Open AccessAn Overview of Four Proposed Indicators of Active Learning to Improve English Teaching and Learning in Saudi Arabia
Author(s) -
Oqab Alrashidi,
Huy P. Phan,
Bing H. Ngu
Publication year - 2016
Publication title -
international journal of english language education
Language(s) - English
Resource type - Journals
ISSN - 2325-0887
DOI - 10.5296/ijele.v4i2.9696
Subject(s) - mathematics education , psychology , intervention (counseling) , english language , english as a foreign language , information and communications technology , situated , active learning (machine learning) , academic achievement , work (physics) , pedagogy , medical education , political science , medicine , engineering , computer science , artificial intelligence , psychiatry , law , mechanical engineering
English is taught as a foreign language in schools and universities of Saudi Arabia. In recent years, officials and educationists have expressed their concerns pertaining to students’ low levels of English achievement. To improve English learning and achievement in Saudi Arabia, many research studies have shown that four major indicators of active learning, namely: (a) group work, (b) elaborated feedback, (c) situated learning, and (d) Information Communication Technology [ICT], impact on students’ leaning and successful achievement. This article provides an overview of these four indicators of active learning and their importance to English learning and teaching. In addition, the article sheds light on how these four indicators of active learning might be used by teachers and educators in their teaching practices and/or intervention programs.