Teaching with Relevance: Saudi Students’ Perceptions of a Foundation Course in Communication Skills

Philline M. Deraney

Abstract


This study explores undergraduate students' perceptions of a foundation-year communication skills course at a large public university in Saudi Arabia from the aspects of perceived course effectiveness and relevance using a cross-sectional survey research design. The survey yielded scaled and short-answer responses, which were then analyzed using statistical and thematic analyses.  The results revealed that first-year undergraduate students (n=209) in this study perceive communication skills as important for their future career and in major areas of their lives, and consider being a ’good’ communicator as part of their cultural and religious heritage. Participants further define communication skills as predominantly an oral, information transfer that builds relationships with others from interpersonal and intercultural aspects.   The findings also revealed disagreement and uncertainty about the communication course focus and requirement, relevance of course assignments and materials, and language of instruction. Recommendations for teaching communication skills with relevance in this context include explicit, focused communication instruction, student-centered practical activities with cultural relevance, and, moving forward, coursework that integrates the communication discipline with the needs of the students’ academic fields. Future research in this area could enhance teaching communication skills in the Saudi context and lead to more relevant instruction that could positively impact students in their professional lives.

https://doi.org/10.26803/ijlter.20.2.11


Keywords


communication skills; culturally-relevant teaching; foundation year; Saudi Arabia

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References


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