Attitudes of Teachers and Pre-Service Teachers Towards Teaching Grammar and Their Perceptions of Grammar Instruction (Published)
The current study aimed to identify teachers’ and pre-service teachers’ attitudes towards English grammar, as well as their perceptions on the best mode of grammar instruction. The study was conducted using the comparative approach, intended to compare the attitudes and perceptions of teachers and pre-service teachers. The study utilized a questionnaire comprising 20 items applied to a sample of 306 pre-service teachers in the English Department at the College of Basic Education and 224 EFL teachers in public schools. The results found that teachers and pre-service teachers had favorable attitudes towards grammar. Teachers demonstrated stronger favorability towards grammar compared to pre-service teachers. It was also found that teachers and pre-service teachers favor an implicit mode of grammar instruction as opposed to explicit instruction. The sample of pre-service teachers demonstrated stronger favorability towards implicit grammar instruction. This study has implications on Kuwait’s education system given its shift from an objective-based curriculum to a competency-based curriculum.
Citation: Anam A. AlFadley, Sarah M. Qasem & Anar H. AlRuwaie (2021) Attitudes of Teachers and Pre-Service Teachers Towards Teaching Grammar and Their Perceptions of Grammar Instruction, British Journal of Education, Vol. 9, Issue 7, pp.88-110
Using Explicit Pronunciation Instructions to Develop Students’ English Speaking Competencies: A Quasi-Experimental Study (Published)
This article aims to find out the effect of explicit pronunciation instructions of English on developing students’ speaking skills and attitudes towards the offered pronunciation training. A quasi-experimental design was employed to conduct the current study with pre and post-tests. Sixty university students were involved in the study and those participants were subjected to a treatment for 14 weeks of instruction on English pronunciation. Data were collected using speaking tests, questionnaires and semi-structured interviews. The collected data were analysed and mean values, standard deviations and paired sample t-tests results were obtained to answer the pertinent questions of the research. The findings reveal that the method of explicit pronunciation instruction is an effective one in improving the students’ speaking skill as well as their attitudes towards the pronunciation training in particular and the learning of the target language as a whole. Finally, some pedagogical implications are presented to address a few crucial issues for teachers to be taken into their considerations for better teaching practices within the Yemeni EFL context