COVID-19 and Education in Oman (Published)
COVID-19 pandemic has swept through the world and brought about abrupt changes in every sector of life, including the area of ELT (English language teaching). This essay explores briefly from my humble point of view, as an in-service Omani cycle 2 English teacher, the impact of the current pandemic on ELT curriculum, teaching methods, and educational growth of teachers.
Kuwaiti EFL teachers at the Public Authority for Applied Education: Knowledge about Disability Laws and Attitudes towards Disabled Students (Published)
This study aims to identify the Kuwaiti EFL teachers’ knowledge about disability laws in the Public Authority for Applied Education in Kuwait and their attitude towards disabled students. A questionnaire of two parts (knowledge and attitude) was distributed to 20 EFL teachers. The results of the first part of the questionnaire showed that 60% of the EFL teachers answered 10 questions or less out of 20 questions which comprised the first part of the questionnaire. In the second part of the questionnaire all EFL teachers had positive attitudes towards disabled students. No significant difference was obtained between female EFL teachers and male EFL teachers regarding their knowledge about disability laws and their attitudes towards the disabled students. The study gave some suggestions and recommendations to increase the EFL teachers’ knowledge concerning disability laws in Kuwait.
Intercultural Exchanges and Soft Skills Development in the Info-Tech-Enabled EFL Classroom (Published)
The present research study assesses the impact of an ICT-enabled English language environment on students’ intercultural exchanges and soft skills development. The major objective is to see whether an English course content that makes use of blogs, podcasts, and Internet-aided presentations allows intercultural encounters and boosts personal and professional development. The qualitative comments from the end–of–course interview are examined with regard to students’ reflections on their learning experience. Research findings show that the use of ICT-enabled class content does not bring about any considerable changes in students’ cultural practices, but stirs and triggers personal and professional changes (changes in attitudes) and allows learners to develop empowering soft skills, including personal development skills, communication skills, and conflict resolution skills.
This paper is an effort to explore the impact of technology in the context of Teaching English to Students of Other Languages (TESOL). At first, it analyzes the background of the evolving field of technology in English language teaching. Second, it delineates the growth of English through technology. Third, it explains the various necessities of technology in teaching English. After that, it highlights the possible disadvantages of technology. Next, it explains the importance of striking a balance between technology and traditional teaching and learning. Finally, the researcher concludes that a judicious and balanced use of technology can procure the desired pedagogic outcome in the TESOL classroom.
This paper highlights the pragmatic practices relevant to reflective practitioners in the context of Teaching English to Students of Other Languages (TESOL). Unhindered by the plethora of theoretical methods and professional discourse dominated mostly by native speakers, the purpose of this paper is to lend ‘voice’ to the ‘ordinary’ TESOL practitioners. At first, it analyses the background of the evolving field of English Language Teaching methodology. Second, it delineates the major trends of ELT methodology in the last two decades or so. Third, it explains the significance of pragmatic practices in the TESOL classroom. After that, it explores numerous pragmatic practices facilitating the ‘ordinary’ TESOL practitioners. Finally, the researcher believes that the practices, if implemented dexterously, can enhance language teaching & learning, and thereby could yield the desired pedagogic outcome.
Students’ Perception of the Use of Electronic Media in ELT Large Classes in Southwestern Nigeria Colleges of Education (Published)
This paper examines the effects of using electronic and automated media in ELT classes in Southwestern Nigerian colleges of education. Data for the study were gathered among 180 randomly sampled students from six Southwestern Nigerian colleges of education. The data were analysed through the statistical tool of pie chart. The findings revealed that electronic and digital gadget facilitates the pedagogy in ELT large classes in Southwestern Nigerian colleges of education, reduces boredom in ELT large classes, ameliorates congestion through the use of video/teleconferencing and makes the pedagogy in ELT large classes more scientific. The findings also revealed that electronic and automated gadgets are insufficient and are not properly utilised in Nigerian in ELT large classrooms, while the available automated and electronic gadgets in ELT large classes of Nigerian tertiary institutions are often vandalised and stolen by ethno-religious extremists and rogues. The paper equally states that the use of electronic/automated tools in ELT large classes will not only improve Nigeria’s technology, but it will advance her economy.