Exploring the effectiveness of technology-enhanced self-access language learning (SALL) amongst primary level EFL learners in Saudi Arabia

Abstract

The Ministry of Education in Saudi Arabia has aimed to improve English language teaching in schools at all levels. However, there is a lack of autonomous learning opportunities in Saudi schools, with limited access to resources beyond the textbook. To address this issue, the present study attempts to explore the potential of self-access language learning (SALL) in primary schools to enhance students’ language learning environments, academic achievements, and performance in the English language, in line with the objectives of the Saudi Vision 2030. This study aims to explore the attitudes of young learners towards SALL, including the use of technology inside the school, and to explore their interactions and preferences for using resources and materials in SALL. Additionally, the study aims to examine the extent to which SALL is effective in promoting increased awareness of learning opportunities beyond the classroom. The sample for this study comprises three different groups: young learners, a teacher, and parents. For the young learners, the researcher selected seven students from one primary school from 6th grade (age 10-12 years). Qualitative data were collected through the use of students’ diary sheets, the researcher’s diary and semi-structured interviews with one teacher, two parents and the seven students. The study is grounded in Vygotsky’s Sociocultural Theory as the theoretical framework.
The results of the study suggest that the participants preferred digital materials and group work in SALL, and the teacher played a crucial role in promoting self-reliance over time. Participants showed a positive attitude towards SALL, with improved self-confidence and language proficiency in speaking, listening, reading and vocabulary. Moreover, the results have revealed that the use of digital resources and group work was deemed more effective than traditional teaching methods,
and participants reported improvement in academic achievements, proficiency, self-confidence, willingness to learn and personalities inside and outside the school. Overall, this study hopes to contribute to improving the education of young English learners in Saudi Arabia and provide theoretical and practical implications for foreign language acquisition and educational decision-makers in Saudi Arabia and beyond.

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