The present study investigates EFL teachers’ perceptions of electronic corrective feedback in Saudi Arabia and the impact of electronic feedback on students’ learning process. It also seeks to elucidate the benefits and limitations of using electronic feedback through the Madrasati platform on students’ writing. The significance of this study lies in its exploration of the evolving landscape of educational technology in Saudi Arabian EFL teaching and learning providing insights to optimize feedback practices and enhance professional development, policy making, and student outcomes. The study addresses two primary questions: a) what are EFL teachers’ perceptions of electronic corrective feedback? b) which types and methods of electronic feedback did teachers utilize the most and were found effective? This research employs a quantitative approach, utilizing a questionnaire to gather data. The study sample comprised 141 EFL teachers from public secondary and high schools in Saudi Arabia. Several significant conclusions were drawn from the study. Firstly, the results indicated a high level of satisfaction with the benefits of electronic corrective feedback among Saudi Arabian teachers; they highly value the feedback provided by this method. Due to the COVID-19 pandemic, the Madrasati platform emerged as the most frequently used tool, as teachers were initially mandated to utilize it for delivering feedback. The findings revealed that Saudi EFL teachers identified explanation and description as the most effective forms of correction. Furthermore, the study’s results demonstrated that Saudi teachers did not believe electronic corrective feedback would impede their ability to provide adequate student feedback. The study also discussed several pedagogical implications and recommendations.
{"title":"Teachers’ Perceptions of Electronic Corrective Feedback and its Impact on EFL Learners’ Uptake","authors":"Atheer Suhail Asiri, Hanadi Abdulrahman Khadawardi","doi":"10.24093/awej/call10.14","DOIUrl":"https://doi.org/10.24093/awej/call10.14","url":null,"abstract":"The present study investigates EFL teachers’ perceptions of electronic corrective feedback in Saudi Arabia and the impact of electronic feedback on students’ learning process. It also seeks to elucidate the benefits and limitations of using electronic feedback through the Madrasati platform on students’ writing. The significance of this study lies in its exploration of the evolving landscape of educational technology in Saudi Arabian EFL teaching and learning providing insights to optimize feedback practices and enhance professional development, policy making, and student outcomes. The study addresses two primary questions: a) what are EFL teachers’ perceptions of electronic corrective feedback? b) which types and methods of electronic feedback did teachers utilize the most and were found effective? This research employs a quantitative approach, utilizing a questionnaire to gather data. The study sample comprised 141 EFL teachers from public secondary and high schools in Saudi Arabia. Several significant conclusions were drawn from the study. Firstly, the results indicated a high level of satisfaction with the benefits of electronic corrective feedback among Saudi Arabian teachers; they highly value the feedback provided by this method. Due to the COVID-19 pandemic, the Madrasati platform emerged as the most frequently used tool, as teachers were initially mandated to utilize it for delivering feedback. The findings revealed that Saudi EFL teachers identified explanation and description as the most effective forms of correction. Furthermore, the study’s results demonstrated that Saudi teachers did not believe electronic corrective feedback would impede their ability to provide adequate student feedback. The study also discussed several pedagogical implications and recommendations.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"3 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141796632","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 paper presents a study among students enrolled in a Computer Applications in Translation course at the English department at Bisha University. The research aims to investigate the impact of integrating computer-aided translation (CAT) tools in translation courses on the English Department students at Bisha University. The study uses a quantitative approach and a causal-comparative design to measure students’ attitudes and expectations toward CAT tools integration in translation courses. The research population consists of 30 students of the English Department studying translation, and the research sample is chosen randomly to ensure accurate representation. Data are collected through a Questionnaire and analyzed using descriptive and comparative statistics. However, there are limitations to the current study, including the limited sample size and the focus on the impact on students only. The findings of this study will contribute to the understanding of the effectiveness of CAT tools in translation education and provide insights for English language and translation teachers on how to integrate these tools into their teaching practices.
{"title":"The Impact of Computer-Aided Translation Tools Integration in Translation Courses on the Students of the English Department at Bisha University","authors":"Afaf Theeb Ali Alaklabi","doi":"10.24093/awej/th.309","DOIUrl":"https://doi.org/10.24093/awej/th.309","url":null,"abstract":"This paper presents a study among students enrolled in a Computer Applications in Translation course at the English department at Bisha University. The research aims to investigate the impact of integrating computer-aided translation (CAT) tools in translation courses on the English Department students at Bisha University. The study uses a quantitative approach and a causal-comparative design to measure students’ attitudes and expectations toward CAT tools integration in translation courses. The research population consists of 30 students of the English Department studying translation, and the research sample is chosen randomly to ensure accurate representation. Data are collected through a Questionnaire and analyzed using descriptive and comparative statistics. However, there are limitations to the current study, including the limited sample size and the focus on the impact on students only. The findings of this study will contribute to the understanding of the effectiveness of CAT tools in translation education and provide insights for English language and translation teachers on how to integrate these tools into their teaching practices.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":" 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141670144","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 paper seeks to determine the appropriate strategies for providing English subtitles for Arabic films. It has been designed to analyse the Saudi film Masameer: The Movie, which has English subtitles, and identify the main strategies used for the target language in terms of (a) idiomatic expressions and (b) cultural references. Two strategies have been classified for each of these, the first proposed by Baker (1992) for conveying idiomatic expressions, and the second suggested by Pedersen (2011), which refers to standard strategies for audiovisual translation. Both contribute to identifying appropriate strategies for cultural references. This study attempts to determine the most frequently employed strategies as well as notable discrepancies in their use. Following the completion of a descriptive statistical analysis for the two strategies, each strategy was assessed for idiomatic expressions in terms of “using an idiom of similar meaning and form,” “using an idiom of similar meaning but dissimilar form,” and “translation by paraphrase.” They were also assessed in terms of substitution, retention, and specification of cultural references. Based on the findings of this study, it is suggested that there should be sufficient knowledge of translation issues and the translation methodologies proposed by various linguists. In addition, an improvement in the skills for audiovisual translation is required because it is a broad and evolving field
{"title":"The Strategies of Subtitling the Saudi Films from Arabic into English: Masameer: The Movie – Case Study","authors":"Maram Saad Al-Malki","doi":"10.24093/awej/th.308","DOIUrl":"https://doi.org/10.24093/awej/th.308","url":null,"abstract":"This paper seeks to determine the appropriate strategies for providing English subtitles for Arabic films. It has been designed to analyse the Saudi film Masameer: The Movie, which has English subtitles, and identify the main strategies used for the target language in terms of (a) idiomatic expressions and (b) cultural references. Two strategies have been classified for each of these, the first proposed by Baker (1992) for conveying idiomatic expressions, and the second suggested by Pedersen (2011), which refers to standard strategies for audiovisual translation. Both contribute to identifying appropriate strategies for cultural references. This study attempts to determine the most frequently employed strategies as well as notable discrepancies in their use. Following the completion of a descriptive statistical analysis for the two strategies, each strategy was assessed for idiomatic expressions in terms of “using an idiom of similar meaning and form,” “using an idiom of similar meaning but dissimilar form,” and “translation by paraphrase.” They were also assessed in terms of substitution, retention, and specification of cultural references. Based on the findings of this study, it is suggested that there should be sufficient knowledge of translation issues and the translation methodologies proposed by various linguists. In addition, an improvement in the skills for audiovisual translation is required because it is a broad and evolving field","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141671155","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}
One of the most challenging skills to master for intermediate English language learners is writing skill because it requires them to have a profound knowledge of the structure of the language, vocabulary, and style of writing. Therefore, this study investigated the effectiveness of using electronic portfolios as a learning tool to enhance the English writing skills of Saudi female English intermediate-level students from their teachers’ perspectives. This study used mixed methods in which a Zoom interview of five questions was used to gather qualitative data, and a Yes/ No questionnaire of 10 questions was used to collect quantitative data. The participants were teachers who teach English intermediate-level Saudi female students at Taif University. The data was analyzed qualitatively and quantitively. The study concluded that teachers believed that there are many advantages for the incorporating of e. portfolios when teaching that would account for the development of the language learning process. Further, there are some challenges that encountered the participants.
{"title":"The Effectiveness of Using Electronic Portfolios as a Learning Tool in Enhancing the Writing Performance of Saudi Female Intermediate Students at Taif University: Teachers’ Perspectives","authors":"Abrar Adel Mohammed Shami","doi":"10.24093/awej/th.306","DOIUrl":"https://doi.org/10.24093/awej/th.306","url":null,"abstract":"One of the most challenging skills to master for intermediate English language learners is writing skill because it requires them to have a profound knowledge of the structure of the language, vocabulary, and style of writing. Therefore, this study investigated the effectiveness of using electronic portfolios as a learning tool to enhance the English writing skills of Saudi female English intermediate-level students from their teachers’ perspectives. This study used mixed methods in which a Zoom interview of five questions was used to gather qualitative data, and a Yes/ No questionnaire of 10 questions was used to collect quantitative data. The participants were teachers who teach English intermediate-level Saudi female students at Taif University. The data was analyzed qualitatively and quantitively. The study concluded that teachers believed that there are many advantages for the incorporating of e. portfolios when teaching that would account for the development of the language learning process. Further, there are some challenges that encountered the participants.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"70 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141268487","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 : 2024-03-20DOI: 10.24093/awej/vol15no1.23
Farah Amirah Mohd Fisal, Azlina Abdul Aziz, Nur Ehsan Mohd Said
Evaluating web-based learning resources during the development process before implementation with target learners is essential to ensure their efficacy. This study examines field experts’ perceptions of a web-based academic vocabulary learning resource developed by the authors for ESL pre-university learners. The main aim is to evaluate the resource’s technical, design, content, and pedagogy aspects, following Kartal and Uzun’s (2010) criteria for good language learning websites. A questionnaire survey was distributed to six field experts from various Malaysian tertiary education institutions specializing in vocabulary learning and e-learning. The quantitative data collected were analyzed descriptively using SPSS. The results indicate that the experts highly evaluated the web resource, suggesting it meets the essential criteria for a well-designed English language learning website. With the recommended improvements, the web resource has the potential to enhance academic vocabulary learning for ESL pre-university learners significantly. This study contributes valuable insights for developing and implementing effective web-based learning resources in ESL classrooms.
{"title":"Field Experts’ Evaluation of a Web-based Academic Vocabulary Learning Resource for ESL Pre-university Learners","authors":"Farah Amirah Mohd Fisal, Azlina Abdul Aziz, Nur Ehsan Mohd Said","doi":"10.24093/awej/vol15no1.23","DOIUrl":"https://doi.org/10.24093/awej/vol15no1.23","url":null,"abstract":"Evaluating web-based learning resources during the development process before implementation with target learners is essential to ensure their efficacy. This study examines field experts’ perceptions of a web-based academic vocabulary learning resource developed by the authors for ESL pre-university learners. The main aim is to evaluate the resource’s technical, design, content, and pedagogy aspects, following Kartal and Uzun’s (2010) criteria for good language learning websites. A questionnaire survey was distributed to six field experts from various Malaysian tertiary education institutions specializing in vocabulary learning and e-learning. The quantitative data collected were analyzed descriptively using SPSS. The results indicate that the experts highly evaluated the web resource, suggesting it meets the essential criteria for a well-designed English language learning website. With the recommended improvements, the web resource has the potential to enhance academic vocabulary learning for ESL pre-university learners significantly. This study contributes valuable insights for developing and implementing effective web-based learning resources in ESL classrooms.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"9 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140225342","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 : 2024-03-20DOI: 10.24093/awej/vol15no1.11
Farah Muayad Issa
Infographics have the capability to organize and display information in a way that is easy for viewers to retrieve and make observations. While infographics have been successful in various fields, their potential benefits in composition writing have not been explored. The primary objective of this study is to investigate the perspectives of Iraqi EFL students who used infographics as an educational technology tool in composition writing, and to identify how gender influences students’ performance when using infographics in EFL writing classes. The significance of this study lies in its integration of infographics as an educational technology tool for teaching writing, aligning with the current trend of technology integration in education and meeting the demands of the 21st century. A pre-tests, post-tests, and questionnaires have been used to collect data. The questionnaire consisted of 28 close-ended items structured on a Likert rating scale, with responses ranging from Strongly Agree to Strongly Disagree. The responses were analyzed using Google Sheets and SPSS software for quantitative analysis. The conclusions indicate that a significant proportion of students consider using infographics to promote cooperative learning and teamwork. Furthermore, these results showed significant gender differences, with female students using infographics more frequently than male students. This demonstrates the substantial interest among women in utilizing technology in learning, highlighting the potential for investment in English language skills development and educational technology. Finally, it is recommended to incorporate infographics into teaching practices across disciplines to enhance students’ learning experiences and foster essential skills required in the 21st century.
{"title":"Using Infographics as An Educational Technology Tool in EFL Writing: University of Baghdad Case Study","authors":"Farah Muayad Issa","doi":"10.24093/awej/vol15no1.11","DOIUrl":"https://doi.org/10.24093/awej/vol15no1.11","url":null,"abstract":"Infographics have the capability to organize and display information in a way that is easy for viewers to retrieve and make observations. While infographics have been successful in various fields, their potential benefits in composition writing have not been explored. The primary objective of this study is to investigate the perspectives of Iraqi EFL students who used infographics as an educational technology tool in composition writing, and to identify how gender influences students’ performance when using infographics in EFL writing classes. The significance of this study lies in its integration of infographics as an educational technology tool for teaching writing, aligning with the current trend of technology integration in education and meeting the demands of the 21st century. A pre-tests, post-tests, and questionnaires have been used to collect data. The questionnaire consisted of 28 close-ended items structured on a Likert rating scale, with responses ranging from Strongly Agree to Strongly Disagree. The responses were analyzed using Google Sheets and SPSS software for quantitative analysis. The conclusions indicate that a significant proportion of students consider using infographics to promote cooperative learning and teamwork. Furthermore, these results showed significant gender differences, with female students using infographics more frequently than male students. This demonstrates the substantial interest among women in utilizing technology in learning, highlighting the potential for investment in English language skills development and educational technology. Finally, it is recommended to incorporate infographics into teaching practices across disciplines to enhance students’ learning experiences and foster essential skills required in the 21st century.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"11 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140225517","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 : 2024-03-20DOI: 10.24093/awej/vol15no1.10
Abdulmohsin A. Alshehri
This study examines written literacy outcomes among Saudi female university students undertaking an EFL journalistic course over fourteen weeks. It specifically aims to explore their competence in the English hard news genre. It, thus, seeks to address the following question: after completing the course, to what degree did students create texts structurally matching the conventional English news report? The significance of this study lies in its integration of media and education, employment of linguistic analysis based on Systemic Functional Linguistics, and use of English expert news reports for comparison with students’ journalistic texts. It deployed the genre-based pedagogy devised within the Sydney School to design the news writing course. Twenty-five students undertook such a course during the 2022 academic year. This study gathered those students’ writing to subject it to linguistic scrutiny, assessing each student over one news report after completing the course. It reports that, after the course, half of the class developed their ability to produce the genre of the standard English language hard news report. Those students created texts that matched the professional news articles in the corpus, thus effectively following the textual features of such a genre.
{"title":"Investigating Saudi EFL Female University Students’ Command of Journalistic Writing: An SFL-based Study on Textual Organization","authors":"Abdulmohsin A. Alshehri","doi":"10.24093/awej/vol15no1.10","DOIUrl":"https://doi.org/10.24093/awej/vol15no1.10","url":null,"abstract":"This study examines written literacy outcomes among Saudi female university students undertaking an EFL journalistic course over fourteen weeks. It specifically aims to explore their competence in the English hard news genre. It, thus, seeks to address the following question: after completing the course, to what degree did students create texts structurally matching the conventional English news report? The significance of this study lies in its integration of media and education, employment of linguistic analysis based on Systemic Functional Linguistics, and use of English expert news reports for comparison with students’ journalistic texts. It deployed the genre-based pedagogy devised within the Sydney School to design the news writing course. Twenty-five students undertook such a course during the 2022 academic year. This study gathered those students’ writing to subject it to linguistic scrutiny, assessing each student over one news report after completing the course. It reports that, after the course, half of the class developed their ability to produce the genre of the standard English language hard news report. Those students created texts that matched the professional news articles in the corpus, thus effectively following the textual features of such a genre.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"7 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140226313","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 : 2024-03-20DOI: 10.24093/awej/vol15no1.16
Sami Hussein Hakeem Barzani, Awat Birqe Muho Baiz
Competence in writing is an indispensable skill crucial for both academic and professional success, enabling effective expression of ideas, thoughts, and information. Writing proficiency encompasses more than word arrangement, extending to organizing ideas, utilizing proper grammar and punctuation, and conveying meaning clearly. However, second/foreign language learners often grapple with challenges in cultivating proficient writing skills. This investigation meticulously examines errors in a dataset comprising 40 English paragraphs authored by Kurdish and Arab learners. Employing error analysis, the study identifies and categorizes errors with the aim of discerning potential variations in error types and frequencies between the two student groups. Additionally, the research delves into gender-related differences in error occurrence. The results provide valuable insights for crafting language teaching materials and strategies tailored to English learners from Kurdish and Arab backgrounds, illuminating linguistic hurdles these students confront. The study’s findings underscore that punctuation errors prevail among both groups, exhibiting no significant disparities between Kurdish and Arab students. Similarly, gender differences among students do not yield any noteworthy distinctions.
{"title":"Error Analysis of Written English Paragraphs by Kurdish and Arab Students: A Comparative Study","authors":"Sami Hussein Hakeem Barzani, Awat Birqe Muho Baiz","doi":"10.24093/awej/vol15no1.16","DOIUrl":"https://doi.org/10.24093/awej/vol15no1.16","url":null,"abstract":"Competence in writing is an indispensable skill crucial for both academic and professional success, enabling effective expression of ideas, thoughts, and information. Writing proficiency encompasses more than word arrangement, extending to organizing ideas, utilizing proper grammar and punctuation, and conveying meaning clearly. However, second/foreign language learners often grapple with challenges in cultivating proficient writing skills. This investigation meticulously examines errors in a dataset comprising 40 English paragraphs authored by Kurdish and Arab learners. Employing error analysis, the study identifies and categorizes errors with the aim of discerning potential variations in error types and frequencies between the two student groups. Additionally, the research delves into gender-related differences in error occurrence. The results provide valuable insights for crafting language teaching materials and strategies tailored to English learners from Kurdish and Arab backgrounds, illuminating linguistic hurdles these students confront. The study’s findings underscore that punctuation errors prevail among both groups, exhibiting no significant disparities between Kurdish and Arab students. Similarly, gender differences among students do not yield any noteworthy distinctions.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140224545","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 : 2024-03-20DOI: 10.24093/awej/vol15no1.17
Ahmad Taufik Hidayah Abdullahp, I. M. Netra, Isyaku Hassan
The ability to speak English in public with confidence is essential for university students; both for their studies and employment purposes after graduation. Nowadays, employers seek staff who can speak English confidently. This study, therefore, aims to explore difficulties and factors that hinder effective public speaking among undergraduate students at a Malaysian university. The study employed a qualitative method through face-to-face semi-structured interviews and gathered data from a purposive sample of 44 undergraduate students. The interview data were analyzed using an inductive-thematic analysis: identifying natural units of meaning, labeling, categorizing, and organizing them, constructing narratives, and interpreting the findings. The findings showed that undergraduate students face various difficulties concerning English public speaking due to poor language skills in terms of grammar, vocabulary, pronunciation, and fluency. Additionally, the findings revealed several factors that hinder public effective speaking among students, including dislike for English, nervousness, low self-esteem, lack of confidence, shyness, eye contact, gender differences as well as lack of idea, practice, and audience attention. These difficulties may result in students having a high level of anxiety during public speaking. This study offers valuable insights to educators in overcoming English speaking difficulties among undergraduates to enhance learning outcomes.
{"title":"Difficulties Faced by Undergraduate Students in English Public Speaking at a Malaysian University","authors":"Ahmad Taufik Hidayah Abdullahp, I. M. Netra, Isyaku Hassan","doi":"10.24093/awej/vol15no1.17","DOIUrl":"https://doi.org/10.24093/awej/vol15no1.17","url":null,"abstract":"The ability to speak English in public with confidence is essential for university students; both for their studies and employment purposes after graduation. Nowadays, employers seek staff who can speak English confidently. This study, therefore, aims to explore difficulties and factors that hinder effective public speaking among undergraduate students at a Malaysian university. The study employed a qualitative method through face-to-face semi-structured interviews and gathered data from a purposive sample of 44 undergraduate students. The interview data were analyzed using an inductive-thematic analysis: identifying natural units of meaning, labeling, categorizing, and organizing them, constructing narratives, and interpreting the findings. The findings showed that undergraduate students face various difficulties concerning English public speaking due to poor language skills in terms of grammar, vocabulary, pronunciation, and fluency. Additionally, the findings revealed several factors that hinder public effective speaking among students, including dislike for English, nervousness, low self-esteem, lack of confidence, shyness, eye contact, gender differences as well as lack of idea, practice, and audience attention. These difficulties may result in students having a high level of anxiety during public speaking. This study offers valuable insights to educators in overcoming English speaking difficulties among undergraduates to enhance learning outcomes.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"10 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140225540","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 : 2024-03-20DOI: 10.24093/awej/vol15no1.21
Emily Abd Rahman, Melor Md Yunus, H. Hashim, Nur Khadirah Ab. Rahman
Synthesis writing, a critical skill for university students, involves selecting, organizing, and connecting information from multiple texts. However, many students struggle with this task, highlighting a need for effective instructional approaches. In the wake of the Covid-19 pandemic, which has reshaped educational practices, there is a pressing need to reconsider teaching methods and incorporate digital approaches to align with contemporary learning paradigms. This study investigates the necessity of developing a mobile app module for teaching synthesis writing in a defence university setting in Malaysia. Ultimately, the research poses a central question: What are the perspectives of educators in a defence university in Malaysia regarding the necessity of developing a mobile application module for teaching synthesis writing? Through semi-structured interviews with five educators, the study explores their perspectives on the importance, challenges and strategies associated with teaching synthesis writing, as well as their readiness to integrate mobile technology into instruction. Thematic analysis of the data reveals four main themes: the importance of synthesis writing, challenges in teaching synthesis writing, learning strategies employed by educators, and the readiness to adopt mobile technology for teaching synthesis writing. The findings underscore the significance of this study for mobile application designers, English language educators, and course designers, providing insights into the specific needs and preferences regarding synthesis writing instruction. Furthermore, the study contributes to both theory and practice in education by addressing the growing demand for digital tools in writing instruction and highlighting the potential of mobile applications to enhance students’ writing skills.
{"title":"A Digital Approach to Teach Synthesis Writing for a Defence University: A Needs Analysis","authors":"Emily Abd Rahman, Melor Md Yunus, H. Hashim, Nur Khadirah Ab. Rahman","doi":"10.24093/awej/vol15no1.21","DOIUrl":"https://doi.org/10.24093/awej/vol15no1.21","url":null,"abstract":"Synthesis writing, a critical skill for university students, involves selecting, organizing, and connecting information from multiple texts. However, many students struggle with this task, highlighting a need for effective instructional approaches. In the wake of the Covid-19 pandemic, which has reshaped educational practices, there is a pressing need to reconsider teaching methods and incorporate digital approaches to align with contemporary learning paradigms. This study investigates the necessity of developing a mobile app module for teaching synthesis writing in a defence university setting in Malaysia. Ultimately, the research poses a central question: What are the perspectives of educators in a defence university in Malaysia regarding the necessity of developing a mobile application module for teaching synthesis writing? Through semi-structured interviews with five educators, the study explores their perspectives on the importance, challenges and strategies associated with teaching synthesis writing, as well as their readiness to integrate mobile technology into instruction. Thematic analysis of the data reveals four main themes: the importance of synthesis writing, challenges in teaching synthesis writing, learning strategies employed by educators, and the readiness to adopt mobile technology for teaching synthesis writing. The findings underscore the significance of this study for mobile application designers, English language educators, and course designers, providing insights into the specific needs and preferences regarding synthesis writing instruction. Furthermore, the study contributes to both theory and practice in education by addressing the growing demand for digital tools in writing instruction and highlighting the potential of mobile applications to enhance students’ writing skills.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"30 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140226190","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}
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