Active Learning Opportunities Provided By Digital Technologies to Albaha EFL University Students (Published)
This paper aimed to investigate the active learning opportunities provided by digital technologies to EFL Saudi University Students at Albaha University, at first semester (2015-2016). The intentional samples consisted of (43). To achieve the goals the researcher developed a questionnaire consist of (16) items. The reliability and stability has been verified. The paper tries to highlight the extent to which do digital technology gives EFL students opportunities for practicing and enhancing their English language and their future career. The researcher hypothesized that using digital technologies provide Albaha university EFL students with ample and active learning opportunities. To examine this hypothesis, the researcher adopted descriptive and analytic methodology. Data were collected from different resources including student’s questionnaire. The results showed that using digital technologies provide EFL Albaha university student with ample learning opportunities. The collected data were analyzed and the paper concluded with many recommendations.
This paper explores the incidence of communication anxiety as well as evaluative anxiety among university EFL students in four countries in the Arabian Peninsula (Bahrain, Oman, Saudi Arabia, and the UAE), and examines factors associated with anxiety in the classroom. The study discusses the nature, implications, some causes and effects of communication anxiety and suggests possible prevention and coping strategies to this problem.
Mediating Cross-Cultural Barriers in English as a Foreign Language Classroom: A Pilot Study on Teachers (Published)
Recent researches on the impact of cultural barriers in EFL (English as a Foreign Language) teaching-learning suggest that cultural barriers emerge due to the lack of successful mediation between the native language culture and the target language culture. Eventually, the teaching-learning of EFL in Bangladesh, a south-east Asian country, encounters cross- cultural barriers quite extensively as the home language culture is quite distinct from the target language culture. Therefore, this study concentrates on EFL teachers’ role in promoting intercultural communicative competence among EFL learners through successful mediation of native language culture with foreign language culture. 12 EFL teachers and 200 tertiary level students from Bangladeshi private universities were chosen as the subjects of this study to identify their perspectives on this issue. The findings of the study suggest the need for constructive changes in the choice and use of teaching-learning materials and teaching methods in EFL classrooms.
The Pronunciation Component in the Competence-Based EFL Curriculum in Cameroon Secondary Education (Published)
The shift from the objective-based approach to the competence-based approach in English at the secondary level in Cameroon places too much emphasis on real life situations and the vocabulary thereof, in its current field implementation. Apart from vocabulary, the other structural components are very shallowly dealt with, not only grammar, but, much more the teaching of pronunciation and speech sounds. Using the contents analysis theory, the paper brings up the shallow presence of English sounds, paramount element in pronunciation and ipso facto in oral communication in the curriculum. The paper justifies the need to stress the sounds of English in actual EFL pedagogy. It argues that the sounds of English must be significantly present in the classroom implementation of the curriculum and prescribes recordings, audio visual materials specially designed for the purpose of supporting and concretising the constitutional official bilingualism policy that is most current in the nation presently on the one hand, and worldwide intelligibility on the other hand.
A Longitudinal Analysis Study of Writing Errors Made by EFL Students at Al-Quds Open University (QOU) the Case of Language Use Course (Published)
Errors are considered by many educators to be an integral part of the teaching – learning process. The writing errors of English -major students, in particular, are considered to be significant and beneficial since they can be used to identify the pedagogical problems that might be the reasons of these errors, to predict some possible difficulties in student’s writing especially when they need to sit for exams in the literary courses and most importantly to prepare effective teaching materials and activities that take into account students’ needs and problems. This study, therefore, aimed to analyze a corpus of English texts written by students of a course entitled Language Use at Al-Quds Open University in Nablus in three years (2103 -2015). The objective of the study was to identify the possible types of errors, their frequency and possible causes so as to come up with some recommendations and suggestions that can help both instructors and students at QOU to minimize the frequency of these errors and their negative in the future courses especially when sitting for written exams and submitting assignments and reports. To achieve these objectives, frequencies, percentages and means of errors were calculated and tabulated .Results revealed that the most frequent error type was spelling which scored 39.60 % while relativization scored the least frequent type of errors, about 2.179 %.
Does Mind Mapping Enhance Learning (Published)
In a setting whereby, students of the English Department at the College of Basic Education are exposed to course materials across a number of courses, in a language other than their mother tongue, requiring them to read, comprehend and analyse, note taking gets extremely complicated. The current study focuses on such a complex dilemma, with its objective to find out whether mind mapping may successfully be used by our students in order to overcome their linguistic problems. For the purpose, fifty third/fourth year English language students were used as the study’s sample. The students were divided into two groups and trained to use two different note taking techniques. Later they were given a 10 MSCs, each followed by subjective response question: know, remember, guess. In addition, students were asked to write about their experience to obtain qualitative data. Findings of the study suggest a higher level of performance when the students learn their study material using MM as opposed to SNT. More positive attitudes in favour of MM were also elicited from their selection between the three responses (Know, Remember & Guess)
The Effectiveness of English Language Courses as EFL in Undergraduate Level at Jahangirnagar University (Published)
This paper reports on an effectiveness of English Language Courses as EFL at the tertiary level, offered to first year undergraduate students of some departments of Jahangirnagar University. It aims to establish the case for using evaluation as a means for curriculum development. Currently, the EFL course is considered important for Bangladesh in general, and Jahangirnagar University students in particular, since our graduates face problems not only in coping with the demands of their respective academic disciplines. (e.g. the majority of academic texts are in English) , but also in finding suitable employment because of their lack of English skills. Since the newly introduced EFL course is still in its developmental phase it is necessary to find out the effectiveness to evaluate it and to see whether it fulfils student needs and course objectives. Datas for this study are collected from undergraduates who are currently studying EFL and some other who have recently completed their courses. This investigation reveals that students are not much benefited in learning English. There are number of limitations, which make these EFL courses ineffective. The investigation concludes with several implications and suggestions for those concerned for EFL learning.
This paper reports a pilot study aimed to investigate the effects of weekly paired conversation practice on 20 sophomore university students’ conversation performance and foreign language anxiety. The results of the study indicated that the participating students benefited from their weekly conversation practice, and they made significant improvement in their conversation performance at the end of the study although their foreign language anxiety did not decrease significantly. Also, their conversation performance significantly and negatively correlated with their foreign language anxiety, which means the students with less foreign language anxiety performed better in their English conversations. Based on the findings of the study, suggestions for output performance instruction, dealing with foreign language anxiety, and future research will be made.
This study aimed to compare the effect of using web 2.0 writing tools blogs to wikis on developing third preparatory students’ English language writing skills. A two-group experimental design was used: the first experimental group studied through the blog application while the second one studied through the wiki application. The sample consisted of 30 students, fifteen of them were in the first experimental group, and the others resembled the second experimental one. The sample was randomly contributed to the both groups. The research instrument was a writing skills test to measure students’ writing skills. T-Test was used to compare between the two groups and to determine the significance of the differences. Findings revealed the effect of the two writing tools blogs and wikis on developing third preparatory students’ writing skills and there is no significant difference between blogs and wikis.
Which Preposition? An EFL Dilemma (Published)
EFL students face tremendous difficulties when translating from Arabic to English. One aspect of grammatical constructions that EFL students find difficult to translate is the translation of prepositions. This study aims at investigating the difficulties EFL students face when translating prepositions from Arabic into English. 105 students enrolled in undergraduate Translation courses in the English department, College of Basic Education were given a list of statements and short paragraphs and asked to translate them from Arabic into English. In addition, the students were asked to provide academic information to be statistically evaluated as independent variables. After data was collected and analyzed, it was found that students have considerable difficulty translating prepositions, some more than others.
The Relationship between the Achievement of Preparatory Year Students in English Language and Their Achievement in Their Future Studies at Najran University (Published)
The study aimed at identifying the relationship between the achievement of preparatory year students in English language and their achievement in their future studies at Najran University. The data of 156 students from four different colleges were involved in this study. Statistical methods such as Pearson correlation coefficient, one-way ANOVA, simple linear regression, mean and standard deviation were used to analyse the data. The study findings revealed that there is a significant positive relationship between English language achievement and academic achievement. It has been also found that there are no significant differences in achievement in English language attributed to different genders. Similarly, there were no significant differences in academic achievement attributed to college type. Depending on the findings above, English language learning should be emphasised, especially before involvement in academic programs. Enhancement of English language learning can take place in a preparatory year program or any other pre-sessional course. The English learning focus within preparatory programs should be given much more emphasis as it is the only way to bridge the gap between weak outcomes from general education and higher education, since it is apparent that English proficiency amongst school leavers is poor.
The Role of Online Internet-Cam Chat in Providing EFL Freshmen’s With Opportunities to Interact With the Target-Language Community as an Authentic Environment to Develop Communicative Language Skills (Published)
The present study attempted to investigate the effect of Internet-Cam chat as one of the most effective tools of computer-assisted language learning (CALL), and measuring its effect on communicative language skills of the EFL learners. It basically focused on using Internet-Cam chat as authentic materials and real-life situations. To achieve the purpose of this study, 42 participants out of 114 undergraduate EFL learners who registered for a Conversational Skills Course at Al-alBayt University during the first semester of the academic year 2015/2016 were randomly selected and divided into two groups: Group one consisted of (22) students, which was assigned as an experimental group, and group two consisted of (20) students, which was assigned as a control group . The participants were given 24 sessions of instruction on the language skills elicited from the textbook. Then they sat for post-test at the end of experiment period. The instrument of the study was based on the achievement test. The Statistical Package for Social Sciences (SPSS) software was used to analyze data and to evaluate any possible difference or any statistically differences between scores for the pre/post-test between the two groups in order to answer and accomplish the questions and objectives of the study. Mean scores, standard deviations, and significance levels were conducted to assess the effect of using Internet-Cam chat on EFL learners᾿ communicative language skills. Results showed a statistically significant improvement in whole communicative language skills of the EFL students. The results of the post-test based on the findings of t-test showed that the experimental group performed better that the control group in the communicative language skills of language. This might be attributed to the new method of teaching that is Internet-Cam chat through which the experimental groups’ students interacted a lot with native speakers of English. In other words, the findings of the study revealed that the experimental group students have developed their language skills. In the light of the findings of the study, the researcher recommended to use all CALL applications in general and online-cam chat in particular in educational operations to develop EFL learners’ communication skills. The researcher recommended researchers also to use other applications of CALL and make other studies with different variables and large samples to develop other skills which are not investigated yet.
Students’ Perceptions of ESP Courses: The Case of the Preparatory Institute for Engineering Studies of Monastir Tunisia (Published)
This study aims to describe the educational situation of English for Specific Purposes within the Preparatory Institute for Engineering Studies of Monastir, Tunisia. In order to explore the attitudes of learners in this institution, a questionnaire was used. Scrutiny of the results shows that an overwhelming majority of these students are motivated to study English but there are some constraints related to time-table and teaching aids. Ultimately, this study aims to improve the educational situation of English for Specific Purposes in Tunisian higher education.
Web-Based Instruction (WBI) For Developing EFL Students’ Reading and Writing Skills and Promoting Cultural Awareness (Published)
Higher education institutions have experienced a huge dramatic shift in instructions and course delivery methods due to swift in technological advancements. Technology-enhanced instruction has become one of the most striking issues persistently debated. The question of ‘how’ still remains controversial. However, tremendous researches have been conducted proposing practical considerations and framework. Hence, the present study is an attempt to contribute to reveal the myth of ‘how’ web-based tools and resources could successfully and efficiently foster students reading and writing skills and cultural awareness. Following the imperial research patterns, two discrete sets of instructions were employed among EFL students’ at university level. The statistical analysis of the results obtained from the tests conducted and disclosed the reality that EFL students’ Reading and Writing Skills remarkably improved in Web-based Instruction environment. The study identifies a number of issues in the favour of Web-based teaching and learning. Derived from the findings, it’s strongly recommended that Web-based Instruction could play vital role in fostering EFL students’ creativity, efficiency and productivity.
The purpose of this study is to detect to what extent Sudanese EFL learners commit errors attributable to the differences between their L1 and L2. Furthermore discovering the types of errors in use of articles (omission of articles, redundant, or wrong use of articles) is among the objectives of the study. In the direction of checking the status of various categories of errors of articles made by Sudanese EFL learners as a result of the transitional limitations between Arabic and English, an error analysis was performed. Therefore, the researcher developed a writing task in order to find out the inter-lingual article errors committed by the participants as a result of transfer between L1 and L2. A total number of 25 male students studying English at the tertiary level took part in the study and carried out the writing task. The analysis of the results indicated significant differences between different types of errors made by the participants. Sudanese EFL learners had the most problems in terms of the errors related to the redundant use of articles. They were at the second position in the errors of wrong use of articles and finally they had the less frequent errors with respect to the omission of articles in L2 while writing into English.
The use of diary writing as a tool for language practice and learning enhancement in an EFL classroom is the main topic investigated in this paper. The students participating in the study are English major female students at the College of Basic Education, who would graduate to be English teachers in primary schools. 51 students in two “Advanced Writing” classes were asked to write their diaries during the semester. At the end of the semester they were given a questionnaire with 19 statements and 4 open-ended questions. The researchers found that the majority of students enjoyed writing a diary, and believed that their language and writing techniques have improved. They have also reflected pleasant emotional effects such as removing stress, keeping memories and strengthening the student-teacher relationship. The researchers believe that writing a diary is very useful to EFL learners in terms of language learning and enforcing positive energy in the class.
In the field of teaching EFL students the process of writing an essay, this study was conducted to investigate the influence of diary writing on the students’ writing and language abilities. 52 student participants enrolled in two Advanced Writing classes wrote a daily diary for 14 weeks. During this period, they were given essay writing lessons, and were asked to write four essays throughout the semester. At the end of the semester, the students were given an open-ended questionnaire requesting information about the students’ method of diary writing and its benefits. The analysis of the data obtained showed that the students’ language abilities significantly improved especially the grammar and vocabulary. The students also reported their satisfaction in the free-writing method which allowed them to learn more on self-expression and organization of ideas. The researchers believe that a skilful writing teacher would be able to provide maximum benefit from this experience. This study is believed to be extremely beneficial to language teachers, and more specifically, EFL writing teachers.
In the majority of EFL curricula, students are required to give presentations in the target language. Although fluency might cause difficulty in presenting in English, other factors have shown to affect the students’ performances. This study investigates the effect of confidence on the students’ daily use of English generally, and during presentations more precisely. The study analyses questionnaires distributed to 156 students that aim at motivation, confidence and the amount of FL use. In addition, 36 students participated in group interviews to discuss the problems they face during presentations and the issues that they fear. After analyzing the findings and comments provided by interviews and questionnaires, the researchers found that the lack of confidence causes an enhancement in language mistakes. It was also found that the main reason behind the lack of confidence in presenting in English, among other reasons, was the lack of experience and practice. Hence, this paper recommends practice and constant encouragement by the teacher to improve EFL students’ presentations.
The past few years have seen much discussion about the teaching of reading comprehension to EFL learners. What has traditionally occurred in the average EFL classroom appears to be more like the testing, rather than the teaching, of reading comprehension. This paper discusses how far EFL teaching of reading comprehension has kept up with the research, and specifically, whether EFL teaching has remained in touch with some of the more recent views that have led to the development of new methods of teaching reading skills. The paper examines how EFL course-books published during the past two decades address the teaching of reading comprehension at intermediate levels and beyond. In particular, it considers the selection of texts, the types of activities used, and the reflection of current views on the teaching of reading comprehension.
INVESTIGATING ENGLISH MAJOR STUDENTS’ ATTITUDES TOWARDS THE EFFICIENCY OF THE “CONVERSATION” COURSE (Published)
In the scope of teaching English as a foreign language, and more specifically teaching speaking, this study reflects the attitudes and anticipations English language teachers-to-be have towards the “Conversation Course” provided by the College of Basic Education in Kuwait. The study is based on the analysis of 106 questionnaires distributed to first year college students registered in the conversation class at the time of the study. In addition, 28 students were interviewed to observe vividly their expectations from the conversation course. Both, the questionnaire and the interviews, aimed at knowing how the students perceived the conversation class at the end of the semester. The study shows that the majority of students feel that they have benefited from the conversation class in different domains; yet, many required a clearer outline of the course. Between their fondness for the conversation course and confusion of its aims, English language students understand their need for the course, and perhaps an extra advanced one too.