Date of Award
Doctor of Philosophy
This study investigated teachers perspectives toward integrating culture into language teaching in Saudi Arabia. In particular, the research sought to investigate the reported perceptions and attitudes of English teachers in Saudi Arabia toward cultures role in learning and teaching English as a foreign language (EFL). The study also examined the relationship between teachers opinions and their practices, what teachers understand by integrating culture into an EFL context, and the materials and strategies that teachers use in their classrooms related to culture and challenges that they might face. Data were gathered from full-time teachers, and a mixed-methods approach was employed to collect data through a questionnaire and semi-structured interviews. The findings indicated that most teachers have positive attitudes toward integrating culture into language teaching. The reasons behind these positive attitudes include, but are not limited to, the fact that culture can help learners improve their language skills, help students become tolerant toward others, and make them understand their own culture. The results showed that teachers include big C culture and little c culture when they refer to culture teaching in foreign language classes. A relationship exists between teachers opinions and their practices, i.e., teachers try to practice what they believe. The findings imply that teachers try to improve students intercultural competence by improving learners knowledge, skills, and attitudes by using different strategies and materials. However, teachers in the study faced some challenges when they tried to integrate culture into language teaching, such as insufficient class time and overcrowded classrooms.
Dissertation or thesis originally submitted to ProQuest
Almohawes, Monera, "INVESTIGATING TEACHERS PERSPECTIVES TOWARD INTEGRATING CULTURE INTO LEARNING AND TEACHING ENGLISH AS A FOREIGN LANGUAGE" (2020). Electronic Theses and Dissertations. 2416.