Customization and Contextual Teaching Approach Efficiency in Promoting English Proficiency among Saudi EFL Learners

https://doi.org/10.32996/ijllt.2021.4.3.15

Authors

  • Elsadig Ali Elsadig Elandeef Assistant Professor, English Department, King Khalid University, College of Sciences & Arts, Dhahran Aljanoub, Saudi Arabia
  • Ayman Hamad Elneil Hamdan Ayman Hamad Elneil Hamdan Assistant Professor, English Department, King Khalid University, College of Sciences & Arts, Dhahran Aljanoub, Saudi Arabia

Keywords:

Customization, contextual teaching approach, differentiation, individualization, personification

Abstract

This study investigated the proper implementation of customization and contextual teaching approach in fostering English proficiency among King Khalid University’s students studying English as an intensive course. The study aims to implement customization and contextual teaching approach in teaching the English language as an intensive course at King Khalid University and inculcate the tendency to activate updated teaching approaches to assimilate Saudi learners’ attention in English class. To achieve the aim of the study, the researcher employed the descriptive analytic method. The subjects of the study consisted of 50 EFL teachers drawn from King Khalid University. The study showed that customization and contextual teaching approach grasp Saudi students’ attention, satisfy their needs and preferences, and consider their learning styles.  Moreover, the study has concluded that the students’ needs, preferences, and learning styles are the milestone of the learning process's success. The study concluded that consideration of students’ needs, preferences, learning styles and correlating them to social life setting play a crucial role in facilitating learning the English language.

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Published

2021-03-30

How to Cite

Elandeef , E. A. E. ., & Ayman Hamad Elneil Hamdan , A. H. E. H. . (2021). Customization and Contextual Teaching Approach Efficiency in Promoting English Proficiency among Saudi EFL Learners. International Journal of Linguistics, Literature and Translation, 4(3), 132-140. https://doi.org/10.32996/ijllt.2021.4.3.15