Assessment of the Pronunciation of Saudi Students of English through Different Types of Testing Procedures (Experimental Study: Albaha University) (Published)
This paper pursues the assessment of the pronunciation of Saudi University students of English through a repertoire of testing methods including oral and paper-pencil tests. Assessment aims to measure the correspondence between these testing methods and the performance of students. An oral test and paper-pencil tests were conducted as two different testing methods to provide data in the topic at issue. Moreover, impressionistic questionnaire was distributed to both teachers and students of English to express their own point of view in relation to these testing procedures. Results revealed that Saudi score higher marks via a paper-pencil test than in an oral test. This suggests that students show poor performance in oral tests probably because the oral-based assessment of English pronunciation demands a more natural conduct from students. The use of different testing methods is more representative of the pronunciation abilities than a single method.
Should 4th Grade El Students Read Aloud Or Silently? Empirical Implications from Subsets of Data Taken From Two Large Databases (Published)
This study addresses the predictive effects of reading aloud and silent reading on the fourth grade level English language learner (ELL) children. Reading aloud was recommended as a teaching practice to develop phonological awareness, an essential skill for meaningful reading comprehension. However, according to the theories of second language acquisition, ELL children at intermediate grade may transfer their first language reading skills in English reading and they may have outgrown the intensive training of phonological awareness by the fourth grade. Therefore, I contend that silent reading is more effective for intermediate grade level ELL children to develop English reading comprehension. The quantitative analyses of data collected from two large datasets, PIRLS and NAEP, indicate that reading aloud predicts negative effect while silent reading predicts positive predictive effect on ELL children’ reading performance at fourth grade. My study suggests that at intermediate or higher grades ELL children should be encouraged to read silently.