SECOND COPY OF PARAPHRASED WORK

3.3.3 Procedure
The study was conducted with each participant individually. English was used to communicate
with native English-speaking participants during the experiment, whereas mixed Arabic and
English were used with Arabic-speaking participants to avoid any misunderstanding.

3.3.3 Procedure
A research study was conducted in which English language was used as a medium for contestant.
Two types of contestants are taking part in research. There are ones who can speak English
eloquently. On the other hand there are contestants who are fluent in Arabic language as they
belong from Saudi Arabia. During the study, they are allowed to communicate in mix EnglishArabic language. These effective language practices are taken in to account to escape
misinterpretations. Students are taking part on individual basis for this research
Due to the multiple tasks given, sessions were divided between tasks, starting with the
proficiency test, which was given in a separate session. The second session included the written
tasks, the background questionnaire, the written picture description task, the translation tasks
(story and sentences) and the judgment task. For the narration task, both Arabic and English were
given in two sessions. There were a total of four sessions. Once the non-linguistic task was over,
the participants engaged in the verbal task three days later to avoid any influence from the nonlinguistic task.

Participants were specified with certain well-defined tasks which were divided among them in
different periods. In non-verbal activities, contestants will be tested in four different types of
sessions. In first term, there aptitude level had been tested. In second term, they were tested
through different task which comprises of written test, questionnaires, translation test either story
or sentence, activities related to picture illustration and judgments test. English and Arabic were
divided in two terms for narration task. Three days of Non-verbal activities were carried out in
early session to escape any interruptions during linguistic sessions.
The English instructions were, In this task you will be presented with fourteen pictures in a
serial order one at a time. The participants were asked to tell to the interviewer (the author of
this thesis), What happens? in each drawing presented. The equivalent question, ?
(What happens?), was used for both groups of Arabic learners of L2 English, while the English
control group was asked the English version only. They were asked to provide a one-sentence
verbal description of what happened in each picture. They were instructed: Just say one short
sentence that simply focusses on the main action occurring in these pictures; do not digress in the
details. The short sentence should answer the question, What happens in each picture? The
time gap between the Arabic and English versions for the Arabic learners of L2 English has been
taken into account, so both languages would not be affected by each other.
The English and Arabic learning classes were listed with a picture description task. Both Arabic
beginners of L2 English and English beginners were instructed about this activity in detail by
their course mentors. Each participant will be provided with a set of fourteen pictures. One by
one each picture will be shown to them. Their task is to explain and understand the situation of
the picture to their interviewer. After the picture analysis, each contestant will have to describe
the picture in a small sentence or phrase. Contestants are not allowed to elaborate the description

of picture. They just have to precisely describe the situation and condition of the picture. The
purpose of this activity to answer the question that is What is happening in each picture. The
question was asked in Arabic specifically in Arabic learner of L2 English.
The participants were given two practice items to become familiar with the task before starting it.
For the oral task, these should not impose too many constraints on the desired description. It is
important that the participants were free to describe the pictures given in one sentence without
first being obliged to think too much about what they should or should not say.
Two practice sessions were provided to the contestants, which will help them in understanding
the objective of the task. Contestants can freely anticipate any type of descriptions that will be
related to pictures. The task will help participants in understanding English language. The will
learn to express their ideas verbally. Participants will be given a limited amount of time to
describe the situation of the picture. After in-depth examination, they should precisely describe
the pictures situation it in one small sentence.
Many researchers have suggested that the linguistic task must take place after the non-linguistic
task due to the transitory linguistic influence that the verbal activity could exert upon the nonlinguistic task performance if conducted first. In this case, at the time of the non-linguistic task,
the participant could still be under the influence of the linguistic encodings made during the
verbal performance Filipovic (2011).
When carrying out language task, it has been advisable by many researchers to conduct nonverbal activities first rather than verbal tasks. This is important because usually verbal task
outcomes depicts brief language exertion motions on non-verbal activities. So at the time of nonverbal test the language exertion will affect the participants performance. They will find it
difficult due to language encrypting activities in the course of verbal session.(Filipovic, 2011).

Researchers obtained permission from participants to take part in this study before the
participants filled out the questionnaire. They were asked to sign a consent form to indicate their
willingness to take a part in this study, their awareness of their rights and their understanding that
they could withdraw at any stage of the study.
Contestants were filling out approval forms for the research. They have a full right to extract
themselves from the research at any time. Researchers were conducting questionnaire for this
study. Contestant signed an agreement form which explains their rights morally and ethically.
Contestants will have complete awareness about this study.
It is worth mentioning that the tasks were administered over a period of four weeks for several
reasons, such as the number of participants and the number of tasks. Participants were also
informed of the number of tasks that they would be given and the amount of time it would take
to complete those tasks. On average, the narration task took approximately ten to fifteen minutes,
the written tasks, including the background questionnaire, took about one hour and the
proficiency test took just over thirty minutes.
It is important to direct and control each activity and task in an allotted period of time. The
English language learning activities will be carried out in four weeks. The learning session
course outline will be provided to all students in the start. The task outline will point out all the
sessions, activities and their completion time period. For example: the narration activity will take
about ten to fifteen minutes, written activity will be executed with in an hour. Similarly,
proficiency test will take almost half an hour.

It was challenging for the participants to find time to take part in the four tasks of the study due
to exams and lectures. I spoke to the lecturers, asking them to send me the students during
lecture times. As a token of appreciation, students in Saudi Arabia were given a silver-plated
necklace with their initials. Whereas students in United Kingdom were given, a ten-pound
voucher .Due to the reasons mentioned above thirty students took a part in the study in both
countries but twenty- five of each group complete the tasks fully.
Students from both countries, which is from Saudi Arabia and United Kingdom were taking part
this study. Thirty student participated in this study out of which total twenty-five students
accomplish their tasks completely. These students have a huge opportunity in future as they are
taking part in this research. Participants of this research project had a complex routine due to
their exams and study schedule. They were handling both tasks with devotion. Therefore, as a
reward the students of Arabic learner of L2 English will receive a silver-plated necklace with
their initials on them due to their commitment. Likewise, UK student from English learner class
will receive ten- pounds as a symbol of gratitude and dedication.
The two collaborating universities agreed to provide the rooms to conduct the speaking test.
The first page of the test consisted of brief demographic questions such as age, amount of
English language experience and certified proficiency level. Any participants who did not fit the
age or proficiency profile, including any mature students, bilingual students or students whose
L1 was not Arabic, were excluded from the final analysis. Furthermore, to protect the anonymity
of the participants, student numbers and faked names were used instead of participants real
names, and no personal identifying information was recorded.
Certain examining will be done before the test. Participants were asked about their abilities,
expertise and skills. There were few personal request for information on the test which involve

questions related to individual age, sex, level of education, English language status and
documentation related to English expertise. Those contestants who were failed to answers these
question properly or did not fit into mentioned requirements of the test, will be extracted from
the research. Participants identity will be safe and protected. No personal information will be
leaked out to anyone.

3.3.2.7 The judgment task

For the judgment task, the participants were given a set of ten simple written sentences divided
into two categories. Five of the sentences encoded path instead of manner, as in the Arabic
language, which follows the verb-framed structure, as shown in sentence no. 1 below. The
second group of five sentences encoded manner as in English, in which satellite-framed language
is structured, as shown in sentence no. 2 below. The participants were asked to judge whether the
sentences sounded good or poor and were then asked to rate the sentences on a scale of 1 to 5.
This task aimed to test the students recognition of the structure of English as a satellite-framed
language for L1 Arabic learners of L2 English (see Figure 1.4).
3.3.2.7 The Judgment Task
The judgment task was conducted on the basis of two different types of language structure. LI
Arabic learners and L2 English learner participant were examined on the basis of their
acknowledgement about the direction of movement of verb. The first construction was known as
Satellite-framed and the second one is verb-framed language structure. Therefore, contestants
were provided with a list of ten written sentences. They will judge the structure of these
sentences and will rate them accordingly from scale 1 to 5. Out of these ten sentences, five will
describe encoded path instead of motion in Arabic language which will be totally verb-framed

construction based. On the other hand, the next five will describe encoded motion in English
language which will be satellite-framed construction related.

The use of this judgment task, as Chomsky (1965, 1981) has observed, is the native speakers
judgments of (un) grammaticality that are taken as primary evidence, demonstrating the
linguistic competence of the speakers nature in which a sentence judged as grammatical by a
native speaker is part of that speakers mental grammar.
According to (Chomsky, 1965-1981) judgments based ungrammatically of individual who were
unfamiliar with native language, validate the verbal effortlessness and efficiency of speaker. On
the contrary, sentence which were being judged grammatically by a person who was fluent in
that language will demonstrate speakers mental understanding of grammar

3.3.6 Legal and ethical considerations

Ethical approval was sought and obtained from Bangor University in the United Kingdom,
and a written permission was obtained from Dammam University in the Kingdom of Saudi
Arabia, as the tasks were conducted with enrolled students in the above departments.
Informed consent was obtained from all of the participants by means of a short
presentation at the beginning of a scheduled class.

3.3.6 Legal and Ethical Considerations

Legal sanction was worthy and important for participants rights and understanding. These
permission approval forms were conducted from contestant before start of the session. Both
countrys education centers helped in maintaining a reliable legal medium for participants.

Bangor University of UK and Dammam University of Saudi Arabia provided ethical approval
and consent form respectively for students.

3.3.6.1 Informed consent

The participants were asked to sign consent forms in both Arabic and English and to retain
a copy of the information portion, which included contact details, in the case of any queries
or concerns. It was stressed that participation was voluntary, anonymous and would not
affect the students position or grades in the university in any way. They were also made
aware that they were welcome to contact the researcher at any time to ask about any aspect
of the research. It was stated by Bell (2010) that informed consent not only protects the
participants by ensuring that they are fully informed of the facts of the project, but it also
protects the researcher since they made a clear statement of the nature of the agreement.
The legal liability is covered.
3.3.6.1 Informed Consent
According to (Bell, 2010) a legal agreement safeguards the moral and ethical rights of
contestants as well as the researcher. It give a sense of security and awareness about the whole
research assignment. An agreement help in enclosing the legitimate responsibility in all terms. In
this whole participation session, any contestant can contact and ask questions regarding the study
with the researcher. Both can interchange their ideas with each other about any part of the
research. Participant of English learner L1 and Arabic English learner L2 should go through the
agreement thoroughly before signing it. A consent form contains personal contact information for
future safety measures. Participants were volunteering freely, without any pressure. This research
participation will not reveal contestants personal identity. So, all participants either English

learner L1 or Arabic English learner L2 should sign the agreement form and keep the other half
of the information with them for any further inquiry or concerns.

3.3.6.2 Rights to withdraw:

Fraenkel, Hyun and Wallen (2012) stated that researchers must respect the participants
right to withdraw at any stage of the project. The participants should be able to withdraw
at any time, and the researchers email was provided in case anyone needed to withdraw. In
addition, they were informed that if they wanted to withdraw, they could notify the
researcher by email or a face-to-face meeting; they did not need to justify their actions. In
this circumstance, any data relating to that participant would be destroyed.
3.3.6.2 Rights to Withdraw
It is the moral and ethical right of a contestant to extract themselves from the study at any time
and a researcher must understand their circumstances (Fraenkel, Hyun & Wallen, 2012).
Participants shouldnt have to worry as their personal information will be erased on immediate
basis. The agreement form should provide contestant with researchers e-mail address in any
case of inquiry. Participants can discuss any aspect of research with them or inform them about
their withdrawal. In any case, an email address will help participant to contact with them easily.
Participants can notify them either through email or through meeting, in any way researcher can
never ask about their purpose of withdrawal.

3.3.6.3 Anonymity and confidentiality:

The participants identities will be kept confidential at all times. Any information that may
identify a participant will not be published, and this information will not be shared with

anyone. It is impractical to keep the full anonymity of the participants, as the researcher
will need to know the identity of the participants to send follow-up letters (Bell, 2010).
Therefore, their anonymity will be ensured, except that the researcher and the supervisors
will have access to their information. This information will be stored on a passwordprotected computer or in a locked and secured locker, and it will be destroyed by the
specified deadline. The researcher guaranteed the confidentiality of the speakers identities
and their recorded voices.
3.3.6.3 Anonymity and Confidentiality
Contestants who are taking part in this research will share their personal information, which
should be kept private and secret. Their personal details should be guarded with safety. All these
personal details of contestants will be deleted at the end of the research. As this matter is directly
related to legal and ethical rights of a contestant. Even if, participants identity will remain
hidden still researcher needs to send complement letters to them, which is why some of their
information will be given to researcher for future contact (Bell, 2010). Researcher will guarantee
their confidentiality. All of their details will be kept in a password protect system or in a secured
locker, whose access will only be given to supervisor and researchers.
3.3.6.4 Debriefing:
By the end of the study, the participants will receive letters explaining the findings of the
research. Jackson (2014) explained that a debriefing should be done shortly after the data
collection to avoid any harm that might have occurred, explaining the value of the research
findings for the participants and for society in general. It will describe how their
contribution positively affected the research.

3.3.6.4 Debriefing
The term debriefing clarifies the tone of the research. This procedure was done after the data
collection method, to protect the findings of the research. In this step, researcher will initiate the
finding of the study to all the contestants and elaborate the assessment of conclusions for
contestant and for everyone else (Jackson, 2014). Researcher will send a letter about the
conclusion of the study and to all contestant in the end. This letter will appreciate them for their
devotion, constructive involvement and gratitude towards the study.

3.3.6.5 Data storage:

It is important to keep any human participant data under lock and key or on a computer
that is not accessible by anyone and is password-protected to comply with ethical
requirements (Wisker, 2008). The data will be reported in the researchers PhD thesis. The
participants personal information will be used only for statistical purposes and will not be
accessible by anyone other than the researcher. Group results will be reported; if individual
results are reported, this will not lead to the identification of the participants. The identities
will be made anonymous by coding and by giving random numbers when presenting the
research results.
3.3.6.5 Data storage
Wisker (2008) stated that according to a legal consent participants personal details should kept
in an unapproachable password protect system or in a secured locker. These information should
only be accessible to supervisor and researchers for future concerns. Researchers should mention
their contributors name in their thesis report, while presenting their results. Their names should
be kept private. Participants should be provided with numeral numbers to cover up their personal

identification while demonstrating research findings, which is why only group finding should be
recorded. Their personal information will be beneficial when analyzed for statistical purpose.