Off-campus WSU users: To download campus access dissertations, please use the following link to log into our proxy server with your WSU access ID and password, then click the "Off-campus Download" button below.
Non-WSU users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
Access Type
WSU Access
Date of Award
January 2024
Degree Type
Dissertation
Degree Name
Ph.D.
Department
Curriculum and Instruction
First Advisor
Sandra S. Gonzales
Abstract
ABSTRACTINVESTIGATING SAUDI WORLD LANGUAGE ENGLISH INSTRUCTIONAL APPROACHES TO EMPOWERING LEARNER AGENCY: A POSITIONING THEORY PERSPECTIVE by JAWAHIR IBRAHEEM ALSAWAT May 2024 Advisor: Dr. Sandra Gonzales Major: Curriculum and Instruction Degree: Doctor of Philosophy This qualitative multiple case study explores Saudi World Language English instructional approaches from a Positioning Theory perspective, focusing on empowering learner agency in tertiary-level education in Saudi Arabia. Using a combination of semi-structured interviews, classroom observations, researcher journals, and analysis of classroom documents, this research uncovers key findings. It reveals contradictions between educators' reported enthusiasm and actual classroom practices, as well as the negative impact of educators' positioning on teaching practices and student participation. The study underscores the need for a contextualized learning environment that fosters dialogical relationships and student-centered lecturing innovations to promote equity and acceptance. These insights inform world language programs in Saudi Higher Education Institutions, advocating for a shift towards inclusive instructional approaches that enhance learner agency and active engagement.
Recommended Citation
Alsawat, Jawahir, "Investigating Saudi World Language English Instructional Approaches To Empowering Learner Agency: A Positioning Theory Perspective" (2024). Wayne State University Dissertations. 4013.
https://digitalcommons.wayne.edu/oa_dissertations/4013
