Promoting Communicative Skills and Cultural Understanding among Saudi EFL Students Joining Summer English Programs at US Universities - A Web-Based Project

Oct 15, 2026

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English-centered summer intensive programs at US universities are increasingly used to strengthen Saudi EFL learners’ oral competencies, driven by limitations of local CLT practices, large class sizes, and reliance on traditional methods. After arrival, students still face communicative and academic challenges and sociolinguistic gaps that can cause breakdowns. The proposal recommends a prior four-week web-based language software program at Jazan University, combining online listening, vocabulary, writing, grammar, and reading with aligned in-class speaking to prepare students for US communicative norms.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Abstract

Keywords

1. Introduction

2. Teaching Scenario

Advances in Language and Literary Studies ISSN: 2203-4714 Vol. 7 No. 6; December 2016 Australian International Academic Centre, Australia | | | | | --- | --- | --- | | | | | | | Flourishing Creativity & Literacy | | | | | | Promoting Communicative Skills and Cultural Understanding among Saudi EFL Students Joining Summer English Programs at US Universities: A Web-Based Project Sami Ali Nasr Al-wossabi English Department, Faculty of Arts and Humanities, Jazan University, Jazan, Saudi Arabia E-mail: [sami_ed@hotmail.com](sami_ed@hotmail.com) Doi:10.7575/aiac.alls.v.7n.6p.36 Received: 22/08/2016 URL: [http://dx.doi.org/10.7575/aiac.alls.v.7n.6p.36](http://dx.doi.org/10.7575/aiac.alls.v.7n.6p.36) Accepted: 28/09/2016 Abstract As English is one of the most spoken languages in the globally interconnected world of today, many Saudi universities are enrolling their EFL students in summer intensive English programs at US universities. The main purpose is to enhance their EFL students' oral competencies. This new policy is, in fact, the result of the failure of CLT practices in local universities (Liao, 2004; Nunan, 2003), large EFL classes and students' low proficiency (Yu, 2001; Li, 1998) and EFL teachers' preference for using traditional methods rather than communicative ones (Chowdhry, 2010; Littlewood, 2007) . However, Saudi students, upon arrival to the US, encounter challenging communicative situations. The present study, therefore, advocates the implementation of four-week language software program in Jazan university prior to the later four-week language program in US universities. The aim is to prepare EFL Saudi students for the communicative and academic situations and cultural norm they would be encountering and experiencing in the USA. The project includes two modalities; online learning and in class learning. The online learning entails a language software contentbased program with emphasis on listening, vocabulary, writing, grammar and reading skills. The in-class learning includes only speaking activities that are paralleled and compatible to the online thematic content. Thus, the main focus of the present paper will primarily be directed to providing a detailed description of the online language software and the different elements involved in constituting it. Keywords: language software components, integrated skills, communicative competencies, intensive language programs, cultural and sociolinguistic norms 1. Introduction Due to the significance and importance of English as the most widely spoken language in the world, Saudi universities are noticeably coordinating with American universities to register their students in summer intensive English programs held at these universities. Being selected for such language programs is highly competitive and nominees are expected to have a good command of English. However, most of the nominees lack the ability to communicate purposefully and meaningfully in the target language. This insufficiency in producing oral output is, in fact, one of the main reason that lies behind sending Saudi EFL students to intensive English programs at American universities. However, most students when returning back revealed that they have encountered many challenging communicative and academic situations and speech behaviors where they lacked proper linguistic devices and sociolinguistic rules necessary to sustain conversations and avoid communication breakdowns. Hence, the present project proposal suggests that students need to be prepared linguistically and culturally prior to travelling to the US. The project involves two modalities. One mode is the online language software which is meant to integratively enhance students' language skills (listening, reading, writing, grammar and vocabulary) and promote cultural understanding of American culture and customs via the use of authentic language materials. The second is in class speaking activities which wil

FAQs

What problem does the project address for Saudi EFL students entering US summer programs?

Many students lack purposeful and meaningful communication ability, and after arrival they face challenging communicative and academic situations due to missing linguistic devices and sociolinguistic rules.

What is the main structure of the proposed project?

The project uses two modalities: an online language software program and in-class speaking activities aligned with the online content.

What skills does the online language software focus on?

The online program emphasizes listening, vocabulary, writing, grammar, and reading skills through language software content and authentic materials.

Oct 15, 2026

Uploaded by Terk