Pub Date : 2023-09-24DOI: 10.24093/awej/vol14no3.24
Shohidahon Nurmatova, Mustafa Altun
Bloom’s Taxonomy is a logically sequenced structure depicting the cognitive skills required for students to grasp knowledge comprehensively and meaningfully. The integration of Bloom’s Taxonomy into education promotes mastering the cognitive skills and analytical ability of learners. In this review article, the significance of integrating the taxonomy into instructional frameworks for novice teachers in the EFL context was explored. This article also aims to signify the importance of using Bloom’s Taxonomy as an instructional tool and aid for new teachers to help connect their theoretical knowledge with practical implementation in the classroom setting. Additionally, it focuses to revolve around the following research questions: What are the benefits of integrating Bloom’s Taxonomy into the teaching methods used by English as a Foreign Language (EFL) teachers, and how does it contribute to improving language learning outcomes and teaching effectiveness? Through a thorough examination of existing literature on integrating Bloom’s Taxonomy in the EFL context, this article presents evidence that showcases how Bloom’s Taxonomy empowers novice teachers to create more organized, diverse, and student-oriented lessons. The results of this review analysis demonstrate that using Bloom’s Taxonomy provides EFL teachers with a guide and diverse set of tools to support the development of language skills and cognitive abilities suitable for all types of learners. The review article goes beyond addressing the challenges that novice teachers face, offering a framework that helps new educators master their teaching skills which could result in better language acquisition for EFL students.
{"title":"A Comprehensive Review of Bloom’s Taxonomy Integration to Enhancing Novice EFL Educators’ Pedagogical Impact","authors":"Shohidahon Nurmatova, Mustafa Altun","doi":"10.24093/awej/vol14no3.24","DOIUrl":"https://doi.org/10.24093/awej/vol14no3.24","url":null,"abstract":"Bloom’s Taxonomy is a logically sequenced structure depicting the cognitive skills required for students to grasp knowledge comprehensively and meaningfully. The integration of Bloom’s Taxonomy into education promotes mastering the cognitive skills and analytical ability of learners. In this review article, the significance of integrating the taxonomy into instructional frameworks for novice teachers in the EFL context was explored. This article also aims to signify the importance of using Bloom’s Taxonomy as an instructional tool and aid for new teachers to help connect their theoretical knowledge with practical implementation in the classroom setting. Additionally, it focuses to revolve around the following research questions: What are the benefits of integrating Bloom’s Taxonomy into the teaching methods used by English as a Foreign Language (EFL) teachers, and how does it contribute to improving language learning outcomes and teaching effectiveness? Through a thorough examination of existing literature on integrating Bloom’s Taxonomy in the EFL context, this article presents evidence that showcases how Bloom’s Taxonomy empowers novice teachers to create more organized, diverse, and student-oriented lessons. The results of this review analysis demonstrate that using Bloom’s Taxonomy provides EFL teachers with a guide and diverse set of tools to support the development of language skills and cognitive abilities suitable for all types of learners. The review article goes beyond addressing the challenges that novice teachers face, offering a framework that helps new educators master their teaching skills which could result in better language acquisition for EFL students.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-24DOI: 10.24093/awej/vol14no3.5
Puteri Ayufiza Asmuni
Many primary school students have been exposed to gender stereotyping since they were young, with educators, parents, and their peers shaping their thoughts, behaviors, and their perceptions of gender. While several previous research studies have been done on the depiction of gender-stereotyped roles in Malaysian textbooks, very little has fully explored how stereotypical gender characteristics are assigned to the male and female gender, and how reinforcement of occupational gender roles is done through images and text in Malaysian primary English textbooks. This study seeks to investigate the reinforcement of gender stereotyping in Malaysian Primary English textbooks through images and text. The study addressed the following research question: What stereotypical gender characteristics are assigned to the male and female gender through the images and text incorporated in Malaysian English Primary textbooks? Using the Thematic Analysis approach by Braun and Clarke(2006) the results show that the themes obtained from the analysis were consistent with results from previous studies, which suggested that there was a biased characterization of the male and female gender, and those female characters were still underrepresented leading to the reinforcement of stereotypical gender roles. This study sheds new light on the reinforcement of gender stereotyping and provides important insights into the creation and development of primary English textbooks in Malaysia.
{"title":"Reinforcement of Gender Stereotyping in Malaysian Primary English Textbooks","authors":"Puteri Ayufiza Asmuni","doi":"10.24093/awej/vol14no3.5","DOIUrl":"https://doi.org/10.24093/awej/vol14no3.5","url":null,"abstract":"Many primary school students have been exposed to gender stereotyping since they were young, with educators, parents, and their peers shaping their thoughts, behaviors, and their perceptions of gender. While several previous research studies have been done on the depiction of gender-stereotyped roles in Malaysian textbooks, very little has fully explored how stereotypical gender characteristics are assigned to the male and female gender, and how reinforcement of occupational gender roles is done through images and text in Malaysian primary English textbooks. This study seeks to investigate the reinforcement of gender stereotyping in Malaysian Primary English textbooks through images and text. The study addressed the following research question: What stereotypical gender characteristics are assigned to the male and female gender through the images and text incorporated in Malaysian English Primary textbooks? Using the Thematic Analysis approach by Braun and Clarke(2006) the results show that the themes obtained from the analysis were consistent with results from previous studies, which suggested that there was a biased characterization of the male and female gender, and those female characters were still underrepresented leading to the reinforcement of stereotypical gender roles. This study sheds new light on the reinforcement of gender stereotyping and provides important insights into the creation and development of primary English textbooks in Malaysia.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-24DOI: 10.24093/awej/vol14no3.9
Sultan Altalhab
Since English was recently introduced into the grade 1 curriculum in Saudi primary schools in 2021, this questionnaire study examines the perceptions of 1766 Saudi English teachers regarding the introduction of English into this stage, the obstacles posed to its success, and suggestions as to how to ensure the new policy’s effectiveness. The data were collected three months prior to the introduction of English in the grade 1 curriculum using a large-scale questionnaire. The teachers expressed positive perceptions of the introduction of English teaching and learning at this level, and the majority reported that it will have a positive effect on the proficiency of Saudi students in the English language. The respondents reported on the potential challenges they may encounter when teaching English at grade 1, with the major obstacles including the large number of students in classes, the use of textbooks that contain too much information, and a lack of access to new learning technologies. They overwhelmingly expressed that providing teachers with modern technologies, enrolling grade 1 English teachers on specialized courses, and increasing the number of English classes per week, would all help ensure the effectiveness of the new policy.
{"title":"Saudi Teachers’ Perceptions of Teaching English at the First Grade","authors":"Sultan Altalhab","doi":"10.24093/awej/vol14no3.9","DOIUrl":"https://doi.org/10.24093/awej/vol14no3.9","url":null,"abstract":"Since English was recently introduced into the grade 1 curriculum in Saudi primary schools in 2021, this questionnaire study examines the perceptions of 1766 Saudi English teachers regarding the introduction of English into this stage, the obstacles posed to its success, and suggestions as to how to ensure the new policy’s effectiveness. The data were collected three months prior to the introduction of English in the grade 1 curriculum using a large-scale questionnaire. The teachers expressed positive perceptions of the introduction of English teaching and learning at this level, and the majority reported that it will have a positive effect on the proficiency of Saudi students in the English language. The respondents reported on the potential challenges they may encounter when teaching English at grade 1, with the major obstacles including the large number of students in classes, the use of textbooks that contain too much information, and a lack of access to new learning technologies. They overwhelmingly expressed that providing teachers with modern technologies, enrolling grade 1 English teachers on specialized courses, and increasing the number of English classes per week, would all help ensure the effectiveness of the new policy.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-24DOI: 10.24093/awej/vol14no3.28
Wu Mengyao, Helmi Norman, Nor Hafizah Adnan
Readability is one of the important factors for students to consider when choosing a text to read. Based on a self-built corpus of Junior High School textbooks in China, this paper mainly investigates the differences in readability between reading texts in junior high school English textbooks. From vocabulary, sentence, and comprehensive indicators, this study makes quantitative statistics on the factors that affect the readability of English textbook texts to understand the readability of different textbook texts and to explore whether there are differences in the readability of eight textbooks. Finally, the results show significant differences in the readability of the eight editions of English readers. The average word length and new words rate are the highest in Popular Science Press, which reach 4.43 words and 8.40%, respectively. Among the average sentence length and the frequency of compound sentences, the Shandong Education Press has the highest, going 11.36 words and 11.03%, and confirmed that the Shandong Education Press has the highest difficulty. The textbook arranger can take the difficulty of the reading text into account once they have determined the readability of the text. They can then arrange or select a textbook appropriate for students, enabling them to comprehend and master the text more effectively.
{"title":"Comparative Analysis of Reading Text Readability in Chinese Junior High School English Teaching Textbook Based on Corpus","authors":"Wu Mengyao, Helmi Norman, Nor Hafizah Adnan","doi":"10.24093/awej/vol14no3.28","DOIUrl":"https://doi.org/10.24093/awej/vol14no3.28","url":null,"abstract":"Readability is one of the important factors for students to consider when choosing a text to read. Based on a self-built corpus of Junior High School textbooks in China, this paper mainly investigates the differences in readability between reading texts in junior high school English textbooks. From vocabulary, sentence, and comprehensive indicators, this study makes quantitative statistics on the factors that affect the readability of English textbook texts to understand the readability of different textbook texts and to explore whether there are differences in the readability of eight textbooks. Finally, the results show significant differences in the readability of the eight editions of English readers. The average word length and new words rate are the highest in Popular Science Press, which reach 4.43 words and 8.40%, respectively. Among the average sentence length and the frequency of compound sentences, the Shandong Education Press has the highest, going 11.36 words and 11.03%, and confirmed that the Shandong Education Press has the highest difficulty. The textbook arranger can take the difficulty of the reading text into account once they have determined the readability of the text. They can then arrange or select a textbook appropriate for students, enabling them to comprehend and master the text more effectively.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-24DOI: 10.24093/awej/vol14no3.21
Tivawan Phramphun, Supong Tangkiengsirisin
This study was conducted to examine the effects of self-regulated strategy development, an intervention designed to teach writing skills through six steps and four self-regulation skills, on academic English writing skills and self-regulated learning. Additionally, the aim is also to investigate attitudes towards the instruction. Mastering the skills of writing is a challenging task since it requires several integrated skills. There exist several complex difficulties in, for example, creating content, organizing structure, applying writing mechanics, and completing the revision process. Thus, the essential factor is writing instruction which helps learners improve their writing skills. The participants were eleven pre-intermediate students at a senior high school in Thailand who were explicitly taught by self-regulated strategy development instruction in a process consisting of six recursive stages and four self-regulation skill stages. To gather quantitative data, a pretest and posttest were employed. Moreover, to obtain qualitative data regarding the students’ attitudes toward the instruction, a semi-structured interview was used. The findings revealed that the academic writing ability and self-regulation skills of Thai high school students can be enhanced by self-regulated strategy development and that students show positive attitudes towards this type of instruction.
{"title":"The Effects of Self-Regulated Strategy Development on Writing Skill and Self-Regulated Learning of Thai High School Students","authors":"Tivawan Phramphun, Supong Tangkiengsirisin","doi":"10.24093/awej/vol14no3.21","DOIUrl":"https://doi.org/10.24093/awej/vol14no3.21","url":null,"abstract":"This study was conducted to examine the effects of self-regulated strategy development, an intervention designed to teach writing skills through six steps and four self-regulation skills, on academic English writing skills and self-regulated learning. Additionally, the aim is also to investigate attitudes towards the instruction. Mastering the skills of writing is a challenging task since it requires several integrated skills. There exist several complex difficulties in, for example, creating content, organizing structure, applying writing mechanics, and completing the revision process. Thus, the essential factor is writing instruction which helps learners improve their writing skills. The participants were eleven pre-intermediate students at a senior high school in Thailand who were explicitly taught by self-regulated strategy development instruction in a process consisting of six recursive stages and four self-regulation skill stages. To gather quantitative data, a pretest and posttest were employed. Moreover, to obtain qualitative data regarding the students’ attitudes toward the instruction, a semi-structured interview was used. The findings revealed that the academic writing ability and self-regulation skills of Thai high school students can be enhanced by self-regulated strategy development and that students show positive attitudes towards this type of instruction.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"314 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-24DOI: 10.24093/awej/vol14no3.13
Mousa O. M. Hasan
Reading is crucial for individuals to achieve optimal functioning, as it facilitates the development of cognitive processes such as critical thinking and decision-making, which foster the ability to conceptualize and solve problems. This research study is significant to conduct because there is a dier need for a scholarly inquiry more focused on establishing the relationship between students’ attitudes toward reading and their academic performance while considering the influence of study skills across all levels of education. The main aim of the study was to examin the relation between the reading attitudes of students and their academic acheivment by gainning higher grades in the class. Thus, the main research question the study was; What is the relationship between reading attitude and students’ grade point average? The main research tool used in thse study was quantitative research method. The study was conducted in King Saud University for Health and Sciences (KSUHS) in Riyadh Saudi Arabia. Random sampling technique was used to select the sample. Sample size of the study was 146 students enrolled in first-year at KSUHS. The Pearson correlation value of E1, E2, E3, G1, E10, E13, E16, E21, G25, E1, E2, E22, E12, E7, E8, E14 lie between +1 and -1 which showed that variables have a significant relationship with each other. The hypothesis test values were (t=4.797, p<.01) which supported the hypothesis that a positive reading attitude contributes to higher grade point averages in the classroom due to which H1 was accepted. Correlation among the variables showed that grade point average is significantly correlated with Reading attitudes toward the English language.
{"title":"The Relationship between Reading Attitude and Student Grade Point Average","authors":"Mousa O. M. Hasan","doi":"10.24093/awej/vol14no3.13","DOIUrl":"https://doi.org/10.24093/awej/vol14no3.13","url":null,"abstract":"Reading is crucial for individuals to achieve optimal functioning, as it facilitates the development of cognitive processes such as critical thinking and decision-making, which foster the ability to conceptualize and solve problems. This research study is significant to conduct because there is a dier need for a scholarly inquiry more focused on establishing the relationship between students’ attitudes toward reading and their academic performance while considering the influence of study skills across all levels of education. The main aim of the study was to examin the relation between the reading attitudes of students and their academic acheivment by gainning higher grades in the class. Thus, the main research question the study was; What is the relationship between reading attitude and students’ grade point average? The main research tool used in thse study was quantitative research method. The study was conducted in King Saud University for Health and Sciences (KSUHS) in Riyadh Saudi Arabia. Random sampling technique was used to select the sample. Sample size of the study was 146 students enrolled in first-year at KSUHS. The Pearson correlation value of E1, E2, E3, G1, E10, E13, E16, E21, G25, E1, E2, E22, E12, E7, E8, E14 lie between +1 and -1 which showed that variables have a significant relationship with each other. The hypothesis test values were (t=4.797, p<.01) which supported the hypothesis that a positive reading attitude contributes to higher grade point averages in the classroom due to which H1 was accepted. Correlation among the variables showed that grade point average is significantly correlated with Reading attitudes toward the English language.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The exploratory case study explored how the lecturers motivate the students to engage in team-based online learning and how technologies in e-learning and remote classrooms motivate student engagement. Engagement is a multidimensional construct that includes behaviour, emotions, and cognition, essential in learning outcomes. Involving 101 undergraduate students, questionnaires and virtual interviews were conducted with the participants to elicit their perceptions and experiences concerning student engagement. Following the Self-Determination Theory framework of Deci and Ryan (1985), this study proved that students’ engagement in the team-based online learning model is based on three perspectives: competence, sense of belonging, and autonomy. The theory highlights the importance of motivation and fulfilment of three basic human needs: autonomy, competence and relatedness. Data was collected through interviews and questionnaires focusing on the perceptions and experiences of undergraduate students who had participated in fully online learning for four semesters. Thematic analysis was used to analyze data divided into categories based on the Self-Determination Theory framework. The findings reveal that students’ engagement in team-based online learning is influenced by their need for competence, belonging, and autonomy. Overall, this research highlights the importance of addressing student engagement in online learning and provides insight into how lecturers and technology can motivate and enhance student engagement in team-based online learning. Lecturers must continually adapt their instructional strategies and leverage technology to maintain and increase student engagement during the online learning experience
{"title":"Student Engagement in Virtual Learning: The Self-Determination Theory Perspective","authors":"Farikah Farikah, Mimi Mulyani, Astuty Astuty, Sukron Mazid","doi":"10.24093/awej/vol14no3.12","DOIUrl":"https://doi.org/10.24093/awej/vol14no3.12","url":null,"abstract":"The exploratory case study explored how the lecturers motivate the students to engage in team-based online learning and how technologies in e-learning and remote classrooms motivate student engagement. Engagement is a multidimensional construct that includes behaviour, emotions, and cognition, essential in learning outcomes. Involving 101 undergraduate students, questionnaires and virtual interviews were conducted with the participants to elicit their perceptions and experiences concerning student engagement. Following the Self-Determination Theory framework of Deci and Ryan (1985), this study proved that students’ engagement in the team-based online learning model is based on three perspectives: competence, sense of belonging, and autonomy. The theory highlights the importance of motivation and fulfilment of three basic human needs: autonomy, competence and relatedness. Data was collected through interviews and questionnaires focusing on the perceptions and experiences of undergraduate students who had participated in fully online learning for four semesters. Thematic analysis was used to analyze data divided into categories based on the Self-Determination Theory framework. The findings reveal that students’ engagement in team-based online learning is influenced by their need for competence, belonging, and autonomy. Overall, this research highlights the importance of addressing student engagement in online learning and provides insight into how lecturers and technology can motivate and enhance student engagement in team-based online learning. Lecturers must continually adapt their instructional strategies and leverage technology to maintain and increase student engagement during the online learning experience","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-24DOI: 10.24093/awej/vol14no3.7
Abdulelah Alkhateeb, Sajjadllah Alhawsawi
In contexts where English is not a mother tongue, several institutions implement English as the medium of instruction. This paper argues that Saudi students pursuing tertiary education in scientific disciplines like health sciences must study in English-medium settings where they encounter several academic challenges related to the English language. Pre-university education for Saudi students is conducted in Arabic, which may have resulted in a jarring transition when they were expected to be instructed in English at the university. This abrupt change in the instruction medium challenges students’ English language proficiency. This paper aims to answer this question “What do perspectives students and instructors at KSAU-HS have regarding the challenges of implementing EMI in CAMS-A? ” It may also question the institution’s language policy and the quality of its educational outcomes. By using data from semi-structured interviews and classroom observations, the findings of this paper attempt to comprehend challenges such as 1) pre-university English language preparations, 2) misaligned expectations between content instructors and English instructors regarding improving students’ English language, 3) time and effort in preparing and delivering lectures using EMI, and 4) impeding students’ comprehension of content knowledge and driving them to rote memorization. This paper discusses these obstacles to provide potential explanations and solutions by calling into question the monolingual bias of EMI programs in Saudi Arabia.
{"title":"Challenges in Incorporating English as the Medium of Instruction at King Saud bin Abdulaziz University for Health Sciences","authors":"Abdulelah Alkhateeb, Sajjadllah Alhawsawi","doi":"10.24093/awej/vol14no3.7","DOIUrl":"https://doi.org/10.24093/awej/vol14no3.7","url":null,"abstract":"In contexts where English is not a mother tongue, several institutions implement English as the medium of instruction. This paper argues that Saudi students pursuing tertiary education in scientific disciplines like health sciences must study in English-medium settings where they encounter several academic challenges related to the English language. Pre-university education for Saudi students is conducted in Arabic, which may have resulted in a jarring transition when they were expected to be instructed in English at the university. This abrupt change in the instruction medium challenges students’ English language proficiency. This paper aims to answer this question “What do perspectives students and instructors at KSAU-HS have regarding the challenges of implementing EMI in CAMS-A? ” It may also question the institution’s language policy and the quality of its educational outcomes. By using data from semi-structured interviews and classroom observations, the findings of this paper attempt to comprehend challenges such as 1) pre-university English language preparations, 2) misaligned expectations between content instructors and English instructors regarding improving students’ English language, 3) time and effort in preparing and delivering lectures using EMI, and 4) impeding students’ comprehension of content knowledge and driving them to rote memorization. This paper discusses these obstacles to provide potential explanations and solutions by calling into question the monolingual bias of EMI programs in Saudi Arabia.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article presents the pedagogical framework for integrative teaching and learning, melding foreign language instruction with professional disciplines within the interdepartmental interaction. Through a comprehensive review of both foreign and domestic literature, the authors highlight the insufficient development of this concept in Ukraine, particularly in practical application. The study advocates for adapting and assimilating positive foreign experiences to the distinctive contours of Ukrainian higher education, underpinned by a robust theoretical and methodological foundation. The authors contend that the demands of modern life necessitate the active integration of interdisciplinary links into higher education curricula, leveraging foreign languages to develop foreign language professional communicative competence as an integral component of professional competence. They emphasize the pivotal role of interdepartmental collaboration in fostering such interdisciplinary convergence. Considering the unresolved nature of this issue in Ukraine, the significance and imperative for establishing an integrative teaching and learning concept in the context of interdepartmental interaction are undeniable. The article delineates the concept’s goals and objectives, scrutinizes the pivotal preconditions and rationale for its development, and furnishes a comprehensive algorithm for the seamless integration of professional subjects and foreign language instruction. Two main stages of integrative training, preparatory and organizational-procedural, are distinguished, with their characteristics outlined. Additionally, the article underscores the need for designing specialized transitional courses to harmonize profession-oriented content in foreign languages with specific disciplines.
{"title":"Pedagogical Concept of Integrative Teaching and Learning in the Context of Interdepartmental Interaction","authors":"Oleksandr Khomenko, Liudmyla Vasylchuk, Andrii Sotnykov, Oksana Slaba","doi":"10.24093/awej/vol14no3.17","DOIUrl":"https://doi.org/10.24093/awej/vol14no3.17","url":null,"abstract":"This article presents the pedagogical framework for integrative teaching and learning, melding foreign language instruction with professional disciplines within the interdepartmental interaction. Through a comprehensive review of both foreign and domestic literature, the authors highlight the insufficient development of this concept in Ukraine, particularly in practical application. The study advocates for adapting and assimilating positive foreign experiences to the distinctive contours of Ukrainian higher education, underpinned by a robust theoretical and methodological foundation. The authors contend that the demands of modern life necessitate the active integration of interdisciplinary links into higher education curricula, leveraging foreign languages to develop foreign language professional communicative competence as an integral component of professional competence. They emphasize the pivotal role of interdepartmental collaboration in fostering such interdisciplinary convergence. Considering the unresolved nature of this issue in Ukraine, the significance and imperative for establishing an integrative teaching and learning concept in the context of interdepartmental interaction are undeniable. The article delineates the concept’s goals and objectives, scrutinizes the pivotal preconditions and rationale for its development, and furnishes a comprehensive algorithm for the seamless integration of professional subjects and foreign language instruction. Two main stages of integrative training, preparatory and organizational-procedural, are distinguished, with their characteristics outlined. Additionally, the article underscores the need for designing specialized transitional courses to harmonize profession-oriented content in foreign languages with specific disciplines.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"789 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-24DOI: 10.24093/awej/vol14no3.27
Ebubekir Bozavlı
In the last century, technology has become more commonplace than ever. Its effect continues to increase day by day in the field of education, training, and in many aspects of social life. Today people cannot protect themselves from its influence, which mostly leads to addiction. The present study aims to determine the relation between learners’ addiction to technology and the use of technology in foreign languages. The research is to address the following questions: “Are foreign language learners addicted to technology, and to what extent do they utilize technology in their learning of a foreign language?” The respondents consist of 277 students, male and female from the departments of English, French, and German language education. A survey consisting of 35 closed-ended questions was given to students in the three departments. The 5 Likert scale with 35 items was also used. The results were analyzed using descriptive statistics by means of the Spss program. The findings of the study revealed that the participants’ level of technology addiction is medium, and their competence in using technology in foreign language learning is low. Furthermore, the results indicate a significant difference in favor of upper grades in the use of technology.
{"title":"The Relationship between the Use of Technology and Technology Addiction in Learning Foreign Language","authors":"Ebubekir Bozavlı","doi":"10.24093/awej/vol14no3.27","DOIUrl":"https://doi.org/10.24093/awej/vol14no3.27","url":null,"abstract":"In the last century, technology has become more commonplace than ever. Its effect continues to increase day by day in the field of education, training, and in many aspects of social life. Today people cannot protect themselves from its influence, which mostly leads to addiction. The present study aims to determine the relation between learners’ addiction to technology and the use of technology in foreign languages. The research is to address the following questions: “Are foreign language learners addicted to technology, and to what extent do they utilize technology in their learning of a foreign language?” The respondents consist of 277 students, male and female from the departments of English, French, and German language education. A survey consisting of 35 closed-ended questions was given to students in the three departments. The 5 Likert scale with 35 items was also used. The results were analyzed using descriptive statistics by means of the Spss program. The findings of the study revealed that the participants’ level of technology addiction is medium, and their competence in using technology in foreign language learning is low. Furthermore, the results indicate a significant difference in favor of upper grades in the use of technology.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：