2022_Relationship Between Written and Oral Performances Among Male and Female Learners of English as a Foreign Language at a Selected University in Saudi Arabia
| Format: | General Document |
|---|
| _version_ | 1860798122961141760 |
|---|---|
| building | INTELEK Repository |
| collection | Online Access |
| collectionurl | https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 |
| copyright | Copyright©PWB2025 |
| country | Malaysia |
| date | 2022-09-21 |
| format | General Document |
| id | 16035 |
| institution | UniSZA |
| originalfilename | RELATI~3.PDF |
| person | Mohammad Naser Bani Mohammad |
| recordtype | oai_dc |
| resourceurl | https://intelek.unisza.edu.my/intelek/pages/view.php?ref=16035 |
| sourcemedia | Server storage Scanned document |
| spelling | 16035 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=16035 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 General Document Malaysia Library Staff (Top Management) Library Staff (Management) Library Staff (Support) Terengganu Faculty of Languages & Communication English application/pdf 1.5 309 Server storage Scanned document Universiti Sultan Zainal Abidin UniSZA Private Access UNIVERSITI SULTAN ZAINAL ABIDIN SAMBox 2.3.4; modified using iTextSharp™ 5.5.10 ©2000-2016 iText Group NV (AGPL-version) Copyright©PWB2025 RELATI~3.PDF 2022_Relationship Between Written and Oral Performances Among Male and Female Learners of English as a Foreign Language at a Selected University in Saudi Arabia Mohammad Naser Bani Mohammad 2022-09-21 English language—Study and teaching—Foreign speakers—Saudi Arabia Written vs. oral English proficiency Gender differences in English language learning Speaking and writing correlation in EFL learners English as a Foreign Language (EFL) learners at universities in Saudi Arabia faces proficiency challenges in mastering writing and speaking skills. The difficulty in writing cohesively and speaking correctly has been attributed to many reasons, such as a lack of authentic writing and speaking environments. Poor performances affect learners' language development, knowledge, and success at university. Female learners exhibit far greater competence than their male counterparts, which remains a significant concern for stakeholders. This study examines the relationship between written and oral performances among Saudi male and female EFL undergraduates in the Languages and Translation Department at the University of Tabuk. The research was conducted by applying a quantitative approach to collect, analyze, and interpret data from 71 male and 72 female learners who were selected using purposive sampling. Four research instruments were employed, including writing, and speaking samples, a self-assessed language-use behavior survey, and EFL Faculty members Writing and Speaking Questionnaire. This approach was applied to measure the relationship between written and oral performances among Saudi EFL male and female learners. The writing and speaking samples were subjected to Holistic Performance and Grammatical Accuracy Measurements. The data were analyzed using holistic proficiency scores scales assigned to participants' written and spoken samples and the Pearson Product-Moment Relationship in Statistical Package for Social Sciences (SPSS) version 22.0. The results revealed a strong relationship between writing and speaking performances for all participants. Most participants conveyed a great deal of individual variation, exhibiting deficient speaking marks and even lower marks in writing. Moreover, results indicated that writing and speaking skills positively correlated with the male and female participants. Female participants demonstrated a higher level of proficiency than male participants in both writing and speaking proficiencies. These results show that EFL educators should focus on three aspects: the facilitation of more research into the relationship between productive skills, investment in providing more classroom opportunities for spoken language, and increasing learners' confidence levels. The study suggests possible reformation of EFL curricula, and its findings are relevant to teaching EFL male and female learners of all ages. The study also contributes significantly to academia by providing information on learner and teacher perceptions of the sources and reasons for Saudi male and female writing and speaking performances. Additionally, it highlights the need for major reforms in how Saudi male and female learners are taught to speak and write, in this case, at the undergraduate EFL learners' level. This study recommends undertaking a similar yet broader and longitudinal study examining whether the relationship between speaking and writing skills is constant or subject to time, learner ability, and pace of learning English as a Foreign Language (EFL) learners at universities in Saudi Arabia faces proficiency challenges in mastering writing and speaking skills. The difficulty in writing cohesively and speaking correctly has been attributed to many reasons, such as a lack of authentic writing and speaking environments. Poor performances affect learners' language development, knowledge, and success at university. Female learners exhibit far greater competence than their male counterparts, which remains a significant concern for stakeholders. This study examines the relationship between written and oral performances among Saudi male and female EFL undergraduates in the Languages and Translation Department at the University of Tabuk. The research was conducted by applying a quantitative approach to collect, analyze, and interpret data from 71 male and 72 female learners who were selected using purposive sampling. Four research instruments were employed, including writing, and speaking samples, a self-assessed language-use behavior survey, and EFL Faculty members Writing and Speaking Questionnaire. This approach was applied to measure the relationship between written and oral performances among Saudi EFL male and female learners. The writing and speaking samples were subjected to Holistic Performance and Grammatical Accuracy Measurements. The data were analyzed using holistic proficiency scores scales assigned to participants' written and spoken samples and the Pearson Product-Moment Relationship in Statistical Package for Social Sciences (SPSS) version 22.0. The results revealed a strong relationship between writing and speaking performances for all participants. Most participants conveyed a great deal of individual variation, exhibiting deficient speaking marks and even lower marks in writing. Moreover, results indicated that writing and speaking skills positively correlated with the male and female participants. Female participants demonstrated a higher level of proficiency than male participants in both writing and speaking proficiencies. These results show that EFL educators should focus on three aspects: the facilitation of more research into the relationship between productive skills, investment in providing more classroom opportunities for spoken language and increasing learners' confidence levels. The study suggests possible reformation of EFL curricula, and its findings are relevant to teaching EFL male and female learners of all ages. The study also contributes significantly to academia by providing information on learner and teacher perceptions of the sources and reasons for Saudi male and female writing and speaking performances. Additionally, it highlights the need for major reforms in how Saudi male and female learners are taught to speak and write, in this case, at the undergraduate EFL learners' level. This study recommends undertaking a similar yet broader and longitudinal study examining whether the relationship between speaking and writing skills is constant or subject to time, learner ability, and pace of learning. Dissertations, Academic Thesis |
| spellingShingle | 2022_Relationship Between Written and Oral Performances Among Male and Female Learners of English as a Foreign Language at a Selected University in Saudi Arabia |
| state | Terengganu |
| subject | English language—Study and teaching—Foreign speakers—Saudi Arabia Dissertations, Academic |
| summary | English as a Foreign Language (EFL) learners at universities in Saudi Arabia faces proficiency challenges in mastering writing and speaking skills. The difficulty in writing cohesively and speaking correctly has been attributed to many reasons, such as a lack of authentic writing and speaking environments. Poor performances affect learners' language development, knowledge, and success at university. Female learners exhibit far greater competence than their male counterparts, which remains a significant concern for stakeholders. This study examines the relationship between written and oral performances among Saudi male and female EFL undergraduates in the Languages and Translation Department at the University of Tabuk. The research was conducted by applying a quantitative approach to collect, analyze, and interpret data from 71 male and 72 female learners who were selected using purposive sampling. Four research instruments were employed, including writing, and speaking samples, a self-assessed language-use behavior survey, and EFL Faculty members Writing and Speaking Questionnaire. This approach was applied to measure the relationship between written and oral performances among Saudi EFL male and female learners. The writing and speaking samples were subjected to Holistic Performance and Grammatical Accuracy Measurements. The data were analyzed using holistic proficiency scores scales assigned to participants' written and spoken samples and the Pearson Product-Moment Relationship in Statistical Package for Social Sciences (SPSS) version 22.0. The results revealed a strong relationship between writing and speaking performances for all participants. Most participants conveyed a great deal of individual variation, exhibiting deficient speaking marks and even lower marks in writing. Moreover, results indicated that writing and speaking skills positively correlated with the male and female participants. Female participants demonstrated a higher level of proficiency than male participants in both writing and speaking proficiencies. These results show that EFL educators should focus on three aspects: the facilitation of more research into the relationship between productive skills, investment in providing more classroom opportunities for spoken language, and increasing learners' confidence levels. The study suggests possible reformation of EFL curricula, and its findings are relevant to teaching EFL male and female learners of all ages. The study also contributes significantly to academia by providing information on learner and teacher perceptions of the sources and reasons for Saudi male and female writing and speaking performances. Additionally, it highlights the need for major reforms in how Saudi male and female learners are taught to speak and write, in this case, at the undergraduate EFL learners' level. This study recommends undertaking a similar yet broader and longitudinal study examining whether the relationship between speaking and writing skills is constant or subject to time, learner ability, and pace of learning English as a Foreign Language (EFL) learners at universities in Saudi Arabia faces proficiency challenges in mastering writing and speaking skills. The difficulty in writing cohesively and speaking correctly has been attributed to many reasons, such as a lack of authentic writing and speaking environments. Poor performances affect learners' language development, knowledge, and success at university. Female learners exhibit far greater competence than their male counterparts, which remains a significant concern for stakeholders. This study examines the relationship between written and oral performances among Saudi male and female EFL undergraduates in the Languages and Translation Department at the University of Tabuk. The research was conducted by applying a quantitative approach to collect, analyze, and interpret data from 71 male and 72 female learners who were selected using purposive sampling. Four research instruments were employed, including writing, and speaking samples, a self-assessed language-use behavior survey, and EFL Faculty members Writing and Speaking Questionnaire. This approach was applied to measure the relationship between written and oral performances among Saudi EFL male and female learners. The writing and speaking samples were subjected to Holistic Performance and Grammatical Accuracy Measurements. The data were analyzed using holistic proficiency scores scales assigned to participants' written and spoken samples and the Pearson Product-Moment Relationship in Statistical Package for Social Sciences (SPSS) version 22.0. The results revealed a strong relationship between writing and speaking performances for all participants. Most participants conveyed a great deal of individual variation, exhibiting deficient speaking marks and even lower marks in writing. Moreover, results indicated that writing and speaking skills positively correlated with the male and female participants. Female participants demonstrated a higher level of proficiency than male participants in both writing and speaking proficiencies. These results show that EFL educators should focus on three aspects: the facilitation of more research into the relationship between productive skills, investment in providing more classroom opportunities for spoken language and increasing learners' confidence levels. The study suggests possible reformation of EFL curricula, and its findings are relevant to teaching EFL male and female learners of all ages. The study also contributes significantly to academia by providing information on learner and teacher perceptions of the sources and reasons for Saudi male and female writing and speaking performances. Additionally, it highlights the need for major reforms in how Saudi male and female learners are taught to speak and write, in this case, at the undergraduate EFL learners' level. This study recommends undertaking a similar yet broader and longitudinal study examining whether the relationship between speaking and writing skills is constant or subject to time, learner ability, and pace of learning. |
| title | 2022_Relationship Between Written and Oral Performances Among Male and Female Learners of English as a Foreign Language at a Selected University in Saudi Arabia |
| title_full | 2022_Relationship Between Written and Oral Performances Among Male and Female Learners of English as a Foreign Language at a Selected University in Saudi Arabia |
| title_fullStr | 2022_Relationship Between Written and Oral Performances Among Male and Female Learners of English as a Foreign Language at a Selected University in Saudi Arabia |
| title_full_unstemmed | 2022_Relationship Between Written and Oral Performances Among Male and Female Learners of English as a Foreign Language at a Selected University in Saudi Arabia |
| title_short | 2022_Relationship Between Written and Oral Performances Among Male and Female Learners of English as a Foreign Language at a Selected University in Saudi Arabia |
| title_sort | 2022_relationship between written and oral performances among male and female learners of english as a foreign language at a selected university in saudi arabia |