatiah is considered to be an extension of the Islamic educational system followed at the Holy Mosque of Makkah, the Prophet‘s Mosque of Medina, and at Islamic institutes and universities in Baghdad, Cairo, Quairawaan and India, where every student was treated according to his individual abilities. A group of students would join such places of education at one time, but after a short interval, they would begin to show different levels of ability within the bounds of the program set for them (Zaid, 1977, pp. 16, 17). What Assolatiah did in this period was to have all the teachers give a test to every new student. Then each student would be assigned to the books and the level that suited his ability. In other words, the results of the proficiency test threw a good deal of light upon the students' 34 ability, knowledge, and experience. Thus a student might be in the introductory level in Arabic grammar and in an advanced level in arithmetic or another subject. The school was also flexible in regard to the the time that the students took to finish its requirements. Al-Shamikh quotes Khogeer as saying, "...end we have made clear that while some students take ten years the talented might finish in eight years (1973, p. 45). This system, which was used throughout Islamic history, preceded the modern credit hour system in practice in universities and colleges. Moreover, the Assolatiah responded to individual differences by putting every student in the level that fit him. This idea is a new theory in modern education that Assolatiah schools had considered since its establish- ment at the dawn of the last quarter of the 19th century. In 1907 the school adopted the classroom system and the stage system. Al-Shamikh described the stages of the school as follows: 1. The Preparatory Stage: grades 1-4 2. The Elementary Stage: grades 5-8 3. The Secondary Stage: grades 9-12 4. The High Stage: grades 13 and 14 (1973, p. 40). This new organization implies that higher education was founded in the Arabian peninsula as early as the first decade of the 20th century in a junior college form (two years after the 12th grade). The curriculum of this school, or the coursework 35 of study, consisted of 25 different courses in "traditional" religious studies and everything related to lexicorgraphy; the Arabic language and its science; and various rational and intellectual subjects. The curriculum of Assolatiah was affected by the curricula of the Islamic schools in India. In 1912 the principal of Assolatiah left for India to see the new changes in Indian schools. Also, some of the teachers were from India (Al-Shamikh, 1973, pp. 44, 45). In short, it is not too much to say that Assolatiah was considered to be the most prestigious school of its time. Perhaps it was one of the best known models for Islamic education. iAs a matter of fact, Assolatith is the spark that brought light to the life of Makkah and the Hijaz state as a whole after hundreds of years of darkness. Some of its graduates were so well qualified that they were eligible to teach in the Holy Mosque. Omer Abdul-Jabber said that when the first group'of students had graduated from Assolatiah school, the number of the circles of the Holy Mosque increased (Abdullah, 1973, p. 128). W. This school was founded in the last quarter of the 19th century. The founder of this school was a student at Assolatiah School. One of his teachers suggested that he build a school in Al-Misfalah, Makkah. Thus he took this suggestion into consideration and established this school in 1886. He also endowed several houses for the benefit of the school (Abdullah,1973, p. 135). 36 This school worked as an extention progranito.Assolatiah in which the students learned until they graduated, then they might go and join Assolatiah school to complete their studies. AI:EAkhLinh_AI:thmaniah_§nhnnl- The success of Assolatiah School encouraged one of its teachers to establish this school in 1879 (Al-Shamikh, 1973, p. 50). This school also worked as an extenthni program to Assolatiah. In the first seven years, the school had no building. The teacher was used to giving the lessons in the Holy Mosque. After that, a special building was built for that school near Bab Ibrahim, one of the doors of the Holy Mosque. The school grew and two other branches were opened, one in Al-Faiq and the other in Ajiad. Later, the school became weaker and weaker because of the financial crisis which led not only to the closing of its two branches but also eleminated some of its grade levels. In 1945 the school had only three years of prepratory and one year of elementary grades (Abdullalh, 1973, p. 133). Atfarahulsx_Sshnal. Assibaey talked about Attarabulsy School, in Makkah, .as being the first school that taught the students while setting on school seats with desks and a blackboard in front of them. Some Syrian teachers helped the founder of the school, Abdulkarim Attarabulsy, in his job (1972, p. 581). A1:Kha111ah.thael. Al-Khairiah school was established in Makkah in 1908. The aim of establishing this school was: 37 to distribute the religious studies and make it clear to the youngsters of Makkah that in order to grow as perfect examples of good Moslems or as a mirror that reflects on their contact with pilgrims who would carry this impression to their countries. This is better than sending Missions to many different countries (Al-Shamikh, 1973, pp. 50, 51)- Mohammed Labeeb Al-Batanoony who visited Makkah in 1909 described this school by saying, "This school teaches the same kind of subjects as that of Assolatiah School but with more elaboration (Al-Shamikh, 1973, p. 51)." This school was able to give a free education to its students because it was supported and subsidized by the authorities of Makkah (Al-Shamikh, 1973, p. 51). W. Two schools are known by the name, Al-Falah. The first school started in Jeddah and successfully educated the people of Jeddah who were lacking in this kind of education. Seven years later, in 1912, the founder of Al-Falah School in Jeddah asked Al-Sheikh Abdullah Hemadouh Assonnary to move with the students of his Kuttab to the new school Al-Felah and so he did (Abdullah,1973, p. 136). The establishment of Al-Falah Schools in the Hijaz state is considered a great event that occurred at the dawn of the twentieth century. Most of the people of Makkah did not engage in learning as they were supposed to because of their poverty and need to work. Also, the lack of motivation among the people was another reason. Thus most of the students who attended Assolatiah School were not from the original people of Makkah. 38 From the graduates of both Al-Falah Schools, the founder sent the first scholarship students abroad to India in 1929 (Abdullah, 1973, p. 134). The founder of Al-Falah was aiming to achieve three different goals: 1. To stir up the original Islamic culture. 2. To spread the Arabic language. 3. To develop and improve the knowdedge and culture of the society in order to catch the boat of civilization and get back to its high level among other advanced societies (Abdullah, 1973, p. 138). The first generation of graduated students played dual roles. Those who were from other countries went back with the knowledge they had learned and some of them established similar schools in their countries. On the other hand, those who stayed in Makkah were employed in various positions in the governmental offices and civil jobs (Abdullah, 1973, p. 138). In essence, since the early days of its establishment, Al-Falah Schools had used advanced curricula and principles. Irrespective of the fact that the nain goal of Ad-Falah school was to stir and spread Islamic culture and civilization and the Arabic language; AJ-Falah had adopted the undern sciences and taught what was necessary for life. Unlike its older sister school in Jeddah, Al-Falah school of Makkah was free for all children. However, later, Al-Falah started to have financial probdems and the situation went from bed to worse until it came to a critical point at the time of the founding of Saudi Arabia. 39 King Abdul-Aziz decreed an order in 1955 that Al-Falah schools must get 1% of any customs duties on imported items through any port in the country. This helped Al-Faleh school to survive. This subsidy changed to a regular amount of money as a part of the budget of the Ministry of Education. Moreover, the Ministry of Education helped the school by delegating some of the teachers to teach in Al-Falah. In return, the Bulletin of the Cabinet-Council that was issued in 1953 gave the Ministry of Education the right to supervise technically and financially any private school that gets a monthly or annual subsidy (Abdullah, 1973, p. 145). Al-Felah Schools were the most prestigious schools in the early time of Saudi Arabia and have played a great role in the progress and enrichment of education in the country. Al-Falah schools still exist and help to educate the people in Makkah and Jeddah. Almost all the schools in the country but Al-Felah have only one stage--elementary, intermediate, or secondary. Al-Falah schools have the elementary, intermediate and secondary levels. W Education in Medina was not much different from that which existed in Makkah. Ali Ben Mose described education in 1885 in Medina and said that there were 24 Kuttabs; one of them specialized in teaching the Pharci Language. Ja'afar Fageeh talked about education in Medina at the dawn of the twentieth century and mentioned 14 Kuttabs; six of which were inside the Prophet Holy Mosque (AI-Shamikh, 1973, p. 70). In 1883, the official newspaper mentioned the names of 12 religious schools in Medina, however, Mohamed Sadeg 40 visited Medina in 1882 and talked about the existence of 17 schools (Al-Shamikh, 1943, p. 72). The aforementioned institution worked side by side with the Arrushdiah school. The Holy Mosque circles in Medina and the houses of the Ulema were not different from those of the Holy Mbsque in Makkah. Wall Education in Jeddah was not as prevalent as it was in Makkah or Medina. In 1905, there was one governmental school called Arroshdiah...in 1908 the Turks opened a governmental school for teaching the Turkish language(Al-Shemikh, 1973, p. 81). Private education started as late as the end of the 19th century. In 1899 Annajah school was established as a private school...ln 1902 another school was established by Abdulkarim Attarabulsy and it was closed due to financial problems two or three years after its establishment...ln 1905, Al-Falah school was established, and in 1909, Al-Islah school was established (AléShamikh, 1973, pp. 84-86). Except for Al-Falah, which was now supported by the Ministry of Education, these schools went out of business. Besides those institutions; the Kattab, the circles of the mosques, and the houses of the Ulema played a great role in educating the people. W Education in Taif was also less prevalent than it was in Makkah or Medina. 41 In 1887 there were 4 Kuttabs in Taif and one religious school. However, later the Ottoman government opened Arroshdiah school. In 1911 an elementry school was Opened to educate the people side by side with the Alkasebah elementary school that existed earlier (Al-Shamikh, 1973, p. 90). These institutions worked side by side with the cirlces of the mosque and the houses of the Ulema. W In other towns and villages of Hijaz education was almost absent. In 1901 there was only one Kuttab in.Alwajh, and another in YOunbu, in 1903, there was also only one office for education (Al-Shamikh, 1973, p. 91). In conclusion, the Turks were mostly concerned about Makkah and Medina in particular, and the rest of Hijaz was left for the effort of the people who were mostly concerned about their living. W The situation of education in the other provinces was not any better, if not worse. Abdualih M. Zaid in his book. WWI—Azania. when talking about education in the central Province and Eastern Province, said that he had come to the conclusion that education was held only in the mosques (1977, p. 51). Abdullah Bagdady, in talking about education in Najed--the Central province of Saudi Arabia--said: "The study in this province was confined to the teaching of the Kur'an and Religious Courses and the organized modern schools were not introduced until as late as 1931 (1982, p. 256). 42 Assah quoted Wahba in describing the situation of education in the Arabian Peninsula in that period. 'With the exception of the homes of a few ulema in Najd and Al-Hesa, the Arabian peninsula was devoid of any schools in the accepted sense. The Turks did not display any appreciable efforts in the field of education throughout the period of their rule and all they did was to establish a few small primary schools to which only a small number of people sent their children because these schools were regarded with su- spicion...Consequently, illiteracy prevailed in the Arabian Peninsula...ln the vast province of Al-Hasa, only one small school was founded after the proclamation of the Ottoman Constitution (Assah, 1969, p. 291). 15W The economy of the whole world was depressed during World War One as was the economy of the Arabian peninsula. The subsidy that the people had received from the Ottoman Empire disappeared. Therefore, the depression was so bad that it can be said that the Arabian Peninsula had its worst time since the appearance of Islam. The following is a brief discussion about education during the Hashimiat Period. WWW: The rules that were instituted in 1913 continued to be followed during this period of time. However, the teachers of the circle who used to get a subsidy from the Ottoman Empire suffered and became poverty stricken. The situation continued until the unity of the kingdom of Saudi Arabia. 43 WW Several Governmental schools were founded in this period. The following is a brief description. The first school to be established in this period after the Turkish yoke was overthrown in 1914 was called Al-Khairiah Preparatory Hashimat School. This school was a private school called Alkheiriah School which was established in 1908. Ashshareef Hosain Ibn Ali, the ruler of Makkah, built a new building in front of Bab Asselam and asked Shiek Mohammed Khai'iat to move with his students to the new school. This school is the first school to be established by an Arabic government (Assibaey, 1979, p. 622). The_£reaara19ss_ficheels. Al-Falah newspaper mentioned that there were five preparatory schools in Makkah during the Hashimat period. The curriculum of these schools was Kur'an and Tajweed, religious science, calligraphy, composition, and arithmetic. The duration of the study in these schools was two years (Abdullah, 1973, p. 81). AW. After opening the preparatory schools, Ashshareef Housein Ibn Ali opened Arraqiah School, of Jabal Hindy (Abdullah, 1973, p. 81). Arraqiah in Arabic means advanced and the writer infers that this school contained grades of higher levels than those of the aforementioned preparatory schools. 44 W. The establishment of Arraqia school mentioned above was followed by the opening of Al-A'lie school which was similar to a high school. This school had four classes. The curriculum of this school consisted of religion classes, Arabic science, social studies, arithmetic, and geometry (Abdullah, 1975, p. 81). The information about schools established during this period is not clear or sufficient enough to draw a clear picture about education in this period. The names of the schools (Arraqiah and Al-A'liah) which means the advanced and the higher school imply that these schools ‘were of a very high level and standard and that the graduates were well-qualified. However, Housein Naseef believes that: "The schools that had been opened during the Hashimite period by Housein Ibn All were not advanced in its academic level. In the best situation the student will be able to read and understand what he reads (Abdullah, 1973, p. 82). Umm Al-Qura newspaper described those schools by saying that they were similar to the katateeb (Abdullah, 1973, p. 82). Wheels The writer could not find any evidence of the establish- ment of any private schools during this period. The reason might be that World War One took place during this time and rich Hbslems could not come to Makkah because of the war. Also, the economy of the world during that time was suffering from the war. The people of Makkah were struggling to get even the least amount of food and it 45 was the greatest depression the Arabian peninsula had ever had. The old private schools that had been established in the last two decades of the 19th century and the first decade of the 20th century remained, helping to educate the young people of Makkah. The Holy Mosque circles and tutoring at the houses of the Ulena.were active and effective in educating the adults. Education in the other towns and villages of the country was much worse. This situation went from bad to worse until the establishment of the new nation--the Kingdom of Saudi Arabia. Sheikh Wahba described the situation during the Hashimiat period from the outbreak of World War One until the founding of Saudi Arabia by saying: "Although there were such high-sounding names as the progressive school, the school of agriculture and the military academy, yet these names did not correspond to reality; they were simply a facade behind which there was nothing (Assah, 1969, p. 291)." WWW Since the early days of the new kingdom, King Abdul-Aziz, the founder of the nation, encouraged the people to learn by opening governmental schools and helping the private schools who were suffering from financial problems. He established an administration for education that supervised and developed education in the Kingdom called the General Directorate of Education. As a nutter of fact, the year 46 1925, the year of establishing the Kingdom of Saudi Arabia, should be remembered as marking an epoch in the history of modern education. W The Royal decree from King Abdul-Aziz on October 22, 1926 organized the teaching-learning process conducted in the Holy Mosque (Abdullah, 1973, p. 44). In order to improve the teaching process, the Saudi Government asked some qualified teachers from Egypt to come and teach in the Holy Mosque. Those teachers got their salary from the General Directorate of Educathui (Abdullah, 1973, pp. 45, 46). In 1928 an organization to supervise the teaching in the circles so that only qualified teachers would teach in this sacred place was established. Sheikh Abbas Abduljabbar, the supervisor of the Holy Mosque teaching, in one of his reports said: WAny person who does not have official permission to teach is not allowed to teach or give a speech in the Holy Mosque. As an exception to this rule, the eligible pilgrims who come to perform Hajj (pilgrimage) can teach and give advice in accordance to Islam. Anyone who does not follow this order will be prevented by the Holy Mosque policemen (Abdullah, 1973, pp. 46, 47)." Education in the Holy Mosque in this period can be divided into three types: MW. Teaching in these circles is done by the same procedures that have been followed since the early age of Islam, 47 which has already been discussed under another heading. We. In these circles the Holy Kur'an was taught to enable the students to read it and to recite it fromimemory. Some of these circles are in the Holy Mosque and the classes are held between Aser and Isha prayers, that is to say from 4 tO 8 p.m....To make students not only read and memorize the Holy Kur'an but also to improve their Tajweed in reading and reciting, the committee Of this program Opened an institution for this purpose. The graduates would teach in a school for memorizing the Kur'an (Abdullah, 1973, pp. 49, 50). Today these circles work as teacher training institutes and they are called: a) Kur'anic Intermediate Sehools; and, b) Kur'anic Secondary Schools. Weaning. The General Administration for religion supervision Opened this school to revive religious study and give the Opportunity to the immigrants to take religious studies. It was Opened in 1965 and teaching is done by day during school hours. The curriculum concentrates on Islamic courses, some Arabic science and very little Islamic history (Abdullah, p. 52). W Unlike during the Hesimiate period, there were many private schools established side by side with the increasing number of governmental schools. The new private schools as well as the Old ones that were established during the Ottoman Empire period have been given encouragement and support by the Saudi Government. 48 These private schools have played a tremendous role in distributing education among the people. These private schools were mostly free of charge and they were supported by private effort. Some of these schools were usually closed when the founder died or his business declined. Other schools depended on donations from the people. These schools had no fixed income; thus, planning for future needs was not possible. Another factor leading to the decline of private schools was that the distribution of the governmental schools all over the country put these private schools in competition with the governmental schools which had better teachers, equipment, furniture, facilities and (budgets. The students preferred to go to the governmental schools rather than going to the private schools unless the private school was closer to their houses; if there is a relative in the private school who would want his relatives nearby in order to keep an eye on them; or if the students could not be accepted by a governmental school. As a consequence, some Of the private schools could not overcome such challenges and went out of business. Only a few schools have been able to beat the challenges with the help of a subsidy from the Ministry Of Education. WW Despite difficult Obstacles and disadvantageous conditions that faced the Saudi Government, including a shortage Of money before the discovery Of Oil, education had spread 49 gradually. When Saudi Arabia was established it proved necessary to start the education process at the ground level because there were depressingly few schools in Hijaz. Makkah, which was considered the most advanced and sophis- ticated city in the Arabian peninsula, in comparison to Jeddah, Taif, Medina and all other major cities in Hejaz, had several private schools by the last quarter of the 19th century, in addition to the Holy Mosque which had played a great role in educating the people. Jeddah however, was far behind. When Al-Falah school was established in Jeddah in the beginning of the twentieth century, as Abdullah reported, no other school existed and there were few who were able to read and write (1973, p. 136). The Swiss Orientalist, John Lewis Burckhardt who, undercover, observed education in both Holy cities, Makkah and Medina, during pilgrimage time in 1814 described education in the two cities and came to the conclusion that education in Medina was much less prevalent than in Makkah (Al-Shamikh, 1973, p. 120). From Makkah, the capital Of the new nation, formal education started to spread under the Qfiflfilfil—lfllffififlflfllfi 2£_3@!E£1122.EEE2213EIEEIQE which was established in<1925 with the enthusiastic encouragement Of King Abdul-Aziz. Saudi Arabia began plans since its early days to spread education all over the country instead Of confining it to the cities and towns. As a matter of fact, the Saudi Government wanted to Open schools even in small 50 villages, and among the nomads in every desert settlement. The development and the growth Of the nodern system Of education goes hand in hand with the establishment and the strength of the kingdom of Saudi Arabia. As a consequence the history of modern education can be divided into three periods: 1) the period from the establishment of Saudi Arabia_infl1925 until thgfldiscovegy of oil in m “_- (IEEEE 2) the period form 1939 until the establishment iof the Ministry of Education in 1953; and 3) the period since the establishment of the Ministry of Education up to the present time. W. The first period starts with the beginning of education in which the General Directorate Of Education was instituted for the purpose of establishing schools and Of encouraging and promoting learning. However, until the discovery of Oil in 1938 formal education programs had been developing slowly. In this period formal education of any kind reached only a small fraction Of the population whose over-all literacy, as Lipsky said, was estimated in 1956 at slightly more than 5 percent (1959, p. 277). Hasan Al-Esheikh--the former Minister of Education--talked about this period by saying: ”It was not until 1926 that the first formal elementary school was inaugurated. In that year the newly established General Directorate of Education opened four elementary schools (1972, p. 3)." 51 MOreover, intermediate and secondary education, which M was being conducted in one school containing grades seven through twelve, was being taught at only the private schools such as Assolatiah in Makkah and in Al-Falah in both Makkah "—\o and Jeddah. Inil'926,;'Al-Ma'ahed Al-Elmi Asseudi (The Saudi Scientific ——~_.__ Institute of Learning) was Opened as the first governmental post elementary school (Abdullah, 1973, p. 105). The aim of this institute was twofold: a) Turning out teachers; and b) providing government departments with Officials (Zaid, 1977, p. 21)." This institute had a night course for the government officials who were not able to attend the day classes (Abdullah, 1973, p. 105). Al-Ma'ahed Al-Elmi was a four year school to be attended after finishing elementary school. Year one was a preparatory year. Two years after its establishment, a judicial section was added to the institute, representing perhaps the beginning Of the idea of founding a Shari'a (Religious Law) College in the country, which came )into being 17 years later (Zaid, 1977, p. 21 . In 1946 the course of study was extended to five years instead Of four after elementary school. The aim was to improve the quality Of the teachers (Abdullah, 1973, p. 106). This institute had an intensive program including a variety Of subjects ranging from religious studies and Arabic, like Kur'anic commentaries, the Prophet's Sayings, religious duties and rhetoric, to geometry, arithmetic, English, psychology, geography, and history (Zaid, 1977, p. 25). 52 The previous institution was not enough to fulfill the need Of the new nation. Therefore, ,_§gginnlng_ig_l£2£ the General Directorate of Education started to send students to study ‘in Egyptian universities. The students faced many problems because of the nany differences in the curriculum Of the high schools of the country and that in the high schools Of Egypt (Abdullah, 1973, p. 110). In Makkah, a modern high school called Madrasat Tahdeer .Al Be'thaat (External Mission Preparation School) was established. This school was Opened to help the students study for an education specialization. Abdullah described this school as follows: "The school was divided into two branches; art and science. Indeed this school represented the start of the modern educational are presently dominating the Kingdom Of Saudi Arabia. The school was concerned from the very first day if its inauguration with the teaching of sciences like chemistry, physics, biology, the history of Europe and the English language, in addition to religious studies and the Arabic language. In short, the curriculum of this school was similar to the curriculum of the Egyptian High schools to enable the students to attend the Egyptian Universities (Abdullah, 1973, p. 113). The following Table 1 describes the situation of education in Saudi Arabia and the distribution of elementary and secondary schools among the different provinces at the end of the Second World War. 53 TABLE 1 Education at the End of the Second WOrld War Province Elementary Secondary TOTAL Priv. Pub. Priv. Pub. Western 10 12 3 4 29 Eastern 6 - - 6 Southern 5 - - 5 Central and Northern 6 - - 6 TOTAL 10 29 3 4 46 (Hammad, 1973, p. 86). Almost one third of the schools that had been founded were private schools. By the same token, almost one half of the schools in the Western province were private schools. Secondary education existed only in the Western province. Several types of schools were Opened to fit the urgent need of the newly born developing nation in addition to the schools for grade 1-12. The Motawifeen School was established in the Holy MOsque of Makkah as a result of the increasing complaints about those motawifeen --people who are in charge Of guiding the pilgrims--who were not aware Of (Manasik) the rules Of the pilgrimage. In 1929 this school was opened and lasted for one year and all the motawifeen were required to attend this school. Otherwise, anyone who did not get the certificate from this school would not be allowed to work in this kind of job anymore (Abdullah, 1973, p. 115). 54 Over half a century has passed and almost all the motawifeen who attended that school have died. The new generation of notawifeen seems to be in need of brushing in) their knowledge to nake them better leaders for those who come to perform the once-in-a-lifetime trip to Makkah, the Pilgrimage. The suggested school must include teaching several languages, not only the languages Of some Of the Islamic countries but also some international languages such as English, French, and Spanish, especially since the number of Moslems from Europe and America has been increasing. In an interview with Ali Saleh Jan, the father of the writer, who was one of the few people who could use the Morse Code during the early days Of Saudi Arabia; and, who was also a member of the committee Of the Wireless communication School that tested the students until 1964, he described the beginnings of this school: ”This school started in Jeddah in 1929 to fill the need for experts who could send and receive messages using Morse Code. An English language instructor was available to teach the students the Roman Alphabet. Three years later, in conjunction with the establishment Of the Wireless Center in Makkah, the school was moved to the capital of the new nation (1984). During another interview with Sa'eed Ahmed Alim, who worked as the principal of this school from 1939 to 1974, he said about this school: ”An English speaking instructor was added tO the staff to teach the English alphabet in order to make the students capable of sending and receiving messages that were not written 55 in Arabic. He also taught some English and the names of various parts of the instruments being used. In 1980 the students were required to learn some mechanics and how to make simple repairs as needed on the receiver or the sender in case Of an emergency. The students were supposed to learn simple administrative principles in order to better manage their work. In 1967 the school added teletype classes to its program so there could be telex operators instead Of MOrse Code Operators. In the late 19708, similar schools were Opened in other provinces. In 1978 the school moved to Jeddah a part of the Technical Institute. The program of the school was a one year term Of study which the outstanding students might finish in six months or less. At the end Of each month, a general examination was held which included knowledge Of skills required for sending and receiving messages in Arabic, English and in Figures dee. The result of the test would place the students on a higher, lower, or the same level or graduate the student. The graduated students were sent for more training in real-life situations at the Wireless Center in Makkah. At the Wireless Center the students would learn how to handle and deal with weather problems and how to organize the telegrams. This training lasts for a couple Of months under the supervision of the experts employed at the center. Students who could not pass the exam in a year were transferred to become employed in the Offices Of the Ministry of Communication or dismissed from the school so they could find a job that better suited their abilities and desires (1984). As a graduate of this school, the writer can say that this school was unique among schools of its time. Individual differences and the students' interest were taken into account. The Bloom Mastery level theory was applied by giving each student the time necessary to master the knowledge Of sending and receiving Morse dee messages. Some students took only a few months to master this knowledge while others might take as much as a year to reach the mastery level. Those who showed less learning ability 56 in acquiring the necessary knowledge were transfered to a job for which they were more suited. Since the early days of Saudi Arabia there was a need for learning English as a foreign language. In 1937 a night school for teaching English was Opened to anyone who wanted to learn the language. This school was called the Evening School for English Language Study. There was no age limit. However, the school closed its doors two years later due to the death of its teacher, Abdulkader Wasfy (Abdullah, p. 116). The government did not forget the adults need for education. In 1932 the General Directorate of Education opened three night schools in three different quarters, Al-Ma'alah, Assafa, and Haratul-Bab (Abdullah, 1973, p. 116). In closing, this era of the educational history Of Saudi Arabia was a critical one. The urgent need for expanding education all over the country which was suffering from near zero literacy, put the authorities, who were in charge of education, in a dilenma that required them to either expand education, making it available for everyone, and forget about the quality Of the available schools or to concentrate their efforts on raising, improving and developing the quality of education. Abdul-Wasi described this when he said: Alternatively, we could have delayed the Opening of new schools and concentrated on improving the quality of the existing schools which at that time catered to a half-educated generation of young people (1970, p. 23). As a matter of fact the authorities were even forced to import textbooks and teachers from Egypt. Lipsky said, 57 "Along with this importation of teachers has come the use of some Egyptian texts (1959, p. 280). In addition, the authorities were forced to accept the Egyptian curriculum to insure the acceptance of the secondary school graduates in the Egyptian Universities (Abdullah, 1973, p. 113). Gradually, the educational system started to move away from this Egyptian influence and the Saudi educational system started to compose its own textbooks and prepare its own teachers in all fields. W- The second period started with the discovery Of oil in 1938. The demand to open schools everywhere in the country-- in cities, towns, villages, and among nomadic tribes-~increased. People started to view education as a requirement everybody should have. Mere schools have been Opened with a better quality of education curricula inaugurated. Despite this expansion of education it was estimated in 1954 that only 8 percent of elementary school age children were enrolled in school (Lipsky, 1959, p. 279). In this era Of Saudi Arabian educational history, the General Directorate of Education opened several special schools. The following is a brief description Of those schools. The Evening School for English Language Study in Makkah that Opened in 1937 and closed two years later was reopened in 1948 under the supervision Of Arrahmania 58 Elementary School. The school had six classes of six different levels. However, the school closed again in 1965 (Abdullah 1973, p. ll6). The callegraphy and Typing School was Opened in Makkah in 1948 by the General Directorate of Education. The students learned callegraphy and typing in both English and Arabic (Abdullah, 1973, p. 118). The General Directorate for Education Opened a night school for teachers in Makkah in 1950. This school was called Madrasatul-Mo'allimeen Allailiah. The students attending the school received a monthly stipend Of 60 Saudi Rials ($18). 'The number Of the students in 1952 was twenty students, who were mostly teachers (Abdullah, 1973, p. 118). The school no longer exists and the country is in need Of such kinds of schools to help improve the quality Of the teachers through this kind Of on-the-jOb training program. The first post-secondary education in Saudi Arabia was founded in Assolatiah School in Makkah in the form of a two year program following the twelveth grade. The four-year college was not founded until the establishment Of the College of Sharee'a in 1949 in Makkah. This megfw’a“s designed to prepare teachers to teach Arabic and religious courses at the intermediate and secondary stages. Three years later, a new sister college was founded in Makkah under the name of the College of Teachers with three different faculties (Abdullah, 1973, p. 239). This college joined the‘COllege of Sharee'a in providing the newly developing nation with highly educated men. These men helped to put Saudi Arabia several decades ahead 59 as these college graduates filled the governmental Offices with needed manpower. The College Of Teachers came to be known as the College Of Education in 1962. Both colleges, the College Of Sharee'a and the College Of Education worked under the supervision of the Ministry Of Education until 1970. The former specialized in preparing teachers for teaching Arabic science and Islamic studies; the latter specialized in preparing teachers for other secular courses. In 1971, the two schools were annexed to King Abdul-Aziz University in Jeddah (Umm Al-Qura University, 1983, p. 9). Several years later, in 1980, when the late King Khaled visited Makkah, he announced that a University called Umm Al-Quare University would be established in Makkah. Accordingly, this period of time in the Saudi educational history is very important in ternw of viewing the importance and necessity of education in the sight Of the government and the people Of Saudi Arabia as a major requirement for developing the country. However, the capability Of the General Directorate Of Education remained limited especially during the second world war because of the effect the war had on the economic situation in the country. W. The third period in the histroy of Saudi Arabian education begins with the establishment Of the Ministry Of Education in 1953. Since then, schools began to flourish all over the nation, including the desert areas rather than being confined to the cities and rural areas. Con- sequently, as Assah stated: 60 A school has been Opened in every desert settle- ment. Moreover, children from these settlements often attend village schools near their camps and have been given the privilege of being admitted into these schools at any time of the year. The government provides free transporta- tion for the pupils from their camps to the school and back (1969, p. 289). However, the government has had to face several dif- ficulties in the implementation of its educational policy in regard to desert children. Assah explained: The dessert dwellers do not settle in specific places since they are always on the move with their flocks in search Of pasture, and only a small number of children reach elementary school age in some areas, in addition to the fact that there are not enough teachers who are willing to lead a mobile life in the mobile elementary school. Besides, it has not been possible to adopt the policy Of having the same teacher take charge of a group Of students belonging tO different classes at the same time, because this type Of schooling requires special preparation training (1969, p. 289). In order to better visualize the tremendous effort the Saudi Ministry Of Education has put into manifesting education throughout the nation and spreading schools not only in cities and towns but also into the small rural villages and among desert settlements, it might be advisable to mention that, as Assah mentioned: In 1965, Saudi Arabia had 1,072 elementary schools with 174,514 pupils. Only 19% of these schools are in the cities and towns while the remaining 81% are found in the rural and desert areas (Assah, 1969, p. 289). The determined effort by the Ministry of Education to educate the people does not stop at Opening schools for young children, but includes attempts to combat illiteracy 61 among adults and children who are above school age. The Ministry Of Education has formulated a plan for combating illiteracy among the adults in rural areas which includes the use Of mobile illiteracy-fighting campaign programs. Each illiteracy-fighting campaign lasts not more than three months because this is the only period when the Bedouins settle near water sources in the sunsner. Quite often this period has been found to be insufficient to free the children from illiteracy. It is nevertheless Of much value because it Opens the way before them to later join a regular school, besides the fact that it provides the desert with some basic knowledge (Assah, 1969, p. 290). The establishment of the Ministry of Education coincided with the discovery Of Oil in quantities Of such great comercial value that it could provide the economic capital needed to build an educational system which could expand to reach a larger segment of the population. The Ministry Of Education was founded to replace the General Directorate of Education and to be in charge of and responsible for the development, operation and supervision Of schools for male students over the entire country. The Ministry Of Education is solely responsible for the establishment and supervision of male schools from grade one through twelve and for the construction and development of the curriculum Of these schools. It is also responsible for preparing and organizing the general examinations in the sixth, ninth, and twelveth grade. It is noted in this period that the peOple became 62 more aware of the importance of education as a result of the intellectual and social consciousness which has spread among the people Of Saudi Arabia. Since the establishment of the Ministry Of Education, the number of schools in Saudi Arabia has increased most dramatically. From statistical data which dates back to 1947, five years prior to the establishment of the Ministry Of Education, there were only 65 schools for all stages in the whole kingdom Of Saudi Arabia with a total enrollment of 10,000 male students (Ministry of Education, 1981, p. 8). Thirty three years later in 1980, the number of schools had increased to 12,574 schools with 1,691,000 students (Ministry Of Planning, 1983, p. 149). In other words, the number Of the schools increased 195 times in three decades and the number of students increased 169 times in the same interval. IDuring a ten year span between 1972/73 and 1981/82, the number of schools has grown from 4,254 to 12,574 (Ministry Of Planning, 1983, p. 149). That averages out to more than two schools being Opened every day during those ten years. The number of the students increased from 748,000 to 1,691,000 in that same period (Ministry of Planning, 1983, p. 149). That is to say 259 new students began to attend the schools every day during that decade. El-Malhkh described the situation of education by saying: "It was estimated that by 1980, almost 20 percent of the Saudi population was participating in 63 some form of organized education. However, ‘while progress during the period in quantative terms was generally good, qualitative improvement was less than what had been hoped for (1982, p. 208). The increasing demand for the Opening Of schools throughout the country has also increased the demand Of preparing native Saudi teachers. In reaction to this latter demand during this period of building schools and expanding education, great interest has been generated for establishing various types of teacher training institutions to educate and create Saudi teachers. The rapid expansion Of higher education increased the demand Of establishing the Ministry of Higher Education 'in 1977. Since then, supervising and coordinating the activities of universities in Saudi.Arabia is the responsi- bility of the Ministry Of Education. The Saudi government has been spending generously on education. A large portion Of the budget is allocated for education every year. The educational budget has increased from 15.21 million Saudi Rials (4.57 nflllion dollars) in 1960 to 24.9 million Saudi Rials (7.5 million dollars) in 1970 and again to 5,771.5 million Saudi Rials (1,733.21nillion dollars) in 1980 (El-Mallakh, 1982, pp. 269- 272). This indicates that the educational budget has increased about 380 times in two decades. W As it is stated by the Ministry Of Education, the following is a brief description of the present day educational '\ 64 system in Saudi Arabia and which organizations oversee the different types Of schools. This will present a clear picture of the endeavors and the efforts being made in the field Of education. W. The kindergarten stage is for students who are preschool age. However, study in the Kindergarten is not a prerequisite for study in the elementary school. Genera1_educatlan. Under general education the following stages are found: 1. The Elementary Stage, grade one through six. 2. The Intermediate Stage, grade seven through nine. 3. And the Secondary Stage, grade ten through twelve. W. The need Of Saudi Arabia for technicians in every field is tremendous. Various types of technical education exist in the educational system: 1. Industrial Education, which is divided into two levels, the Secondary Industrial Education and the Higher Technical (Industrial) Education. 2. Commercial Education, which is also divided into two levels, Secondary Commercial Education and the Higher Cbmmercial Education. 3. Agricultural Education which is taught at present in the Technical Agricultural Institute. 65 humming. Several Teacher Thaining Institutes exist. The aim Of the teacher training programs is to produce a sufficient number of teachers to be qualified-~in.method and subject-~to teach the various subjects in the various stages Of education. This will result in achieving self-sufficiency in teachers by replacing non-Saudi teachers with Saudis, and at meeting the requirements arising from the rapidly increasing number of pupils. The following are types of teacher training institutes and centers (for men and women) Operating now in Saudi Arabia: 1. The Kur'anic Intermediate Schools for male students (three years after elementary school). 2. The Kur'anic Secondary Schools for nale students (three years after Intermedialt school). 3. The Secondary Teacher Training Institutes for WOmen (three years after intermediate school). 4. The Elementary Teacher Training Institute for Men (three years after elementary school). 5. Physical Education Institute for Men Teachers (three school years after intermediate school). 6. Art Education Institute for Men Teachers (three school years after intermediate school). 7. Teachers' upgrading Centers were established in 1966/67 to admit the male teachers who graduated from the old Elementary Teacher Training Institutes for Men (three years after elementary school). The duration of study is two years made in three equal periods of seven and one half months. Successful students in the terminal examinations resume their teaching work, but with improved salary and grade. 8. The English-language Training Cource for Men Teachers (three years after secondary school). Graduates are eligible to teach EFL in the intermediate level. Details, will be discussed later in the chapter. 9. Science and Mathematics Centers for Men Teachers were established to cope with the great shortage in number of Saudi teachers specialized in teaching of science and mathematics. 10. Junior Colleges for Men Teachers-~established to replace the evening teacher training courses for men teachers. These courses were operative from 1974/75 to 1975/76. The duration Of the course was one year after the General Secondary Education Certificate. The college awards the student who successfully completes 75 semester hours the Junior College Diploma. 11. Junior Colleges for Women Teachers. This type of education is very similar to the previous one. The Duration Of study is two school years. Upon passing the tests successfully, the student is awarded the Junior Colleges Diploma. Wattles. TO meet the requirements of modern renaissance and the great desire Of the Saudi youth to learn and acquire 67 the highest degrees, the government established universities and colleges providing many fields of study. MOre faculties are established to train students in the various fields of specialization needed by the country. The existing Universities are: 1. King Saud University, established in Riyadh in 1957. 2. Islamic University, established in Medina in 1961. 3. King Abdulaziz University, established in Jeddah in 1967. 4. Imam Monammed Bin Saud Islamic University, estab- lished in Riyadh in 1953. 5. University of Petroleum and Minerals, established in Dhahran in 1963. 6. King Faisal University, established in Dansnam in 1975. 7. General Secretariat Of Girls Colleges, established in 1974. 8. Umm Al-Qura University, established in Makkah in 1950. .Almost all 04 these Universities have more than one campus located in other cities; such as Taif, Medina, Abha, HOfuf, and Kassim. Most Of these universities have colleges Of education to trim native teachers to be capable and eligable tO teach relegious courses, the Arabic Language and different rational and intellectual subjects at the intermediate and secondary schools. Ses:lal.Educatlcn. Special education aims at providing the handicapped (blind, deaf, dumb and retarded) Of both sexes with the educational, social and vocational service that helps them to secure a decent life for themselves and enable them to make good use Of their potentials. Three types of Institutes existed in Saudi Arabia: 1. Al-Nour Institutes for the Blind. 2. Al-Amal Institutes for the Deaf. 3. The Mentally Retarded Institute. “Magellan. For the illiterate adults who are above the age of admission tO the elementary school, the Ministry Of Education established special schools for combating illiteracy. Study is divided into an illiteracy-combating stage and a follow-up stage, each Of 16 months duration divided into two school years. Upon completion Of the combating stage, the learner would have acquired a knowledge of reading, writing, arithmetic and general education. The course Of study given in the follow-up stage qualifies the learner to sit for the Elementary Education Certificate Examination. Study for males is conducted in the evening, while that for females is conducted during the daytime, i.e., begins in the afternoon and finishes before sunset. The majority of adult education schools Operate in the 69 buildings of day public schools, and the majority of teaching is carried out by the teachers and administrators of day schools. WW. There are other types Of education that do not fall under any of the forgoing types. They include: 1. The Technical Assistants Institute. 2. Nursing Schools. 3. Health Institute for Men. 4. The Social Guidance Institutions. 5. The Arabic Language and Hadith Sections. 6. The Tailoring Centers. 7. .Arabic Language Institutes. 8. Postal institutes. 9. Telecommunication Secondary Institute. Winn. There are several types of private education. These include typing, accounting, languages, special courses and calligraphy. Under this category also fails a religious education on an elementary, intermediate and secondary level. WWW” Before bringing this part of the chapter tO a close it may be helpful to discuss the organization responsible for education in the Kingdom of Saudi Arabia. Listed here are the organizations supervising education and the types provided by each. 70 Ministry .gf Ednea men; This department directs the following types of education: 1. Kindergarten for males. 2. General education for nales; elementary, inter- mediate and secondary. 3. Teacher training for males. 4. Technical education for males. 5. Special education for the handicapped of both sexes. 6. Adult education and combating Of illiteracy for males. 7. Private Education. GlLlE_Efin£nllnn_Admdnlfillallnn. This department directs the following types of education: 1. Kindergarten (male and female). 2. General education for females: elementary, inter- mediate and secondary. 3. Teacher training for females. 4. Tailoring for females. 5 5. Adult education and combating of illiteracy for females. 6. Girls Colleges Of Education. 7. Higher Institute for Social Service for females in Riyadh. 8. Private Education. MW. This department directs the following types Of education: 71 1. Schools for the sons and daughters of Ministry of Defense personnel. All stages Of general education, i.e., elementary, intermediate, and secondary are provided. 2. Schools for adult education and combating of illiteracy among its personnel and their families. W. This department directs the following types of education: 1. Nursing schools for males and females. 2. Health institutes for males. MW. This department directs the following types of education: 1. Social guidance institutions (males). 2. Vocational training centers (males). 3. Private Education. Mlnl11LE_nL_Mnn121231.1nfl_RnLEI.ALLElLs. This department directs the following type Of education: 1. The Technical Assistants Institute for males. W. This department directs the following types of education: 1. Evening intermediate schools for its personnel and their sons. 2. Evening secondary schools for its personnel and their sons. 3. Adult education and combating Of illiteracy for its male personnel. NAllnnnl_GMELn_Exfifilnennx. This department directs the following types of education: 72 1. Adult education classes for males. 2. Evening intermediate schools for males. 3. Day and evening secondary schools for males. This department directs the following types of education: 1. Postal secondary institutes (males). 2. Telecommunication Secondary Institutes (males). W. Riyadh University supervises the Arabic Language Institute. The Islamic University supervises an institute for intermediate education and another for secondary education, and two Hadiptoh‘ifinfs’ Eoi tutions . Imam Mohamed Bin Saud University supervisesIsecondary and intermediate religious institutes. In 1975 the Ministry of Higher Education was established to supervise higher education. English as a Foreign Language in Saudi Arabian Education Saudi Arabia is known as the sacred land because the Holy places--Makkah and Medina from which the light of Islam has spread to the whole world-~are contained within its boundaries. Because this holy land is so important in the heart of every MOslem, and since Islam is the vital force that guides and sustains all MOslems in every aspect Of their daily lives, the Saudi Arabian government has, since the early days Of its establishment, put Islam into consideration in all its policies. Thus, any change must start and and according to the Holy Kur'an and the teaching 73 Of the prophet Mohammed (peace and prayers be upon him). In the sweep of the historical data, and with the exception of teaching the Thrkish language and using it as the language Of instruction in all Arrushdiah schools that were established by the Ottoman government in the last quarter of the 19th century; and the teaching of Phersi in Medina, the writer could not discover any official evidence Of the teaching of any foreign language in the Arabian Peninsula. However many people in Makkah, Madinah, Younbo and Jeddah, especially those who are in charge Of the people who come to Makkah for pilgrimage, could speak one or more foreign languages such as Ordo, Malayo, Phersi, Turkish, and many other languages that were spoken throughout the Islamic world. The peOple learned these languages from their contact with the pilgrims from those places. The introduction of teaching a non-Moslem foreign language in a society such as Saudi Arabia was not easy, especially in the early days of the new united kingdom. There was fear that conflict might arise between the conserva- tive elements who might react against modernization and the progressive groups who were receptive to change. The former group were mostly unaware of the inmortance of modern education in developing the country. There was an erroneous belief prevailing among those influential elements that instruction in modern science and foreign languages was against the teaching of Islam and should be resisted (Assah, 1969, p. 292). 74 There was also a fear that learning a foreign language might result in accepting things that may contradict Islam ideals and principles. These people met with King Abdul-Aziz in 1927 and discussed with him the harm which would result from teaching of foreign languages. They explained to King Abdul-Aziz that foreign languages: constitute a means of learning the beliefs of the infidels and their corrupt sciences, which is dangerous to our beliefs and the morals of our children (Assah, 1969, p. 293). King Abdul-Aziz was genuinely convinced that these people did not have any religious evidence that could be relied upon. Accordingly, he rejected their Opinion and the teaching of languages was not abolished from the school program. Therefore, King Abdul-Aziz was the only man who could answer the all-important question: Should education in its modern sense be instituted in the country, or should teaching'remain.confined to the learning of the elements of the Islamic law and the Arabic language by dozens of students in study groups assembled in Mosques? King abdul-Aziz directed the kingdom toward the path Of modern education despite the great Obstacles that stood in the way. King Abdul- Aziz was endowed with exceptional talent which helped him convince his people Of the importance of modern education and the necessisty Of it in developing the nation. Thus it is not too much to say that King Abdul-Aziz was the first to light the torch Of learning in Saudi Arabia. The advances which subsequently occurred in the field Of education could not have been so easily reached had it not been for his determined stand in the face Of fanaticism and inlnobility (Assah, 1969, P. 293). One year after the establishment of the General Direc- torate Of Education in 1925, an institution for preparing 75 teachers called the Saudi Science Institution was Opened. In the curriculum of this institute the teaching Of French as a foreign language was introduced for the very first time in Islamic history. The introduction Of a foreign language, geography and science which caused the conflict between the fanatic and the progressive people (discussed earlier under the same heading) resulted in the closing of this institution. However, King Abdul-Aziz, Ibn Saud, made the decision to re-open it in 1926. English was introduced as a foreign language in the third grade only at that time. After the new development took place, in 1946, English came to be taught in all five levels rather than taught at the third level only (Abdullah, 1973, pp. 106-107). In 1936 Madrasat Tahdeer Al Be'that was established in Makkah for the purpose of sending students abroad to study for post-secondary education. This school followed the Egyptian curriculum in all subjects except the Arabic courses and the Islamic culture courses in order to better prepare the Saudi students tO join the Egyptian universities. English Was taught in all grades; seven through twelve (Bagdady, 1982, p. 223). In 1937 a night school designed to teach English to all who desired to learn was Opened. According to Abdullah: Anyone wishing to improve himself by learning English, no matter how Old he was, was eligible to attend this school. After the death Of its teacher, the school was closed...The school re-Opened in 1948 and continued uninterrupted until it was permanently closed in 1965 (1973, pp. 116-117). 76 This school was the first of its kind in the nation that taught English to the exclusion of any other subject. It was considered the first English language center in the Arabian Peninsula. In an era prior to 1959, Lipsky referred to the United State Military Training Mission in the Dhahran airfield and ARAMCO as institutions that introduced the teaching Of a foreign language in the early days Of Saudi Arabia. He said: "The United States Military Training Mission devoted considerable training time to mathematics, geography, sanitation, physical education and English as well as basic Opertional skills... ARAMCO, in its early days, has functioned as a vast technological school for the Saudis, some 160,000 Of whom have been employed by the company at one time or another. The great majority Of local employees have had little or 1H) previous schooling...thus, the entire burden Of producing a local skilled labor force has rested on ARAMCO. The company conducts industrial training schools at Res at-Tannra, Abqaiq and Dahran with an average of 3,500 student/employees a year (1959, p. 179). It is believed that the instruction in these schools was conducted in English since most Of the students were illiterate and had little or no previous schooling; besides, the teachers were not Saudis. The Wireless Communication School--described in detail earlier i1: this chapter--was established in 1929 to nest the needs of the telegraph Operators who were capable of using Morse code. The school had an English instructor whose task was, as a minimum, to teach the students to 77 write the English alphabet so they would be able to receive and send any message written in English or any European language. In 1937, English was introduced as a course at the intermediate level which consisted Of grades four through seven at that time. English was also being taught in grades 8 through 12. The bulletin Of 1964 stated that English was taught for eight periods per week (Ministry of Education, 1964, p. 17). However, in 1971, the number of hours of English study was reduced from eight to six. The number of periods was further reduced to four each week in 1981. Another recent change was the introduction Of the Saudi Arabian School English (SASE) textbook. Today, English in the kingdom of Saudi Arabia is considered to be a national demand because Of the fact that many experts, teachers, engineers, workers, scientists, and doctors come to carry out the ambitious development plans and most--if not all-~of them speak no Arabic. In essence, Saudi students are not able to get post- graduate studies in most fields unless they go to study abroad--in the United States in most cases. Hence the students need to acquire the basic command Of the English language to be able to cOpe with advanced studies and satisfy the need Of the twentieth century. Also, in some colleges in Saudi Arabia, i.e., in the colleges of medicine and the colleges of engineering in the Saudi universities, students are instructed in English not Arabic. 78 As a consequence of viewing the English language as an important facet of the process leading to the develOpment- of the kingdom of Saudi Arabia, English has become a part of the Saudi educational system and it is taught at the intermediate level onward. In addition several industrial and governmental institutions teach English which is widely used in the Business world. The Ministry of Telecommunications, the Government Bank Training Center and the institute of Public.Administration have large training centers that teach English. Both the national airline, Saudi, and the Civil Aviation board have large training centers in which pilots, technicians, and administrators. In the universities, where English is a standard of instruction in some or all of the colleges, a one-year intensive remedial English program is given in orderr to prepare the students for their academic studies. In other colleges that continue to instruct in Arabic, the students are required to take two English classes as a part of their general education requirements (Shisha, 1982, p. 15). Feeling the inmortance of the English language, the Ministry of Education has put the goals and objectives of teaching a foreign language in its school. In a broad sense the overall goals are: To furnish the student with at least one of the living languages, in addition to their original language, to enable them to acquire knowledge and science to other communities and participate in spreading of lslannand serving humanity (Ministry of Education, 1974, p. 13). More specifically, the Ministry of Education has listed some narrower objectives of teaching English at the intermediate level to be as follows. 1. To produce, in three years, an individual who is able to speak, read, and listen with understanding, simple current English and to write a connected passage of up to half a page about a simple subject or incident. 79 2. To give pupils who finish their formal education in the third year intermediate enough knowledge of the language to help them in their vocations. 3. To give pupils who proceed to the secondary stage a sound foundation on which to build their future studies. ‘4. To lay the foundation of a knowledge of English so that later they can acquire sufficient grasp of the language to enable them to preach their religion to English speakers, and to refute the errors of the enemies of Islam concerning religion (Ministry of Education, 1971, p. 4). The Ministry of Education is facing many problems one of which is the shortage of the citizen teachers. In the field of English teaching, Saudi teachers are rarely found. A large number of teachers are from neighboring Arab countries, while some are from the United Kingdom and the United States (Ministry of Education, 1979, p. 54). The Ministry of Education opened several institu- tions called Secondary Teachers Institutions in 1961 in order to acquire English teachers who were Saudis. Student possesing an intermediate certificate were able to complete the program which consisted of two years of general classwork, then two years of an intensive English course. The graduates were eligible to teach English at the intermediate schools Abdullah, 1973, p. 232). The Ministry of Education discontinued this type of schools because it did not adequately prepare competent English Teachers. The first attempt to improve the quality of the English teacher was made in 1963 in the Department of History and Social Science at the College of Teachers in Makkah. Students holding the General Secondary Education.u «cm.« «cv.« can.” «a mace. mc«.~ c¢c.~ #cp.n ecu.n «c¢.H «cc.a cp¢.H ccv.~ ccc.n an ccce. acc.~ «me.» fine.» mnc.u has.“ cmc.« «pm.c cce.« vnc.u cc ccnc. cc~.~ evc.n «cm.n ccc.~ N¢¢.H mpv.~ enm.H ¢e¢.n bee.~ cm ccce. vmp.n cue.” ecu.» can.c nee.» new.» eav.« ecc.e Hec.« cu ccce. ep¢.v cvn.v cae.w «ma.v eup.e cce.v ccm.e «eb.e “cc.v pm cccc. men.“ enm.e new.» evc.c ccc.« was.e ccH.e Hem.” cce.e ca cccc. vcc.u ccv.u ewv.u cc«.N peu.s can.« ev—.N ccc.« cc«.« nu ccvp. mb~.« «cu.« ccu.a «cu.« nmc.a ¢-.« new.“ m¢H.N rva.u cu ccce. ccc.~ mae.u em¢.N cmu.« ecu.u ecH.N cce.u cce.« ace.N en ccce. epv.« vac.« acc.N ccb.« cwc.s cuc.« pmp.a muc.« ecb.u NH cane. ce¢.« epc.« v~c.« vvm.« ecc.« pcc.« bec.u wvv.« vea.« an «ccc. c¢a.« cc«.« cac.c new.” vec.u pee.“ eH«.N NNN.N puc.« en mace. m¢«.~ c«~.n cvp.n cce.n cec.n are.“ ewe.“ cec.n erc.~ c ccce. ece.n ccu.~ eec.n pee.“ fine.” cvc.a ere." Hec.u cec.m c ccce. cme.n c¢c.« ecc.~ enc.u ecu.“ cec.« ebc.H ccc.~ ecc.~ p accc. Huv.n mac.~ ccc.« cvc.n ccc.a ace.“ use.“ ecc.~ ccc.~ c new“. ec¢.~ ecu.“ ccp.H cup.n ebc.~ mbc.u cum.u «mu.u ecc.~ m ccuc. cue.“ cue.“ mac." cmc.~ mac.“ mmc.m ace.“ «mp.u cvc.n w ccce. ec«.~ ece.n «Hc.N Hpc.n uuc.n vmc.u vc~.u use.“ Hec.~ e eccc. «an.« ace.“ enc.n mnc.n has.“ cue.« pcc.~ bec.u ccc.a N ccce. cce.n cwc.a puc.m ccp.~ wee.“ ~en.« Heb.n vmc.n ecc.n H me. e r e n w e a H a Emuu OOEGO « a “Guam OGON OEON OGON OEON OEON OGON OEON OGON nGuOh. NO ~O>OQ N N N X X N N N oeoN danceaaoacm v wand? an «Beau ecu no names och 118 ccce. «nc.v cu¢.¢ mac.w ere.” ace.» cee.¢ cc~.w ecc.v ¢c~.v cc ccce. cmp.e cmc.e cec.» cee.e cuc.c can.” «cc.» cucue cec.e cu cccc. ccc.« car.a New.” pmn.« cev.« cec.a vep.u Hep.« ecv.e cu ccce. cme.n cav.« env.« ecu.« cum.« erm.u ecN.N upc.u cc«.« we ccce. cev.« an.N cc«.« pec.H «en.u ccv.u mec.~ emc.« ecu.« cu cccc. ccc.u cum.e Nev.e «ca.e vcc.e ccc.e nec.« upc.u cee.e ma meme. cpm.u Nec.u vbc.~ ccc.~ ecu." Hcc.n wee.” muu.u ccc.~ «a me. e p c m w e a a x Eon— OOGGO m H a BM“ w OEON OGON OEON OGON OGON ”EON QGON OGON "CHOP no ~O>OJ N x X x x N x x Avoaccucoov v Hand? 119 In Table 4 there were no significant differences among the students in all educational zones in the following items: 5, 12, and 14. Thus, hypothesis two that stated there were no significant differences in the responses of the students in the different educational zones to the questionnaire items was accepted in those three items only. Item 5 deals with the correction of the students' mistakes by the teachers. Iten|12 deals with the difficulty of the English textbook. Item 14 deals with the sufficience of the practice exercises in the textbook. Hypothesis two was rejected on items 1, 2, 3, 4, 6, 7, 8, 9, 10, 11, 13, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, and 30. Items 1, 2, 3, 4, 6, 7, 8, 9, and 10 are related to Teachers and teaching methods; item 11, 13, and 15 are related to the English curriculum; items 16 through 19 are related to audio-visual materials; items 20 through 27 are related to the students' attitudes toward learning the English language; and items 28 through 30 are related to the schools' needs. Table 4 shows also that five items had a mean of more than 3.0 (representing great and severe problems) by five or more of the educational zones. These problems seem to exist across the zones. These items are: 16, 17, 25, 29, and 30. Item 16 reveals that most English teachers do not use wall charts regardless of their importance in introducing new material. Item 17 is related to the teachers' use 120 of the audio-visual equipment to facilitate the learning process. Item 25 is related to the students encouragement to each other to speak in English. Item 29 is an indication of the schools lack of materials for the students to read simple materials other than their textbook. Item 30 is the item that was reported by students to have the highest mean of all items, moreover, six of the eight educational zones rated it to have a mean of 4.0 or above, and the other two zones rated as mere than 3.3. This high mean is a reflection of the absence of the English laboratories in most, if not all, the schools. By contrast, the following items have a mean of less than 2.0 and rated as minor problems by five or more educa- tional zones. These items are 1, 3, 4, 5, 6, 7, 8, 9, 19, 21, and 24. Item 1 is related to the English teachers' enthusiasm to teaching. Item 3 is related to the English teacher praising the students who answered correctly. Item 4 is related to the amount of homework the teachers give to the students. Item 5 is related to the correction of the teacher to the students' homework. Iteni6 is related to the teachers showing the students how to correct their mistakes. Item 7 is related to the teachers giving the opportunity to the students to participate and ask questions in the class. Item 8 is related to the English teachers' qualification to teach English. Item 9 is related to the teachers motivating the students to stay alert and active. All the items of the category that have problems 121 related to the teachers and the teaching methodologies were of little complaint from the students. From Table 4, it is concluded that zone eight, Riyadh, was the zone that has the lowest mean in 21 items from the 30 items. The location of this educational zone near the main office of the Ministry of Education might be the reason why the students in this zone report fewer problems. However, on item 17 the students in Riyadh felt it was more of a problem than did the students in other zones. This item has to do with the teachers' use of audio-visual equipment. The following educational zones; seven, three, and six--Medina, Kassim, and Makkah, received the highest means among all zones. W. In this section each item is represented and analyzed in terms of the distribution of the responses on each category. In other words, how many of the respondents strongly agreed, how many agreed, how many were undecided, how many disagreed, and how many strongly disagreed on each item. The results are represented in frequencies and percentages. The mean is given for comparison between items. For Tables 5 through 34, the positive responses are obtained by adding those who strongly agreed with those who agreed. The result revealed the students who were in favor of each item and reported it as no problem. 122 The percentage of this group is considered as the agreement index. The result of adding the negative responses, those who strongly disagreed and those who disagreed, revealed the students who considered each item to be a problem. The percentage of this group is considered as the disagreement index. Those who neither disagreed nor agreed to the item selected the undecided response and therefore are reported as neutral. TABLE 5 The English teacher appears enthusiastic in teaching. Absolute Relative Adjusted Cumulative Category Label Freq. Freq.(%) Freq.(%) Freq.(%) Strongly agree 809 48.1 48.3 48.3 Agree 521 31.0 31.1 79.5 Undecided 184 10.9 11.0 90.4 Disagree 90 5.3 5.4 95.8 Strongly disagree 70 4.2 4.2 100.0 Blank 9 .5 Missing Total 1683 100.0 100.0 Valid cases = 1674 Missing = 9 Total agreement responses = 1330 Agreement index 79.5% Total disagreement responses = 160 Disagreement index = 9.6% Table 5 indicates that 79.5 percent of the students reported that the English teachers are enthusiastic in teaching. 123 TABLE 6 He is self-controlled and is not easily upset. Absolute Relative Adjusted Cumulative Category Label Freq. Freq.(%) Freq.(%) Freq.(%) Strongly agree 667 39.6 39.8 39.8 Agree 568 33.7 33.9 73.6 Undecided 180 10.7 10.7 84.4 Disagree 152 9.0 9.1 93.4 Strongly disagree 110 6.5 6.6 100.0 Blank 6 .4 Missing Total 1683 100.0 100.0 Valid Cases = 1677 Missing Cases = 6 Total agreement responses = 1235 Agreement index = 73.6% Total disagreement responses = 262 = 15.6% Disagreement index Table 6 indicates that 73.6 percent of the students said that the English teachers are patient and do not get easily upset. 124 TABLE 7 The English teacher praises me when I answer correctly Absolute Relative Adjusted Cumulative Category Label Freq. Freq.(%) Freq.(%) Freq.(%) Strongly agree 751 44.6 45.0 45.0 Agree 572 34.0 34.3 79.2 Undecided 137 8.1 8.2 87.4 Disagree 132 7.8 7.9 95.3 Strongly disagree 78 4.6 4.7 100.0 Blank 13 .8 Missing Total 1683 100.0 100.0 Valid Cases = 1670 Missing Cases = 13 Total agreement responses = 1323 Agreement index = 79.2% Total disagreement responses = 210 Disagreement index = 12.6% Table 7 shows that 79.2 percent of the students admit that the English teacher gives praise for work well done. The English teacher gives me a reasonable amount of homework. 125 TABLE 8 Absolute Relative Adjusted Cumulative Category Label Freq. Freq.(%) Freq.(%) Freq.(%) Strongly agree 798 47.4 47.8 47.8 Agree 596 35.4 35.7 83.4 Undecided 82 4.9 4.9 88.3 Disagree 122 7.2 7.3 95.6 Strongly Disagree 73 4.3 4.4 100.0 Blank 12 .7 Missing Total 1683 100.0 100.0 Valid Cases = 1671 Missing Cases = 12 Total agreement responses = 1394 Agreement index = 83.4% Total disagreement responses = 195 Disagreement index = 11.7% Table 8 indicates that 83.0 percent of the students responded that the English teacher gives a reasonable amount of homework 126 TABLE The English teacher corrects my homework. Absolute Relative Adjusted Cumulative Category Label Freq. Freq.(%) Freq.(%) Freq.(%) Strongly agree 917 54.5 54.7 54.7 Agree 562 33.4 33.5 88.2 Undecided 37 2.2 2.2 90.4 Disagree 109 6.5 6.5 96.9 Strongly Disagree 52 3.1 3.1 100.0 Blank 6 .4 Missing Total 1683 100.0 100.0 Valid Cases = 1677 Missing Cases = 6 Total agreement responses = 1479 Agreement index = Total disagreement responses = 161 Disagreement index = 88.2% Table 9 explains that 88.2 percent of the students replied that the English teacher corrects their homework. 127 TABLE 10 The English teacher shows me how to correct my mistakes. Absolute Relative Adjusted Cumulative Category Label Freq. Freq.(%) Freq.(%) 'Freq.(%) Strongly agree 819 48.7 48.8 48.8 Agree 557 33.1 33.2 82.0 Undecided 66 3.9 3.9 85.9 Disagree 139 8.3 8.3 94.2 Strongly Disagree 97 5.8 5.8 100.0 Blank 5 .3 Missing Total 1683 100.0 100.0 Valid Cases = 1678 Missing Cases = 5 Total agreement responses = 1376 Agreement index = 82.0% Total disagreement responses = 236 Disagreement index = 14.1% Table 10 reveals that 82.0 percent of the students expressed that the English teacher shows them how'to correct their mistakes. 128 TABLE 11 The English teacher gives me the opportunity to participate and ask questions in the class. Absolute Relative Adjusted Cumulative Category Label Freq. Freq.(%) Freq.(%) Freq.(%) Strongly agree 781 46.4 46.5 46.5 Agree 598 35.5 35.6 82.1 Undecided 82 4.9 4.9 87.0 Disagree 129 7.7 7.7 94.7 Strongly Disagree 89 5.3 5.3 100.0 Blank 4 .2 Missing Total 1683 100.0 100.0 Valid Cases = 1679 Missing Cases 3 4 Total agreement responses = 1379 Agreement index = 82.1% Total disagreement responses = 218 Disagreement index = 13.0% Table 11 indicates that 82.1 percent of the students reported that the English teacher gives thenlthe opportunity to participate and ask questions in the class. 129 TABLE 12 The English teacher seems to be qualified to teach English. Absolute Relative Adjusted Cumulative Category Label Freq. Freq.(%) Freq.(%) Freq.(%) Strongly agree 842 50.8 50.2 50.2 Agree 415 24.7 24.8 75.0 Undecided 291 17.3 17.4 92.4 Disagree 69 4.1 4.1 96.5 Strongly Disagree 59 3.5 3.5 100.0 Blank 7 _ .4 Missing Total 1683 100.0 100.0 Valid Cases = 1676 Missing Cases = 7 Total agreement responses = 1257 Agreement index = 75.0% Total disagreement responses = 128 Disagreement index = 7.6% Table 12 explains that 75.0 percent of the students said that the English teacher seems to be qualified to teach English. A large portion of the students, 17.4, were undecided and chose the neutral response for one reason or another such as they did not understand the word (qualified), or they were afraid to state their comments in case their teachers might see the questionnaire. 130 TABLE 13 The English teacher motivates me to stay alert, active, and interested. Absolute Relative Adjusted Cumulative Category Label Freq. Freq.(%) Freq.(%) Freq.(%) Strongly agree 991 58.9 59.1 59.1 Agree 456 27.1 27.2 86.2 Undecided 81 4.8 4.8 91.1 Disagree 85 5.1 5.1 96.1 Strongly Disagree 65 3.9 3.9 100.0 Blank 5 .3 Missing Total 1683 100.0 100.0 Valid Cases = 1678 Missing Cases = 5 Total agreement responses = 1447 Agreement index = 86.2% Total disagreement responses Disagreement index 150 Table 13 indicates that 86.2 percent of the students replied that the English teacher motivates them to stay alert, active, and interested. He is fair, impartial and objective 131 TABLE 14 in his treatment of students. Absolute Relative Adjusted Cumulative Category Label Freq. Freq.(%) Freq.(%) Freq.(%) Strongly agree 734 43.6 43.8 43.8 Agree 459 27.3 27.4 71.1 Undecided 227 13.5 13.5 84.7 Disagree 135 8.0 8.1 92.7 Strongly Disagree 122 7.2 7.3 100.0 Blank 6 .4 Missing Total 1683 100.0 100.0 Valid Cases = 1677 Missing Cases = 6 Total agreement responses = 1193 Agreement index = 71.1% Total disagreement responses = 257 Disagreement index = 15.3% Table 14 represents that 71.1 percent of the students reported that the English teacher is fair, and objective in the treatment of students. impartial, 132 TABLE 15 The length of the English curriculum is about right. Absolute Relative Adjusted Cumulative Category Label Freq. Freq.(%) Freq.(%) Freq.(%) Strongly agree 315 18.7 18.8 18.8 Agree 586 34.8 35.0 53.9 Undecided 266 15.8 15.9 69.8 Disagree 292 17.3 17.5 87.2 Strongly Disagree 214 12.7 12.8 100.0 Blank 10 .6 Missing Total 1683 100.0 100.0 Valid Cases = 1673 Missing Cases = 10 Total agreement responses = 901 Agreement index = 53.9% Total disagreement responses = 506 Disagreement index = 30.2% Table 15 shows that 53.9 percent of the students said that the length of the English curriculum is about right. 133 TABLE 16 The difficulty of the English textbook is about right. Absolute Relative Adjusted Cumulative Category Label Freq. Freq.(%) Freq.(%) Freq.(%) Strongly agree 258 15.3 15.4 15.4 Agree 592 35.2 35.4 50.8 Undecided 319 19.0 19.1 69.8 Disagree 294 17.5 ' 17.6 87.4 Strongly Disagree 211 12.5 12.6 100.0 Blank 9 .5 Missing Total 1683 100.0 100.0 Valid Cases = 1674 Missing Cases = 9 Total agreement responses = 850 Agreement index = 50.8% Total disagreement responses = 505 Disagreement index = Table 16 reveals that 50.8 percent of the students did not complain about the difficulty of the English textbook. 134 TABLE 17 The passages and the stories in the textbook are interesting. Absolute Relative Adjusted Cumulative Category Label Freq. Freq.(%) Freq.(%) Freq.(%) Strongly agree 496 29.5 29.6 29.6 Agree 661 39.3 39.4 69.0 Undecided 184 10.9 11.0 79.9 Disagree 192 11.4 11.4 91.4 Strongly Disagree 145 8.6 8.6 100.0 Blank 5 .3 Missing Total 1683 100.0 100.0 Valid Cases = 1678 Missing Cases = 5 Total agreement responses 2 1157 Agreement index = 69.0% Total disagreement responses = 337 Disagreement index = 20.1% Table 17 indicates 69.0 percent of the students agreed that the passages and the stories in the textbook are interesting. 135 TABLE 18 The textbook contains enough practice exercises. Absolute Relative Adjusted Cumulative Category Label Freq. Freq.(%) Freq.(%) Freq.(%) Strongly agree 535 31.8 31.9 31.9 Agree 620 36.8 37.0 69.0 Undecided 200 11.9 11.9 80.9 Disagree 212 12.6 12.7 93.6 Strongly Disagree 108 6.4 6.4 100.0 Blank 8 .5 Missing Total 1683 100.0 100.0 Valid Cases = 1675 Missing Cases = 8 Total agreement responses = 1155 Agreement index = 69.0% Total disagreement responses = 320 = 19.1% Disagreement index Table 18 explains that 69.0 percent of the students reported that the textbook contains enough practice exercises. The textbook encourages understanding 136 TABLE 19 rather than memorization. Absolute Relative Adjusted Cumulative Category Label Freq. Freq.(%) Freq.(%) Freq.(%) Strongly agree 550 32.7 32.8 32.8 Agree 578 34,3 34.4 67.2 Undecided 224 13.3 13,3 80.6 Disagree 168 10.0 10.0 90.6 Strongly Disagree 158 9.4 9.4 100.0 Blank 5 .3 Missing Total 1683 100.0 100.0 Valid Cases = 1678 Missing Cases = 5 Total agreement responses = 1128 Agreement index = 67.2% Total disagreement responses = 326 Disagreement index = 19.4% Table 19 represents that 67.2 percent of the students said that the textbook encourages understanding rather than memorization. 137 TABLE 20 The English teacher uses wall pictures to introduce new vocabulary. Absolute Relative Adjusted Cumulative Category Label Freq. Freq.(%) Freq.(%) Freq.(%) Strongly agree 320 19.0 19.1 19.1 Agree 347 20.6 20.7 39.8 Undecided 84 5.0 5.0 44.8 Disagree 345 20.5 20.6 65.4 Strongly Disagree 580 34.5 34.6 100.0 Blank 7 .4 Missing Total 1683 100.0 100.0 Valid Cases 1676 Missing Cases 7 Total agreement responses = 667 Agreement index 39.8% Total disagreement responses = 925 Disagreement index = 55.2% Table 20 indicates that 55.2 percent of the students complained that the English teacher does not use wall pictures to introduce new vocabulary. It seems that the English teachers use the easiest way to introduce new vocabulary by giving the equivalent meaning in Arabic. 138 TABLE 21 The English teacher uses the audio-visual equipment to facilitate the learning process. Absolute Relative Adjusted Cumulative Category Label Freq. Freq.(%) Freq.(%) Freq.(%) Strongly agree 150 8.9 8.9 8.9 Agree 155 9.2 9.2 18.2 Undecided 74 4.4 4.4 22.6 Disagree 329 19.5 19.6 42.2 Strongly Disagree 970 57.6 57.8 100.0 Blank 5 .3 Missing Total 1683 100.0 100.0 Valid Cases = 1678 Missing Cases = 5 Total agreement responses = 305 Agreement index = 18.2% Total disagreement responses = 1299 Disagreement index = 77.4% Table 21 reveals that 77.4 percent of the students said that the English teacher does not use the audio-visual equipment to facilitate the learning process. The reason might be the absence of such equipment from the schools, the teachers' inability to use them, the inadequacy of the time available because of the length of the curriculum, or a combination of more than one reason. 139 TABLE 22 The English teacher lets me listen to tapes in English. Absolute Relative Adjusted Cumulative Category Label Freq. Freq.(%) Freq.(%) Freq.(%) Strongly agree 445 26.4 26.6 26.6 Agree 390 23.2 23.3 49.9 Undecided 96 5.7 5.7 55.6 Disagree 272 16.2 16.2 71.9 Strongly Disagree 471 28.0 28.1 100.0 Blank 9 .5 Missing Total 1683 100.0 100.0 Valid Cases = 1674 Missing Cases = 9 Total agreement responses = 835 Agreement index = 49.9% Total disagreement responses = 743 Disagreement index = 44.4% Table 22 explains that the responses to this item were almost evenly distributed between agreement and disagree- ment. Actually, 49.9 percent of the students said the English teacher let them listen to tapes in English, while 44.4 percent said that the English teacher did not let them listen to tapes in English regardless of the importance of making the students listen to a native speaker. 140 TABLE 23 The English teacher writes on the blackboard when teaching. while teaching. Absolute Relative Adjusted Cumulative Category Label Freq. Freq.(%) Freq.(%) Freq.(%) Strongly agree 1172 69.6 69.9 69.9 358 21.3 21.3 91.2 Undecided 23 1.4 1.4 92.6 Disagree 66 3.9 3.9 96.5 Strongly Disagree 58 3.4 3.5 100.0 6 .4 Missing 1683 100.0 100.0 Valid Cases = 1677 Missing Cases = 6 Total agreement responses = 1530 Agreement index = 91.2% Total disagreement responses = 124 Disagreement index = 7. Table 23 shows that 91.2 percent of the students admitted that the English teacher made use of the blackboard 141 TABLE 24 I find it easy to learn English. Absolute Relative Adjusted Cumulative Category Label Freq. Freq.(%) Freq.(%) Freq.(%) Strongly agree 299 17.8 17.8 17.8 Agree 570 33.9 33.9 51.8 Undecided 174 10.3 10.4 62.1 Disagree 349 20.7 20.8 82.9 Strongly Disagree 287 17.1 17.1 100.0 Blank 4 .2 Missing Total 1683 100.0 100.0 Valid Cases = 1679 Missing Cases = 4 Total agreement responses = 869 Agreement index = 51.8% Total disagreement responses = 636 Disagreement index = 37.9% Table 24 indicates that more than one half of the students, 51.8 percent, A large portion of the students, found it easy to learn English. 37.9 percent, did not feel the same way and found it difficult to learn English. I] l .III'.|4\ I IJ‘III' .‘II'I 142 TABLE 25 I find that learning English is important. Absolute Relative Adjusted Cumulative Category Label Freq. Freq.(%) Freq.(%) Freq.(%) Strongly agree 1096 65.1 65.6 65.6 Agree 344 20.4 20.6 86.2 Undecided 91 5.4 5.4 91.7 Disagree 70 4.2 4.2 95.9 Strongly Disagree 69 4.1 4.1 100.0 Blank 13 .8 Missing Total 1683 100.0 100.0 Valid Cases = 1670 Missing cases = 13 Total agreement responses = 1440 Agreement index = 86.2% Total disagreement responses = 139 Disagreement index = 8.3% Table 25 reveals that 86.2 percent of the students said that they feel the importance of learning the English language. 143 TABLE 26 The English language is not a major obstacle in passing to a higher level. Absolute Relative Adjusted Cumulative category Label Freq. Freq.(%) Freq.(%) Freq.(%) Strongly agree 431 25.6 25.7 25.7 Agree 430 25.5 25.7 51.4 Undecided 254 15.1 15.2 66.6 Disagree 230 13.7 13.7 80.3 Strongly Disagree 329 19,5 19,7 100.0 Blank 9 .5 Missing Total 1683 100.0 100.0 Valid Cases = 1674 Missing Cases = 9 Total agreement responses = 861 Agreement index = 51.4% Total disagreement responses = 559 Disagreement index = 33.2% Table 26 indicates that while one half of the students, 51,4 percent, said that English is not a najor obstacle in passing to a higher level; one third of the students, 33.2 percent, felt English to be a major obstacle in passing to a higher level. 144 TABLE 27 I enjoy the English classes. Absolute Relative Adjusted Cumulative Category Label Freq. Freq.(%) Freq.(%) Freq.(%) Strongly agree 488 29.0 29.1 29.1 Agree 633 37.6 37.7 66.8 Undecided 174 10.3 10.4 77.2 Disagree 200 11.9 11.9 89.1 Strongly Disagree 183 10.9 10.9 100.0 Blank 5 .3 Missing Total 1683 100.0 100.0 Valid Cases = 1678 Missing Cases = 5 Total agreement responses = 1121 Agreement index 66.8% Total disagreement responses = 383 Disagreement index = 22.8% Table 27 shows that two thirds of the students, 66.8 percent, enjoy the English classes. 145 TABLE 28 I am on good terms with my English teacher. Absolute Relative Adjusted Cumulative Category Label Freq. Freq.(%) Freq.(%) Freq.(%) Strongly agree 813 48.3 48.9 48.9 Agree 484 28.8 29.1 78.0 Undecided 169 10.0 10.2 88.2 Disagree 100 5.9 6.0 94.2 Strongly Disagree 97 5.8 5.8 100.0 Blank 20 1.2 Missing Total 1683 100.0 100.0 Valid Cases = 1663 Missing Cases = 20 Total agreement responses = 1297 Agreement index = 78.0% Total disagreement responses 197 Disagreement index 11.8% Table 28 reveals that more than three fourths of the students, 78.0 percent, English teacher. are on good terms with their 146 TABLE 29 My friends encourage me to speak English. Absolute Relative Adjusted Cumulative Category Label Freq. Freq.(%) Freq.(%) Freq.(%) Strongly agree 260 15.4 15.6 15.6 Agree 401 23.8 24.1 39.7 Undecided 158 9.4 9.5 49.2 Disagree 374 22.2 22.5 71.7 Strongly Disagree 472 28.0 28.3 100.0 Blank 18 1.1 Missing Total 1683 100.0 100.0 Valid Cases 1665 Missing Cases 18 Total agreement responses = 601 Agreement index 39.7% Total disagreement responses = 846 Disagreement index = 50.3% Table 29 explains that more than one half of the students do not encourage each other to speak the language either because the students do not feel the importance of the language and consequently, they are not enthusiastic to learn it or it might be that the students are afraid of being embarrassed when they make mistakes. The English teacher encourages me to 147 TABLE 30 communicate in English. Absolute Relative Adjusted Cumulative Category Label Freq. Freq.(%) Freq.(%) Freq.(%) Strongly agree 668 39.7 40.1 40.1 Agree 578 34.3 34.7 74.8 Undecided 119 7.1 7.1 82.0 Disagree 146 8.7 8.8 90.8 Strongly Disagree 154 9.2 9.2 100.0 Blank 18 1.1 Missing Total 1683 100.0 100.0 Valid Cases = 1665 Missing Cases = 18 Total agreement responses = 1246 Agreement index = 74.8% Total disagreement responses = 300 Disagreement index = 18.0% Table 30 indicates that about three fourths of the students, 74.8 percent, English teacher to communicate in English. received encouragement from their 148 TABLE 31 My family encourages me to use and practice the English I have learned in school. Absolute Relative Adjusted Cumulative Category Label Freq. Freq.(%) Freq.(%) Freq.(%) Strongly agree 695 41.3 41.4 41.4 Agree 450 26.7 26.8 68.2 Undecided 140 8.3 8.3 76.6 Disagree 188 11.2 11.2 87.8 Strongly Disagree 205 12.2 12.2 100.0 Blank 5 .3 Missing Total 1683 100.0 100.0 Valid Cases 2 1678 Missing Cases = 5 Total agreement responses = 1145 Agreement index = 68.2% Total disagreement responses = 393 Disagreement index = 23.4% Table 31 shows that more than two thirds of the students 68.2 percent, get encouragement from their family to use and practice the English they learn at school. 149 TABLE 32 The number of students in the classroom is about right. Absolute Relative Adjusted Cumulative Category Label Freq. Freq.(%) Freq.(%) Freq.(%) Strongly agree 586 34.8 34.9 34.9 Agree 463 27.5 27.6 62.6 Undecided 154 9.2 9.2 71.7 Disagree 213 12.7 12.7 84.4 Strongly Disagree 261 15.5 15.6 100.0 Blank 6 .4 Missing Total 1683 100.0 100.0 Valid Cases = 1677 Missing Cases 2 6 Total agreement responses = 1049 Agreement index = 62.6% Total disagreement responses = 474 Disagreement index = 28.2% Table 32 indicates that about two thirds of the students, 62.6 percent, reported that the number of the students in the classroom is about right. 150 TABLE 33 My school has a collection of simple English stories. Absolute Relative Adjusted Cumulative Category Label Freq. Freq.(%) Freq.(%) Freq.(%) Strongly agree 143 8.5 8.5 8.5 Agree 216 12.8 12.9 21.4 Undecided 378 22.5 22.6 44.0 Disagree 271 16.1 16.2 60.2 Strongly Disagree 667 39.6 39.8 100.0 Blank 8 .5 Missing Total 1683 100.0 100.0 Valid Cases = 1675 Missing Cases = 8 359 21.4% Total agreement responses Agreement index Total disagreement responses = 938 Disagreement index = 55.7% Table 33 reveals that about two thirds of the students, 55.7 percent, reported that their schools do not have collections of simple English stories. Moreover, 22.5 percent of the students were undecided as to whether the school has such a collection. The existence of such a collection would give the students the chance to read freely and enjoy themselves by reading something they will not be tested on later. 151 TABLE 34 There is an English laboratory in my school. Absolute Relative Adjusted Cumulative Category Label Freq. Freq.(%) Freq.(%) Freq.(%) Strongly agree 154 9.2 9.2 9.2 Agree 82 4.9 4.9 14.1 Undecided 164 9.7 9.8 23.9 Disagree 179 10.6 10.7 34.5 Strongly Disagree 1098 65.2 65.5 100.0 Blank 6 .4 Missing Total 1683 100.0 100.0 Valid Cases = 1677 Missing Cases = 6 Total agreement responses = 236 Agreement index = 14.1% Total disagreement responses = 1277 Disagreement index = 76 0% Table 34 indicates that more than three fourths of the students, English laboratory from their school. 76.0 percent, reported the absence of the Moreover, about 10 percent were not sure and selected the undecided response. 152 W. This section contains analysis of the five categories of the questionnaire. Each category is represented twice. The first time, the items of each category are ranked from highest to lowest by mean value in order to find out the most severe problems in each category. The second time, the categories are represented to determine the average mean for each category by educational zone and the students' grade level. The overall mean of each category is given for comparison across the categories. Table 35 rank orders from highest to lowest the ten items of Category A which contains problems related to teacher methods. 153 TABLE 35 Rank order of the items of (Problems Category A related to teacher and teaching methods) Rank Order Item Mean 1 He is self-controlled and is not easily 2.088 upset. 2 He is fair, impartial and objective in his 2.077 treatment of students.- 3 The English teacher praises me when I 1.931 answer correctly. 4 The English teacher gives me the opportunity 1.896 to participate and ask questions in class. 5 The English teacher shows me how to correct 1.890 my mistakes. 6 The English teacher appears enthusiastic in 1.860 teaching. 7 The English teacher seems to be qualified 1.859 to teach English. 8 The English teacher gives me a reasonable 1.849 amount of homework. 9 The English teacher corrects my homework. 1.698 10 The English teacher motivates me to stay 1.675 alert, active, and interested. Table 35 shows that there are ten items related to the teacher and teaching methods. are considered to be moderate problems because each has a mean between 2.0 and problems are considered to be nflnor problems because they have a mean less than 2.0 less than 3.0. The rest of the and more than 1.0. Two of these items 154 Table 36 represents the mean value for Category A by educational zones, the students' grade level and by the entire sample. TABLE 36 Mean value of Category A (Problems related to teachers and teaching methods) Mean Educational Mean for Mean for for 8th and Zone 8th Grade 9th Grade 9th Grade Dammam 1.704 2.054 1.879 Hofuf 1.710 1.965 1.837 Kassim 1.841 2.134 1.987 Abha 1.831 1.889 1.860 Jouf 1.829 1.707 1.768 Makkah 1.833 1.978 1.905 Medina 1.776 2.075 1.925 Riyadh 1.573 1.574 1.573 Overall mean of the category for the entire sample a 1.880 Table 36 shows more problems were reported for the Kassim educational zone and the least problems reported were from the students of Riyadh educational zone. The mean for the entire sample is 1.880. This category of the questionnaire described fewer problems for the students. Table 37 rank orders from highest to lewest the five items of Category B which contains problems related to the English curriculum. 155 TABLE 37 Rank order of the items of category B (Problems related to the English Curriculum) Rank Order Item Mean 1 The difficulty of the English textbook is 2.766 about right. 2 The length of the English curriculum is 2.704 about right. 3 The passages and the stories in the text- 2.302 book are interesting. 4 The textbook encourages understanding 2.288 rather than memorization. 5 The textbook contains enough practice 2.247 exercises. Table 37, demonstrates the category that contains problems related to the English curriculum. All five problems in this category are considered to be moderate problems since they have a mean between 2.0 and 3.0. Table 38 represents the mean value for category B by educational zones, the students' grade level and by the entire sample. 156 TABLE 38 Mean Value of Category B (Problems related to the English Curriculum) Mean Educational Mean for Mean for for 8th and Zone 8th Grade 9th Grade 9th Grade Danxnam 2.252 2.547 2.399 Hofuf 2.305 2.539 2.422 Kassim 2.365 2.377 2.371 Abha 2.274 2.508 2.391 Jouf 2.489 2.301 2.395 Makkah 2.507 2.606 2.556 Medina 2.438 2.689 2.563 Riyadh 1.846 2.355 2.100 Overall mean of the category for the entire sample = 2.460 Table 38 shows that the eighth graders in Makkah complained the most in this category, while the ninth graders in Medina complained the most. The students in Riyadh complained the least in both grades. Table 39 rank orders from highest to lowest the four items of category C, which contains problems related with audio-visual materials. ‘l 4- . . . ll I'll-Ill ...‘lll .. II I a 4'. fl 'll‘l'l ll 157 TABLE 39 Rank order of the items of Category C (Problems related with audio-visual materials) Rank Order Item Mean 1 The English teacher uses the audio-visual 4.081 equipment to facilitate the learning process. 2 The English teacher uses wall pictures to 3.309 introduce new vocabulary. 3 The English teacher lets me listen to tapes 2.961 in English. 4 The English teacher writes on the black- 1.497 board when teaching. Table 39, is a portrayal of the section that has problems related to audio-visual materials being used. The problems in this section vary ‘from severe problems to minor problems--one severe problem with a mean of over 4.0, one great problem with a mean between 3.0 and 4.0, one moderate problem with a swan between 2.0 and 3.0 and finally one item was considered as a minor problem with a mean less than 2.0 but over 1.0. Table 40 represents the mean value for category C by educational zones, the students' grade level and by the entire sample. 158 TABLE 40 Mean Value of Category C (Problems related with the audio-visual materials) Mean Educational Mean for Mean for for 8th and Zone 8th Grade 9th Grade 9th Grade Dammam 2.614 3.379 2.996 Hofuf 2.376 2.939 2.657 Kassim 3.028 3.351 3.189 Abha 2.468 2.995 2.731 Jouf 2.758 2.772 2.765 Makkah 3.035 3.284 3.159 Medina 2.777 3.377 3.077 Riyadh 2.366 2.398 2.382 Overall mean of the category for the entire sample = 2.955 Table 40 indicates that the students in Kassim, in general, complained the most about the items of this category. However, the eighth graders in Makkah complained more than other eighth graders in the country; while the ninth graders in Dammam are the ones who complained the most. The students in Riyadh complained the least among all students in the country. The mean for the entire sample, 2.955, makes this category the second most problematic form the students' point of view. Table 41 rank orders from highest to lowest the eight items of Category D, containing problems related to the students' attitude toward learning the English language. 159 TABLE 41 Rank order of the items of Category D (Problems related to the students‘ attitude toward learning the English language) Rank Order Item Mean 1 My friends encourage me to speak in English. 3.238 2 I find it easy to learn English. 2.854 3 The English language is not a major obstacle 2.759 in passing to a higher level. 4 I enjoy the English classes. 2.378 5 My family encourages me to use and practice 2.260 the English I have learned in school. 6 The English teacher encourages me to ' 2.123 communicate in English. 7 I am on good terms with my English teacher. 1.908 8 I feel that learning English is important. 1.606 One item was considered a great problem, with a mean between 3.0 and 4.0. Five items were considered as moderate problems, with a mean between 2.0 and 3.0. Two items were considered minor problems, with a mean above 1.0 and less than 2.0. Table 42 represents the mean value for category D by educational zones, the students' grade level, and by the entire sample. 160 TABLE 42 Mean value of Category D (Problems related with the students attitude towards learning the English language) Mean Educational Mean for Mean for for 8th and Zone 8th Grade 9th Grade 9th Grade Dammam 2.117 2.256 2.186 Hofuf 2.050 2.370 2.210 Kassim 2.278 2.580 2.429 Abha 2.100 2.366 2.233 Jouf 2.534 2.260 2.397 Makkah 2.438 2.632 2.535 Medina 2.389 2.683 2.536 Riyadh 1.562 1.884 1.723 Overall mean of the category for the entire sample = 2.390 Table 42 demonstrates the responses of the eighth graders and the ninth graders in different educational zones.. ‘The eighth graders in Jouf reported sore concern about the items of this category than the odher eighth graders. The ninth graders in Medina reported more problems than the other ninth graders in the country. In both cases, the students in Riyadh's Educational Zone complained less than the students in any educational zone. The overall mean of this category is 2.390 and that places this category in the nfiddle of the five categories of the questionnaire. Table 43 rank orders from highest to lowest, the three items of Category E containing problems related to schools needs. 161 TABLE 43 Rank order of the items of Category E (Problems related to school needs) Rank Order Item Mean 1 There is an English laboratory in my school. 4.184 2 My school has a collection of simple English 3.659 stories. 3 The number of students in the classroom is 2.463 about right. Table 43 shows that the problems that related to school needs are classified as noderate, great, or severe problems. The problem.relating to the number of the students in the classroom had a mean between 2.0 and 3.0 and was considered a moderate problem. The problem relating to the absence of a collection of simple English stories had a swan between 3.0 and 4.0 and was considered a great problem. The problem relating to the absence of the.English laboratory had a mean above 4.0 and therefore was considered a severe problem. This is an indication of the importance of these items in the students' point of view. Table 44 represents the mean value for category D by educational zones, the students' grade level and by the entire sample. 162 TABLE 44 Mean Value of Category E (Problems related to school needs) Mean Educational Mean for Mean for for 8th and Zone 8th Grade 9th Grade 9th Grade Dammam 3.216 3.481 3.348 Hofuf 3.285 3.571 3.428 Kassim 3.259 3.484 3.371 Abha 2.977 2.993 2.985 Jouf 3.257 3.153 3.205 Makkah 3.561 3.647 3.604 Medina 3.752 3.698 3.725 Riyadh 3.377 4.018 3.697 Overall mean of the category for the entire sample a 3.431 Table 44 indicates that the eighth graders in Medina complained the most about the items in this section and those of Dammam complained the least of all the eighth graders. The ninth graders in Riyadh, on the other hand, reported fewer problems of all ninth graders, while the ninth graders in Abha complained the least of all ninth graders. Compared to the other four categories, this category received the highest mean of all. WW Queuiennam The open-ended questions at the end of the students' questionnaire were designed to collect information that could not be gained from the five-point scale questions. For these questions, only the responses that were mentioned 163 by at least ten percent of the sample were considered. The first question was about other problems not mentioned in the questionnaire the students have encountered. The response for this question was as follows: 1. The difficulty of the examination at the end of the school year (318 students or about 19 percent). 2. The teacher threatened us with the final exam and the grades (309 students or 18.4 percent). 3. The inadequacy of ventilation in the classroom (302 students or 18 percent). 4. The smallness of the size of the classroom (298 students or 17.7 percent). 5. The inadequacy of the light in the classroom (292 students or 17.3 percent). 6. The lateness of the arrival of the English teacher at the beginning of the school year makes him go so fast to finish the syllabus that it makes it difficult for the students to keep up (289 students or 17 percent). 7. The lateness of the arrival of the textbook (283 students or 16.8 percent). 8. The noise of the nearby streets is heard in the classroom (271 students or 16 percent). 9. The teacher does not treat his students in a friendly manner (189 students or 11.2 percent). 10. Changing the teacher during the school year (173 students or 10.3 percent). The second question was about the reason for learning 164 the English language. The result was as follows: 389 students (23 percent) reported that there is no benefit and it is a waste of time; 279 students (16.5 percent) said they do not know, and 192 students (11.4 percent) left it blank. By adding all these together, 860 students do not see the benefit of learning the language; or to state the matter another way, more than one half of the students do not know the objectives of learning the English language. Moreover, 493 students (about 30 percent) said they learn English to pass the final exam. This high number--about one third of the students--indicates that their main concern is passing the exam. Also, 297 students see the benefit of learning English when traveling abroad as tourists or for trading; 391 students see the benefit in talking with foreigners inside Saudi Arabia; 229 see the benefit in doing further study abroad; 289 students see the benefit in reading instruction on machines, the ingredients of foreign products and the expiration dates on food and medicine; 198 students see the benefit in getting a job; 216 see the benefit in getting promoted in a contemporary job; and 249 students see the benefit in acquainting other people to Islam and defending it against the non-believers of God. The third question revealed some interesting ideas about improving the English program. More than 58 percent of the students--988 students-~suggested that the students get a cassette to listen to at home because nobody helps 165 them to read at home. Also, 906 students asked to establish an English laboratory in their school. Moreover, 867 students suggested that the Ministry of Information should broadcast English programs on radio and television. In addition, 849 students asked to increase the number of English classes per week. Another 396 students asked bor tutoring classes in the afternoon for poor students, and finally 227 students suggested to start learning English in the last two years of elementary schools. The Teachers' Questionnaire D. The teachers' questionnaire is similar to the students' questionnaire in terms of its design and its division into three sections: the number of items, the main idea of the questionnaire, and the fact that the items are grouped into five different categories (see Appendex 8). W The same procedures used in analyzing the students' questionnaire were used in analyzing the teachers' question- naire. Thus, the same scale was used as follows: Strongly Disagree Disagree Undecided Agree Strongly Agree 5‘”th II II II II II Also, the same Arbitrary determination of the severity of the problem was used as follows: 1. Items that got a mean above 4.0 were considered as severe problems. 2. Items that got a mean of 3.0 and below 4.0 were 166 considered as great problems. 3. Items that got a seas of 2.0 and below 3.0 were considered as moderate problems. 4. Items that got a mean above 1.0 and below 2.0 were considered as minor problems. 5. Items that got a mean of 1.0 were considered as no problem. W The following is a description and analyzation of the collected data. WW Questionnaire The first section of the teachers' questionnaire revealed the following information: of 72 teachers, 14 or 19.44 percent did not start teaching at the beginning of the school year. This supports the students' complaint about the lateness of the arrival of the English teachers at the beginning of the school year and the changing of the English teachers during the school year. Thirty teachers reported having studied in an English speaking country. From the sample, 40 of the teachers are Saudis, 31 foreigners, and one teacher did not indicate his nationality. Only nine teachers had a summer on-the-job training program. In terms of experience, the sample consisted of four new teachers who taught English for the first time, 14 teachers who had 2 to 4 years of experience, and 26 teachers who had 5 to 7 years of experience. Thirteen teachers had 8 to 10 years of experience and 15 teachers had more than 167 10 years of experience in TEFL. Regarding qualifications, 23 teachers had a 2-year diploma after the twelfth grade, 19 teachers had a B.A. in English and Education, 15 had a B.A. in English, five a B.A. in English and a diploma in Education, nine had a B.A. plus a diploma in English, and one teacher had a sasters degree in EFL. In regards to the number of classes the English teachers taught per week, only one teacher had a schedule of four classes per week, five teachers had eight classes per week, 17 teachers had 12 classes per week, three teachers had 16 classes per week, 17 teachers had a schedule of 20 classes per week, one one teacher had 24 classes per week. The first section also revealed that five teachers taught other subjects besides English. Moreover, 43 teachers were assigned to other work besides teaching. The result showed that 43 teachers out of the 72 teachers were in schools owned by the government and the remainder were is rented school buildings. This does not reveal the exact portion of the rented buildings because the rented buildings have few students and fewer classes. MW W The results of the teachers ' questionnaire are represented in Tables 45 through 47. Table 45 indicates the means of the items as stated by the Saudi and non-Saudi English teachers as compared to the entire sample. 168 TABLE 45 Mean Value of Saudi and non-Saudi Teachers. 7 _ f;;”“¢v Non-Saudi Level of Total Teachers' Teachers' Significance Item Mean Mean Mean .05 1 2.417 3.125 1.548 .000 2 1.889 2.150 1.548 .015 3 2.264 2.475 2.000 .073 4 1.958 2.350 1.483 .008 5 2.236 2.275 2.225 .868 6 1.681 1.875 1.451 .050 7 1.653 1.575 1.774 .248 8 1.528 1.525 1.548 .895 9 3.514 3.800 3.096 .044 10 2.431 2.650 2.193 .099 11 3.014 3.300 2.612 .034 12 2.958 2.850 3.064 .443 13 3.000 3.025 2.967 .846 14 2.250 2.550 1.871 .009 15 2.847 3.150 2.483 .004 16 3.681 3.600 3.774 .561 17 3.306 3.175 3.451 .353 18 2.264 2.475 2.000 .076 19 1.861 2.150 1.515 .005 20 1.708 1.975 1.387 .003 21 3.361 3.400 3.290 .741 22 1.634 1.925 1.266 .001 23 3.514 3.600 3.387 .473 24 3.931 3.875 4.000 .638 25 4.028 4.025 4.000 .936 26 3.778 3.775 3.774 .998 27 3.111 3.025 3.193 .568 28 3.292 3.750 2.741 .003 29 2.597 2.850 2.290 .097 30 3.917 4.200 3.548 .041 The Saudi teachers had a higher means in 22 items. These items were 1, 2, 3, 4, 5, 6, 9, 10, 11, 13, 14, 15, 18, 20, 21, 22, 23, 25, 26, 28, 29, and 30. Items 1 through 6 are related to the teachers and teaching methods. Items 9 through 15 are related to the English curriculum. 169 Items 18, 20, 21, and 22 are related to audio-visual ma- terials. Items 23, 25, and 26 are related to the students' attitudes toward learning the English language. Items 28 through 30 are related to the school needs. While the non-Saudis received higher means on eight items: 7, 8, 12, 16, 17, 19, 24, and 27. Items 7 and 8 are related to the teachers and teaching methods. Items 12, 16, and 17 are related to the English curriculum. Item 19 is about the relation of the pictures and illustration of the textbook to the subject. Finally, items 24 and 27 are related to the students' attitudes toward learning the English language. The third null hypothesis that says there is no signif- icant differences in the response of the Saudi teachers and the non-Saudi teachers is rejected in 13 of the 30 items of the questionnaire. The items that the third null hypothesis was accepted in were 3, 5, 7, 8, 10, 12, 13, 16, 17, 18, 21, 23, 24, 25, 26, 27, and 29. Items 3, 5, 7, and 8 are related to the teachers and teaching methods; items 8, 10, 12, 13, 16, and 17 are related to the English curriculum; items 18 and 21 are related to audio-visual material; items 23 through 27 are related to the students' attitudes toward learning the English language; and finally, item 29 is related to the needs of the schools. On the other hand, the third null hypothesis was rejected on items 1, 2, 4, 6, 9, 11, 14, 15, 19, 22, 28 170 and 30. Items 1, 2, 4, and 6 are related to the teachers and teaching sethods; items 9, 11, 14, and 15 are related to the English curriculum; items 19 and 22 are related to the students' attitudes toward learning the Emglish language; and items 28 and 30 are related to the needs of the schools. Table 46 represents the seas value of the items on the teachers' questionnaire by the five levels of experience in teaching English as a foreign language. The teachers' experiences are grouped in five sections: 1) New'teachers who are teaching for the very first year. 2) Teachers with two to four years of experience. 3) Teachers with five to seven years of experience. .4) Teachers with eight to ten years of experience. 5) Teachers with more than ten years of experience. N H HpeH. nem.e use.” «eH.e use.” emu.« as a m Heme. «HH.H «He.H eee.H nep.H eem.H «a H v new». new.“ ope.” emu.» vHu.e emu.» H« H m «one. ee«.H «Ne.H ree.H vH>.H can.“ ea « m meNH. eev.H use.H pee.H mea.u em«.u eH « a when. mae.H amH.« emH.a mop.a emp.« eH e a «He». ecu.» ecu.” «eH.e «vH.e ace.“ pH H a can». see.» ewe.” euv.e Hum.» ee«.« eH « a «new. nep.u eee.u eme.« meu.e eee.» «H H m perv. eee.« Hev.u eve." pme.« eee.e eH e a new». one.“ can.“ «we.« pme.~ ems.” «H H N can». eee.e use.» eee.» Hum.e emu.» NH H e mumH. one.» e¢e.« «we.« use.” em«.v HH H e eeee. eee.u mHe.u pee.« pme.« eee.e eH v H «eHe. eev.n eee.» new.” Hem.” emu.» e v « Heee. enm.H eep.H Hev.H pmn.H emp.H e H a «new. «up.H ewe.H eem.H Hum.H eee.u u H m Heee. eea.H «ee.H pee.H Hum.H eee.e e v a pee”. eev.« eep.e mue.H eH«.« eee.u m a m eHem. eev.H eee.u ewe.u me«.u eee.« e a m eeee. eee.H eee.« pee.« eee.« em«.n a N m ueHH. eme.H «ee.H mHH.« vH«.~ eee.« N H m veee. nee.H eue.H can.“ Hue.e emu.” H cues «nonuH: sees «aesoH me. ooeeo new eH mum eHue an» him an» era a» HuH :HHs caouu :HHB caouo iHHchHm coca ago: a e a u H a? muosoeou as» no oeeoeaeexe Ho He>eH on« an mama. o:« co mecca och cv mqm<fi « H emmv. eee.e ewe.” pee.» pmn.¢ eee.n ea v H «can. eeu.« ace.” eep.u eav.u eee.« as a m meeH. eee.« mHe.e ”no.” «eH.e eee.a as v a use». eeH.e emu.» eee.s vH«.e eee.n an a H ”use. ”we.” mHe.n Nee.” eee.v eem.» en a H eHHe. ee¢.v eve.“ Hem.” «vH.v eee.a as v H epee. maH.v pen.v ewe.“ vH«.e emp.u we cues HmozmH: sees HuesoH we. oeeeo an» eH an» eHue an» pin a.» «In 5% uaH sues cacao sums eaouo nHHH:uHm eezu one: a d a N H nuduuddxuludlddflddn Auoscuucoov cc wand? 173 Table 46 indicates that the fourth null hypothesis that states that there is no significant difference among the responses of the teachers regardless of their experience was rejected only in items 1, 6, and 24. Item one is concerned about the adequacy of the training of the English teachers in the English language. Item 6 is about the teaching of the four skills of the language in this order: listening, speaking, reading, and writing. Item 24 is related to the students' encouragement to each other to learn the English language. On the other hand in the following items, hypothesis four was accepted: 2, 3, 4, 5, 7, 8, 9, 10, 11, 12, 13, 14, 15, 1s, 17, 18, 19, 20, 21, 22, 23, 25, 26, 27, 28, 29, 30. Items 2, 3, 4, 5, 7, and 8 are related to teachers and teaching methodology. Items 9 through 17 are related to the English curriculum. Items 18 through 22 are related to audio-visual materials. Items 23, 25, 26, and 27 are related to the students' attitudes toward learning the English language. Items 28 through 30 are related to the needs of the schools. It can also be seen that 13 items had a mean of more than 3.0 were considered as great and severe problems by at least three of the five groups and more than fifty percent of the group. These items are 9, 11, 12, 16, 17, 21, 23, 24, 25, 26, 27, 28, and 30. Items 9, 11, 12, 16, and 17 are related to the English curriculum. Item 21 is related to audio-visual materials. Items 23 174 through 27 are related to the students' attitude toward learning the English language. Finally, items 28 and 30 are related to the school needs. On the other hand, eight items recorded a mean of 2.0 or less--the items considered as minor problem--by at least three of the five groups. These items are 4, 5, 6, 7, 8, 19, 20, and 22. Items 4 through 8 are related to teachers and teaching methods. Items 19, 20, and 22 are related to audio-visual materials. In addition, it can be concluded that the group with one year of experience; the group with two to four years of experience; and the group with eight to ten years of experience recorded the highest mean on the items more than any other group. Ten items of the thirty items of the questionnaire were recorded the as the highest mean by group 1, nine items were recorded as the highest mean by group 2 and eight items were recorded the highest mean by group 4. In contrast, group 5, who had more than ten years of experience had the lowest mean on eleven of the thirty items of the questionnaire. It seems the experience makes this group see these items as less problems than the other groups. Table 47 rank orders from highest to lowest on all 30 items of the teachers' questionnaire. 175 TABLE 47 Rank order of the items of the teachers' questionnaire. Rank Item Order Number Item Mean 1 25 Learning the Language is more 4.028 important to the students than passing the final exam. 2 24 Most students encourage each other 3.931 to speak in English. 3 30 The school has enough English 3.917 teachers to make the load of classes I am teaching about right. 4 26 Most students like English more 3.778 “’ than any other subject. 5 16 The students' strengths in English 3.681 are due to the examination system. 6 23 The students get encouragement from 3.514 parents and society to learn English. 7 9 There are enough hours devoted to 3.514 English during the week. 8 21 I use the slide projector when I 3.361 teach. 9 17 The English curriculum encourages 3.306 students to read English material other than the textbook. 10 28 The number of students in each 3.292 class is about right. 11 27 Most students feel that learning 3.111 English is important. 12 11 The English textbooks contain 3.014 enough practice exercises. 13 13 The passages and the stories in 3.000 the textbook are interesting. \a 176 TABLE 47 (continued) Rank Item Order Number Item Mean 14 12 The difficulty of the English 2.958 textbook is about right for the students. 15 15 The textbooks have a logical and 2.847 psychological organization in their order. 16 29 The school has the modern equipment 2.597 that facilitates the teaching of English. 17 10 The materials in the textbook of 2.431 one level are correlated to the materials in the textbooks of other levels. 18 1 My training in the English language 2.417 is adequate. 19 18 I know how to use the audio-visual 2.264 equipment properly. 20 3 My training in the psychological 2.264 growth of the students is adequate. 21 14 The textbooks encourage understand- 2.250 ing rather than memorization. 22 5 I use Arabic to explain difficult 2.236 issues only. 23 4 I am satisfied with my career as 1.958 an English teacher. 24 2 My training in professional 1.889 education is adequate. 25 19 The pictures and illustrations in 1.861 the textbooks are suitable and related to the subject. 26 20 I use the wall pictures to 1.708 introduce new vocabulary. 177 TABLE 47 (continued) Rank Item Order Number Item Mean 27 6 I teach listening, speaking, 1.681 reading, and writing in this order. 28 7 I try to help the students 1.653 discover their mistakes. 29 22 I let my students listen to tapes 1.634 in English. 30 8 I help the students guess the 1.528 meaning of a new vocabulary word from the content of the reading passage. In Table 47, one item was reported as a severe problem because it has a mean higher than 4.0. That is item 25, which reflects what the teachers think about the students' attitude toward learning the English language. The results of this item support the idea that the students are more concerned about passing the exam, not learning the language. Also, it can be concluded from Table 47 that 11 items were reported to have a mean between 3.0 and 4.0--great problems. Those are items 9, 11, 16, 17, 21, 23, 24, 26, 27, 28, and 30. From those 11 items, four items are related to the students' attitude toward learning the language. Those are items 23, 24, 26, and 27. This makes the items of this category to be either severe problems, with a mean of 4.0 or above; or great problems, with a mean between 3.0 and 4.0. As a matter of fact, the overall 178 mean of the category is 3.654 and is higher than all means of other categories of the questionnaire. Of the eleven items that got a mean between 3.0 and 4.0 four problems were related to the English curriculum and textbooks. They are items 9, 11, 16, and 17. Also, two of those eleven items, 28 and 30, are from the category that contains pwoblems related to the school needs. The overall average of this category, 3.277, makes this section the second highest category that the teachers referred to as problems of the English program in the intermediate boys' schools. Finally, one problem, number 21, that got a seen between 3.0 and 4.0 is form the category that has items related to audio-visual materials. From Table 47, it can also be concluded that eight items had a mean above 1.0 and below 2.0, which represents minor problems. These items are 2, 4, 6, 7, 8, 19, 20, and 22. From these items, five items-~2, 4, 6, 7, and 8--are related to teacher preparation and teaching methods. The overall average of the items in this category showed to have the lowest mean among the means of all other categories of the questionnaire. Three of the sfinor problems that had a mean of above 1.0 and below'2.0--l9, 20, and 22--are from the category that has problems related to audio-visual materials. W Questionnaire The open ended questions at the end of the teachers' questionnaire were designed to collect information that 179 could not be gained from the five point scale questions. Only the responses that were mentioned by at least ten percent of the sample were considered. The first question was about other problems which were not included in the questionnaire. The result was as follows: ' 1. The students lack motivation for learning the English language (by 51 teachers or about 71 percent). 2. The students do not have the opportunity to speak English outside of the classroom, and parents do not encourage their sons to speak it at home (by 21 teachers or 29 percent). 3. Students do not tend to study much at home, and some of them look at homework as a kind of punishment (by 45 teachers or 63 percent). 4. The examination system is responsible for forcing the students to memorize some grammatical rules and vocabulary to pass the exam (by 32 teachers or 44.5 percent). 5. The lack of the educational equipment; such as slide projectors, overhead projectors, 16sn1movie projectors and videos is a problem (by 13 teachers or 18 percent). 6. The sound and the speed of the cassettes are not appropriate (by 27 teachers or 37.5 percent). 7. It is not possible to cover the syllabus at the rate of four periods a week (by 62 teachers or 86 percent). 8. The shortage of the time makes the teacher unable to use the cassette recorder; instead he reads aloud (by 40 teachers or 55.6 percent). 180 9. The shortage of time sakes the teachers unable to review important aspects (by 21 teachers or 29 percent). 10. The shortage of time makes the teacher unabLe to give quizzes and to find out the students' strengths or weaknesses (by 16 teachers or 22 percent). 11. The shortage of time makes the teachers unable to demonstrate the lesson, to encourage the students to be active, and ask them to find out the seaning of new vocabulary by guessing frosithe content. Rather the teachers explain and lecture (by eight teachers or 11 percent). The second question was about the goals and objectives of teaching English in Saudi Arabia's intermediate schools. The responses were as follows: 1. To give the students the ability to express themselves when they travel abroad (by 62 teachers or 86 percent). 2. To prepare the students to be promoted to secondary education (by 58 teachers or 80.5 percent). 3. To prepare the students to be able to defend Islam against the non—believers of God (by 16 teachers or 22 percent). 4. To prepare the students for higher studies in an English speaking country (by eight teachers or 11 percent). 5. The third question asked for suggestions for improving the English program. The responses were the following: 1. Establish an English laboratory in the schools (by 27 teachers or 37.5 percent). 181 2. Reduce the heavy load of classes the teachers carry per week (by 66 teachers or 91.7 percent). 3. Decrease the number of students in the classrooms (by 13 teachers or 18 percent). 4. Start the teaching of English from the elementary level (by 28 teachers or 39 percent). 5. The students at the English department in the colleges of education should spend at least one year in England or the U.S.A. (by 18 teachers or 25 percent). 6. Establish an English club full of audio-visual materials, such as slide projectors, movie projectors, overhead projectors and video cassetts (by 10 teachers or 13.9 percent). 7. The teaching of English must be done in the morning hours or, at least, no later than the fifth period (by 59 teachers or 82 percent). 8. Increase the number of classes for teaching English per week (by 70 teachers or 97.2 percent). The fourth question was about advantages of the new curriculum. The results were the following: 1. The books are related to the students' environment and the Saudi culture (by 67 teachers or 93 percent). 2. It is suitable to the students' age, their needs and interests (by 65 teachers or 90.3 percent). 3. The size of the letters and the print is suitable (by 60 teachers or 83.3 percent). 4. The new curriculum has a variety of aids; i.e., 182 pictures, flash, cards, wall charts, and teachers' books (by 59 teachers or 82 percent). 5. The textbooks follow a good logical organization (by 50 teachers or 69 percent). The last question was about the disadvantages of the new curriculum. The result was as follows: 1. The textbooks are full of translating and printing mistakes (by 19 teachers or 26.4 percent). 2. The length of the textbooks is too long compared to the time alloted to cover the syllabus (by 69 teachers or 96 percent). 3. The practical exercises in the textbook are not enough (by 14 teachers or 20 percent). 4. The curriculum concentrates more on oral practice and less on writing (by eight teachers or 11 percent). 5. It is difficult for the students to review the lesson by themselves because the students' textbook relies to a great extent on the teachers' textbook, and it contains lots of pictures and very little written smterials (by 21 teachers or 29 percent). ;The Supervisor's Questionnaire The supervisors' questionnaire is very sisfllar to the teachers; questionnaire. It has the same three sections, and section two contains the same five categories. Each category has the same number of items. Each item deals with the same concept as in the teachers' questionnaire. The ideas of the items are identical to those of the teachers' 183 questionnaire except they are worded differently to apply to the supervisors (see Appendex D). W The same procedures used in analyzing the teachers' questionnaire were used to analyzerthe supervisors' question- naire. Thus the same scale was used as follows: Strongly Disagree Disagree Undecided Agree Strongly Agree FRO-9:59! I! II II II 1| Also, the same Arbitrary determination of the severity of the problem was used as follows: 1. Items that got a swan above 4.0 were considered as severe problems. 2. Items that got a mean of 3.0 and below 4.0 were considered as great problems. 3. Items that got a mean of 2.0 and below 3.0 were considered as moderate problems. 4. Items that got a mean above 1.0 and below 2.0 were considered as minor problems. 5. Items that got a mean of 1.0 were considered as no problem. 2rasentatinn_and_Analxaia_ni_Dats The following is a description and analyzation of the collected data. WW Questionnaire The results of the first part of the supervisors' 184 questionnaire were as follows: A total of 34 supervisors participated in the study, 11 Saudi supervisors and 23 non-Sandi supervisors. Most non-Saudis have spent at least two years in Saudi Arabia; however, four of them are new in the country. All Saudi supervisors have taught English. in terms of experience, none of the supervisors are new in the field of EFL; one had experience between 2 and 4 years, three had experience between 5 and 7 years, six had experience between 8 and 10 years, and the majority, 24, had experience in the field of EFL for more than 10 years. Three of the supervisors have a two-year diploma after the twelfth grade, 13 hold the B.A. in EFL, 8 hold the B.AH and a diploma in EFL, five hold the M.A. in EFL and five have a special degree. Of the 34 supervisors, 32 said that they visit more than 11 schools. They reportedly go at least two times to each school and observe at least two classes for each teacher. WMWW Questionnaire The results of the supervisors' questionnaire are represented on Tables 48 through 50. Table 48 depicts the means of the items as stated by the Saudi and non-Saudi English supervisors as compared to the entire sample. 185 TABLE 48 Mean Value of Saudi and non-Saudi Supervisors Level of Saudi Non-Saudi Significance Item Total Supervisors Supervisors .05 1 2.971 3.545 2.695 .031 2 2.735 2.909 2.652 .502 3 3.588 3.909 3.434 .133 4 2.735 2.909 2.652 .489 5 2.353 2.454 2.304 .728 6 2.853 3.181 2.695 .289 7 3.412 3.545 3.347 .581 8 3.441 3.545 3.391 .678 9 4.152 4.181 4.136 .898 10 2.250 2.500 2.136 .264 11 2.242 1.909 2.409 .266 12 2.844 2.300 3.090 .132 13 2.606 2.636 2.590 .925 14 2.182 1.818 2.363 .094 15 2.794 2.636 2.869 .579 16 3.719 4.400 3.409 .057 17 3.303 3.363 3.272 .857 18 3.636 4.181 3.363 .045 19 1.909 2.000 1.863 .654 20 3.000 3.363 2.826 .187 21 4.294 4.454 4.217 .346 22 3.000 3.454 2.782 .131 23 3.853 3.363 4.087 .037 24 4.147 4.000 4.217 .479 25 3.824 3.727 3.869 .733 26 4.265 4.363 4.217 .557 27 3.235 2.545 3.565 .022 28 2.353 3.181 1.956 .009 29 2.176 2.272 1.913 .050 30 3.235 3.636 3.043 .175 out of the 30 items of the questionnaire. 8P8: 20, 2. 3. 22, 5s 6: 29, 3. and 30. The Saudi supervisors had a higher mean in 22 items These items 17, Items 1 through 8 are related to the teacher and the teaching methods. 186 9, 10, 13, 16, and 17 are related to the English curriculum. Items 18 through 22 are related to audio-visual materials. Items 23 and 26 are related to the students' attitude toward learning the English language. Items 28 through 30 are related to the needs of the schools. In fact, all items of this category were reported to have a higher mean by Saudi supervisors than by non-Saudi supervisors. The items that the non-Saudi supervisors had a higher mean in are 11, 12, 14, 15, 23, 24, 25, and 27. Items 11 through 15 are related to the English curriculum. Items 23, 24, 25, and 27 are related to the students' attitudes toward learning the English language. The fifth null hypothesis that stated there is no significant differences between the responses of the Saudi English supervisors and the non-Saudis can be accepted (H1 all item of the questionnaire except items 1, 18, 23, 27, 28, and 29. Item 1 is about the training of the English teachers in the English language that is not enough. Item 18 is that the teachers are not able to use audio-visual equipment. Item 23 is that the society does not encourage the student 5 to learn English. Item 27 is that the students do not feel the inwortance of the English language. Item 28 is about the number of students in the classroom is not right. Finally, item 29 is that the modern equipment which facilitates the teaching of English is not available. By the same token, the fifth hypothesis was rejected on items 2, 3, 4, 5, 6, 7, s, 9, 1o, 11, 12, 13, 14, 15, 187 16, 17, 19, 20, 21, 22, 24, 25, 26, and 30. items 2 through 8 are related to teachers' preparation and teaching methods. Items 9 through 17 are related to the English curriculum. Items 19 through 22 are related to audio-visual materials. Items 24 through 26 are related to the students attitudes toward learning the English language. Finally, item 30 is related to the needs of the schools. Table 49 represents the mean value of the items of the supervisors' questionnaire by the five different levels of experience in English as a foreign language. The supervisors were asked to state their level of experience in TEFL in one of five levels: 1) New or the first year. 2) Between two and four years. 3) Between five and seven years. 4) Between eight and ten years. 5) Over ten years. m « nmee. mee.v eem.m wee.“ eee.H u an N m ammo. ene.« eeH.e eee.e eee.v u «a N v «we». Heu.e eeH.v nnm.e eee.m n HN a a «new. eme.u emH.m eee.u eee.e 1 en v e mama. eue.H eem.u eee.H eee.« I eH e m eHee. eem.m emm.v eee.v eee.v u eH N v eeee. can.» eeH.m wee.» eee.¢ 1 pH a m cave. «be.» eee.v eee.v eee.m 1 0H m a meme. mee.m eeH.n enm.H eee.v u mH m e «Hes. pen.“ eee.m mee.H eee.u u vH « e pHve. mem.« eee.m eee.H eee.e u «H v a swan. «He.« eee.» nee.a eee.u u «H m e Hume. pen.« nee.H men.« eee.~ 1 HH v a Home. enH.« eee.e mne.« eee.« n eH « v ween. enH.v «we.» eee.v eee.m u e H m meHN. can.” new.” eee.« eee.m u e N v once. emv.e eee.m wee.” eee.¢ u e n « eves. ems.“ eeH.e new.” eee.u n e e a eHee. are.u mee.« nee.H eee.u u n v a new». eep.« eeH.n ”an.“ eee.~ u v n.« m «can. ewe.“ nae.» eee.v eee.v u a e m «NvH. eep.« eme.m wee.H eee.m u a e N HemH. nee.« new.” eee.« eee.« n H aces «emcee: :eoE HmoBoH me. oozes an» eH an» eHne nah him an» via a» HmH :HHB cacao :HHB eaouo neemcwem :egu one: m n N H e a no 1254 maomH>eee=m ecu Ho eocomhoexo Ho Ho>oH an nEoHH co» co asses one cw mam<fi 189 e v meme. eeH.e new.“ nee.e eee.¢ 1 an e n «Hee. Hee.« eeH.e ene.H eee.a 1 ea N a vaeH. muH.« eeH.m eee.« eee.¢ u an n «.N mmmH. use." ceH.m cog." egg.“ . an e a wee». ee~.e nee.v eee.¢ eee.e I an a a were. eHe.e eee.q eem.« eee.m 1 mm H e Harv. emu.v wee.» een.v eee.v a we came HmoemH: :eoE amaon me. ooceo an» eH no» eHue an» pun up» via a» HmH :HHB eaouw sues eaoau anchHm :enu who: J a d N 1 «andqflqqflfllqdlddMeA Avoacmueoov cv mamdfi 190 Table 49 indicates that the sixth null hypothesis, which stated there is no significant differences among the response of the supervisors on the questionnaire items regardless of their experience, should be rejected in items 16 and 23 only. Item 16 is about the responsibility of the examination system on the strength of the students in the English language. Item 23 is about the encouragement of parents and the society to the students to learn the English language. However, the small sample of the super- visors, 34 of them, the absence of supervisors who had one year of experience, and the small number of supervisors who had experience between two and four years saking it impossible to draw a reliable conclusion about this hypo- thesis.. In the following items the sixth hypothesis was accepted: 1, 2, 3, 4, 5, 6, 7,8, 9, 10, 11, 12, 13, 14, 15, 17, 18, 19, 20, 21, 22, 24, 25, 26, 27, 28, 29, and 30. Items 1 through 8 are related to the teachers' preparation and the teaching methods. Items 9, 10, 11, 12, 13, 14, 15, and 17 are related to the English curriculum. Items 18 through 22 are related to audio-visual materials. Items 24 through 27 are related to the students' attitudes toward learning the English language. Finally, items 28 through 30 are related to the needs of the schools. From the same table, 14 items had a mean of over 3.0, items of great and severe problems, by at least three groups-~more than 50 percent of the sample. These items were 3, 7, a, 9, 16, 17, 19 21, 22, 23, 24, 25, 26, and 191 30. Item 3, 7, and 8 are related to teachers' preparation and teaching methodoligies. Items 9, 16, and 17 are related to the English curriculum. Items 18, 21, and 22 are related to audio-visual saterials. Items 23, 24, 25, and 26 are related to the students' attitudes toward learning the English language. Item 30 is about the shortage of the English teacher which results in carrying a heavy load of classes per week. Two items only showed a mean of 2.0 or less-~representing minor problems--by three groups of the five levels of experience. These items are 14 and 19. Item 14 deals with the encouragement of the textbook to understanding rather than memorization. Item 19 deals ‘with the pictures and illustrations in the textbook that are suitable and related to the subject. From the previous table it can be concluded also that group 3, those who have experience between five and seven years, recorded the lowest mean in 12 of the 30 items. In contrast group 2, those who have eight to ten years of experience, recorded the highest mean in 14 items of the 30 items. Table 50 rank orders from highest to lowest all 30 items of the supervisors' questionnaire. 192 TABLE 50 Rank order of the items of the supervisors' questionnaire Rank Item Order Number Item Mean 1 21 Most English teachers use the 4.294 slide projector regularly. 2 26 Most students like English more 4.265 than any other subject. 3 9 There are enough hours devoted to 4.152 English during the week. 4 24 Most students encourage each other 4.147 to speak in English. 5 23 The students get encouragement from 3.853 parents and society to learn English. 6 25 Learning the language is more 3.824 important to the students than passing the final exam. 7 16 The students' strengths in English 3.719 are due to the examination system. 8 18 Most English teachers know how to 3.636 use the audio-visual equipment properly. 9 3 I think the English teachers' 3.588 preparation in the psychological growth of the students is adequate. 10 8 Most English teachers help the 3.441 students guess the meaning of a new vocabulary word from the content of the reading passage. 11 7 Most English teachers help the 3.412 students discover their mistakes. 12 17 The English curriculum encourages 3.303 students to read English materials other than the textbooks. 13 27 Most students feel that learning 3.235 English is important. 193 TABLE 50 (continued) Rank Item Order Number Item Mean 14 30 The schools have enough English 3.235 teachers to make the load of classes the teachers teach per week about right. 15 22 Some English teachers let their 3.011 students listen to tapes in English. 16 20 Some English teachers use the wall 3.011 picture to introduce new vocabulary. 17 1 I think the English teachers are 2.971 adequately trained in the English language. 18 6 Most English teachers teach 2.853 listening, speaking, reading, and writing in this order. 19 12 The difficulty of the textbook is 2.844 about right for the students. 20 15 The textbooks have a logical and 2.794 psychological organization in their order. 21 4 Most English teachers like their 2.735 careers. 22 2 I think the English teachers' 2.735 training in professional education is adequate. 23 13 The passages and the stories in 2.606 the textbook are interesting. 24 28 The number of students in each 2.353 class is about right. 25 5 Most English teachers use Arabic 2.353 to explain difficult issues only. 26 10 The materials in the textbook of 2.250 level are correlated to the materials in the textbooks of other levels. 194 TABLE 50 (continued) Rank Item Order Number Item Mean 27 11 The English textbooks contain 2.242 enough practice exercises. 28 14 The textbooks encourage under- 2.182 standing rather than memorization. 29 29 The schools have the modern 2.176 equipment that facilitate the of English. 30 19 The pictures and illustrations in 1.909 the textbook are suitable and related to the subject. Table 50 indicates that 16 items of the 30 items of the questionnaire had a mean above 3.0 and were considered to be a great or severe problem by the English supervisors. Those items are 21, 26, 9, 24, 23, 25, 16, 18, 3, 8, 7, 17, 27, 30, 22, and 20. Of those 16 items, five items are related to the students' attitudes toward learning the language. All items in this category came under this level. This reflects the negative attitude of the students, and again supports the teachers' point in the same category. In addition, three items from the section that has problems related to teacher preparation and teaching methods; three items from the section that has problems related to the English curriculum; four items related to audio-visual materials, and one item related to the needs of the schools all received a mean above 3.0. 195 Contrastingly, only one item had a mean less than 2.0 and proved to be as a minor problem among all 30 items. This item, item 19, reveals that the pictures and illustrations in the textbook are suitable and related to the subject. WWW Questionnaire The open ended questions at the end of the supervisors' questionnaire were designed to collect information that could rust be gained from five point questions. Only the responses that were mentioned by at least ten percent of the sample were considered. The first question is about other problems not included in the questionnaire. The supervisors indicated the following problems: 1. Some teachers teach grammar as rules without eventually giving the students enough practice drills in the use of the language itself; and what is worse, some teachers write down some rules and even ask the students to write them down and recite them (by 25 supervisors or 73.5 percent). 2. Some of the teachers prefer the easiest way of introducing new vocabulary by translating the meaning into the students' language, Arabic (by 27 supervisors or 79.4 percent). ,3. Some teachers teach the new curriculum by using the same techniques as with the old textbooks (by 21 super- visors or 61 percent). 196 4. Some of the teachers did not acquaint themselves with the aims and objectives of the new course (SASE) and the nmthod to be adopted to deal with it effectively (by 19 supervisors or 47 percent). 5. Some of the teachers do not attend the afternoon sessions that are held by the publishing company of SASE and the Ministry of Education that are designed to demonstrate the techniques and the methods of teaching the new course (by 9 supervisors or 26.5 percent). The second question was about the goals and objectives of teaching English in Saudi Arabian intermediate schools. The responses of the supervisors were similar to the responses of the teachers described previously. The third question deals with suggestions and recom- mendations to improve the English curriculum. 1. The teachers, especially poor ones, are advised to acquaint themselves with the techniques of the new course through on-the-job training and summer training programs (10 supervisors or 29.4 percent). 2. Students should be made active and cooperative in the classroom and to have the opportunity to talk in the classroom because in most cases the classroom is their only chance to practice the language. Thus, the teacher should not do more than 25 percent of the talking in class and students should be permitted to practice the rest of the time. As a matter of fact, the students are those who need practicing, not the teachers (by 7 supervisors 197 or 20.6 percent). 3. An orientation on the methods and techniques of the new course should be held for the new'foreign teachers before they come to Saudi Arabia (by 26 supervisors or 76.4 percent). ‘4. The colleges of education which prepared native English teachers should train and prepare them to teach the new course (11 supervisors or 76.5 percent). 5. The Ministry of Education should be advised to prepare a summer training program and require all English teachers to attend this progranito learn about the procedure, methods, and techniques of teaching the new course (18 supervisors or 53 percent). 6. The school libraries should contain simple stories with tapes to enable the students to improve their listening and reading abilities (by 13 supervisors or 38 percent). 7. increase the number of the teaching periods to five every week to give the students at least a daily practice in the language (by 24 supervisors or 70.6 percent). The fourth question was about the advantages of the new course, SASE, that is in use in the intermediate schools. The responses of the supervisors are recorded here as follows: 1. SASE teaches simple formulas and useful vocabulary for the basic conmunication needs, i.e., suggesting, inviting, asking a favor and the like (by 6 supervisors or 17.6 percent). 198 2. SASE provides a large number of examples of each grammar point to ensure that the students gain a clear idea of when to use it (by 9 supervisors or 26.5 percent). 3. SASE creates situations in which the students are encouraged to speak through pair work and group work and by guessing games (by 9 supervisors or 26.5 percent). 4. SASE encourages the teachers to demonstrate rather than explain or simply read from the text (17 supervisors or 50 percent). 5. The textbook is accompanied with cassettes to be used in class. This will help to break the monotony of every day routine, and it would help the teacher to relax and to take a breath, and the students to listen to a native speaker (by 21 supervisors or 61.8 percent). 6. SASE is accompanied with a teachers' book that provides instructions on how to handle each lesson (by 4 supervisors or 11.8 percent). 7. The pictures in SASE do not only illustrate, but also challenge the students to speak (by 12 supervisors or 35 percent). 8. Gramar points are widely spaced and spread throughout the lessons and similar tenses contrasted (by 13 supervisors or 38 percent). 9. Grammar is taught in action through pattern practice and substitutional drills (by seven supervisors or 20.6 percent). 10. Vocabulary is not to be taught in isolation, 199 rather it is taught in sentence situations (by 5 supervisors or 14.7 percent). The fifth question was about the disadvantages of the new course, SASE, that is in use in the intermediate schools. The responses of the supervisors are recorded as follows: 1. Some of the nmterials, especially in the ninth grade, are over the students' level of understanding (by 8 supervisors or 23.5 percent). 2. Some of the nmterials, especially in the ninth grade, are boring (by 8 supervisors or 23.5 percent). 3. Some spelling, punctuation, and structural mistakes occur in the books (by 19 supervisors or 55.6 percent). 4. Too little printed materials are in the textbooks. Therefore, it is difficult for the students to review, because the nmterials depend mostly on the teachers' book (by 19 supervisors or 55.6 percent). A Comparison Between the Teachers' Responses and the Supervisors' Responses Since the teachers' questionnaire and the supervisors' questionnaire dealt with the same items, their responses regarding the questionnaire items were compared to determine to what extent they agree or disagree about the problems. WW For the purpose of comparing the responses of the teachers and the responses of the supervisors regarding the questionnaire items, a two-way analysis of variance 200 was used. The responses of both teachers and supervisors on items which were above 3.0 were compared. In addition, the items that both teachers and supervisors rated 3.0 or below were compared. Finally, the items which either the teachers or the supervisors, but not both, rated above 3.0 were discussed. W The following is a description and analyzation of the collected data. W Table 51 represents the mean value of the thirty items of the questionnaire as stated by both the English teachers and the English supervisors. 201 .uovao was“ :_ m:_«~u3 one .wcwoaoa .u:_xaomn .ucmcoummq ace. man.“ can.“ some» aboaoaou :m_~w:m «mo: .m .znao moammm u~=om-~o ema~aao ow ognma< ave. mmm.u mm«.m om: muosoaoa smugmcm «no: .m .muoouao among «cc. map.« mmm.~ ox_~ maozoaoa am._m=m «no: .v .ouoaaocu mm muaovaam one «o susonw ~aomuo~oso>ma on“ :. somaouaaoaa sea. was.” ”on.“ .mnmzoaos ;m_~u:m ass x:_a. _ .m .oaasuocu a“ aomuaoaco accommmououm cm mcwaucuu ago. was.“ mam.~ .maozoeas ;m_~w=m as. x=_;s _ .N .oua:m=a— :m_~u=m on» a“ cocfiaau >_oao:oooa one ave. ~pm.n owe.“ waozoaoa smanmam osa xamza _ .n ma. adv—z cam—z Emu: oozao_u_:w_m .muomm>noa:m .auozoeob no ~o>oq muom~>uoasm use maoaoaou ho méovm ozo Ho mcaoé «:9 an mqmo~ cacao «o axoocuxou ocu cc m_a_coees ecu ow couacoccoo one ~o>o~ oco nae. can.“ awe.“ Mo xoocuxoa ocu c. mcmccouaa och .aH .xoos ecu mccczc camcwcm ow «we. ~m~.v mum.” oo~o>oo mczoc cuaoco ohm ococh .m .omammaa acmoaoc oca no acoucoo ecu So.“ who; a~a~=caoo> so: a no mecceoe ocw macaw mucocaum ace. new.” can.“ ecu use; mascoame cm__mcm «no: .m .moxaum.E acocu co>ooaco mwcovaum coo. “av.” nac.~ ecu a_oc acocoaoa cm__m:m «no: .h me. cue: new: anc concocuccmcm .muomc>com=m .mcocoaoh no ~o>oq Acmzcmucoov Hm mam<fi 203 .mccocamou youoomoua oomcm coo. vm«.¢ Hom.m oce om: mcocooow cmccwcm «no: .nn .zuoczcooo> 3o: ooscouucc ow ouzuo_a ccoz soc. 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How.“ m=o_saasm=_~_ can monaso_a och .mn .aucoaocm «coancavo cosmc>noco=o oca om: ow ace. mam.m mou.u soc soc; acocooou coccwcm «moE .wa .mxoocwxoa ocu coca cocuo a_o_couo& cmccmcm coon ow mocooaum mouoczooco «ma. new.” mom.” s=_:oc..=o cmccmcm och .pfi .Eoumzm :omuocmsoxo ocu ow one ouo cm__w:m mam. mflh.m cwo.m :_ mcamconum .mucoozam och .mg .cocco ccoca cc comuos_:owuo moocmococozma cco mam. was.“ pea.“ cao_uo~ a o>eg axoonsxos och .m~ no. :awE :602 Ewan oocoocuc:m_m .mcomm>coa=m .muocoooh no ~o>oq Auoacmwcoov fin mam<fi 204 .cnccmcm go mcccooou one uses._~oae sags sausa_=am on“. mpg.“ ham.n :uoooe ocu o>oc acoocom och .mu .ucmcc «aoco ac mango «cc. man.“ Ham.» cooo cc macoosum go consac och .mm .acaacoasm ac cmccucm who. mnn.m ~H~.n mcccuooc «oca coo“ mucooaum “no: .hu .uooncam cocuo has coca ass. ¢e«.e has.” once am__u=m oxcc moaouasm “no: .eu .ono Hoccu ocu mammaom coca mucooaum ocu ou «couuoaec awe. nsw.m hao.v ouoE ma owozwcoc ocu mcmccooq .mu .cmccwcm cc xooam ou cocao ham. hv~.¢, ash.” cooo owouaooco mucovaum «no: .vu .cumcmcm :uooc ou huomoom vco mucouoa Eocu an“. saw.” "an.” «coEomocaooco wow macocaum och .nn .cmccmcm cc mono“ on coamcc aucocsum ccocu 95:. ago.” mam.n «oc muocoooa cm__m:m oEom .«N ma. zoo: zoo: Eoc— oocoocuccmcm .mcom_>coa=m .mcocoooh co ~o>oa Acoaawucoov Hm mqmoc m~oocom och .am no. :602 cams Eon— oocoocumcucm .mcoac>con=m .mcocoaoh no ~o>oq Acoaccseoov Hm mgmuocc=o 0“ couscou mEoucocm .0 .Eacaocuuao m n «hm.« ace.” cmccmcm ou oouococ mEoccocm .m .moocaoe mcccooou coo cowuouoaoua m m HHo.m ”mm." cocooou ou coaococ msoccocm .4 xcom scam coo: zoos mocuomouoo uomc>uoa=m cocoooh gou~>uoa=m cocoooh .muoac>uom=m ocu one muocooou ac oucoccomamoaa ocu no mocuomouoo no nooco xcoc och «a mqm --In the first example you are 100% sure that Riyadh is the capital of Saudi Arabia. Therefore you drew a circle around number like this in the first column. That is to say you strong y agree without any doubt that Riyadh is the capital of Saudi Arabia. —-In the second example you are not 100% sure that Riyadh is the largest city in Saudi Arabia. However you assume since it is the capital of the country it might be the largest city. Thus you drew the circle over number(:)like this in the second column which means you agree that Riyadh is the largest city in Saudi Arabia because you are almost sure of that.- --In the third example you have no idea whether it is the most beautiful city in the country or not and you cannot give agreement or disagreeme t to it. As a consequence, you drew the circle over number like this in the third column. 251 --In the fourth example you know that Damman is closer to Riyadh than Jeddah; however you are not sure 100% about it. Consequently, you drew the circle over number(:)like this which means you disagree that Jeddah is closer to Riyadh than Dammam. --Finally, in last example, example number five you know for sure that Riyadh is in the central province of Saudi Arabia and yOu are 100% sure of that. Therefor eyou drew the circle over number®like this which means that you strongly disagree that Riyadh is in the western province of Saudi Arabia. Important Notes 1. Draw only one circle for each item to state if you strongly agree, agree, undecided, disagree or strongly disagree about it. 2. If you change your mind after you drew the circle, put an X over it like this®and draw another circle in the desired place. The old circle is considered omitted. 3.: .580 not leave any item without an answer. 252 STUDENTS' QUESTIONNAIRE o 8 8 s H m 2* -~ c a m o a) h H r: o H m a :4 m c o t) m c o o a) «u o H H c in H :J m c ”4 u m d D C: In A. Problems Related to the Teacher and Teaching Methods 1. The English teacher appears 1 2 3 4 5 enthusiastic in teaching. 2. He is self-controlled and is not 1 2 3 4 S easily upset. 3. The English teacher praises me 1 2 3 4 5 when I answer correctly. 4. The English teacher gives me a l 2 3 4 5 reasonable amount of homework. 5. The English teacher corrects my 1 2 3 4 5 homework. 6. The English teacher shows me how 1 2 3 4 S to correct my mistakes. 7. The English teacher gives me the 1 2 3 4 S opportunity to participate and ask questions in the class. 8. The English teacher seems to be 1 2 3 4 5 qualified to teach English. ‘ 9. The English teacher motivates me 1 2 3 4 S to stay alert, active and interested. 10. He is fair, impartial and l 2 3 4 5 objective in his treatment of students. 253 STUDENTS' QUESTIONNAIRE (cont.) Strongly Agree Agree Undecided Disagree Strongly Disagree B. 11. Problems Related to the English Curriculum The length of the English curriculum is about right. 12. The difficulty of the English textbook is about right. 13. The passages and the stories in the textbook are interesting. 14. The textbook contains enough practice exercises. 15. The textbook encourages understanding rather than memorization. 16. Problems Related to Audio-visual Materials Being Used The English teacher uses wall pictures to introduce new vocabulary. 17. The English teacher uses the audio-visual equipment to facilitate the learning process. 18. The English teacher lets me listen to tapes in English. 19. The English teacher writes on the blackboard when teaching. 254 STUDENTS ' QUESTIONNAI RE (cont .) w 8 8 8‘ H m 2‘ ~~ p a a a) m >1 H Ti m H m ‘H $4 m c o (J m c o m a) m o H H U a: H 4: m c "4 u U) ‘12 D Q U) D. Problems Related to the Students' Attitudes Toward Learning the English Language 20. I find it easy to learn English. 1 2 3 4 5 21. I feel that learning English is 1 2 3 4 5 important. 22. The English language is not a l 2 3 4 5 major obstacle in passing to a higher level. 23. I enjoy the English classes. 1 2 3 4 5 24. I am on good terms with my 1 2 3 4 5 English teacher. 25. My friends encourage me to speak 1 2 3 4 5 in English. 26. The English teacher encourages l 2 3 4 5 me to communicate in English. 27. My family encourages me to use 1 2 3 4 S and practice the English I have learned in school. ‘ D. Problems Related to School Needs 28. The number of students in the l 2 3 4 5 classroom is about right. 29. My school has a collection of l 2 3 4 5 simple English stories. 30. There is an English laboratory 1 2 3 4 S in my school. 255 STUDENTS' QUESTIONNAIRE Open Ended Questions: 1. What other problems not mentioned in the questionnaire have you encountered that you would like to add here? a. b. d. 2. In your opinion what are the reasons for learning English? a. b. d. 3. 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".4131" 01: t...‘ 31......" sfifiigylssut gig-1:12.11 3,54er gfi‘am calls.» J.» _, t L_.;.AL,:.iLah._.o: a A‘ fi 1’ 45,—.12; Jkfiigy‘wlpm'éali u.- L _" ‘fi S'LL...,:.J!U.JI.1.JI J's/51,; 113.1111 claws: (p.45 ...r a APPENDIX B THE TEACHERS' QUESTIONNAIRE 265 266 Letter to accompany the teachers' questionnaire Dear Sir: The purpose of the attached questionnaire is to aid in investigating the contemporary problems facing the English program in the intermediate boys' schools of Saudi Arabia. This project is specifically concerned with obtaining necessary data about the present status of the teaching/- learning process of English as a foreign language at this level. The writer is particularly desirous of obtaining your response because your experience as a teacher in TEFL will contribute significantly in identifying the problems that face TEFL in Saudi Arabia. The questionnaire has been developed so that the researcher may obtain all necessary data while requiring only fifteen to twenty minutes of your time. It will be appreciated if you will answer the questionnaire the same or the following day after receiving it. This research cannot be completed unless your answers are analyzed. ' In order to encourage all respondents to be frank and answer the questionnaire in an explicit and clear manner, no names are required. The researcher assures you that your answers will be kept strictly confidential and the information you give will be seen by only the researcher. The researcher would welcome any comments that you may have concerning problems of TESL in Saudi Arabia not covered in the questionnaire. A section has been provided in the questionnaire for any statements you may wish to make. The researcher would be pleased to send you a summary of the survey results at your request. Thank you for your cooperation. Sincerely Dr. James Snoddy, Professor of Education, Advisor of Mohammed Saleh Jan 267 Dear Collegue: Please fill out this form which contains necessary information for the completion of this research. To do so, put an (X) in the place that fits you most. 1. Did you start teaching in the school since the beginning of the school year? a. Yes b. No 2. Have you ever studied in an English speaking country? a. Yes_"__ b. No 3. Nationality: a. Saudi b. Non Saudi 4a. For Non Saudies: What is your nationality? 4b. For Saudies: Name the school you graduated from: 5. Have you ever had a summer on-the-job training program? a. Yes b. No 6. Years of experience in TESL: a. _ New (lst year) b. 2-4 years c. 5-7 years d. 8-10 years e. More than 10 years State 7. Qualifications: a. English diploma (two years after the twelve) b. B.A. in English and Education c. B.A. in English d. B.A. in English plus diploma in Education e. B.A. in english plus diploma in English f. Other than that State 8. Number of classes you teach per week: a. 4 b. 8 c. 12 d. 16 e. 20 f. 24 9. Other than that State 9. Do you teach subjects other than English? a. Yes b. No If the answer is yes, what is (are) the subject(s) you teach? 10. Are you assigned to other work beside teaching? a. Yes b. No If the answer is yes, explain ll.’ The school building is: a. Owned by the government b. Rented 268 PLEASE READ THESE EXAMPLES CAREFULLY BEFORE YOU START ANSWERING THE QUESTIONNAIRE The following five examples would show you the way to answer the questionnaire items. (11 11> C.‘ D U) r+ no s +4 n H r1 o. tn H o (D o a) o 5 m (1 no a a +4 H o t. a m F‘ "< (D (D "< o. m D o H- H m m m m o H m m 1. Riyadh is the capital of Saudi @ 2 3 4 s Arabia. 2. Riyadh is the largest city in , ' Saudi Arabia. l (:> 3 4 5 3. Riyadh is the most beautiful city <:> 5 in Saudi Arabia. 1 2 4 4. Riyadh is closer to Jeddah than it is to Dammam. ' l 2 3 © 5 5. Riyadh is located in the Western 1 3 4 <:> Province of Saudi Arabia. 2 --In the first example you are 100% sure that Riyadh is the capital of Saudi Arabia. Therefore you drew a circle around number like this in the first column. That is to say you strongly agree without any doubt that Riyadh is the capital of Saudi Arabia. --In the second example you are not 100% sure that Riyadh is the largest city in Saudi Arabia. However you assume since it is the capital of the country it might be the largest city. Thus you drew the circle over number(:)like this in the second column which means you agree that Riyadh is the largest city in Saudi Arabia because you are almost sure of that.- --In the third example you have no idea whether it is the most beautiful city in the country or not and you cannot give agreement or disagreeme t to it. As a consequence, you drew the circle over number like this in the third column. 269 --In the fourth example you know that Damman is closer to Riyadh than Jeddah; however you are not sure 100% about it. Consequently, you drew the circle over number (9 like this which meahs you disagree that Jeddah is closer to Riyadh than Dammam. --Eina11y, in last example, example number five you know for sure that Riyadh is in the central province of Saudi Arabia and you are 100% sure of that. Therefor eyou drew the circle over number@like this which means that you strongly disagree that Riyadh is in the western province of Saudi Arabia. Important Notes 1. Draw only one circle for each item to state if you strongly agree, agree, undecided, disagree or strongly disagree about it. 2. If you change your mind after you drew the circle, put an X over it like this X and draw another circle in the desired place. The old circle is considered omitted. 3. Do not leave any item without an answer. 27o TEACHER'S QUESTIONNAIRE o 33 0 m 8 :3 2 -~ '0 o a as w >4 H q: o H m H :4 m c o c) m c o m a) m o H u U u: 44 44 m a v4 U 1m < :3 c: m A. Problems Related to the Teacher and the Teaching Methods 1. My training in the English 1 2 3 4 5 language is adequate. 2. My training in professional 1 2 3 4 5 education is adequate. 3. My training in the psychological 1 2 3 4 5 growth of the students is adequate. 4. I am satisfied with my career as l 2 3 4 5 an English teacher. 5. I use Arabic to explain difficult l 2 3 4 5 issues only. 6. I teach listening, speaking, read- 1 2 3 4‘ 5 ing, and writing in this order. 7. I try to help the students 1 2 3 4 5 discover their mistakes. 8. I help the students guess the l 2 3 4 5 meaning of a new vocabulary word from the content of the reading passage. B. Problems Related to the English Curriculum 9. There are enough hours devoted to l 2 3 4 5 English during the week. 271 TEACHER'S QUESTIONNAIRE (cont.) Strongly Agree Agree Undecided Disagree Strongly Disagree 10. The materials in the textbook of one level are correlated to the materials in the textbook of other levels. H N w uh 11. The English textbooks contain enough practice exercises. 12. The difficulty of the English textbooks is about right for the students. 11. The passages and the stories in the textbook are interesting. 14. The textbook encourages understanding and memorization. 15. The textbooks have a logical and psychological organization in their order. 16. The students' strengths in English is due to the examination system. 17. The English curriculum encourages the students to read English material other than the textbooks. 18. Problems Related to Audio-visual Materials I know how to use the audio- visual equipment properly. 19. The pictures and illustrations in the textbook are suitable and related to the subject. Ul 20. I use the wall picture to introduce new vocabulary. 272 TEACHERS ' QUESTIONNAI RE (cont. ) Strongly Agree Disagree Strongly Disagree 21. I use the slide projector when I teach. H N Agree ‘” Undecided p 22. I let my students listen to tapes in English. to 23. Problems Related to Students' Attitudes Toward Learning the English Language The students get encouragement from parents and society to learn English. 24. Most students encourage each other to speak in English. 25. Learning the language is more important to the students than passing the final exam. 26. Most students like English more than any other subject. 27. Most students feel that learning English is important. 28. Problems Related to the Needs of the Schools The number of students in each class is about right. 29. The school has the modern equip- ment that facilitate the teaching of English. 30. The school has enough English teachers to make my load of classes I am teaching about right.' l. 273 TEACHERS' QUESTIONNAIRE What problems would you like to list that were not mentioned in the questionnaire? What are the goals and objectives of teaching English in the intermediate level in Saudi Arabia from your point of view? 6. How can the English program be improved? What are some of the (strengths) advantages of the new English textbooks being used in the intermediate level? What are some of the weaknesses (disadvantages) of the new English textbooks being used at the intermediate level? 275 (9)11. U...)J1.u1r___.., s___.,;,_ri..-y1z_w1UU1. a“ p__.L-: 4.9.1,: git-1&1”. Usz111...J1Us,.11-1:s:...11¢,..11.,.11U1 ° 2,1,1...” 'iev-J‘mle 'iLwfi-“U-H‘ «.15 W‘w'd- 31159111131111 0 3d”. 'i‘3i1." PL... " 1...,1.'.,.:1.,.J1 pfigwwy1 Usrsj, as)... UJ1ts_s.:.. c411.111.41.11 U1‘ ._..1,: Umwwemm» Us,_.,5 1.. 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J... _ , 2,1.- Juw1wg1ggwww1ggqufiu. 1. .. ——.‘— a 22.221122» 221222112221 any»: .212: — —v— ‘ ,2.L...,:.J1z.1.,..11 mejggwuugwbwyflwyy .41 a. L _ ’ fl :'&.L4.,:.J124..,.J!u53.L.-:4.Jia,..IJJJI.,s:SJJ'.i..aJ| 6.1,.- ' 1.1.11.4“? u. L __ a a A a APPENDIX C THE SUPERVISORS QUESTIONNAIRE 283 284. Letter to accompany the supervisors' questionnaire. Dear Sir: The purpose of the attached questionnaire is to aid in investigating the contemporary problems facing the English program in the intermediate boys' schools of Saudi Arabia. This project is specifically concerned with obtaining necessary data about the present status of the teaching/- learning process of English as a foreign language at this level. The writer is particularly desirous of obtaining your response because your experience as a supervisor in TEFL will contribute significantly in identifying the problems that face TEFL in Saudi Arabia. The questionnaire has been developed so that the researcher may obtain all necessary data while requiring only fifteen to twenty minutes of your time. It will be appreciated if you will answer the questionnaire the same or the following day after receiving it. This research cannot be completed unless your answers are analyzed. In order to encourage all respondents to be frank and answer the questionnaire in an explicit and clear manner, no names are required. The researcher assures you that your answers will be kept strictly confidential and the information you give will be seen by only the researcher. The researcher would welcome any comments that you may have concerning problems of TESL in Saudi Arabia not covered in the questionnaire. A section has been provided in the questionnaire for any statements you may wish to make. The researcher would be pleased to send you a summary of the survey results at your request. Thank you for your cooperation. Sincerely Dr. James Snoddy, Professor of Education, Advisor of Mohammed Saleh Jan 285 Bear Collegue: Please fill out this form which contains necessary information for the completion of this research. To do so, put an (X) in the space that fits you most. 1. Nationality: a. Saudi b. Non Saudi 2. For non Saudies: Years of working in Saudi Arabia: a. First year__ b. Two-four years c. More than four years State 3. For Saudies: How many years have you taught English before you became a supervisor? a. None b. One-two years c. Three-four years d. More than that State 4. Years of experience in EFL in general: a. New (first year) b. Two-four years c. Five-seven years d. Eight-ten years e. More than that 5. Qualifications: a. Diploma in EFL -——— (two years after the twelve grade) b. B.A. in EFL c. B.A. in EFL plus diploma in EFL d. M.A. in EFL e. Other than that State 6. Number of schools you have to visit per year: a. One-five schools b. Six-ten schools c. Eleven—fifteen schools d. Sixteen-twenty schools e. Other than that State 7. Number of visits you make to every single school per year: ‘ a. One visit b. Two visits c. Three visits d. Other than that State 8. Number of times you observe classes for every teaching per year: a. Once b. Twice c. Three times d. Other than that State 286 PLEASE READ THESE EXAMPLES CAREFULLY BEFORE YOU START ANSWERING THE QUESTIONNAIRE The following five examples would show you the way to answer the questionnaire items. U) ’3’ C: U U) n m: s +2 n r1 11 a m n o m (D m o s m (1 no a a H- 11 a P‘ a m +2 ‘< (D (D *< o. m Q a P- H m m m m a H m m l. Riyadh is the capital of Saudi I Arabia. (1) 2 3 4 5 2. Riyadh is the largest city in Saudi Arabia. 1 C) 3 4 5 3. Riyadh is the most beautiful city in Saudi Arabia. 1 2 ® 4 5 4. Riyadh is closer to Jeddah than . it is to Dammam. 1 2 3 (‘9 5 5. Riyadh is located in the Western Province of Saudi Arabia. 1 2 3 4 @ --In the first example you are 100% sure that Riyadh is the capital of Saudi Arabia. Therefore you drew a circle around number like this in the first column. That is to say you strong y agree without any doubt that Riyadh is the capital of Saudi Arabia. --In the second example you are not 100% sure that Riyadh is the largest city in Saudi Arabia. However you assume since it is the capital of the country it might be the largest city. Thus you drew the circle over number(:)like this in the second column which means you agree that Riyadh is the largest city in Saudi Arabia because you are almost sure of that. - --In the third example you have no idea whether it is the most beautiful city in the country or not and you cannot give agreement or disagreement to it. As a consequence, you drew the circle over number like this in the third column. 287 --In the fourth example you know that Damman is closer to Riyadh than Jeddah; however you are not sure 100% about it. Consequently, you drew the circle over number(:>like this which means you disagree that Jeddah is closer to Riyadh than Dammam. --Finally, in last example, example number five you know for sure that Riyadh is in the central province of Saudi Arabia and you are 100% sure of that. Therefor eyou drew the circle over number®like this which means that you strongly disagree that Riyadh is in the western province of Saudi Arabia. Important Notes 1. Draw only one circle for each item to state if you strongly agree, agree, undecided, disagree or strongly disagree about it. 2. If you change your mind after you drew the circle, put an X over it like this® and draw another circle in the desired place. The old circle is considered omitted. 3. Do not leave any item without an answer. 288 SUPERVISORS' QUESTIONNAIRE Strongly Agree Agree Undecided Disagree Strongly Disagree Problems Related to Teacher Preparation and the Teaching Methods I think the English teachers are adequately trained in the English language. ‘ I think the English teachers' training in professional education is adequate. I think the English teachers' preparation in the psychological growth of the students is adequate. Most English teachers like their careers. Most English teachers use Arabic to explain diffiCult issues only. A Most English teachers teach listening, speaking, reading and writing in this order. Most English teachers help the students discover their mistakes. Most English teachers help the students guess the meaning of a new vocabulary word from the content of the reading passage. Problems Related to the English Curriculum There are enough hours devoted to English during the week. 289 SUPERVISORS' QUESTIONNAIRE (cont.) Strongly Agree Disagree 10. The materials in the textbook of one level are correlated to the materials in the textbooks of other levels. H N Agree W Undecided .5 kn Strongly Disagree 11. The English textbooks contain enough practice exercises. 12. The difficulty of the textbooks is about right for the students. 11. The passages and the stories in the textbook are interesting. 11. The textbooks encourage under— standing rather than memorization. 15. The textbooks have a logical and psychological organization in their order. 16. The students' strengths in English are due to the examination system. 17. The English curriculum encourages students to read Englishs materials other than the textbooks. 18. Problems Related to Audio-visual Materials Most English teachers know how to use the audio-visual equipment properly.' 290 SUPERVISORS' QUESTIONNAIRE (cont.) m 8 a: 2; H m 2 -~ 6 a a a) w >. H w: w H U‘ -a $4 m c m C) m c o m a) m o H H I) m u u ow :: -a u a) «a D c: m 19. The pictures and illustrations in l 2 3 4 S the textbook are suitable and related to the subject. 20. Some English teachers use the l 2 3 4 5 wall picture to introduce new vocabulary. 21. Most English teachers use the l 2 3 4 S slide projector regularly. 22. Some English teachers let their 1 2 3 4 5 students listen to tapes in English. D. Problems Related to Students' Attitudes Toward Learning the English Language 23. The students get encouragement I 2 3 4 5 from parents and society to learn English. 24. Most students encourage each 1 2 3 4 5 other to speak in English. 25. Learning the language is more 1 2 3 4 5 important to the students than passing the final exam. 26. Most students feel that learning 1 2 3 4 5 English is important. 27. Most students feel that learning 1 2 3 4 5 English is important. 291 SUPERVISORS ' QUESTIONNAIRE (cont .) o 33 8 3‘ H m 2‘ -~ p a a a) o >1 a w: w H 0 fl :4 m c m L) m c o m a) m o H H p a: H 44 m a *4 H m 4 D :3 co E. 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In moving about the classroom, the teacher: a. remains in one place b. moves about comfortably and suitably c. paces back and forth nervously He uses different facial expressions that help explain new vocabulary and clarify the lesson: a. yes b. sometimes c. never He makes expressive gesticulations, body movements, head noddings and hand gestures that help clarify the lesson: a. yes b. sometimes c. never He uses his eyes in an effective manner that made the students more obedient and aware they might be called upon and motivated them to be more alert and involved: a. yes b.___sometimes c.___never His voice is at an appropriate level: yes no ( too loud/ too soft) He has the proper inflections, such as different tunes and a wide range, in his voice: a. yes b. to some extent c. no His voice is clear and easy to understand: a. yes b. to some extent c. no He stutters and repeats the (wh's) or (er's): a. always b. often c. sometimes d. never He is enthusiastic and interested in teaching: a. yes b. to some extent. c. no He is patient and self-controlled: a. yes b. to some extent c. no He has a sense of humor: a. yes b. to some extent c. no He is fair, impartial and objective in his treatment of his students: a. yes b. to some extent c. no He does not make grammar mistakes: a. too much b. often c. seldom d. never He does not make phonetical mistakes: a. too much b. often c. seldom d. never 306 Items Related to Methodology 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. His introduction of the lesson is: a. excellent b. good c. average d. ineffective e. he makes no introduction for the lesson He follows the suggested method in the teacher's book: yes no If not, what method(s) does he use? He helps the students guess the meaning from the contents rather than translating for them: a. always b. often c. sometimes d. never He uses guessing games to help and encourage the students speak in English: yes no He uses Arabic in the classroom: a. too much b. to a reasonable extent c. not at all He uses Arabic to: a.___explain abstract issues and abstract vocabulary b.___give the general meaning of the reading passage c.___give the synonym of every English word d.___give the Arabic equivalent of the new vocabulary e.___explain the questions he asked f.___9xplain a grammar rule g.___give instructions h.___control the classroom i.___other Explain His application of oral practice is: a.___excellent b.___good c.___average d.___ineffective e.___he did not use it at all He gives individualized instruction to those students who need it: a. yes b._to some extent c._no His use of introduction, practice and application process suggested by the author of the textbook is: a. successful tn good c. average d. unsuccessful His questions to the students were distributed: a.___randomly b. rotatively c. to a certain part of the classroom d.___to only the best students in the classroom e.___he does not ask any questions 25. 26. 27. 307 When a student cannot answer a question correctly, the teacher calls on another student who might know the answer instead of answering it himself: a.___always b.___often c.___sometimes d.___never He allows the students to ask questions: yes no He gives the student a chance to think about the question before asking for the answer from another student: a. always b. often c. sometimes d. never Items Related to the Use of Audio-Visual Materials 2E3. 29.. 3C). 31. 32. 333 His use of audio—visual material(s) is: a. excellent b. good c. average d. ineffective e. he does not use any audio-visual materials The audio-visual materials he uses during the lesson are: a. things from the environment k. other Explain b.___things he made c.___wall charts d.___flash cards e.___pictures from magazines or newspapers f.___things available in the classroom g.___films or slides h._videos i.___cassettes j.___illustrations in the textbook He makes use of the blackboard: a. yes b. to some extent c. no The material he wrote on the blackboard was: a.___excellently organized b.___well organized c.___moderately organized d.___poorly organized e.___he did not use the blackboard The amount of time he spends writing on the blackboard is: a. too much b. a reasonable length c. 'not enough d. he does not use the blackboard He allows the students to use the blackboard: a. yes b. sometimes c. no 308 Items Related to the Use of Time 34. 35. ‘36. 237. The teacher arrives in the classroom on time: yes no The percentage of classroom time that the teacher is talking to the students as opposed to the students talking is: _ a.___75% b.___50% c.___25% d.___other. Explain The distribution of the time among the parts of the lesson according to their importance is: appropriate inappropriate He continues teaching after the end of the period and takes up the students' break period: yes no The rate that he covers the subject matter, considering the time of year, was: a.___apprOpriate b.___apprOpriate to some extent c.___inappropriate (it___too advanced/ii.___tco far behind) __genns Related to the Class Activity 3E), 40. 42. His control and management of the classroom is: a. excellent b. good c. average d. ineffective He walks among the students as they are doing their work to see if they are doing it correctly: yes ___no He makes sure that the students have mastered the new vocabulary by: a.___giving them the Arabic equivalent b.___asking the students for the Arabic equivalent ct___repeating the new vocabulary in different sentences d.___asking the students to make up sentences of their own e.___making no effort to discover whether or not the students understand the new vocabulary He corrects the students' grammar mistakes: a. too much b. to a reasonable extent c. not enough d. he did not correct them at all e. he gives the students the opportunity to correct teach others 143. 414. 455. 465. 4'7. 4E3, 453, 5(3 309 He corrects the students' phonetic mistakes: a. too much b. to a reasonable extent c. not enough d. he did not correct them at all e. he gives the students the opportunity to correct each other The level of the students' English proficiency is considered to be: a.___excellent b.__good c.___average d.___below average He asks the students to do homework for the next meeting: yes no He shows the students the relationship and correlation between the present lesson and previous lessons: yes no He takes advantage of an event or a situation to review or explain.something related to it: yes no The students' attention and interest continues until the end of the period: a. yes b. to some extent c. no The students seem to benefit from the lesson: a. yes b. to some extent c. no His explanations are clear and practical: a. yes b. to some extent c. no B IB LI OGRAPHY 310 BIBLIOGRAPHY The Glorious Kur'an, Translation and Commentary by Abdallah Yousuf Ali. 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Kingdom, Riyadh, Saudi Arabia, 1978. Ministry of Education, The Actual Teaching Methods Being in Used for Teaching the English Language. A Report presented to the Scientific Convention for improving the English language teaching methodology in the Arabian Golv Countries between 12 and 15 November, 1983, Bahrian, 1983. Lipsky. George A. W . ed., Thomas Fitzsinmons (New Haven: Hraf Press), 1959. Makkah Educational Zone. Special Directives for the English teachers, Number 30-8-24-357-5-24, 1982. Medina Educational Zone. Reconmendations of the Meeting of the English supervisors in Medina, 1982. Ministry of Education. WWW. Riyadh, 1964. . WW. Riyadh. 1971. The English Language Curriculum in the intermediate secondary school, No. 32-7-1-1010-31, Dated in 24, 12, 1402, 1973. Kingdom. Riyadh: Ministry of Education, 1974. Ministry of Education. (1979) War, Riyadh. W. 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Sheshsha, Jamal Abdulaziz. The Qualifications of a Competent Teacher of English in Saudi Arabia as Perceived by Successful EFL Teachers and Selected Tesol Specialists, Ph.D. Dissertation, Bloomington: Indiana University, 1982. . Twaijri, Abdul-Aziz Othman. The Adequacy of Students' Preparation in English as a Foreign Language in the Saudi Schools, Ph.D. Dissertation, University of Oregon, 1982. Tyler. Ralph W. BMW Lian, Chicago Press, 1949. Umm AJ-Qura University. fiiadani_fiaina, Makkah, Saudi Arabia: Dar Al-Thagafach Publishing Company, 1982. . College of Education. W. 0mm Al-Quara Press, 1983-84. Wahba, Hafex. Arabian_Daxa. London: Arthur Baker, Ltd., 1964. Zaid, Abdullah M. W Wang, Translated by Omar Ali Afifi, 1982, Tihama, Jeddah.