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.
An Examination of Vocabulary Learning Strategies Used by Kuwaiti EFL Students at the College of Basic Education (Published)
This study aims to investigate the vocabulary learning strategies used by Kuwaiti EFL students at the College of Basic Education. It tries to explore the following research questions: what strategies do EFL students use to understand the meaning of unknown English words? Which vocabulary learning strategies do they prefer to use, determination strategies or social ones?The data was collected by means of a questionnaire with 11 multiple-choice questions and one open-ended question. Questions 1 to 7 examine determination strategies: analysing affixes and roots, checking for L1 cognates, analysing available pictures or gestures, guessing the meaning from textual context, using a bilingual dictionary, using a monolingual dictionary, and using word lists. Questions 8 to 11 examine social strategies: asking the teacher for an L1 translation, asking the teacher for a paraphrase or a synonym of the unknown word, asking the teacher for a sentence including the unknown word, and lastly, asking classmates for the meaning. The open-ended question asks the participants about what factors they think can help them understand the meaning of the new vocabulary.After the data was collected, the analysis was carried out, and the results revealed that the participants used most of the determination strategies in questions 1–5, and avoided questions 6 and 7. The findings also showed that the participants used all the social strategies in questions 8–11. In the open-ended questions, some students expressed their preference to study ESL with bilingual teachers and avoid native speaker teachers. They claimed that national EFL teachers helped them in learning new English vocabulary by translating them to Arabic in an easy way, which reflected positively on their understanding of the lessons.
There is a growing need today for teachers to tailor their instructions to meet the different learner profile and learning styles in the classroom. The ESL teacher has greater challenges given that the English language has become a global language, and that most ESL classrooms include students with a wide variety of academic needs, cultural backgrounds, learning styles, and languages. Differentiated instruction is the panacea to cater for all these challenges faced by the ESL teacher in this globalized era. In a differentiated classroom, the teacher closely assesses and monitors skills, knowledge levels and interests to determine effective ways for all students to learn; thereby ensuring learner-centredness, equity and inclusive education. This paper explores how content, method, material and assessment can be differentiated in a Reading Comprehension English as a Second Language class. The issues in this paper are based on the social development theory as propounded by Vygotsky (1978)
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.
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.