A Developmental Paradigm for English Language Instruction at Preparatory Year Programs

Abstract

Preparatory Year Programs (PYP) at Saudi universities are meant to narrow the gap between high school and tertiary education. Improving English language proficiency and skills among newly admitted university students is also a major objective of these programs. However, PYP programs do not achieve much outside the ordinary to set students on the road to the university. In particular, low-level English language proficiency and poor language skills are still apparent among most PYP students. Hence, this study is an attempt to conceptualize some of the challenges and obstacles faced by both English as a foreign language(EFL) teachers and students at the PYP program at a Saudi university. The study then develops a paradigm that can improve EFL practices and pedagogies within similar PYP programs. A number of 48 EFL teachers within the PYP program participated in the study, and then challenges were categorized into six subcategories relevant to the context of the study. Teacher participants' feedback was formulated into a developmental paradigm. The study used a questionnaire with open-ended questions. Results were analyzed using a qualitative descriptive research method. Findings of the study can be implemented by policymakers and educators within PYP programs. Introduction Preparatory Year Programs (PYP) were established in most Saudi universities in an attempt to prepare students to the university life, and to enhance their opportunity for success. Students' low levels in most subjects -especially English language -after finishing their high school were of concern for most policymakers and educators in Saudi Arabia. PYP programs are also meant to provide students with new opportunities for evaluation, and to guide them to the appropriate discipline based on new standards that differ from the standards they underwent at the end of high school (Al-Otaibi, 2015). The idea of PYP programs at Saudi universities is consistent with similar foundation programs at international universities in terms of the goal, but different in terms of the content. The preparatory year programs at world universities focus primarily on qualifying the student according to the specialization he/she wishes to join (Yednak, 2016), and designing educational programs that suit their abilities (Scaffolding Programs), and help them to study effectively (Arum & Roksa, 2011). For PYP programs at Saudi universities, developing students' skills in English language and subjecting them to scientific English content that is close to the content studied at high school is the main goal. Kenedy (2015) believes that PYP programs must adopt a holistic approach that requires all members of these programs including students, professors and administrators to cooperate. Kenedy also suggests that the role of academic guidance, students support programs, and libraries should be enhanced. However, PYP programs at Saudi universities lack a clear vision, and suffer from the inadequacy in adopting scientific models or concepts that can inform the design of these programs. Accordingly, English language programs within these PYP programs are not exempted; policymakers and program planners are required to identify the causes of these problems and to address proper solutions.