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Eap talk 2 in staff workshop 23 april2009

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This document outlines the research process for a study examining the language and cultural needs of Saudi students in British postgraduate programs. The study will use mixed methods including questionnaires, interviews, and observations to understand students' language difficulties, cultural experiences, and preparation needs. Findings will help inform how to best support Saudi students entering British higher education.

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Majed Alqahtani
Research process Background of the study Statement of the problem Focus of the study Literature review Methods Findings Conclusion Alqahtani 11/21/12
Alqahtani 11/21/12
Britishhigher education system Increasing the number of students Students preparation Students academic background Students culture Strong and mutually relationship between KSA & UK Alqahtani 11/21/12
Students level of English Students lack of knowledge Teachers, Lecturers, etc lack of knowledge Students preparation Alqahtani 11/21/12
Motivation Aims Expected Limitation Alqahtani 11/21/12
Therefore, the following research questions have been set for the study: What are the language needs of the Saudi students in British postgraduate programmes? What are the critical culture challenges that Saudi Students face in the British tertiary academic context? What is the best preparation needed for Saudi students as they enter British postgraduate programmes? Alqahtani 11/21/12
Two analytical framework I. Language needs II.Cross-culture communication Alqahtani 11/21/12
Richterich (1983:2): Needs analysis is the very concept of language needs has never been clearly defined and remains at best ambiguous. Needs analysis is what learners will be required to do with a foreign language in a target situation, and how learners might best master the target language during the period of training (West, 1994, p.1). Uzpaliene and Kavaliauskiene (2003:35) go further by describing needs analysis as a complex process which is usually followed by syllabus design, selection of course materials teaching/learning a course and evaluation. Alqahtani 11/21/12
First, Present situation analysis A.Means analysis B.Aim of learning Second, Target situation analysis A.Necessities B.Lacks C.Wants Alqahtani 11/21/12
Learning style Education system differences Alqahtani 11/21/12
Alqahtani 11/21/12
The present study is descriptive in its methods and policy-oriented in its purpose. Alqahtani 11/21/12
Mixed methods of (questionnaire, interview, and observation) Onwuegbuzie and Turner (2007:123) defined mixed methods: mixed methods research is the type of research in which a research or team of researchers combines elements of qualitative and quantitative research approaches (e.g. use of qualitative and quantitative view points, data collection, analysis, inference techniques) for the board purposes of the breadth and depth of understanding and corroboration". Alqahtani 11/21/12
Alqahtani 11/21/12
Alqahtani 11/21/12
Alqahtani 11/21/12
Section 1: Background and general information Section 2: Saudi students, experience in learning English language in Saudi Arabia Section 3: Current Saudi students' preparation for entering tertiary institutions in the UK. Section 4: English language difficulties in British Academic Mode. Section 5: Cultural experiences and difficulties in the British academic mode. Section 6: Students' preferences in EAP class (preferences in teaching style) Section 7: Learning strategies Alqahtani 11/21/12
These interviews were composed of three sets: o First set was conducted with postgraduate students. o Second set was conducted with students studying in the EAS programme. o Third set was conducted with teachers teaching in the EAS programme. Alqahtani 11/21/12
No Students name School Level of study 1 S1 Education PhD 2 S2 Management MBA 3 S3 Chemistry PhD 4 S4 Education PhD 5 S5 Biology PhD 6 S6 Management PhD 7 S7 Computer Msc 8 S8 Management Msc 9 S9 Health PhD 10 S 10 Management Msc Alqahtani 11/21/12
No Name Subject of teaching Gender 1 T1 Listening & note taking F 2 T2 Reading & writing F 3 T3 Writing M 4 T4 Speaking & presentation skills F 5 T5 Grammar F 6 T6 British culture F 7 T7 Reading F 8 T8 M Alqahtani 11/21/12
No Name Level of English Gender 1 S Upper - intermediate F 2 S Upper intermediate M 3 S Upper intermediate M 4 S Upper intermediate F 5 S Upper intermediate M 6 S Upper intermediate F 7 S Upper intermediate F Alqahtani 11/21/12
EAP classes Alqahtani 11/21/12
1. Managing the data 2. Immersing the data 3. generating categories and themes 4. Coding the data 5. Offering interpretation Alqahtani 11/21/12
Difficulties in speaking and listening Academic skills e.g. research Academic life e.g. punctuality Culture differences e.g. supervisor Participating in the class e.g. gender and age Learning system e.g. discussion based High expectation Lack of knowledge e.g. teachers and students Alqahtani 11/21/12
Research process Background of the study Statement of the problems Focus of the study Literature review Methods Findings Conclusion Alqahtani 11/21/12
Thank you for listening Alqahtani 11/21/12

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Eap talk 2 in staff workshop 23 april2009

  • 2. Research process Background of the study Statement of the problem Focus of the study Literature review Methods Findings Conclusion Alqahtani 11/21/12
  • 3. Alqahtani 11/21/12
  • 4. Britishhigher education system Increasing the number of students Students preparation Students academic background Students culture Strong and mutually relationship between KSA & UK Alqahtani 11/21/12
  • 5. Students level of English Students lack of knowledge Teachers, Lecturers, etc lack of knowledge Students preparation Alqahtani 11/21/12
  • 7. Therefore, the following research questions have been set for the study: What are the language needs of the Saudi students in British postgraduate programmes? What are the critical culture challenges that Saudi Students face in the British tertiary academic context? What is the best preparation needed for Saudi students as they enter British postgraduate programmes? Alqahtani 11/21/12
  • 8. Two analytical framework I. Language needs II.Cross-culture communication Alqahtani 11/21/12
  • 9. Richterich (1983:2): Needs analysis is the very concept of language needs has never been clearly defined and remains at best ambiguous. Needs analysis is what learners will be required to do with a foreign language in a target situation, and how learners might best master the target language during the period of training (West, 1994, p.1). Uzpaliene and Kavaliauskiene (2003:35) go further by describing needs analysis as a complex process which is usually followed by syllabus design, selection of course materials teaching/learning a course and evaluation. Alqahtani 11/21/12
  • 10. First, Present situation analysis A.Means analysis B.Aim of learning Second, Target situation analysis A.Necessities B.Lacks C.Wants Alqahtani 11/21/12
  • 11. Learning style Education system differences Alqahtani 11/21/12
  • 12. Alqahtani 11/21/12
  • 13. The present study is descriptive in its methods and policy-oriented in its purpose. Alqahtani 11/21/12
  • 14. Mixed methods of (questionnaire, interview, and observation) Onwuegbuzie and Turner (2007:123) defined mixed methods: mixed methods research is the type of research in which a research or team of researchers combines elements of qualitative and quantitative research approaches (e.g. use of qualitative and quantitative view points, data collection, analysis, inference techniques) for the board purposes of the breadth and depth of understanding and corroboration". Alqahtani 11/21/12
  • 15. Alqahtani 11/21/12
  • 16. Alqahtani 11/21/12
  • 17. Alqahtani 11/21/12
  • 18. Section 1: Background and general information Section 2: Saudi students, experience in learning English language in Saudi Arabia Section 3: Current Saudi students' preparation for entering tertiary institutions in the UK. Section 4: English language difficulties in British Academic Mode. Section 5: Cultural experiences and difficulties in the British academic mode. Section 6: Students' preferences in EAP class (preferences in teaching style) Section 7: Learning strategies Alqahtani 11/21/12
  • 19. These interviews were composed of three sets: o First set was conducted with postgraduate students. o Second set was conducted with students studying in the EAS programme. o Third set was conducted with teachers teaching in the EAS programme. Alqahtani 11/21/12
  • 20. No Students name School Level of study 1 S1 Education PhD 2 S2 Management MBA 3 S3 Chemistry PhD 4 S4 Education PhD 5 S5 Biology PhD 6 S6 Management PhD 7 S7 Computer Msc 8 S8 Management Msc 9 S9 Health PhD 10 S 10 Management Msc Alqahtani 11/21/12
  • 21. No Name Subject of teaching Gender 1 T1 Listening & note taking F 2 T2 Reading & writing F 3 T3 Writing M 4 T4 Speaking & presentation skills F 5 T5 Grammar F 6 T6 British culture F 7 T7 Reading F 8 T8 M Alqahtani 11/21/12
  • 22. No Name Level of English Gender 1 S Upper - intermediate F 2 S Upper intermediate M 3 S Upper intermediate M 4 S Upper intermediate F 5 S Upper intermediate M 6 S Upper intermediate F 7 S Upper intermediate F Alqahtani 11/21/12
  • 23. EAP classes Alqahtani 11/21/12
  • 24. 1. Managing the data 2. Immersing the data 3. generating categories and themes 4. Coding the data 5. Offering interpretation Alqahtani 11/21/12
  • 25. Difficulties in speaking and listening Academic skills e.g. research Academic life e.g. punctuality Culture differences e.g. supervisor Participating in the class e.g. gender and age Learning system e.g. discussion based High expectation Lack of knowledge e.g. teachers and students Alqahtani 11/21/12
  • 26. Research process Background of the study Statement of the problems Focus of the study Literature review Methods Findings Conclusion Alqahtani 11/21/12
  • 27. Thank you for listening Alqahtani 11/21/12

Editor's Notes

  • #2: 11/21/12 Alqahtani
  • #3: 11/21/12 Alqahtani