The use of English as a language within the Arab-speaking countries gained significant attraction at the turn of the millennium. In most of the schools and Universities, the official language has been Arabic while English has always been taught as a secondary language or a foreign language. This is mostly true in the gulf countries. Each year, the assessment of English language to various cohorts of students involves a complex social phenomenon that has a very deep impact on both the students and the stakeholders within the education sector. Although most of the students pass these assessment tests in their foundational years, they still fail to cope with the enormous amount of academic requirements within the departments in which they are admitted.
This is because of their lower understanding levels of the English Language. The main aim of this chapter is to explore the role played by the education stakeholders, more so focusing on teachers and instructors, in the assessment of the English language in the Arab Gulf countries and the North Africa; specifically in the Kingdom of Saudi Arabia. The chapter examines the beliefs and role of instructors and teachers towards the assessment of the English Language in Saudi Arabia’s learning institutions. The assessment is based on two primary research questions: 1. What roles do the teachers and tutors offering English language assessment play in the implementation of practices at the foundation? and 2. How do the teachers and instructors perceive English language assessment program?
The research methodology included the use of both primary data and secondary data. Based on the findings of the study in this chapter, there is a need for further research into the beliefs and practices of teachers in the assessment of specific language skills within the various contexts. The research in this area is found to be very limited.
Table of Contents
- ABSTRACT
- Contents
- INTRODUCTION
- Background
- Importance of the English Language assessment
- Assessment and Testing
- Significance of the Study
- Research Questions
- LITERATURE REVIEW
- The English Language Teaching in Saudi Arabia
- Teacher's Thoughts and Role in Assessments
- Assessment and Testing Of Language
- METHODOLOGY
- RESULTS & DISCUSSION
- CONCLUSION
- Implications
- Recommendations
- References
Objectives and Key Themes
This chapter examines the role of teachers and instructors in the assessment of the English language in Saudi Arabia's learning institutions. It specifically focuses on how teachers and instructors perceive English language assessment programs and their role in implementing assessment practices. The chapter seeks to understand the beliefs and practices of teachers in the assessment of English language skills within the various contexts. The research methodology employed included the use of both primary and secondary data.
- The role of teachers and instructors in the assessment of the English language
- The perception of English language assessment programs among teachers and instructors
- The impact of teachers and instructors on the interpretation of social and cultural tendencies during the assessment of English language
- The influence of political, managerial, educational, and institutional agendas on the structure of English language assessment
- The cultural and institutional influence on the attitudes and beliefs of instructors and teachers towards assessment of the English Language in Saudi Arabia
Chapter Summaries
- Introduction: This chapter explores the growing importance of English in Arab-speaking countries, particularly Saudi Arabia. The chapter discusses the increasing use of English as a medium of instruction in universities and the impact of English language assessment programs on students' academic performance and future career prospects.
- Literature Review: This section provides an overview of existing research on the teaching of English in Saudi Arabia, the role of teachers in assessment, and the assessment and testing of language skills.
- Methodology: This section describes the research methods used in the study, including the collection and analysis of primary and secondary data.
- Results & Discussion: This section presents and interprets the findings of the study, analyzing the beliefs and practices of teachers in the assessment of English language skills in Saudi Arabia.
Keywords
This chapter focuses on key topics such as English language assessment, teacher beliefs and practices, education stakeholders, assessment of English language skills, and the role of teachers and instructors in the education sector of Saudi Arabia.
- Quote paper
- Bharat Koirala (Author), 2016, English as a language in Arab-speaking Countires, Munich, GRIN Verlag, https://www.grin.com/document/342137
