The_experience_of_Saudi_female_students_attending_mixed_gender_ESL_courses_in_Melbourn1.pdf (1.32 MB)
The experience of Saudi female students attending mixed gender ESL courses in Melbourne, Australia
thesis
posted on 2017-06-14, 05:50 authored by Sahar Mohamad AlghamdiThis study explored
the experience of Saudi female students attending mixed-gender English as a
second language (ESL) courses in Melbourne, Australia and the factors that
impacted their levels of engagement. A transcendental phenomenological research
design was used to provide a thick description of the essence of the Saudi
female experience in this learning environment. The participants included four
Saudi female students currently attending ESL courses in Melbourne, Australia.
Two phases—descriptive and interpretive—were employed in the data analysis to
accurately capture the nature of the experience.
This study revealed that, while all the participants held a positive attitude towards their experience, language proficiency level and marital status played crucial roles in their adaptation. Participants with high language skills reported smoother adaptation than students with low language skills. The married students tended to be more inhibited than single students by the attendance of male especially Saudi male. Working solely with males or participating in physical activities with males had the greatest impact on levels of engagement in classroom activities. These findings were broadly in line with the sparse literature available on this phenomenon. Therefore, future research suggestions and practical implications were offered.
This study revealed that, while all the participants held a positive attitude towards their experience, language proficiency level and marital status played crucial roles in their adaptation. Participants with high language skills reported smoother adaptation than students with low language skills. The married students tended to be more inhibited than single students by the attendance of male especially Saudi male. Working solely with males or participating in physical activities with males had the greatest impact on levels of engagement in classroom activities. These findings were broadly in line with the sparse literature available on this phenomenon. Therefore, future research suggestions and practical implications were offered.
History
Campus location
AustraliaPrincipal supervisor
Susan GrieshabeYear of Award
2017Department, School or Centre
EducationCourse
Master of TESOLDegree Type
MastersFaculty
Faculty of EducationUsage metrics
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Exports
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