An Eclectic Approach to Teaching the English Tense System to Arabic-Speaking Learners of English: A Pilot Study

Abstract

The proper use of tenses is one problem facing Arabic-speaking learners of English when they are taught them and their uses. One of the reasons is the traditional method through which students were taught grammar. The aim of the study is to implement an eclectic approach for teaching the English tenses to Arabic-speaking learners of English. In this experimental study, Saudi female freshman nursing students in an intensive English course were randomly sampled into a study group taught using the eclectic approach and a control group. The approach incorporates four phases: reception and assimilation, accommodation, production, and ongoing self-assessment. Pre-, mid-, and post-tests evaluated language awareness tasks, reading and writing skills, and vocabulary across the semester. Repeated measures ANOVA showed statistically significant differences between the two groups over time in language awareness and reading and writing skills, but not in vocabulary. The eclectic approach had the highest effect on language awareness, though a larger sample is needed to verify its effectiveness.