Application of Coaching

as a Teaching Model in
English as a Foreign
Language Classroom in
Saudi Arabia
Dr. Wesal Yousef Ali
PhD on English Language Department, University collage of Taymma, University of Tabuk, Saudi
Arabia

ABSTRACT: This research introduces an EFL instructional strategy

grounded in coaching as a pedagogical approach. EFL education may
encompass three distinct styles of coaching: peer coaching among
educators, educator-to-learner interactions coaching and peer
coaching among students. Educators' Peer coaching improves
collaborative teaching, which can Enhance the quality of English as a
Foreign Language instruction. A teacher is capable to mentor pupils in
their writing process and oral presentations peer coaching, which
facilitates pupils' development in Composition and verbal presentation.
Peer tutoring among Students can enhance four fundamental aspects
of second language acquisition. language acquisition—listening,
reading, and writing Articulating. This project encompasses a unit plan
that is intended to improve students' writing and speaking skills
presenting skills through peer collaboration and Evaluation.

INTRODUCTION
The increasing emphasis on English as a Foreign Language (EFL) in Saudi
Arabia is a reflection of the country’s ongoing efforts toward globalization,

35
 economic diversification, and educational advancement. In recent years, English
has become more than just a language subject; it is now considered a critical tool
for accessing global knowledge, participating in international business, and
pursuing higher education opportunities. This shift aligns with Saudi Arabia’s
strategic vision to diversify its economy and integrate more fully into the global
market, where English proficiency is often a prerequisite.
Despite this growing recognition of English’s importance, the traditional EFL
teaching approaches in Saudi Arabia have predominantly relied on methods that
focus on rote memorization, grammar instruction, and translation techniques.
While these methods can contribute to a foundational understanding of English,
they often fall short in promoting practical language use, communicative skills,
and critical thinking. As a result, many students struggle with applying their
English knowledge in real-world situations, such as conversations, writing tasks,
or understanding context-based nuances.
This research proposes the use of coaching as an innovative approach to teaching
English in Saudi EFL classrooms. Unlike traditional methods, coaching
emphasizes a student-centered approach that focuses on developing
communication skills through active learning, personalized feedback, and
continuous support. Coaching strategies can include activities like role-playing,
collaborative projects, and individualized learning plans, all of which aim to
enhance the students' ability to use English in practical and interactive contexts.
This study seeks to investigate how such a coaching model can be integrated into
Saudi EFL classrooms to improve language proficiency, increase student
motivation, and foster a more engaging learning environment.
The primary objective of this research is to analyze the potential benefits of
adopting coaching methodologies in EFL instruction and to explore practical
ways to implement these methods within the Saudi educational framework. It will
examine how coaching can address the gap between the theoretical understanding
of English and its practical application, thus providing students with the tools
they need to succeed academically and professionally. Additionally, this study
aims to provide insights that can guide educational policymakers and
practitioners in Saudi Arabia toward creating more effective and engaging EFL
programs. By doing so, it could significantly impact the future direction of
language education in Saudi Arabia, making it more aligned with the country’s
broader goals of economic and social development.

REVIEW OF THE LITERATURE

English as a Foreign Language (EFL) education in Saudi Arabia has traditionally
relied on rote memorization, grammar-focused instruction, and translation
methods. While these approaches provide a basic understanding of the language,
they often fail to equip students with the necessary skills to use English
effectively in practical scenarios. This has created a disconnect between language

36 Philip Roth Studies Vol. 20 (2) 2024

 knowledge and its real-world application, particularly in areas such as speaking,
listening, and contextual communication.
Recent studies have called for more innovative and interactive teaching methods
that emphasize student engagement and active participation. One such approach
is coaching, which focuses on personalized learning, collaborative tasks, and
continuous feedback. Research highlights its potential to improve language
acquisition and enhance student motivation (Jones, 2018). Despite these
promising findings, the application of coaching in Saudi EFL classrooms remains
limited, necessitating further research to adapt and evaluate its effectiveness
within the local cultural and educational context (Al-Seghayer, 2019).

PROBLEM STATEMENT
EFL instruction in Saudi Arabia faces a significant challenge in bridging the gap
between theoretical learning and practical language use. Current teaching
methods often leave students unable to apply their English skills in everyday
situations, which impacts their ability to communicate effectively. This study
aims to address this issue by exploring the integration of coaching as a
pedagogical model, providing a learner-centered approach that aligns with the
specific needs and aspirations of Saudi students in developing communicative
competence.

METHODS
The research in Saudi EFL classrooms employed a mixed-methods design,
integrating both qualitative and quantitative approaches to offer a thorough
analysis of the coaching model’s impact. This approach involved several key
components, including surveys, classroom observations, pre- and post-tests, and
semi-structured interviews. Surveys were administered to EFL teachers and
students to collect data on their perspectives and experiences with the coaching
approach, providing a broad view of its reception and perceived effectiveness.
Classroom observations were conducted to directly examine how the coaching
model was implemented, with a particular focus on interactions between teachers
and students, as well as collaborative activities among students during lessons.
These observations aimed to capture real-time dynamics and the practical
application of coaching strategies in the classroom environment.
To quantify changes in language proficiency, pre- and post-tests were
administered to students before and after a six-week instructional unit that
integrated coaching techniques. These tests offered measurable insights into the
development of students’ language skills, allowing for a comparison of their
abilities before and after the intervention.
Additionally, semi-structured interviews were conducted with a selected group of
teachers to delve deeper into their views on the coaching model. These interviews

Dr. Wesal Yousef Ali Philip Roth Studies 33

 explored how coaching influenced their teaching methods, challenges they faced,
and the perceived benefits for student engagement and learning outcomes.
Data analysis involved a combination of thematic analysis for the qualitative data,
such as insights from interviews and observations, and descriptive statistical
analysis for the quantitative data gathered from surveys and test results. This
mixed-methods approach enabled a holistic understanding of how coaching
practices shape language learning within the specific cultural and educational
context of Saudi EFL classrooms, offering insights into both the effectiveness of
the model and the practical considerations for its implementation.

THEORETICAL FRAMEWORK
The theoretical framework, rooted in existing literature, highlights five
fundamental concepts:
(1) the writing process,
(2) peer review practices,
(3) oral presentation skills,
(4) collaborative teaching methods, and
(5) the use of coaching as a pedagogical strategy.

These elements are synthesized into an instructional model tailored for EFL
(English as a Foreign Language) teaching, with a strong emphasis on coaching
methodologies as the foundation for curriculum development. The proposed
model integrates coaching principles into EFL education through three distinct
approaches: peer coaching among educators, teacher-student coaching, and peer
coaching among learners.
Peer coaching among teachers encourages collaboration between native English-
speaking (NES) and non-native English-speaking (NNES) instructors, either in
homogeneous or heterogeneous language pairings. Teacher-student coaching
focuses on providing individualized guidance and support within the classroom
setting. The model is structured around three core components: guiding students
through the stages of the writing process, supporting their oral communication
skills in English, and enabling effective peer coaching dynamics.
To implement peer coaching among students successfully, educators must
provide clear instructions and strategies for constructive engagement. This form
of student-to-student coaching involves offering feedback on written assignments
and conducting peer evaluations of oral presentations. By combining these three
coaching dimensions, the model seeks to enhance the overall quality and impact
of EFL instruction, fostering a more collaborative and supportive learning
environment.

38 Philip Roth Studies Vol. 20 (2) 2024

 THE MODEL'S COMPONENTS

Teacher-to-Teacher Peer Coaching Models

The first element of the model is peer coaching among teachers. In the context of
TESOL instruction, there are three variations: peer coaching between native
English-speaking (NES) teachers, between non-native English-speaking (NNES)
teachers, and between NES and NNES teachers. The most prevalent forms of
collaborative teaching in EFL involve partnerships between NES and NNES
teachers or between NNES teachers. These three forms of collaboration offer
distinct strengths and limitations in terms of teachers' pedagogical knowledge
(PK), cultural knowledge and understanding of students' native culture (NC) and
target culture (TC), as well as their linguistic knowledge of the students' first
language (L1) and second language (L2). In practice, NES teachers may differ in
their pedagogical knowledge and their understanding of L1, L2, NC, and TC. The
examples in the chart represent extreme scenarios, assuming that an NES teacher
has limited knowledge of L1 (in this case, Arabic) and NC (in this case, Saudi
culture) but strong knowledge of L2 (English) and TC (English-speaking culture).
Conversely, this assumes NNES teachers have opposite strengths, though their
expertise in these areas can also vary significantly.
Collaborative Teaching Between Native and Non-Native English-Speaking
Teachers.
In EFL settings, collaboration between NES and NNES teachers through peer
coaching offers significant advantages for both educators and students. For
optimal EFL instruction, NES and NNES teachers leverage their respective
strengths and work together to address their weaknesses. Peer coaching enables
NES teachers to deepen their understanding of L1 and the students' native culture
(NC), while NNES teachers gain a better grasp of L2 and the target culture (TC).
Additionally, NNES teachers refine their pedagogical skills and explore new
teaching strategies through collaboration with NES teachers, benefiting both
groups.
Students benefit significantly from the collaborative teaching between NES and
NNES teachers. In many EFL contexts, students often lack sufficient
opportunities to engage with their target language. Collaborative teaching helps
address this gap by providing a richer language-learning environment. Through
this approach, students experience a balanced exposure to both native and non-
native perspectives on the language. They gain more opportunities to practice
speaking and listening, both inside and outside the classroom. The diverse
insights from NES and NNES teachers also help students understand cultural
nuances and develop a more holistic understanding of the target language and its
cultural context.
Collaborative Teaching Among Non-Native English-Speaking Teachers

Dr. Wesal Yousef Ali Philip Roth Studies 33

 While the scope of collaboration might be more restricted, peer coaching among
NNES teachers remains valuable. It enables them to exchange their knowledge,
experiences, and insights into teaching practices. For such a collaborative
teaching and coaching approach to be effective, it is essential that teachers have a
shared vision, aligned norms, beliefs, and values. Additionally, they should
maintain equality, jointly engage in decision-making, take collective
responsibility for outcomes, and foster mutual trust (Friend & Cook, 1996).
Teacher-to-Student Coaching Model
The second element of this model focuses on teachers coaching their students.
Providing individualized coaching to students or small groups is an effective way
to enhance their English skills. Since students often have varying strengths and
weaknesses in English, they require tailored learning approaches in both content
and methodology. Addressing these diverse needs within a standard EFL
classroom setting can be challenging for an instructor. However, coaching serves
as a valuable supplement to regular EFL classes, allowing for more personalized
support and guidance. Through coaching, instructors can create a tailored learning
environment for each student, effectively enhancing their English proficiency.
This approach allows teachers to address individual needs, fostering improvement
in students' language skills. This thesis emphasizes coaching in two key areas: the
writing process and oral presentation skills.
Coaching Students in the Writing Process
In addition to regular instruction, teacher-to-student coaching is an effective
approach for guiding students through the English writing process. This method
allows the teacher to take into account each student's unique strengths and
weaknesses, providing tailored guidance to teach the writing process in a more
effective and personalized manner.
The writing process can be broadly divided into three main stages: prewriting,
drafting, and revising/editing. Each stage includes several key activities. During
the prewriting stage, students engage in activities such as freewriting,
brainstorming, clustering or mapping, creating a topic tree, and reading a variety
of relevant sources. The drafting stage involves composing paragraphs,
expanding ideas, creating an outline, and structuring the introduction and
conclusion. In the revising and editing stage, students review their work and make
improvements, followed by proofreading to correct errors in mechanics,
grammar, punctuation, usage, and spelling.
Coaching Students in Peer Coaching
A key aspect of teacher-to-student coaching in the EFL class model is guiding
students on how to effectively engage in peer coaching. This includes training
them to conduct peer reviews during the writing process and to use peer
assessment for oral presentations. During peer review sessions, the teacher acts as
a facilitator, troubleshooter, and advisor for individual students. Without proper
guidance from the instructor, student-led peer coaching sessions may lack focus
and fail to achieve their intended outcomes.

40 Philip Roth Studies Vol. 20 (2) 2024

 In both peer review for writing and peer assessment for oral presentations, it is
essential for the teacher to provide students with clear, manageable tasks and a
peer-review sheet containing helpful guidelines and questions for evaluating their
peers' work. Additionally, students should be taught how to give constructive,
specific feedback and how to accept feedback from their peers. The teacher
should establish and teach rules for effective peer review, such as listening
attentively to all feedback, refraining from disputing peers' opinions, and asking
for clarification or examples when needed. Coaching serves as an effective
method for guiding students through these processes.
Student-to-Student Peer Coaching Model
The third element of the model focuses on peer coaching among students, which
is a highly effective method for EFL/ESL instruction. Numerous studies indicate
that with proper coaching techniques, EFL/ESL students can greatly enhance
their English skills. Peer coaching is particularly beneficial for developing
students' writing and oral presentation abilities, as these areas thrive on active,
positive, and constructive feedback, which peer coaching is well-suited to
provide.
Peer Review for Writing
Peer review in EFL/ESL writing offers benefits similar to those in general writing
classes. It creates a real sense of audience within the writing classroom, promotes
the development of critical reading and thinking skills, and encourages students
to refine their intended message by exploring different perspectives. Additionally,
it strengthens students' communication abilities and enhances their editing and
revising skills. As a result, peer review serves as an effective tool for helping
EFL/ESL students improve their English writing proficiency.
In general writing classes, instructors often pair students with differing levels of
competence and linguistic backgrounds. However, in EFL/ESL classrooms,
pairing students who share the same language background can be beneficial, as it
enables them to gain a deeper understanding of their own challenges by observing
the areas where their peers need improvement. For a peer-review process to be
effective in the EFL/ESL classroom as part of a coaching approach, instructors
must ensure that students are well-trained to engage meaningfully in peer-review
activities and are provided with clear and detailed guidelines.
Peer Assessment for Oral Presentation
Peer coaching is an excellent method for enhancing EFL students' oral
presentation abilities. Through this approach, students become more engaged in
their learning and take responsibility for both providing and receiving
constructive feedback. This interaction with peers helps students to refine their
oral presentation skills while also developing their speaking and listening
abilities.
Peer assessment also supports EFL students in managing speech anxiety and
improving limited presentation skills, which are common challenges for EFL
learners. Peer coaching fosters a supportive environment where students feel

Dr. Wesal Yousef Ali Philip Roth Studies 33

 more at ease with delivering presentations in English. Similar to peer review in
the writing process, effective peer assessment of English oral presentations
requires clear guidance from the instructor regarding the assessment criteria.
It is important to note that during peer review of writing and peer assessment of
oral presentations, EFL students have the opportunity to practice all key language
skills—listening, speaking, reading, and writing. Through peer coaching, students
can simultaneously strengthen these essential areas of their English proficiency.
These three types of coaching form the foundation of the proposed EFL
instruction model. As outlined earlier, coaching offers significant benefits for
both teachers and students. This approach can greatly enhance the effectiveness
of EFL instruction, supporting students' progress and development in the
language.
Curriculum Design
This section outlines the design of a curriculum based on the coaching approaches
for EFL instruction. These approaches include the teacher-to-teacher peer
coaching model, the teacher-to-student coaching model, and the student-to-
student peer coaching model. These models are integrated into a practical lesson
plan aimed at enhancing the English proficiency of EFL college students. The
rationale for this unit plan is to present a framework for EFL instruction that
leverages coaching strategies through collaborative practices among teachers and
active peer interaction. The focus is on enhancing students' skills in writing and
oral presentations. Teachers participate in peer coaching sessions both before and
after class, while teacher-to-student and student-to-student peer coaching are
implemented during classroom activities.
To ensure effective classroom instruction, collaboration between NES and NNES
teachers is an essential component in EFL teaching. Collaborative teaching can
take three forms: peer coaching between NES teachers, between NES and NNES
teachers, and between NNES teachers. The benefits of peer coaching among
teachers in preparing unit plan lessons stem from the exchange of pedagogical
strategies and expertise, the enhancement of linguistic knowledge in both L1 and
L2, and the enrichment of cultural understanding related to both native and target
cultures.
To address the diverse methodological needs and varying English proficiency
levels of students, professional coaching by an instructor—whether for
individuals or small groups—proves to be an effective approach for enhancing
English language skills. In this unit plan, the instructor guides students in writing
a creative story by applying the writing process, delivering speeches while
managing speech anxiety through oral presentation techniques, and engaging in
peer coaching activities.
When implemented with clear and structured procedures, peer coaching among
students becomes a highly effective method in EFL instruction, significantly
improving key linguistic competencies in English, including speaking, listening,
reading, and writing. This project outlines strategies and provides materials to

42 Philip Roth Studies Vol. 20 (2) 2024

 foster positive and constructive peer interactions, such as reviewing peers' written
work, coaching on effective speech delivery, and evaluating peers’ oral
presentations.
Curriculum Content Overview
The curriculum emphasizes enhancing students' writing abilities and oral
presentation skills through collaborative peer activities. It is structured into six
interconnected lessons, designed to guide students in crafting a creative story and
presenting it to an audience.
• Lesson One focuses on building foundational writing skills by
teaching students the processes of planning, drafting, and revising their
work.
• Lesson Two encourages students to apply these skills by composing
a story based on their family's cultural and historical myths, utilizing the
techniques introduced in Lesson One.
• Lesson Three introduces students to revision and editing practices
using specific writing criteria and peer feedback.
• Lesson Four shifts the focus to oral presentation, equipping students
with the techniques and skills necessary for effective delivery.
• Lesson Five provides opportunities for students to practice peer
coaching, refining their presentation skills through collaboration and mutual
support.
• Lesson Six culminates in students delivering an oral presentation of
their creative family myth, incorporating the skills and feedback developed
throughout the previous lessons.

This curriculum is designed to integrate writing and speaking skills while

fostering constructive peer interaction and collaboration.
Curriculum Procedure
 Each lesson is structured to include the lesson's purpose, objectives,
materials, warm-up activities, task chains, and assessment methods. These
components collectively address the writing process, peer editing,
presentation skills and techniques, and peer coaching for presentations.
• Warm-Up Section: This section engages students by capturing their
attention, activating prior knowledge, and fostering interest in the lesson.
The instructor introduces the topic and provides relevant background
information by posing questions related to the current lesson or by
reviewing content from previous lessons.
• Task Chain Section: Here, the instructor explains and facilitates the
core activities of the lesson. Using focus sheets and worksheets, students are
guided through the tasks. This section emphasizes active participation, as
students interact with the instructor and their peers to understand the
lesson's objectives and achieve its goals.

Dr. Wesal Yousef Ali Philip Roth Studies 33

 • Assessment Section: The evaluation of students' performance takes
place in this segment. The instructor uses formative and summative methods
to assess students' classroom activities. Additionally, students engage in
self-assessment and peer evaluation through Peer Assessment Sheets,
reflecting on their contributions and interactions within their groups.

This structured approach ensures a balanced focus on skill development, active

engagement, and comprehensive evaluation in each lesson.
Lesson One: Understanding the Writing Process
In this lesson, students will explore the benefits of the writing process by
comparing it to product-based writing. The instructor will then introduce the
stages of the writing process: prewriting, drafting, revising, and editing. Using
focus sheets, students will practice generating ideas, constructing a well-
organized paragraph with a topic sentence, supporting details, and a closing
sentence, and editing their work effectively. The lesson concludes with students
evaluating their comprehension of the writing process and their paragraph-writing
skills using an Assessment Sheet.
Lesson Two: Crafting a Creative Family Myth
In this lesson, students will apply the writing process to create a unique family
myth. The lesson begins with students reading and comparing myths from various
cultures, followed by adding one or two sentences to these myths as a creative
exercise. Next, students work in groups to discuss and analyze the Tangun Myth,
Saudi arabia's first myth. Using the writing techniques introduced in Lesson One,
students will then compose a creative and engaging myth based on their family's
history and significant events. The instructor will assess students' writing, as well
as their participation in class activities, using a detailed rubric.
Lesson Three: Revising and Finalizing the Family Myth
In this lesson, students will begin by learning how to revise their written work
using specific evaluation criteria. The instructor will then introduce the benefits,
strategies, and guidelines for conducting effective peer reviews. Students will
engage in peer review sessions to critique each other’s drafts. After incorporating
feedback and applying the writing criteria, students will produce the final draft of
their family’s creative myth. The instructor will assess overall class activities and
group participation using rubrics, while students will reflect on the peer review
process through the Peer Assessment Sheet.
Lesson Four: Developing Presentation Skills
In this lesson, students will focus on preparing for oral presentations. First, they
will learn strategies to manage speech anxiety and master key oral presentation
skills and techniques. Next, they will explore the use of visual aids, creating their
own aids using family photographs, drawings, graphics, or charts. Students will
then prepare brief presentation notes, emphasizing essential phrases and key
points through underlining and highlighting. The lesson concludes with the

44 Philip Roth Studies Vol. 20 (2) 2024

 instructor assessing class participation and presentation preparations using the
Assessment Sheet and Rubric Sheet.
Lesson Five: Enhancing Oral Presentations Through Peer Collaboration
This lesson emphasizes the value and effectiveness of peer collaboration in oral
presentations. Students will be introduced to guidelines for evaluating their peers'
presentations and will practice their presentation skills through peer coaching
sessions. The lesson concludes with the instructor assessing students’ overall
participation and class activities using the Rubric Sheet, while students reflect on
their involvement in the peer coaching process by completing the Peer
Assessment Sheet.
Lesson Six: Final Presentations and Peer Feedback
Lesson Six serves as the culminating activity of the unit plan. In this session,
students will present their creative family myths to their classmates. Following
the presentations, peers will provide positive and constructive feedback while
evaluating each other's performance. The instructor will assess the presentations
using the Presentation Evaluation Sheet.
This unit plan is designed to strengthen students' writing and oral presentation
skills through active peer collaboration and feedback. To fully leverage the
benefits of the writing process, oral presentation techniques, and peer
collaboration for enhancing English proficiency, it is essential for NES and
NNES teachers to collaborate effectively in preparing and implementing this
curriculum in the EFL classroom.

PLAN FOR ASSESSMENT

Purpose of Assessment
Assessment serves as a critical tool for teachers to evaluate the effectiveness of
their instruction and its impact on students' learning processes. By gathering and
analyzing students' outcomes and knowledge, teachers can determine whether
their teaching methods are achieving the desired results.
According to Diaz-Rico and Weed (1995), assessment has several key purposes:
1. To provide teachers with insights into the strengths and areas of
improvement for language learners, enabling tailored instruction.
2. To inform students of their academic progress, fostering motivation
and engagement in their learning journey.
3. To communicate students’ progress to parents, ensuring they are
aware of their child’s development.
4. To maintain records of students' growth and learning improvements
over time.

This systematic approach to assessment supports a holistic understanding of both

instructional effectiveness and individual student needs.
The Role of Authentic Assessment

Dr. Wesal Yousef Ali Philip Roth Studies 33

 Authentic assessment is crucial for accurately evaluating what students know, can
do, and have learned. This type of assessment involves diverse methods that not
only measure academic performance but also assess students’ learning processes,
motivation, and attitudes within the classroom context. According to O'Malley
and Pierce (1996), students play an active role in the authentic assessment
process, participating as co-creators in their own learning journey.
To maximize the benefits of assessment, teachers should guide students in
understanding and utilizing assessment criteria or rubrics. This enables students
to monitor their own progress and take an active role in their evaluation, fostering
greater ownership and reflection in their learning process.
Evaluation Methods in Second Language Acquisition
A variety of evaluation methods are employed to assess students' English
proficiency in second language acquisition. However, a critical responsibility of
educators is to design assessments that go beyond simply measuring students’
knowledge and performance. Effective assessments should also track the learning
process and offer meaningful feedback on the achievement of classroom goals,
learning objectives, and instructional outcomes.
Assessment Methods in the Unit
A variety of assessment approaches are utilized to evaluate both teaching
effectiveness and student learning outcomes. According to Diaz-Rico and Weed
(1995), three primary methods are employed to assess students' knowledge and
progress in second language acquisition: performance-based assessments,
standardized tests, and teacher observation and evaluation.
• Performance-Based Assessment: This method aligns closely with
classroom instruction, requiring students to create or demonstrate something
as evidence of their learning. It emphasizes the practical application of skills
taught in class.
• Standardized Tests: These assessments provide a consistent measure
of English proficiency or performance, regardless of local conditions or
individual differences. For example, tests like the Test of English as a
Foreign Language (TOEFL) offer a universal standard for evaluating
language abilities.
• Teacher Observation and Evaluation: This approach focuses on
documenting students’ ongoing progress and identifying their specific
needs. As teachers have direct access to students’ learning processes, they
are uniquely positioned to observe and assess students effectively.

These methods collectively ensure a comprehensive evaluation of both

instructional success and student development.
Assessment Approach for the Curriculum
In this project, the assessment strategy incorporates performance-based
assessment, observation-based assessment, and teacher-created tests. These

46 Philip Roth Studies Vol. 20 (2) 2024

 methods are chosen to effectively evaluate key aspects of student learning in each
lesson, including:
• Written Work: Assessing students' writing by applying the strategies
and processes taught during the lessons.
• Oral Presentations: Evaluating students’ ability to deliver
presentations, focusing on content, delivery, and the use of presentation
techniques.
• Collaborative Efforts: Measuring the effectiveness of students’
cooperative and collaborative work, both in peer interactions and group
activities.

This multifaceted assessment approach ensures that all critical components of the
curriculum are thoroughly evaluated, fostering a holistic understanding of
students' progress and achievements.
Holistic Assessment of Students’ Learning Process
The curriculum employs a combination of formative and summative assessment
methods to comprehensively evaluate students' progress in each lesson.
Formative assessments, such as the Work Sheet provide continuous feedback on
students' learning processes, while summative assessments, including the
Assessment Sheet or Rubrics measure the achievement of lesson objectives.
Students also actively participate in the evaluation process by assessing their own
contributions to peer collaboration and feedback using the Peer-Evaluation Sheet.
This assessment framework goes beyond traditional test scores and linguistic
competence. It adopts a multidimensional approach, emphasizing the evaluation
of students’ overall learning experience. By integrating various assessment tools,
teachers can cultivate diverse skills, including writing, oral presentation, and
coaching, which are central to this unit.
The ultimate goal of this approach is to enhance students’ listening, speaking, and
writing abilities, thereby fostering their overall communicative competence. This
aligns with the principles of Communicative Language Teaching (CLT) and
supports its innovative application in the Saudi Arabian educational context.

RESEARCH RESULTS
The results of this study highlight the significant impact of coaching as an
instructional model on English language proficiency in Saudi EFL classrooms.
Through a mixed-methods approach, the findings demonstrate several key
outcomes:
1. Enhanced Student Engagement: The integration of coaching
techniques significantly increased student participation and motivation.
Both surveys and classroom observations revealed that students showed
greater enthusiasm for language activities and were more inclined to
actively engage in collaborative tasks.

Dr. Wesal Yousef Ali Philip Roth Studies 33

 2. Improved Language Proficiency: The pre- and post-tests conducted
over the six-week period demonstrated marked improvements in students'
writing and oral presentation skills. Specifically, students exhibited better
organization, coherence, and creativity in their written compositions,
alongside enhanced confidence and fluency in oral presentations.
3. Positive Perception of Coaching: Interviews with teachers and
surveys from students indicated a strong preference for the coaching model
compared to traditional teaching methods. Both groups highlighted the
personalized feedback and interactive nature of coaching as key factors
contributing to its effectiveness.
4. Strengthened Peer Collaboration: The peer coaching activities
fostered a supportive learning environment where students learned to
provide constructive feedback and work collaboratively. This approach not
only improved their linguistic skills but also cultivated critical thinking and
teamwork abilities.
5. Challenges in Implementation: Despite its advantages, implementing
the coaching model required overcoming certain challenges, such as the
need for teacher training and adjustments to traditional classroom dynamics.
However, these challenges were mitigated through clear guidelines and
structured procedures.

CONCLUSION
This study has explored the potential of coaching as a teaching model in Saudi
EFL classrooms, highlighting its advantages over traditional teaching methods.
By fostering a collaborative and supportive learning environment, coaching can
enhance students' language proficiency, increase their engagement, and improve
their ability to communicate effectively in English. The findings of this research
offer valuable implications for educators and policymakers in Saudi Arabia,
suggesting that a shift toward coaching-based instruction could bridge the gap
between language learning and real-world communication skills. Future research
could explore the long-term impact of coaching on students' language retention
and investigate its applicability in other educational contexts in the Arab world.
Recommendations
Based on the findings of this study, several recommendations are proposed to
enhance the effectiveness of coaching as a teaching model in Saudi EFL
classrooms:
1. Incorporate Coaching into Teacher Training Programs: Educational
institutions should integrate coaching strategies into professional
development programs for EFL teachers. This training will equip educators
with the necessary skills to implement coaching effectively and adapt it to
varying classroom dynamics.

48 Philip Roth Studies Vol. 20 (2) 2024

 2. Develop Clear Guidelines for Coaching Activities: To ensure
consistency and effectiveness, it is recommended that educational
policymakers and curriculum developers create structured guidelines for
coaching-based instruction. These guidelines should outline best practices,
assessment methods, and strategies for managing peer coaching sessions.
3. Promote Collaborative Teaching: Schools should encourage
partnerships between native and non-native English-speaking teachers to
foster knowledge exchange and enrich teaching practices. Collaborative
teaching can provide a more comprehensive learning experience for
students and support the successful implementation of coaching methods.
4. Provide Resources and Support for Peer Coaching: Adequate
resources, such as peer-review templates and assessment tools, should be
made available to facilitate peer coaching among students. Additionally,
teachers should offer continuous guidance and feedback to ensure the
success of these activities.
5. Adapt Coaching to Cultural and Classroom Contexts: Given the
unique cultural and educational environment in Saudi Arabia, coaching
activities should be tailored to align with local norms and values. This
adaptation will enhance student engagement and ensure the relevance of
coaching methods.
6. Conduct Further Research on Long-term Impacts: Future studies
should explore the long-term effects of coaching on students’ language
retention and communicative competence. Research could also examine the
applicability of coaching in other educational settings and age groups across
the Arab world.
Acknowledgement
I like to convey my heartfelt appreciation to all who assisted me during this study
endeavor. I would like to express my gratitude to Dr. Ekram Abass for his
direction, experience, and valuable criticism, which significantly enhanced this
work. Their unwavering support enabled me to surmount numerous obstacles
throughout this effort. I am profoundly grateful to my colleagues and friends,
whose important insights and support provide both inspiration and motivation.
Finally, I wish to express my gratitude to my family for their steadfast love,
patience, and understanding over the numerous hours I devoted to this endeavor.
This research would not have been feasible without their sponsorship.

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