English modality and Saudi EFL students: An investigation of application trends

Mahdi Aben Ahmed

doi:10.21744/lingcure.v5nS4.2202

Authors

Mahdi Aben Ahmed Assistant Professor of TESOL and Applied Linguistics, Jubail English Language and Preparatory Year Institute, Education Sector, Royal Commission in Jubail

Keywords:

competence, modality, pedagogies, Saudi EFL learners

Abstract

This study explored the competence of Saudi EFL students in the use of English modality. It aimed to: 1) Identify Saudi EFL students’ level regarding use of modal verbs; 2) Identity the modal(s) they use most accurately; 3) Examine whether there is a significant difference in their ability attributed to the semantic function expressed by modality; and 4) Determine whether students’ level impacts their competence in the use of modals. An existing test was adapted, developed, and administered to 31 students at three universities in the Kingdom of Saudi Arabia. Findings revealed students’ low proficiency in the use of modals—only 24.35% of the test items were correctly answered. Might was the most correctly used modal—37.09% of the students used it accurately. The study found significant differences between students’ use of modals attributed to the sematic function. Significant differences were also found between the use of modals of possibility and obligation for the sake of possibility, and between volition and obligation for the sake of obligation. However, no significant difference between students’ responses attributed to the study level was reported. The study emphasized greater academic space for the component of English modals and adoption of learner-appropriate pedagogies.

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