English Learning in Saudi Arabia - Research Proposal Example

Heading: Conceptual Framework on Research Proposal Your name: Course name: Professors’ name: Date Introduction Today, in the world, there are several technological advances that are influential in the enhancing success of various economic sectors. Technology has been incorporated in various sectors like business, health, tourism, and education. The focus of the study is on the integration information technology in learning of English as a second language. The use of computer supported collaborative learning of English is beneficial to students in Saudi Arabia (Al-Jarf, 2005). However, this success is dependent on various factors including technological issues, cultural perceptions, government support, teachers’, students’, and parents’ perceptions on the learning strategy (Al-Fahad, 2009, pp. 111-119). Research questions 1. To what level is the aim of computer supported collaborative learning essential in the establishment of complete learning activities? 2. To which level are English Foreign Language students ready to transfer their approach from the conventional grammar translation techniques to computer supported collaborative learning? 3. How computer supported collaborative learning will adapt learning according to the learners’ personal advantages, and how students’ conduct can be modified similarly? 4. What are the teachers’ and students’ attitudes conduct the application of computers in the learning English in Saudi Arabia? 5. What are the societal and contextual challenges to the application of computers supported collaborative English learning in Saudi Arabia? 6. How can pertinent e-learning ideas be advanced in order for computers to be employed in the learning of language, and what implications of the concepts on policy, and computer supported collaborative learning practice? Background One of the key conditions for the success of the future education involves training learners for active input in a society where information is networked and facts are viewed as the most harmful resource for financial and community development. It is because of this need that the educational institutions have introduced pedagogical strategies, which can successfully cope with the problems. Besides, technological systems have started facilitating the learning processes and teaching reforms. Computer supported collaborative English language is currently arising as one of the best talented concept that may be applied in the development of educational experiences. Computer supported collaborative English language learning refers to an educational style whereby education assumes a community contact with employing a computer firm and all over the internet. It may take a set harmoniously in classroom or online learning environment. Because the present learning is a social procedure, computer supported collaborative learning appears to be actual for education, which could develop into the typical educational model in the country. There are many nations in the globe like Saudi Arabia that are increasingly campaigning for e-learning since learning is viewed a means to enhance living standards of people in developing nations. Consequently, Saudi Arabia’s development is encouraging private and community learning institutions to promote education through the integration of information and communication technology in learning process. This is done with an intention to individualize citizens with a modern technology. Notably, Kingdom of Saudi Arabia education is gender divided into three categories: female learning, general male learning, and routine Islamic education. With the nation’s comparatively young population, the use of technology ceased to be a luxury. Today, the total expenses on ICT in the country are projected to exceed $32bilion by this year (Lewis, 2003, pp. 41-51). This is also expected to change the country’s economy into a knowledge based one, which has the ability to replace the country’s oil wealth in future. This is the major relational as to why several people believe in both essential and feasible in the implementation of computer collaborative learning in Saudi. Therefore, the study is necessary in that it will determine the benefits of using computer supported English language learning in Saudi Arabia. Paradigm and suitability In this case, the most suitable paradigm to use is a positivist paradigm. according to Rothe (2000, p.191), a paradigm entails a set of values, beliefs, and methods that scientific community members have in common, and that serves as a map or guide dictating the types of challenges that scientists must handle and the kinds of explanations that suitable of them. Nevertheless, just like other sociological enterprise domains, there is no absolute agreement on the application of the term. There are many other paradigms that can be used in social science researchers that include phenomenology; existentialism; feminism; Marxism; postmodernism; hermeneutics; ethnography; socio-linguistics; and symbolic interactionism; positivitist and positivist paradigms (Leong, 2008, pp. 343-344). The main paradigm used in the study is positivism. This paradigm arose as Auguste Comte discarded metaphysics and asserted that only scientific information reveals reality’s truth, in 19th century. Early 20th century, the paradigm was officially introduced as a central scientific technique by Vienna’s Circle members that included Karl Menger, Philipp Frank, Herbert Feigl, Moritz Schlick, and Otto Neurath (Leong, 2008, pp. 343-344). The Vienna Circle intended to establish as a joined scientific world-conception, which declines the application of philosophy as a way of getting information on the nature’s true reality. The paradigm argues that actual incidences may be seen empirically and clarified with rational analysis. The measure for assessing the soundness of a scientific theory is whether individuals’ knowledge statements are compliant with the information they can attain by use of their senses. In terms of research methodology, positivist focus on micro-level testing in a lablike setting that eradicates the external world’s complexity, such as, economic, social, and psychological relationships between crime, suicide, and unemployment. As a result, policies can be set on the basis of conclusions derived through the scientific technique. According to psychologists, this technique produces outcomes in the experiment are valid; that is associations noted in the experiment are strong in the context (Leong, 2008, pp. 343-344). While the outcomes achieved using experimental techniques offer important insights into the reality’s nature, those outcomes can lack external soundness (Fleetwood & Ackroyd, 2004, pp. 145-150). This implies that relationships seen in the laboratory may not be similar in the more convoluted outside world where several factors interrelate (Leong, 2008, pp. 343-344). With respect to this study, positivist paradigm is appropriate in that it will assume a subjective approach. This paradigm is assumed in the study, since literature has established the significance of understanding people’s knowledge of computer supported joint learning of English in Saudi Arabia, and in the identification of strategies for enhancement of its usage in the country. Theoretical/Conceptual Framework In this study, the theoretical framework is designed to determine the benefits that computer supported collaborative English language learning has on Saudi Arabia students. This success is influenced by factors including teachers’, parents’ and students’ perceptions on e-learning (Al-Fahad, 2009, pp. 111-119). The results of e-learning may also be affected by societal, contextual, and technological barriers (Bingimals, 2009, pp. 235-245). To start with, if learners have positive attitude towards the learning approach, it is possible that they will benefit from it through effective English learning. Additionally, parents’ perceptions on the approach ought to be positive in order for them to support and contribute towards the effective use of e-learning in English language. Moreover, teachers’ attitudes must also be positive on the learning approach in order to campaign for and cooperate in the use of information technology to teach their students. What is more, the government also plays a key role in the successful implementation of the e-learning approach to attain its positive results. Nevertheless, just like any other approach, computer supported collaborative English learning is prone to contextual and social factors, that may adversely affect the achievement of the desired results. This framework is designed with respect to positivistic paradigm that seeks to make conclusions based on the observable and empirically measured information. Therefore, the study objectives, questions, paradigm, and the theoretical framework are set to facilitate the achievement of the set objectives. Identification of method and data collection tools In relation to the theoretical framework, the study will assume quantitative methods in which collected information will eventually be analyzed by use of a SPSS program (Wagner, 2010, pp. 11-26; Healey, 2009, pp. 1-10). The choice of this study design is based on the fact that it facilitates easy search for answers to research questions, collection of supporting information, and production of study findings (Bernard, 2000, pp. 417-420). The design allows the researchers to produce outcomes that have not been established before, as well as those that are applicable beyond close limits of the research (Gray, 2009). In this case, the study will employ a survey questionnaire as a data collection instrument (Balnaves, 2001, pp. 65-80). This will be distributed over five high schools in the country. Besides, the survey questionnaire will be created and allocated to a group of participants (students) between the ages of 16 and 18 years in high school throughout the country. Moreover, separate questionnaire will be created and distributed to classroom teachers and parents, who will participate in the study. In total, 300 questionnaires with 30 research questions will be given out to students, teachers and parents. To enhance their effectiveness, the questionnaires will be categorized into six questions in every section. The first category of survey questions will be emphasize on teachers’, parents’, and students’ perceptions on the application of computer supported collaborative learning. Secondly, there will be questions focusing on cultural effects on the use of e-learning approach. Thirdly, the questionnaire will contain questions that address the governmental support and infrastructure adequacy on the e-learning approach. Fourthly, the survey questionnaire will consist of questions that will concern technological (Al-Enezi, 2010, pp. 22-34) necessary to run and maintain machines whenever technical issues emerge in the course of implementing the learning approach. The fifth category of the survey questions will address the willingness to shift to this type of learning, and the rationale for or against the willingness. The questionnaire will be created by a team of educators, and piloted by use of 15 students, five teachers and five parents in order to find out the internal uniformity, and thus test validity and reliability prior to its framing and application in the study (Singh, 2007, pp. 77-80). For every question on the questionnaire, answers will be calculated on a liker scale with one point for every response. For instance, a point for ‘Strongly Agree’; 2 for ‘Agree’; 3 for ‘Neural’; and 5 for ‘Strongly Disagree’. Additionally, the scores will be collected and weighted against other answers in order to establish teachers’, parents’, and students’ perceptions on the use of e-learning in English language learning. This research technique is suitable for the study since it allows for direct answering of questions and that every answer weighs exactly as others (Balnaves, 2001, pp. 65-80). Discussion of analysis In the study, the research findings will be analyzed in various ways. Out of the 300 hundred questionnaires distributed to teachers, students, and parents in the various schools in Saudi Arabia, it is expected that only 250 questionnaires will be returned to the researchers. This will make about 83% response. The results will be analyzed by the use of a correlation matrix and a regression analysis in order to bring out the relationships among various variables in the study (Shumaker 2011, pp.239-250). Moreover, the research findings will be presented through tables and charts to allow easy and effective comparison of results before conclusions are drawn. In addition, all the research questions described above are expected to be answered in the study. It is projected that numerous participants will respond in support of positive effects of computer supported collaborative learning of English in Saudi Arabia. Moreover, there is a possibility of many participants will respond that there teachers, parents, and students have positive attitudes towards the use of ICT in the learning of the second language in Saudi Arabia. Additionally, the research findings will demonstrate that there are benefits of computer aided collaborative learning of English strategy in Saudi Arabia. The results will also show that the government plays a significant role in the effective implementation of e-learning of English language. Just like other early researchers assert, the study results in this case will confirm that the learning approach benefits are likely to be hampered by various societal and contextual challenges in the country. Conclusion The study attempts to determine some of the benefits that individuals in Saudi Arabia will enjoy as a result of employing the computer aided joint English learning in schools. This study is based on the positivistic paradigm, and employs a quantitative research design in which a survey questionnaire is used as a data collection method. According to early works, there is strong relationship between teachers,’ parents,’ and students’ perceptions and the success of the learning approach. It also demonstrates that government is another determining factor in the effective use of the learning strategy in country. Additionally, there are some factors that can affect the successful enforcement of the learning strategy in Saudi Arabia. Besides, the results will answer all research questions and meet all the objectives. Therefore, teachers’, students’, and parents’ attitudes; technological issues; cultural issues; government support; and societal and contextual challenges will affect the success of computer supported joint English learning in Saudi Arabia. References Al-Enezi, A. (2010). An Empirical Investigation into the Role of Enjoyment, Computer Anxiety, Computer Self-Efficacy, and Internet Experience in Influencing the Students Intention to use E-Learning: A Case study from Saudi Arabian Governmental Universities. TOJET: The Turkish Online Journal of Educational Technology Arsaythamby VELOO Universities Utara Malaysia, 9(4), 22-34 Al-Fahad, F. (2009). Students’ attitudes and Perceptions towards the Effectiveness of Mobile Learning in King Saud University, Saudi Arabia. The Turkish Online Journal of Educational Technology – TOJET, King Saud University 8 (2), 111-119 Al-Jarf, R. (2005). Teaching grammar to EFL college students online. Asian EFL Journal, 7(4). Retrieved from http://www.asian-efl-journal.com/December_05_rsaj.php Balnaves, M. (2001). Introduction to quantitative research methods: an investigative approach. London Thousand Oaks, Calif: SAGE. Pp. 65-80. Bingimals, K. (2009). Barriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature, Eurasia. Journal of Mathematics, Science & Technology Education, RMT University, Bandoora, VIC, Australia. 5(3), 235-245. Bernard, H. (2000). Social research methods: qualitative and quantitative approaches. Thousand Oaks, Calif: Sage Publications. Pp. 417-420. Fleetwood, S. & Ackroyd, S. (2004). Critical realist applications in organization and management studies. London New York: Routledge. Pp. 145-150. Gray, D. (2009). Doing research in the real world (2nd ed.). London: Sage Publications. Lewis, S. (2003). Enhancing teaching and learning of Science through use of ICT. Methods and Materials School Science Review, 84 (309), 41-51. Healey, J. F. (2009). Exploring social issues: using SPSS for Windows. Thousand Oaks, Calif: Pine Forge Press. Pp. 1-10. Leong, F.T.L. (2008). Personal and Emotional Counseling, Thousand Oaks Positivist Paradigm. Encyclopedia of Counseling Psychology, 2 (2), 343-344. http://personal.denison.edu/~kaboubf/Pub/2008-Positivist-Paradigm.pdf Rothe, J. (2000). Undertaking qualitative research: concepts and cases in injury, health and social life. Edmonton: University of Alberta Press. Pp. 191 Singh, K. (2007). Quantitative social research methods. Los Angeles: Sage Publications. Pp.77- 80. Shumaker, R. (2011). Virtual and mixed reality international conference, Virtual and Mixed Reality 2011, held as part of HCI International 2011, Orlando, FL, USA, July 9-14, 2011: proceedings. Heidelberg New York: Springer. Pp. 239-250. Wagner, W. (2010). Using SPSS for social statistics and research methods. Thousand Oaks, Calif: Pine Forge Press. Pp. 11-26. Appendix Theoretical framework Read More