ELI achievement tests

According to the KAU website, the ELI assessed students across the four English language modules throughout the course through continuous assessment as well as more formally through a mid-term and final exam. There are five different types of assessments named as follows: 1. Formative Continuous Assessment, 2. Speaking Examination, 3. Writing

Examination 4. Computer-based Mid-Module Examination, 5. Computer-based End of Module Examination. The figure 4 below, illustrates the weightings for each of the

assessments as well as giving a description of the format.

Figure 4. Assessment in ELI modules

http://eli.kau.edu.sa/Default.aspx?Site_ID=126andLng=EN

All the assessments are drawn from the material covered in class, which is based upon the Cambridge textbooks adopted throughout the four levels. The Formative Continuous

Assessment includes writing tasks and quizzes on grammar and vocabulary use, which are

of skills, including reading, listening, vocabulary use and grammar.

Progression to a higher ELI level is based upon achieving a satisfactory result in the assessments. Students must achieve a minimum overall grade of 60% in order to pass the module and move up to the next level. The ELI website emphasises that ‘great care has been taken to ensure that the ELI assessment instruments measure achievement of each level’s student learning outcomes (SLOs)’.

The SLOs specified in the ELI course syllabi stem from SLOs originally formulated in close consultation with OUP. These are ‘currently being adapted in-line with the newly adopted (2015-2016) Cambridge University Press English Unlimited Special Edition instructional materials’ (ELI 2017/18 Student Handbook, p. 35).

The Cambridge Unlimited Special Edition Materials

The ELI chose to adopt the Cambridge Unlimited Special Edition in the 2016-17 academic year and these materials are currently in use for all the four levels taught at KAU. In previous years, the ELI employed Oxford’s New Headway Plus Special Edition, which had been used for a number of years. The introduction of the Cambridge materials meant that SLO, as well as assessments, had to match the new curriculum. It should be noted that for both the previously employed Oxford materials as well as the recently introduced Cambridge ones, the Special Edition was adopted by the ELI. Unlike the standard editions, special editions are specifically designed for speakers of Arabic and are therefore regarded as more culturally appropriate for Saudi students. The Cambridge University Press website describes the

Cambridge Unlimited Special Edition as follows:

English Unlimited Special Edition is a CEFR goals-based course for adults. Centred on purposeful, real-life objectives, it prepares learners to use English independently for global communication. Through universally inspiring topics and activities, and with a special focus on the learning needs of Arabic speakers, this truly international course helps learners become more sensitive, more effective communicators. Teaching natural, dependable language and using authentic audio from the start, it not only brings real life into the classroom, but gives learners the skills, strategies and confidence they need to communicate confidently outside it.

The Cambridge Unlimited Special Edition has four different course-books available for CEFR levels A1, A2, B1 and B1+, which are the four books adopted for the ELI English language courses. Cambridge does offer two other coursebook packages (one for CEFR B1 and one for CEFR C1), however these are only available in the standard edition (http://www.cambridge.org/ps/cambridgeenglish/catalog/adult-courses/english-unlimited- 2/toc ).

The fact that a special edition is not currently available for levels higher than B1+ may be a contributing factor to the ELI’s decision to offer four courses rather than six.

One of the issues emphasised in the literature, however, relates to the way the CEFR level descriptors have been interpreted by teachers. Fulcher (2004) argues that the impact of the CEFR on the adequacy of its underlying construct needs to be further explored:

For teachers, the main danger is that they are beginning to believe that the scales in the CEFR represent an acquisitional hierarchy, rather than a common perception. They begin to believe the language of the descriptors actually relates to the sequence of how and what learners learn.

(Fulcher, 2004, p. 260)

Clearly, there will be students who are placed in higher CEFR levels, who may be weaker than others in some areas and yet may be performing above their current level in other skills.

Teachers’ background

Teachers in the ELI come from a variety of different backgrounds. The majority are not Saudi Citizens (for the most part from Egypt, Pakistan, Tunisia or India and a few come from English-speaking countries such as the USA, UK or South Africa). There are also a large number of Saudi teachers. With regards to Saudi teachers, they are required to hold a Bachelor’s degree in relevant area such as English literature, linguistics or translation. Most foreign teachers, on the other side, hold higher qualifications compared to Saudi citizens; they may hold a postgraduate degree, an English teaching qualification or be more experienced e.g. they may have several years of teaching experience.

Saudi teachers generally hold permanent contracts, while non-Saudi citizens are offered yearly contracts, which can be renewed. Teachers are not required to have previous

Students’ background

The majority of university students in public universities in Saudi Arabia are Saudi nationals as non-nationals are not entitled to apply for a place in a public university (except in rare cases e.g. where the student has applied for a scholarship to study Islamic Studies or Arabic) or if their mothers are Saudi citizens. Students applying for both degrees in the Arts or Sciences are therefore, generally progressing from secondary schools and are between the ages of 18 and 20. Students joining the ELI may have attended either public or private secondary schools. In the final two years of high school, students need to specialise in the Arts or in the Sciences. This affects their choices when studying at university as those who have specialised in the Sciences are given the choice to carry on studying towards a Science degree or major in the Arts, while those who have specialised in the Arts are not allowed to major in the Sciences; they must study towards a degree in the Arts. Furthermore, Jeddah is an attractive city for students, and KAU received applications from students residing in neighbouring villages as well as from other cities in the region.

Summary

The chapter provided an overview of the educational system in Saudi Arabia, placing particular focus on the teaching of English in the ELI at KAU. The chapter further describes the OOPT and the differences between the ELI CEFR-based proficiency levels and those suggested by the OOPT itself. The context or the study is central to the investigation as it serves to contextualise the complexities behind teachers’ beliefs about the placement test, students and the English language modules. Throughout the thesis reference is made to the Saudi context and the curriculum and policies of the ELI described above.

CHAPTER 3 LITERATURE REVIEW