Language, Literacy, and Sociocultural Studies ETDs

Publication Date

Spring 4-17-2021

Abstract

SAUDI EFL FEMALE TEACHERS’ BELIEFS: A SINGLE CASE STUDY

By

Eman Bosaad

B.S., in Biology, King Faisal University, 2005

B.S., Linguistics, University of New Mexico, 2014

M.A. in Language Literacy and Sociocultural Studies, University of New Mexico, 2016

PhD in Language Literacy and Sociocultural Studies, University of New Mexico, 2021

ABSTRACT

We are facing a huge linguistic and cultural change as a result of the spread of English language in KSA. It has been an important criterion to succeed in education or to obtain an opportunity in the Saudi job market (Al- Jarf, 2008; Al-Seghayer, 2014a; Al-Seghayer, 2014b; Rahman, 2013). Therefore, the study of teacher beliefs is important as they have a great influence in EFL teaching (LiLi, 2012). This single case is about English language educational ideologies and Saudi EFL female teachers. It explores a group of six Saudi EFL female teachers’ beliefs who are teaching in Saudi EFL programs in Eastern Province, KSA. The goal is to investigate their beliefs on the English language, and EFL teaching in Saudi Arabia. I considered how those beliefs have influenced their understanding of EFL teaching practices, their awareness about their own practices, the ideologies that are reflected on their beliefs. The theoretical framework drew from Critical Theory (Habermas, 1968) focusing on: Social Reproduction Theory (Bourdieu, 1990), Freire's Levels of Consciousness (1970), Ideology (Guess,1989), and Resistance Theory (Giroux, 1983). Semi-structured interviews and documents (autobiography writing, EFL teaching materials) were the data collection methods. Thematic analysis has been used to analyze the data, and Critical Hermeneutics (Gallagher,1992) is the interpretation method. The results indicate that student-centered education has been perceived as an effective EFL teaching method that prioritizes students’ interests and involvement. The hegemony of English language and the 2030 vision are two ideologies that guided EFL teachers’ beliefs and EFL practices. Additionally, the data reveals that the participants believed on EFL teachers’ agency as an empowering aspect to them and consequently to their students. Deficit-based perspective on Arabic language and culture in EFL teaching is a concept that has emerged from this study. Based on the findings, recommendations were given to develop EFL teaching in KSA, and to promote awareness on issues of domination and ideology in the EFL educational context.

Keywords

EFL female teachers, Saudi Arabia, EFL education, Ideology

Document Type

Dissertation

Language

English

Degree Name

Language, Literacy and Sociocultural Studies

Level of Degree

Doctoral

Department Name

Language, Literacy, and Sociocultural Studies

First Committee Member (Chair)

Dr. Carlos LópezLeiva

Second Committee Member

Dr. Katy Crawford-Garrett

Third Committee Member

Dr. Lucretia Pence

Fourth Committee Member

Dr. Sylvia Celedón- Pattichis

Fifth Committee Member

None

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