2. Research process
Background of the study
Statement of the problem
Literature review
Methods
Findings and conclusion
References
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4. Britishhigher education system
Increasing the number of students
Students’ preparation
Students’ academic background
Students’ culture
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5. Students’ level of English
Students’ lack of knowledge
Teachers, Lecturers, etc lack of
knowledge
Students’ preparation
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6. Therefore, the following research questions have been set for the
study:
What are the needs of the Saudi students in British
postgraduate programmes in terms of language and
academic culture?
What is the best preparation needed for Saudi students as
they enter British postgraduate programmes?
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7. Needs analysis is what learners will be required to do with a
foreign language in a target situation, and how learners might
best master the target language during the period of training
(West, 1994, p.1).
Uzpaliene and Kavaliauskiene (2003:35) go further by
describing needs analysis as a complex process which is
usually followed by syllabus design, selection of course
materials teaching/learning a course and evaluation.
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11. Mixed methods of (questionnaire, interview, and
observation)
Onwuegbuzie and Turner (2007:123) defined mixed
methods:
“mixed methods research is the type of research in which a
research or team of researchers combines elements of
qualitative and quantitative research approaches (e.g.
use of qualitative and quantitative view points, data
collection, analysis, inference techniques) for the board
purposes of the breadth and depth of understanding and
corroboration".
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14. Section 1: Background and general information
Section 2: Saudi students, experience in learning English
language in Saudi Arabia
Section 3: Current Saudi students' preparation for
entering tertiary institutions in the UK.
Section 4: English language difficulties in British
Academic Mode.
Section 5: Cultural experiences and difficulties in the
British academic mode.
Section 6: Students' preferences in EAP class (preferences
in teaching style)
Section 7: Learning strategies
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15. These interviews were composed of three
sets:
o First set was conducted with postgraduate students.
o Second set was conducted with students studying in
the EAS programme.
o Third set was conducted with teachers teaching in the
EAS programme.
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16. Difficulties in speaking and listening
Participating in the class e.g. gender and age
Learning system e.g. discussion based
Using visual aids e.g. Projector
Speaking from notes
Asking and answering questions
Speaking clearly (pronunciation)
Speaking accurately (grammar)
Speaking with a wide range of vocabulary
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17. Preparing strategy
Investigating students’ needs before their arrival
Understanding students’ learning preferences
Make it clear to students that speaking is an important
Increase students vocabulary in their field
Teaching student communication skills
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18. Research process
Background of the study
Statement of the problem
Literature review
Methods
Findings and conclusion
References
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19. Al-Zaid. A (1982). Education in Saudi Arabia (2nd ed). KSA: Tihama.
Blue, G. (2001). Determine the language learning needs of students of Art and Design.
Southampton papers in language and cultural. (1): 71-89
Dudley – Evans, T and St John. (1998). Development in English for Specific Purposes: A
Multi-disciplinary Approach. Cambridge: Cambridge University Press.
Evans, S. & Green, C. (2007). Why EAP is necessary: A survey of Hong Kong tertiary
students. Journal of English for Academic Purposes, (6): 3-17.
Ferris, D, (1998). Students' views of Academic Aural/Oral skills: A comparative needs
analysis. TESOL, Quarterly, (30): 31-58
Ferris, D. & Tagg, T. (1996). Academic oral communication needs of EAP learners: What
subject-matter instructors actually require. TESOL Quarterly, (30): 31-58.
Gajdzik, P ,(2005). Relationship between Self-efficacy Beliefs and Socio-cultural Adjustment
of International Graduate Students and American Graduate Students. Unpublished PhD thesis.
Baylor University.
Nomnian, S, (2008). Position in Multilanguage classrooms. A case study of Thai students in
British universities. Unpublished PhD Thesis. Licetar University. UK.
Park, S,S.(2006). The impact of English language and cultural variations on Korean students
in Australian under graduate Programs. Unpublished PhD thesis. University of southern
Queensland, Australia.
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