Download or read book Investigating Omani Efl Teachers Perceptions and Actual Use of Display and Referential Questions and Their Effect on Grade 12 Student Classroom Interaction written by Muna Mahfoud Marzouqiah and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Evaluation of Using Referential and Display Questions by the Teachers of English in Some Secondary Schools in Misurata written by Ahmad Shteiwi and published by . This book was released on 2021-07-28 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: Akademische Arbeit aus dem Jahr 2016 im Fachbereich Pädagogik - Schulwesen, Bildungs- u. Schulpolitik, Sprache: Deutsch, Abstract: This study deals with the effect of referential and display questions use on the students interaction in the classroom and the oral language production of students in English reading classes. The data was collected by designing a questionnaire for teachers of English language in some secondary schools in Misurata. The teachers were asked some questions which concern with classroom interaction. Participation and interaction of the students in the classroom are the most important aim of English language teaching. This study gains it's significance from the fact that some teachers of English use different types of questions (Referential and Display questions). This study is an attempt to investigate the kind of questions the teachers use during dealing with teaching process.

Download or read book The Effect of Teacher s Questioning Behavior on EFL Classroom Interaction written by Nematullah Shomoossi and published by . This book was released on 1997 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt: Background: After the failure of several important methods comparison studies in the 1960s, the influence of interaction analysis stimulated interest in foreign language classroom processes. More careful observational studies gradually revealed which process variables were of interest. Also, there has been much research on teacher talk, with a focus on issues such as the amount and type of teacher talk, speech modifications made by teachers, instructions and explanations, error correction and questions have been more or less the center of attention. Purpose: This qualitative-quantitative study is conducted as a classroom research and has focused on two question types: display and referential. It explored recurring patterns of questioning behavior and their interactive effects through non-participant observation. Research design: Forty reading comprehension classes were observed in Tehran, Iran by the investigator. The observations were done by the researcher and the study data were gathered through partial ethnography. Events were coded and analyzed. General patterns were considered in regard with the teacher's questioning behavior and the students' interaction to them. Findings: The findings indicated that display questions were used by teachers more frequently than referential questions. Also, it was concluded that NOT all referential questions could create enough interaction. Further elaboration on the results may be found in the study report. Appendixes include: (1) Typical general questions from the data; (2) Typical referential questions (RQs) from the data; and (3) Typical display questions. (DQs) from the data(Contains 6 tables.) [M.A. Thesis, University of Allameh Tabatabaee.].

Download or read book Investigation of Questioning in EFL Classrooms written by Xuexu Zhao and published by . This book was released on 2000 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: With teachers' questioning and students' answering making up the vast majority of verbal interactions, it is natural that teacher questioning has been of interest for a long time. There also has been a growing interest in exploring how to create a facilitative classroom atmosphere to enhance students' language output. The study reported here sought to answer one general research question: what are the most common questioning strategies that are employed in Chinese EFL middle school classrooms? Do teachers use questioning strategies consciously and purposefully? More specifically, the study endeavored to establish the relationship between teachers use of higher frequency of referential questions and extended wait time with students' learning and thinking in the whole class settings. The outcome of the study was based on the comparative analysis of two teachers' use of questions in their instructions. The analysis of the baseline data showed the prevalance of the teachers' using more display questions and a wait time of less than 3 seconds. The outcome of the intervention strategy showed a number of positive effects of adopting more of these two communicative features. The analysis of covariance results indicated that besides asking teachers to use more display questions and wait longer, the idea should be to allow students to experience a range of questions, particularly higher-order questions, which build students' cognitive ability to respond to various learning requirements. Overall, this study recounted some early steps in raising teacher awareness of the tactical choices open to them in tackling questioning and answering in the classroom. It also recounted the potential to improve and extend questioning strategies in order to optimize opportunities for learning in the EFL classrooms.ve devices used by ̌

Download or read book EFL Teachers Perceived Knowledge and Actual Use of Question Types in Grades 5 12 in Omani Schools written by Moosa Ahmed Hassan Ali Sulaiman and published by . This book was released on 2007 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Investigating EFL Teachers Perceptions Practices and Difficulties of Learner centred Approach in Oman written by Nasraa Hamed Al-Mahrouqi and published by . This book was released on 2013 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Exploring Omani Efl Teachers Perceptions of the Effectiveness of Their Participation in a Community of Practice in Promoting Technology Integration written by Tahani Rashid Al-Habsiyah and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Achieving Competence Success and Excellence in Teaching written by Mark Brundrett and published by Routledge. This book was released on 2002-01-31 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explains how different levels or qualities of teaching can be identified and achieved. It outlines the criteria for successful educational practice, while suggesting ways of achieving the highest measure of excellence.

Download or read book Investigating the Effect of Using Google Docs on Omani EFL College Students Writing Performance and Students Perceptions of Its Use written by Noura Mohammed Al-Bartamaniyah and published by . This book was released on 2018 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Introduction to Instructed Second Language Acquisition written by Shawn Loewen and published by Routledge. This book was released on 2014-07-21 with total page 223 pages. Available in PDF, EPUB and Kindle. Book excerpt: Introduction to Instructed Second Language Acquisition is the first book to present a cohesive view of the different theoretical and pedagogical perspectives that comprise instructed second language acquisition (ISLA), defined as any type of learning that occurs as a result of the manipulating the process and conditions of second language acquisition. The book begins by considering the effectiveness of ISLA and the differences between ISLA and naturalistic L2 learning. It then goes on to discuss the theoretical, empirical, and pedagogical aspects of such key issues in ISLA as grammar learning; interaction in the classroom; focus on form, function and meaning; vocabulary learning; pronunciation learning; pragmatics learning; learning contexts; and individual differences. This timely and important volume is ideally suited for the graduate level ISLA course, and provides valuable insights for any SLA scholar interested in the processes involved in second language learning in classroom settings.

Download or read book Second Language Classrooms written by Craig Chaudron and published by Cambridge University Press. This book was released on 1988 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This important new book provides a critical overview of recent classroom-centered research and its implications for the teaching and learning of languages. Chaudron synthesizes and evaluates crucial research about the way student and teacher behaviours affect language learning and discusses research methods. Second Language Classrooms will be of vital interest to researchers, language teachers, and curriculum specialists, as well as readers with a general interest in education, linguistics, sociology, or psychology."-- Font no determinada.

Download or read book EFL Teachers Question Use and Its Impacts on Classroom Interaction A Case Study of Native Versus Non native Teachers of English with Students of Different Proficiencies written by 翁婉琪 and published by . This book was released on 2009 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Investigating the Attitudes and Challenges of Omani EFL Cycie 2 Students and Teachers While Implementing Online Learning Via Google Classroom cZeyad Ali SaifAl Shehhi written by Zeyad ali Saif Al Shehhi ($eauthor) and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Investigation of Saudi Arabian EFL Teachers Engagement with Technology written by Abdullah Salem Alahmari and published by . This book was released on 2013 with total page 588 pages. Available in PDF, EPUB and Kindle. Book excerpt: Technology has become a central component of many progressive and developmental trends in education. Accordingly, the task of increasing the effectiveness of the learning processes can be performed precisely through the help of various technological methods. Modern education cannot be safely separated from technology without losing some possible advantages. For this reason, there is a strong need to research and estimate the perception of technology use within educational processes and how technology can support learning.As an outcome of recent educational reforms in Saudi Arabia, technology has become imperative element to support learning. It was previously thought in Saudi Arabia that technology was not crucial to learning; however, modern education that does not make use of digital technology is at a decided disadvantage. Moreover, engagement with technology is now an important factor in the teaching and learning process. This research investigated English as a Foreign Language (EFL) teachers' use of technology to support learning, willingness to use technology to support learning and their perceptions of Technological Pedagogical Content Knowledge (TPACK) and its usefulness in their teaching.After a small pilot study helped shape the methodology to be used, a mixed method approach was adopted using a larger pool of participants. This methodology combined elements of quantitative and qualitative research approaches such as online survey and interviews. Explanatory sequential design, based on quantitative and qualitative data, conducted to find out teachers perceptions, factors and relationships related to technology implementation.Despite willingness to use technology tools that promote the learning process, the actual level of technology use in the classroom can be quite varied. The participating EFL teachers, who generally lacked sufficient skills and experience in technology, had a reduced use of technology in learning processes. However, EFL teachers working in technical colleges in Saudi Arabia were willing to use technology to support learning, as they were more proficiently skilled. They demonstrated extensive willingness to implement technology in the EFL classroom.This study found that EFL teachers' use of technology is positively associated with their perceptions of willingness to use that technology and with the perceptions of TPACK they employ as a way of understanding its pedagogical use. The study also found that the technology supported effective strategies for learning EFL. Despite the validation that the TPACK framework was not supported by factor analysis, the perception of TPACK of EFL teachers in Saudi Arabia was enough to develop a relevant understanding of the fundamental role of technology in the teaching process. Moreover, EFL teachers with extensive experience in practising English language in a Western society had a significantly higher perception of TPACK than teachers lacking such experience. There was an inconsistent relationship between EFL teachers' TPK, TCK and PCK and their perception of TPACK framework. However, EFL teachers usually considered their perception of TPACK sufficient to conduct different teaching experiments in the EFL classroom.

Download or read book Investigating the Collaborative Professional Practices of Omani EFL Teachers and Their Relation to the Quality of Their Reflection written by Fatma Khalifa Al-Hakmani and published by . This book was released on 2011 with total page 61 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Issues in English Education in the Arab World written by Rahma Al-Mahrooqi and published by Cambridge Scholars Publishing. This book was released on 2014-11-19 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt: Though diverse, the Arab world boasts a unique culture and native language, both of which are unlike those found in English-speaking countries. Perhaps due to the nature of these differences, Arab-Western relations have been described as existing on one of the world’s great cultural fault-lines. Debate about the potential effects, both positive and negative, of English-medium education and the learning of English in the region’s schools and universities is one expression of this. Even as debate continues, issues of politics, culture, social mobility, and identity are played out in the English language classrooms of the Arab world on a daily basis. The current volume explores some of the concerns related to the place of English and English-medium education in the Arab world. It examines issues of the relationship between English, Arabic, cultural identity and power in the region within a historical and contemporary framework; the experiences of learners from Arabic-medium secondary schools adjusting to English-medium colleges; and the challenges and potential rewards of promoting student-centered classrooms and technology in traditionally teacher-centered environments. These issues are explored from the perspectives of teachers, students, researchers and other stakeholders in Oman, Saudi Arabia, the UAE, and Sudan.

Download or read book English Education in Oman written by Rahma Al-Mahrooqi and published by Springer. This book was released on 2018-07-02 with total page 323 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores an area that has been somewhat overlooked in the literature to date – the current status and future trends of English education in Oman. It offers a variety of theoretical and methodological approaches to the subject and explores areas of English education in Oman that have, until now, been little investigated. It explores these issues from a variety of perspectives: the professionalization of English teachers in the country; the implementation of novel teaching methodologies, curricula, and assessment approaches, into what are, in many ways, still very traditional education settings; the integration of learner identity into English language instruction; country- and culture-specific concerns with conducting research with Omani participants; the strategic demands of building stronger links between education and workforce needs; and developing learner autonomy and motivation.