دكتوراه
العلوم الإنسانية والإجتماعية
University of Southampton
| مجال التميز | دراسي وبحثي |
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البحوث المنشورة |
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| البحث (1): | |
| عنوان البحث: | Wikis in Language Learning: Merits and Limitations. |
| رابط إلى البحث: | https://al-kindipublisher.com/index.php/jeltal/article/view/687/1392 |
| تاريخ النشر: | 30/10/2020 |
| موجز عن البحث: | This study comprehensively reviews the literature associated with the implementation of wikis in an educational context, primarily concerning learning and teaching languages. The study proceeds by presenting wikis and their main theoretical background in a brief overview. After that, a discussion of the most recent empirical studies is presented, followed by an exploration of the merits and the limitations of using wikis in an educational setting. The paper concludes that wikis have a positive impact when it comes to improving learners’ knowledge of various aspects of language, enhancing their autonomy, learning perceptions, and motivation to learn. As a beneficial digital tool, wikis can effectively improve students’ language learning, which is achieved via critical thinking, negotiation of meaning, and collaborative learning, to name a few aspects. Having said this, limitations exist, all of which should be taken seriously by both administrators and teachers alike to maximise wikis’ benefits. Yet, it is increasingly evident that, in this context, wikis’ positives far outweigh their minuses. A number of practical recommendations are offered at the end of this paper to guide teachers, educators, and researchers. |
| البحث (2): | |
| عنوان البحث: | Barriers in Implementing Communicative Language Teaching Approach: EFL Learners’ Perspective |
| رابط إلى البحث: | https://www.iiste.org/Journals/index.php/JEP/article/view/55748/57583 |
| تاريخ النشر: | 31/03/2021 |
| موجز عن البحث: | Over the last few decades, foreign language teaching has changed, favouring a more communicative-focused approach. However, researchers have reported a number of barriers that may hinder its successful implementation. This study, then, investigates the difficulties that affect the smooth implementation of Communicative Language Teaching (CLT) in Saudi EFL classrooms, specifically from the learners’ point of view, as well as the reasons behind them, in order to provide suitable and practical recommendations to different EFL contexts. A mixed-method research, which included a written questionnaire and follow-up interviews, was conducted with 74 Saudi EFL students, all of whom were undergraduate students in their first level and enlisted on a speaking and listening course that adhered to the principles of the Communicative Approach (CA). The results revealed that students had positive attitudes towards conducting communicative activities in their English classes. The study further reported various barriers that students encountered whilst participating in communicative classroom activities: difficulty expressing themselves and organising ideas, low levels of participation, foreign language inhibition, anxiety, an inability to understand others, limited teaching time, and excessive mother tongue use. Moreover, the findings highlighted different reasons for these barriers, such as limited English proficiency, a lack of motivation, teacher and activity-related reasons, and previous instructional practices in schools. Finally, implications for pedagogy were presented based on the findings. These implications should be taken into consideration in order to more effectively implement CLT. Finally, this essay suggests various practical recommendations that educators, teachers, and policy makers can implement in order to maximise the effectiveness of the CLT approach. |
