The effectiveness of the Intel English language learning program on the reading and writing skills of Saudi male adolescent students

Alqarni, Fawaz (2017) The effectiveness of the Intel English language learning program on the reading and writing skills of Saudi male adolescent students. Doctoral (PhD) thesis, Memorial University of Newfoundland.

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Abstract

In 2007 the innovative program Intel Teach to the Future (“Intel Program”) was introduced in the Kingdom of Saudi Arabia to train teachers on integrating technology into teaching and learning. Intel supplies training for teachers and provides both hardware and software to the nation. In English language learning, teachers were trained to enhance language skills (reading, writing, speaking, and listening) through the Intel Program, which reaches large and small cities as well as rural areas (MOE, 2008). Because of both the scale and reach of the investments, a study of the effectiveness of the Intel efforts is due. This dissertation reports on a case study involving 26 participants in Makkah, Saudi Arabia, used to investigate the effectiveness of the Intel English language learning program on the reading and writing skills of Saudi male adolescent students. An openended questionnaire and face-to-face interviews in Arabic were used to collect the data. Arabic transcriptions were coded, translated into English, and the translation recoded for use in the study focusing on three broad themes: (a) teaching reading and writing practice through the Intel Program, (b) teachers’ and students’ perceptions about the Intel Program, and (c) the challenges of the use of the Intel Program in teaching and learning. Results showed increased use of the communicative method, with less use of the grammar translation method; teachers acted as facilitators within a student-centered approach including project-based learning, collaborative learning strategies, and creative and descriptive writing skills. Teachers integrated technology effectively to teach reading and writing skills, integrating social media experiences as well. Results also showed a strong positive attitude towards the use of the Intel Program from 80% teachers and all students. Negative reactions from 20% of teachers stemmed from the lack of technology at their schools. Obstacles that prevented effective use of the Intel Program in some schools included poor infrastructure, parental resistance, weak administrative support, and challenges related to lack of training and lack of time.

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