Mohammad Alseweed

This paper reports the outcome of a study carried out in Qassim University with 169 Saudi male novice university students to obtain a deeper insight into their perceptions of their native English speaker teachers (NESTs) and non-native English speaker teachers (NNESTs) in the English language classroom. Quantitative and qualitative data were collected in two stages by means of students ’ questionnaires and interviews. The results reveal statistical significant difference in the respondents ' perceptions in favor of NESTs. Students showed more preference for NESTs as they go to higher levels. Students previous learning experiences may affect their general preference for NESTs since they were taught by both types of teachers. Subjects also exhibited an explicit preference for NESTs in relation to the teaching strategies adopted. However, the respondents showed moderately favorable attitudes towards NNESTs who provide a serious learning environment and a favorable response to lear...

This study aims at analyzing the results, taken from a survey of 124 male students at secondary school level in Buraydah, Gassim, Saudi Arabia. It reveals rationale behind the relationships among students, in terms of their interest, desire and attitudes towards learning English as a foreign language. It further focuses on finding the differences, based on cultural background between Saudi students and the students from the other areas. This also leads to locate any particular attitude of the students towards learning of English Language. In one hand, this article involves in a very interesting study about the love/hate attitudes of the learners of English language while on the other hand, inspite of accepting the importance of English it reveals that the students seem to have negative attitude towards particular native speaking communities due to some present day political issues. This research reaches the conclusion by using an attitudinal questionnaire with the students. 

The present paper addresses the debate comparing the traits of native English speaker teachers (NESTs) and non-native English speaker teachers (NNESTs). It reports on the design and outcomes of a study carried out in Qassim University with 169 Saudi Preparatory Year Program (PYP) students to obtain a deeper insight into their perceptions of the influence of native and nonnative teachers on the English language classroom. A triangulation technique was used to collect the quantitative and qualitative data in two stages by means of students' questionnaires and interviews in addition to classroom visits to both groups of teachers. The results indicated strong significant differences between native and nonnative teachers in teaching specific skill areas, with a significant increasing preference for NESTs over NNESTs as Saudi students move from pre-university to university level. The study concluded that the debate can be discussed only in terms of professionalism rather than nativene...

The present paper investigates the impact of using the studentsmother tongue, the Arabic language (L1), on enhancing achievement and learning of the English language (L2) grammar. It also seeks to find out whether the use of L1 in teaching the grammar of L2 affects the studentslearning outcome. Twenty six male students of the English Language Program at Buraydah Community College, Qassim University participated in this study. They were divided into two groups; the experimental group studied in L1 teaching context and the control group studied in L2 teaching context. The grammar lesson, "the passive and the active voice" was chosen as the grammar topic. Data was obtained through pre-post tests, and students and teachers feedback. The statistical analysis and the comparisons of the scores of the two groups show that the use of L1 in teaching L2 grammar does not benefit the students since the scores of the control group members (who were taught in L2) are higher than those ac...

The present paper investigates the use of the students` mother tongue, the Arabic language (L1), in teaching grammar topics and constructions of the English language (L2) to find out whether the use of L1 in teaching the grammar of L2 affects the students` comprehension and learning outcome. The participants were 26 level two male students of the English Program at Buraydah Community College, Qassim University. They were divided into two groups; the experimental group studied in L1 teaching context and the control group studied in the usual L2 teaching context. The grammar lesson, "the passive and the active voice" was chosen as the grammar topic. Data was obtained through pre-post tests, students and teachers feedback. The statistical analysis and the comparisons of the scores of the two groups show that the use of L1 in teaching L2 grammar does not benefit the students since the scores of the control group members (who were taught in L2) are higher than those achieved by...

... given to the students was developed in English and then translated into Arabic to make sure ... their awareness of the nature, importance and effect of attitudes on foreign language learning; and ... in Saudi Arabia (those from Egypt) and cultural similarity (those in Oman and UAE). ...