Saudi University Teachers and Students Navigating Curriculum Change in Academic Writing : A Complex Adaptive System Perspective

Alzahrani, Maha and Tusting, Karin and Pill, John (2024) Saudi University Teachers and Students Navigating Curriculum Change in Academic Writing : A Complex Adaptive System Perspective. PhD thesis, Lancaster University.

Text (2024MahaPhd)
2024MahaPhd.pdf - Published Version
Download (2MB)

Abstract

This research focuses on an academic English Language Program for preparatory year (PY) university students in Saudi Arabia, emphasizing the academic writing component. Prompted by educational changes in Saudi Arabia and within the study context, the study examines the impact of curriculum changes introduced in 2020 to improve students’ academic writing skills. The study aims to: (1) examine factors leading to curriculum changes, (2) explore teachers’ perceptions of writing instructional practices, (3) understand preparatory year students’ experiences in learning academic writing, and (4) highlight educational and contextual factors influencing teachers and students at a Saudi university. Through the framework of a complex adaptive system (CAS), the study highlights interactions among agents and elements within the system. Data were obtained through semi-structured interviews with teachers and students, and through materials analysis. Findings emphasized the interconnectedness of the national and institutional contexts, influenced by Vision 2030, which promote English as the Medium of Instruction (EMI) at Saudi higher education. The English Language Center (ELC) has adapted its curriculum to improve writing instruction, driven by EMI policies. Leadership dynamics, influenced by KASP experiences, have been crucial in driving these changes. At the agent level, some teachers have demonstrated qualities of being agents of change, showing adaptability and innovation in their classes; however, the top-down policy to curriculum changes at the ELC has limited the clarity of the English course and affected teacher agency. Students’ prior experiences with English writing vary, impacting their readiness for university-level writing. The Preparatory Year demand and curriculum are seen by students as both beneficial and challenging due to its intensive nature. The main implications of the study point out the importance of aligning educational policies with national goals such as Vision 2030 to ensure effective contributions from higher education institutions to national reforms. Empowering teachers by involving them in curriculum changes enhances their professional agency and autonomy. Establishing systems for continuous evaluation and feedback can ensure curriculum changes remain relevant and effective, supporting ongoing professional development.