Teacher Well-Being among English Lecturers and Instructors in Saudi Arabia

Authors : Saeed Abdullah Alzahrani

DOI : doi.org/10.47752/sjell.63.68.76

Abstract:
In the recent years, the importance of teacher well-being (TWB), which plays a key role in teaching quality and students’ educational outcomes, has encouraged a plethora of empirical studies across various disciplines. However, there are four notable gaps in the literature on TWB: (i) most studies focus on TWB in terms of negative psychological states and ignore the impact of positive states; (ii) few studies examine TWB in the Saudi Arabian context; (iii) most researchers have failed to propose how TWB can be improved; (iv) maintaining TWB among foreign language (FL) and English as a second language (ESL) teachers is challenging because of the unique demands of their roles. Therefore, to address these gaps in the literature, the current study examined TWB among Saudi ESL lecturers and instructors in terms of the positive aspects of their work life that measured their sense of personal accomplishment via a valid survey instrument and proposed ways to improve TWB. A sample (n=129) of Saudi lecturers and instructors completed a three-part survey designed to measure TWB in terms of both negative and positive psychological states: emotional exhaustion, depersonalisation, and personal accomplishment. The results highlight that on average, the Saudi ESL teachers sampled had relatively high levels of TWB as indicated by their low depersonalisation scores and relatively high personal accomplishment scores. That said, the teachers’ relatively high average emotional exhaustion score (20) indicated that they felt moderately overworked, exhausted, and emotionally exhausted. On the light of outcome, the study represents an effort to improve teaching effectiveness, student outcomes, and educational governance and provide useful insights for Saudi Arabian educational stakeholders to enable them to better provide all students with highly motivated, well-supported, and well-qualified teachers.

Domestic Violence, Parenting and Insecurity in Nigerian Society in Stan-Collins Ubaka’s a Cry of Innocence

Authors : Taiwo A. Stanley Osanyemi

DOI : doi.org/10.47752/sjell.63.62.67

Abstract:
The scholarly exploration of the interface between literature and the menace of insecurity and terrorism in Nigeria has identified religious extremism and political disillusionment as the nervy precursors of the insurgents and their nefarious activities. Yet, domestic violence as a primordial cause of Nigerian insecurity and terrorism lacks scholarly focus. This study fills that critical lacuna. Inspirations are drawn from Psychoanalysis and Marxism. Psychoanalysis allows for the investigation of characters unconscious motives and psyches, while Marxism advocates for socio-political harmony. Stan-Collins Ubaka’s The Cry of Innocence will be the primary text this text will be subjected to critical textual analysis. It is discovered significantly that domestic violence in the text perpetuates the paranoid urge and tendency for terrorism and violent activities, the unscrupulous perpetration of all manners of child abuse exposes the victims to either unconscious or conscious form of violent behavior that may aggravate children and youth involvement in insecurity and terrorism. Therefore, curbing domestic violence is a quintessential strategy to combat the alarming spate of insecurity and terrorism in Nigeria.

Teaching the English Definite Article through Reading Comprehension: A Pertinent Context in a Foreign Language Classroom

Authors : Ezzeldin M.T. Ali ; Saeed Abdallah Alzahrani

DOI : doi.org/10.47752/sjell.63.54.61

Abstract:
This study reports on the use of the English definite article, which forms a problem for EFL learners in formal writing. Specifically, the study attempts to measure the teaching of English definite article through reading comprehension tasks which are assumed to be suitable tactic in a Sudanese EFL classroom. In this concern, the study also intends to pinpoint the errors of the English definite article that emerge in the writings of Sudanese students of English. The study used descriptive-analytic and experimental methods for data collection. Data collection took place before and after training on the use of the definite article of English. Training continued for four weeks after which students took a posttest. Importantly, three native speakers (Americans) also took the test as a control group. Analysis revealed that as Arabic-speaking students of English, students tend to omit the English definite article before post-modified nouns, while they confuse ‘the’ in generic and specific contexts. Students also tend to add definite articles in contexts where no articles are required. In the light of the results obtained, teaching English definite article through reading comprehension tasks proved to be effective in improving the students’ performance.

The Enhancement of Speaking Opportunities Through Stress-Relief Strategies among EFL Elementary Adult Learners

Authors : Majid Pourmohammadi ; Farkhondeh Farahnak

DOI : doi.org/10.47752/sjell.63.47.53

Abstract:
This study investigated some psychological barriers like anxiety and stress due to which EFL adult learners hesitate to talk in their English classes. It also suggested some strategies to facilitate opportunities for learners to feel free and talk. A sample of 30 learners was selected out of a population of 90, in the age range of 20-45. They were learning English at Safir English Language Institute in Rasht, Iran. They were then divided into two groups: experimental and control. The results revealed that most of the participants in the control group suffered from stress and anxiety. In conclusion, English teachers were required to learn and use stress-relief strategies and facilitate speaking for EFL adult learners in order to lead them to a higher proficiency level in their oral performance, especially those who find having conversations embarrassing and try not to get involved in such interactions.