مجال
التميز
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تميز دراسي
وبحثي
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البحوث المنشورة
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البحث (1):
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عنوان البحث:
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The
Effect Of Explicit Instruction Of Textual Discourse Markers On Saudi EFL
Learners’ Reading Comprehension.
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رابط إلى البحث:
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Click here
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تاريخ النشر:
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30 Jan 2015
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موجز عن البحث:
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Discourse
markers (DMs) instruction is currently receiving an increasing amount of
attention in the literature on second language learning. As noted by
Al-Yaari, Al Hammadi, Alyami, and Almaflehi (2013), and Algouzi (2014), the
use of DMs is insufficient to support the development of the language skills,
especially reading, of Saudi English as a Foreign Language (EFL) learners’.
Recurrent reports (e.g., Al Abik, 2014; Al-Mansour & Al-Shorman, 2011)
have shown that Saudi EFL learners perform poorly on reading comprehension
tasks. Since these studies were generally descriptive, the current study
attempted to fill the gap by providing empirical data, particular to
low-proficiency learners in the Saudi EFL context, based on an eight-session
intervention programme to familiarise learners with DMs. This study
hypothesised that explicit DM instruction could improve learners’ reading
comprehension and that there would be a significant positive relationship
between Saudi EFL learners’ knowledge of DMs and their reading performance.
To test these hypotheses, two classes with a total of 70 Saudi male
third-grade secondary students were assigned as control and experimental
groups. The experimental group was introduced to the intervention programme,
whereas the control group was only taught the prescribed reading lessons. Two
forms of tests in both DMs and reading comprehension were administered to the
two groups before and after the intervention. A correlation analysis was also
run to determine the relationship between learners’ knowledge of DMs and
their reading performance. Results confirmed, with a large effect size, that
explicit instruction in DMs improved low-proficiency EFL learners’ reading
comprehension. The finding also suggested that knowledge of DMs correlated
highly with reading comprehension. In other words, learners who were good at
recognising DMs performed better in reading comprehension tasks, whereas
those who were poor at recognising DMs performed poorly. Practical
suggestions for pedagogy and future research were also identified.
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البحث (2):
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عنوان البحث:
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Why Do Saudi
Efl Readers Exhibit Poor Reading Abilities?
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رابط إلى البحث:
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Click
here
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تاريخ النشر:
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26/02/2016
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موجز عن البحث:
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The aim of the current study was to
investigate the reasons behind Saudi learners’ poor reading skills. To this
end, the objectives were to identify the reading habits of Saudi English as a
Foreign Language (EFL) middle school learners, to understand the extent to
which Saudi EFL middle school learners use reading comprehension skills and
to explore the perceptions of learners, teachers and supervisors regarding
Saudi EFL learners’ reading abilities. The study sample consisted of 90 Saudi
EFL middle school students, eight EFL teachers and six supervisors. The
students were surveyed and interviewed about their reading habits and use of
reading skills, while the teachers and supervisors were interviewed to
explore their perceptions about reading instruction in the Saudi context. The
results revealed that most Saudi EFL students lack the necessary reading
habits in L1 and L2. In addition, they rarely make use of important reading
skills when they read English texts. This study identified “lack of exposure
to target language”, “poor teaching skills and teacher training programs”,
“little attention to comprehension and more attention to reading aloud”,
“students’ lack of motivation”, “little emphasis on reading skills in
textbooks”, “unfamiliar and unsuitable reading topics”, “lack of reading
skills training for students”, “students’ limited vocabulary” and “lack of
parental involvement” as the most important factors behind Saudi students’
poor reading abilities. The study concluded with important recommendations and
suggestions for future research.
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البحث (3):
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عنوان البحث:
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Do
Saudi EFL Teachers Promote Creativity In Their Classrooms?
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رابط إلى البحث:
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Click
here
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تاريخ النشر:
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01/03/2016
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موجز عن البحث:
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Despite the efforts made by the
Ministry of Education in Saudi Arabia, there is still much to be done in
order to nourish creativity in schools. According to a number of studies,
there is an urgent need to reconsider the role of creativity in the current
educational programmes because there is an increasing gap between the reality
of the classrooms and the expectations that students and others, such as
parents, might have. Studies have shown that Saudi public school students
lack the necessary creative thinking skills, especially in language
classrooms. In fact, as claimed by some researchers, Saudi students’ low
level of achievement in English is mainly a result of the approaches and
methods practiced in schools that do not promote creativity. The current
study explores whether or not EFL teachers promote creativity in their
classrooms in Saudi Arabia, while also taking into consideration their own
perceptions and attitudes towards this important concept.
The sample in this study included 45
Saudi EFL teachers and six EFL supervisors. After teachers responded to a
creativity questionnaire that explored their attitudes and the extent to
which they promote creativity in language classrooms, eight of the teachers
and the six EFL supervisors were interviewed. The results revealed that most
Saudi EFL teachers put little effort into fostering creativity in their
teaching practices. Also, their attitudes towards creativity seem to be
divided. The study identified a number of factors as being responsible for
these results. They highlight the need to familiarize textbook designers, EFL
supervisors, and teachers with the importance of creativity and its various
applications. The study concludes with important practical recommendations
and suggestions for future research.
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البحث (4):
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عنوان البحث:
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The
Impact Of Creative Circles On EFL Learners’ Reading Comprehension
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رابط إلى البحث:
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Click
here
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تاريخ النشر:
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18/08/2016
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موجز عن البحث:
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The aim of this study was to
investigate the impact of Creative Circles approach in developing Saudi EFL
middle school learners’ reading comprehension. The study was carried out at a Saudi middle
school in Jeddah, involving three intact third grade classes. A triangulated approach was adopted in
order to collect data by means of multiple instruments- reading comprehension
test, reflective journals and semi-structured interviews over the period of a
school term. The results revealed a significant improvement in the
experimental group’s reading comprehension abilities. The success of Creative Circles approach
could be attributed to its adoption of collaborative reading as a
teaching/learning technique, explicit teaching of reading skills, attention
to low-level and high level reading processes and metacognitive awareness.
Moreover, the experimental group as
well as their
teacher indicated that
the new approach
has immensely helped
in addressing the
issue of vocabulary learning.
They also described the approach as efficient and flexible in large
and mix-abilities classes.
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المؤتمرات العلمية:
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المؤتمر (1):
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عنوان المؤتمر:
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The 8th
Saudi Student Conference In UK
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تاريخ الإنعقاد:
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31 Jan – 01 Feb 2015
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مكان
الإنعقاد:
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London,
UK
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طبيعة المشاركة:
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Poster
presentation
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عنوان المشاركة:
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Reading
Outside The Box” Can Creative Circles Improve EFL Learners’ Reading And Creativity?
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ملخص المشاركة:
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Introduction:
Reading is an abundant source for creativity and the main way for foreign
language learners (EFL) to acquire information. Likewise, creativity is an
essential life skill which is highly related to EFL development. Yet, studies
have shown that EFL learners lack basic reading and creativity skills and
usually face many comprehension difficulties. Objectives: The purpose of this
study is to explore EFL teachers’ and learners’ perception on reading,
collaboration and creativity. It also investigates the effect of using
creative circles as an intervention on learners’ reading comprehension.
Methods: Prior the intervention, the study sample (30 EFL teachers and 3
classes of middle school EFL learners) will be surveyed and interviewed.
Then, the three classes will be pretested for reading comprehension and
creativity and assigned into: creative circle (C.C.) class, collaborative
reading class and individual reading class. During the twelve-week long
intervention, learners in the (C.C.) class will be introduced to tweaked
lessons which foster creativity and facilitate reading skills acquisition.
Also, learners and their teacher will journal their learning/ teaching
experience. The other two classes work with reading lessons either
collaboratively or individually as assigned. Towards the end of the
intervention, all classes are post tested and interviewed. The quantitive
data will be analyzed using t-test, ANCOVA and correlation analysis, whereas
the qualitative data will be analyzed thematically. Anticipated Results: As this study is
still in progress, it is hoped that it will: (1) deliver the voice of an
underrepresented group such as middle school learners to the wider EFL
community. (2) show the influence of (C.C.) on EFL learners’ reading
comprehension and creativity, as well as highlight the importance of
fostering creativity in an EFL context. (3) be of benefit to educators,
course designers and policy makers as (C.C.) is an adaptable strategy which
can develop other language skills.
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المؤتمر (2):
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عنوان المؤتمر:
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22nd TESOL Arabia 2016 Conference
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تاريخ الإنعقاد:
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10/03/2016
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مكان
الإنعقاد:
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Dubai.
UAE
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طبيعة المشاركة:
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Poster
presentation
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عنوان المشاركة:
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Can Creative Circles Improve
Saudi EFL Learners’ Reading Comprehension And Creative Thinking?
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ملخص المشاركة:
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Introduction: Reading
is an abundant source for creativity and the main way for foreign language
learners (EFL) to acquire information. Likewise, creativity is an essential
life skill which is highly related to EFL development. Yet, studies have
shown that EFL learners lack basic reading skills and face many comprehension
difficulties. Also, creativity is not fully established and appreciated in
the EFL context.
Objective: The purpose of this study is to explore
EFL teachers’ and learners’ perception on reading and creativity. It also
investigates the effect of using Creative Circles (C.C) as an intervention on
learners’ reading comprehension and creativity.
Methods: This
quasi-experimental study uses a mixed method approach. Prior the
intervention, the study sample (45 EFL teachers and three classes comprised
of 90 middle school EFL learners) will be surveyed, interviewed and pretested
for reading comprehension and creativity. The three classes, taught by the
same teacher, will be assigned as: one experimental class and two comparison
classes. During the three-month long intervention, learners in the C.C. class
will be introduced to reading lessons which foster creativity and facilitate
acquiring reading skills. Also, learners as well as the teacher will be asked
to keep a journal learning/ teaching. The other two classes approach reading
lessons as they usually do. Towards the end of the intervention, all classes
are post tested and interviewed. The quantitive data will be analyzed using
t-test, ANCOVA and correlation analyses, whereas the qualitative data will be
analyzed thematically.
Findings:
As this study is still in progress, it is hoped that it will deliver the
voice of an underrepresented group to the wider EFL community. It is also
expected to show the influence of (C.C.) on EFL learners’ reading
comprehension and creativity, as well as highlight the importance of
fostering creativity in EFL contexts. The recommendations of this study will,
hopefully, be of benefit to educators as C.C. is an adaptable strategy which
can be incorporated to develop other language skills.
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