Effect on Saudi Students Second Language Acquisition - Literature review Example

Chapter Recommendations and Conclusion In this chapter, insights gained in the current study are coalesced and discussed. A conclusion of the empirical results are also presented based on cross-cased and within-case analysis in reflection of the existing research findings, theoretical perspectives discussed in previous chapters. Such considerations lead to pedagogical suggestions for language learning and areas of future research. Recommendations are presented in three levels: (1) individual student level (2) Language institutes Level (ELCs) level and (3) Saudi Cultural Attaché (SCA level). The presentation is based on the research findings from the research and consistent with the research questions for the study. Study Insights and Recommendations: In the previous section, the major insights include: a) Social integration encourages second language learners to make meaning out of personal experiences, interpret experiences, and accommodate the novel aspects of language and how they fit into the target culture. b) Dependent on the level of social interaction with the native English speakers while studying abroad, learner are more likely to improve their linguistic skills. c) Having broad contact with individuals from own countries while based within the SA setting, hampers improvement in second language acquisition. d) Improvement in second language acquisition abroad is not automatic. Rather, it is a critical factor impacting learners’ language learning experience during study abroad, since it correlates to SA learner’s behaviours and promotes interests in learning L2. e) Use of video-streaming sites, such as YouTube in English rather than Arabic language leads to considerable English improvement. Based on these, recommendations are presented in regards to the individual student level, language institutes Level (ELCs) level and Saudi Cultural Attaché (SCA level). a) Individual level (for students) The individual students should be encouraged to live with the Irish host families, or non-Arab roommates. The rationale for this is explained by Serrano (2010), who explained that living with the host family has the potential to increase contact with the second language, social interaction, cultural awareness and immersion into the foreign cultures (Gutel, 2007). The consequent communication between the students and the native English speakers also leads to better learning of English. As established in the present study, social integration encourages second language learners to make meaning out of personal experiences, interpret experiences and accommodate the novel aspects of language and how they fit into the target culture. In turn, the learners develop the ability to interpret and express personal experiences using the second language. Hence, dependent on the level of social interaction with the native English speakers while studying abroad, learner are more likely to improve their linguistic skills. On the other hand, having broad contact with individuals from own countries while based within the SA setting, hampers improvement in second language acquisition. Second language learners in Saudi Arabia should also be encouraged to set English as default language in their computing devices, such as laptops and smartphones. Basing on the findings of the present research, use of multimedia gadgets that use English as the default language encourages contact with English, hence promoting faster English language learning. As established in the present study, while the SA context also leads to reading proficiency, additional efforts to study and get into contact with the language through the use of multimedia gadgets promotes improvement in second language learning. Related studies by Goundar (2011) and Valk et al. (2010) provided evidence suggesting that setting the laptop and mobile default language allows the learners to get acquainted with the language. It also leads to improvement in learner’s reading proficiency and more confident in reading the second language. In order to promote learning of the second language more favourably, learners should be encouraged to accumulate enough assets that sustain their interest in learning and increase the cultural capital. Examples in the four case studies (as discussed in the previous chapter) include electronic gadgets, such as laptop and social media accounts or books. Therefore, the students should also be encouraged to read a lot of books published in English, as this will improve their reading and lexical competence (Collentine & Freed, 2004’ Collentine, 2004). The present study showed that succeeding in English learning endeavour, within the SA setting, requires having high learning goals and investing time in reading. Reading books in English was found to lead to significant improvement in English. Additionally, second language learners in Saudi Arabia should also be encouraged to limit Arabic materialism in the internet or TV, in order to promote contact with the English language. There is also a need for the second language learners to engage in social networking, through the social media network. Networking with English-speaking individuals through social networking platforms, such as Twitter and Whatsapp, increases contact with native English-speakers, investment of time in practising communicating in English and immersion into the language. Valk et al. (2010) found that technology use is capable of promoting development of learning competencies. However, the study also found that social media use can be addictive, leading to wastage of time among the learners and poor improvement in language learning. Hence, it is also suggested that ‘controlled’ use of social media should be encouraged and guided by effective time management strategies. For instance, the learners should be encouraged to set aside, at least one or two hours after each one or two days to engage in the social media. b) Language institutes Level Language institutes, such as English language centres, traditionally lack real contact with their students after classes. Several recommendations are suggested for ELCs. ELCs should establish evening online sessions for weak students. Tsai (2011) explains that this can help motivate the students, as well as keep them away from likely frustrations and disappointments related to limited recognition of their efforts. As established in the present study, improvement in second language acquisition abroad is not automatic. Rather, it is a critical factor impacting learners’ language learning experience during study abroad, since it correlates to SA learner’s behaviours and promotes interests in learning L2, and ultimate acquisition of better second language skills. The suggestion is backed by a recent research by Li et al. (2013), which found that highly motivated L2 learners have a greater drive to study abroad and are more likely to significantly improve in English. ELCs should link the second language learners to controlled social media groups, such as Facebook Groups, where they can learn new words, idioms, expressions or vocabularies, as directed by their teachers away from formal academic atmosphere enrich vocabularies. The students are also provided with an opportunity to correct themselves under their teacher’s supervision. This also has the potential to boost their confidence. The study established that networking with English-speaking individuals, through the social media increases the time invested in practising communicating in English and immersion into the language. Frequent communication through the social media also promotes development of language competencies. ELCs should also organise periodic tours, usually a week before the students are requested to read about sceneries, a memorial or organisation selected for discussion. This will allow the students to relate their vocabularies to relevant settings. After the excursions, the students should be taken through quizzes, as well as asked to undertake informal presentation. As suggested by Diaz-Campos (2004), context of language learning determine the level of second language acquisition. This suggestion is supported by findings of the study, where it is established that the level of social interaction, familiarity and assimilation with the host country’s patterns of behaviour, values, artefacts and cultures promote better second language learning. c) Saudi Cultural Attaché (SCA) level: SCA should limit the number of students assigned to a class within the study abroad setting to be less than 50 percent. As indicated in this present research, assigning students to classes where Arabic is the interlanguage lessens their capacity to engage with the language fully. The study showed that limiting Arabic language contact increases English contact, leading to more proficiency and confidence. The qualitative research found that having extensive contact with individuals from own countries while based within the SA setting hampers improvement in second language acquisition. Compared to the aspects of SA context that influence SLA, the major shortcoming of studying in a class full of Saudi students is that participants shared cultural backgrounds and homogenous language, which limits their immersion in the new culture and the second language. The context undermines the efficiency of language learning of students. Ehrman et al. (2003) suggests that a most realistic and practical way of resolving the issue is creating a mixed language cultural contexts within the classroom. This is possible by mixing students who have different cultural and language background, as well as similar experiences of target language learning. Similarly, it is reasoned that reducing the number of Saudi students in one particular class is a practical solution. As inferred from findings of the present study, one reason for restricting the number of Saudi students is since a large body of students from the home country encourage adherence to home country’s cultures, which can limit a student’s ability to learn the second language. Hence, having and interacting mostly with a big number of Saudi students in class while studying abroad, limits second language acquisition. These findings are related to the more comprehensive research findings, where it is established that learning English within the SA context is more practical and effective than within the AH context. SCA should encourage students to spend their holidays within the SA setting, away from their home countries. Alternatively, inter-country tourism should be encouraged, where students may be encouraged to visit other English-speaking locals within their countries of study abroad. This will encourage more contact within a free context and more practice in speaking English. As found by the present study, students who spend time abroad learn the second language faster and better than those at home, or within AH setting. The study established that going home for three months -- 1/4 of the year -- can affect student’s English acquisition, while free reading and travelling around enables the students to learn new things about Ireland. Therefore, the students tend to lose some of the developed linguistic skills after three months of being away, when they travel back home. Therefore, the students should be encouraged to stay abroad during the summer. One way of ensuring this is by giving them ticket allowance. Conversely, the students should be encouraged to leave destinations and instead, visit their families in their home countries for about 3 months each year (1/4 of the year). To ensure this, SCAs should encourage a policy where student who request for the tickets are given. At the same time, when the students stay to invest time in language practice and skills improvement, they will consequently lose their rights to the ticket. As a result, when the students are paid money allowance as an alternative, they can invest it in inter-country tourism (within the country) or in visiting other English-speaking countries. Conclusion The aim of research was to determine whether SA context has a considerable effect on Saudi students' second language acquisition or not. The study found that Saudi students think that learning English in Ireland is more effective than learning in Saudi Arabia. Findings suggest that learning English within the SA context is more practical and effective than within the AH context. Consequently, learning English in Ireland (SA context) is more effective than learning in Saudi Arabia. This also implies that the study abroad setting is the sine qua non for acquisition of global second language competence. Several factors are also viewed as impacting language learning during study abroad, namely individual differences in terms or personality, motivation, learning approaches, attitude, proficiency level, gender and learning skills impact L2 learning experience have for long been explored. The findings corroborated early conceptions that second language learning within the SA context is dependent on proficiency level at the start of study abroad, gender, personality, motivation, level of immersion in the SA context society, and multimedia usage. It is further established that it is not only purely language gains that the learners note, but also changes in their motivation, attitudes, willingness to communicate, changes in their identity as learners, as well as cultural understanding. Consequently, having substantially more instruction in oral speaking, listening abilities as well interacting with native speakers appears as likely to improve the experience of Saudi students studying English as a second language in Ireland. Overall, the results presented fundamental information to the Saudi educators, policymaker and teachers of English. Results gleaned from the study show a range of significant recommendations against which English language curriculum should be designed to meet student’s diverse needs within the study abroad context. Additionally, the study yielded significant recommendations for future research in the areas of Saudi English education and international student activities in Ireland. Research limitations The study had inherent limitations in research and methodology. The small number of study participants implies that the results cannot be generalised. Only 4 participants took part in the study, making the research less representative of the Saudi students studying in Ireland. It is acknowledged that the present findings may be unique to the comparatively few EFL students who participated in the research study. Due to the qualitative nature of the study, it is difficult to make quantitative predictions on the extent to which SA setting can effectively promote second language acquisition of Saudi students. Its qualitative nature also implies that the results were vulnerable to the participant’s personal idiosyncrasies and biases, and the researcher’s perceptions, understanding and interpretations. Further, during data collection, most of the participants originate from the researcher’s social group, which boosted their confidence and comfort in explaining their experiences abroad. However, this forced the research to assume that the participants were being made for the first time. It also has the potential to encourage bias in data presentation and interpretation. Future Research recommendations Suggested areas for further research include investigating the role of English native speakers teaching in Saudi, the learning motivation and attitudes of Saudi SA students, investigating effective curriculum of English education in Saudi, investigating the impact of social interactions of Saudi women studying abroad in English learning, investigating the kind of curricula that can assist Saudi students in engage fully into SA setting cultures to intensify oral English skills and lastly, the effects of social networking sites or multimedia on second language learners. Future longitudinal studies are suggested to collect quantitative data that offer insight into why Saudi students think that learning English in Ireland (SA context)is more effective than learning in Saudi Arabia (AH context). Future researches should also focus on focused on how attitudes and perceptions affect SLA abroad. References Collentine, J. (2004). “The effects of learning contexts on morphosyntactic and lexical development.” Studies in Second Language Acquisition 26(1), 227-48. Collentine, J, and Freed, B. (2004). Learning Context and its Effects on Second Language Acquisition. Online Cambridge Journals of Studies in Second Language Acquisition, 26(2), 153-171. Diaz-Campos, M. (2004). Context of Learning in the Acquisition of Spanish Second Language Phonology. Studies in Second Language Acquisition, 26(2), 249-273. Ehrman, M., Leaverb, B. & Oxford, R. (2003). A brief overview of individual differences in second language learning. System 31, 313-330 Goundar, S. (2011). What is the Potential Impact of Using Mobile Devices in Education? Proceedings of SIG GlobDev Fourth Annual Workshop, Shanghai, China - December 3, 2011 Gutel, H. (2007). The Home Stay: A Gendered Perspective. Frontiers: The Interdisciplinary Journal of Study Abroad, 173-188 Li, M., Olson, J. & Frieze, I. (2013). Students’ Study Abroad Plans: the Influence of Motivational and Personality Factors. Frontiers: the Interdisciplinary Journal of Study Abroad 23, 73-89 Serrano, S. (2010). Learning Languages in Study Abroad And at Home Contexts: A Critical Review of Comparative Studies. Porta Linguarum 13, 149-163 Tsai, Y. (2011). Exploring the Role of Motivation in the Reflection of the Effects of Intercultural Learning on Foreign Language Learning. International Journal of Humanities and Social Science 1(15), 162-169 Valk, J., Rashid, A. & Elder, L. (2010). Using Mobile Phones to Improve Educational Outcomes: An Analysis of Evidence from Asia. International review of Research in Open and Distance Learning 11(1), Read More