Thesis Writing Challenges Facing Palestinian EFL Master’s Students: A Qualitative Case Study (Published)
This study probed challenges of writing thesis among Palestinian English as a foreign language (EFL) master’s students (MA). A qualitative case study was employed, and the data were collected through in-depth semi-structured interviews. The participants were eighteen MA students and ten supervisors from the department of English at the Islamic University of Gaza. The main findings identified in the study included, among others, selecting an appropriate research topic, limited research and methodology training, linguistic and academic writing inadequacies, insufficient feedback from supervisors and course instructors, and limited resources and online digital materials. To minimize these challenges and empower MA students, the study offered some recommendations and suggestions for further future studies.
History Museum’s Social Experiences Case Study (Published)
To assess stability of visitor-level attendance in specific period of time among participants in a daily program and determine social factors affecting people who attend the museum. Participants of the Altona History Museum were interviewed using a personal-interviewing instrument. In each wave of data collection, a cross section of the convenient sample was screened. The central factor was the adaptive social perception of the average visitor of the event with the theoretical propositions. The symbols have limited prevalence in the pursuit of museum, which likewise meant for a quarter of higher educated patrons a style of entertainment. Record numbers of the adults’ interest accompanied by their early years attendances are likely to have the potential to generate a substantial population of regular visitors. Lastly, the subjective issue of good feeling accounts for a significant influence in making them content.
Citation: Mahmood Niroobakhsh (2022) History Museum’s Social Experiences Case Study, International Journal of History and Philosophical Research, Vol.10, No.2, pp.1-17
Citation: Sylvia D’mello (2022) Active Learning: An Effective Metacognitive Strategy for Language Acquisition, International Journal of English Language Teaching, Vol.10, No.2, pp., 45-52
Abstract: Active learning has gained momentum since the past decade as an effective instructional approach which draws students out of their comfort zone and drives them to take an active part into their own learning. This paper addresses the research proven metacognitive strategies that support the utilization of cognitive activators which encourages students to take a vital role in their own learning process. These cognitive activators are a set of meaningful activities which are embedded in the pedagogical framework to encourage more complex thought processes in students to promote language acquisition. This research is contextualized to English language teaching (ELT) in higher education institutions because ELT teaching has experienced a fascination towards the techniques and strategies applied in active learning. Furthermore, it emphasizes the use of these instructional interactive techniques in the classroom to have a strong impact upon students’ learning to develop students’ writing, speaking and critical thinking skill.
The paper outlines the research methods for investigating the implementation of Information and Communication Technology (ICT) in the Al-Ula school district of Saudi Arabia. Research questions focused on investigating the perceptions and experiences of teachers and principals in Al-Ula schools in order to gain insight into both the challenges they have faced and the successes they have experienced as they implemented technology. Purposeful sampling was used to recruit teachers and principals from 18 Al-Ula schools to participate in the study. The researcher used two collection instruments: a survey and an interview protocol. The primary function of the online survey was to provide descriptive statistics that helped to contextualize and augment the interview data. While the interview data provided more in-depth insight into the perceptions and experiences of individual teachers and principals, the survey items allowed for a quantitative view of teachers’ and principals’ perceptions and experiences pertaining to technology use.
Not All Numerical Data Leads To Quantitative Research: Introduction to [Qualitative] Quantification Analysis (Published)
Very often we face a situation where a student has collected numerical data and (s)he does not know what the research method (s)he uses really is. The purpose of this paper is to explain the difference between quantitative research and [qualitative] quantification. The description of the quantification method is based on our own experiences and a descriptive literature review. We explain in which cases a qualitative quantification analysis should be done. The practical aim of this paper is to help both the student and the supervisor to identify the correct method for analysing numerical data.
The Contribution Made By Qualitative Research to Tesol (Teaching English To Speakers Of Other Languages) (Published)
Students and researchers of different disciplines — such as sociology, psychology, health care, nursing, education, arts and humanities, and so on — employ qualitative methods for their research project. In education, TESOL researchers increasingly use qualitative research enquiry. This study aimed to appraise the contributions of qualitative research to TESOL. In order to achieve this aim, the study demonstrated a critical understanding of theoretical debates in qualitative research. Then, two articles related to English language teaching to speakers of other languages were chosen with a view to arguing that qualitative research paradigm contributes to TESOL more than any other research paradigms. The key findings were characteristics of qualitative research: description-understanding-interpretation, dynamic, no single way of doing something- multiple realities, inductive thinking, holistic, in-depth study, words-themes-writing, and non-linear; existence of nexus between interpretivism and qualitative research; and positive impacts of qualitative research on TESOL.