International Journal of Applied Linguistics and English Literature

Tariq Elyas ¹

Affiliations
1 European Languages Department, King Abdulaziz University, Jeddah, SA

Abstract

This article explores the English Foreign Language (EFL) learning identities of first year Education students against the backdrop of post 9/11 Kingdom of Saudi Arabia (KSA). The study makes use of narrative analysis (Benwell&Stokoe, 2006) identifying the types of stories (master narratives) the respondents identify with, as well as how they perform their identities within these stories. The data indicate that in contrast to conservative forces within Saudi Arabia that promote a fixed Islamic/Arab identity, the student respondents firmly aligned themselves with master narratives relating to globalisation, the information age and individuality, thus pre-empting educational reforms. This study is significant since it highlights the complex learning identities of Arab youth and the need for a more sophisticated curriculum development within this context.

Keywords

Learning Identities, Global Identity, Discourse Analysis, EFL, Narrative Approach, Story-Telling.

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Rania Kabouha ¹, Tariq Elyas ²

Affiliations
1 English Language Institute, King Abdul-Aziz University, Jeddah 21589, P.O. Box 80200, SA
2 European Languages Department, King Abdul-Aziz University, Jeddah 21589, P.O. Box 80200, SA

Abstract

This research paper discusses the concept of constructive alignment theory (Biggs, 1996) with the learning outcomes in teaching of English at a Saudi university. The Saudi context has received no empirical attention in the professional literature. Thus, this paper uses constructive alignment framework to examine the Foundation Year English Program (FYEP) curriculum at King Abdul-Aziz University, Saudi Arabia. More specifically, one of the major components of this program, namely, the speaking course, was used as an example to evaluate the extent to which intended learning outcomes, assessment practices, and teaching methods are aligned in this course. It should be mentioned that the 104 speaking course has been selected as an example for two main reasons, which will be discussed in the paper. Therefore, some suggestions are provided to help solve this issue constructively. The paper also highlights the importance of using the constructive alignment framework to enhance teaching, learning, and assessment in English Language Institute (hereafter ELI).This paper is divided into four sections. Following the introduction, it reviews the existing literature on the notion of constructive alignment theory and its pedagogical outcomes in EFL instruction. It then briefly describes the ELI English program and pinpoints the incongruity between the program objectives and the intended learning outcomes. The second section focuses on analysis of the components of the speaking course through Constructive Alignment Framework. The next section identifies some factors, which negatively affect the speaking course. The last section of this paper discusses the implications of constructive alignment for learning and teaching in ELI.

Keywords

Constructive Alignment Framework, EFL Instruction, Objectives, Learning Outcomes, Saudi Arabia, EFL, English Language Institute.

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