Tuesday, December 11, 2018
Teaching Saudi Arabian Students
Groundbreaking numbers of learners from Saudi Arabia (SA) are currently schooling aboard at universities in the US. These learners must make considerable adjustments when facing academic expectations in their aboard country. Unrush and Obeidat (2015) carried out qualitative study, 10 Saudi learners talked in depth regarding their experiences with differences in methods of learning and instruction between SA and the US. They discussed of adjusting in their interactions with instructors, in learning to understand instead of memorization, in taking liability for their own learning, and in growing chances to speak English among so numerous other SA-speaking learners.
Their study outcomes have several implications and beneficial to administrators in universities as follow:
Administrators in universities have much at stake in keeping SA learners and ensuring that their journey and experiences in the US outcome are positive and that they successfully accomplish their goals of obtaining undergraduate and graduate degrees. Considering some of the profound differences between academic experiences in the US and those in KSA, SA learners must make considerable apartments in studying to defeat the obstacles and obtain degrees in undergraduate and graduate programs (Unrush & Obeidat, 2015). It is significant for ESL and university instructors to be sensitive to the embarrassment that their international learners may endure just to raise a question in class. (d) Finally, it is forseeable that ESL administrators and instructors alike would concur with the research interviewees that it would be preferable not to have a predominance of any language (other than English) spoken by their learners so the learners are compeled to speak more English.
Administrators and educators from SEU Global can apply or use Unrush and Obeidat (2015) study outcome implications and recommendations when teaching or help make significant differences to our SA students.
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