Developing a Checklist for Arabic for Academic Purposes (AAP) Textbooks Evalu...ufo_ana
ملخص
إن تعليم اللغة لأغراض خاصة مجال تدخل عليه تطورات مستمرة تتناسق مع حاجات المتعلم التي تسير مع التطورات في مجال تخصصٍ. وتستلزم هذه الحالة مسايرة الكتب المقررة في هذا المجال مع تلك التطورات. ومن أفضل طريقة لتحديد ذلك، تقييم الكتاب من عدة جوانب. مهما كثرت الأدوات لذلك الغرض، فإنّ تقييم كتاب مقرر ذاتيّ النشاط حيث لا توجد قائمة معينة تشمل جميع المعايير ويمكن تطبيقها على جميع السياقات التعليمية بدون تعديلات كثيرة كي تتساير مع الثقافة والبيئة التعلّمية. ومن أجل ذلك، تهدف هذه الدراسة إلى وضع بنود لقائمة مرجعية لتقييم كتاب مقرر للغة العربية لغرض أكاديمي مستخدم في الجامعة الإسلامية العالمية بماليزيا. ستعرَض في هذه الدراسة مجموعة من بنود لقوائم مرجعية استخدمت لتقييم كتب مقررة للغة لأغراض خاصة. ثم تناقَش هذه البنود وتحلَّل من حيث تركيبها، وتناسُبها للوضع التعليمي الحالي بناءً على نتائج الدراسات السابقة في المجال. ويتم بذلك اختيار أنسب البنود لتقييم الكتاب المقرر.
كلمات مفتاحية: كتاب مقرر - تقييم - معايير - قائمة مرجعية - العربية لأغراض علمية
Abstract
The teaching language for specific purposes is a field with an intervention of continuous developments that are consistent with the needs of the learner, which are moving with developments in the field of specialty. This condition requires the textbooks used in the field to be in pace with the changes in industries of specialties. Among the best ways to determine this is by evaluating the textbook in several aspects. Although there have been many evaluation tools, the textbook evaluation is a subjective activity in which it has no specific checklist consisting standards of evaluation that can be applied to all educational contexts without modifications in order to conform to the learning culture and environment. Hence, this study aims to develop a checklist of items in order to evaluate the textbook of Arabic Language for Academic Purposes (AAP) among learners at the International Islamic University Malaysia (IIUM). This study will present a range of checklist items used in language for specific purposes (LSP) textbook evaluation. These items, then, are discussed and analyzed in terms of structures and practicality to the current educational environment based on the results of previous studies in the field. By then, the selection of appropriate items to evaluate the textbook is done.
Keywords: Textbook - evaluation – standards - checklist - Arabic for Academic Purposes
This document summarizes a journal article that proposes using a modified version of Kumaravadivelu's KARDS model to improve the competencies of non-English department English teachers in higher education. The KARDS model was originally intended for TESOL teacher training but can be adapted for in-service teacher training. The article provides background on English for Academic Purposes and discusses concepts related to language teaching, adult learning theories, and reflective teaching approaches relevant to developing a model to train non-English teachers.
The present study aimed at exploring the abstracts of research articles written by non-native English researchers to uncover the specific characteristics of academic vocabulary employed in the English research articles abstracts.It focuses on frequency and coverage distribution of the words from the Academic Word List (Coxhead, 2000) in the abstracts of research articles. The source of data for this corpus study was gathered from 97 abstracts written by the EFL researchers and published by the Journal Pendidikan dan Kebudayaan Missio at STKIP St. Paulus Ruteng from 2015 until 2018. The results of this study revealed that the coverage of K1, the first most frequent 1000 English words, is the most dominant lexical items applied by the researchers. It covered 71.33% of the texts. The representation of lexical items that belong to K2, the second most frequent 1000 English words, covered 5.44% of all the words used by the writers in their abstracts. Moreover, the presence of Academic Word List, which refers to a list of 570 word families that are commonly found in academic texts and Off-list, which refers to the words that do not belong to K1 or K2 because it is related to certain field, has slight difference over all of the texts where the former covers 11.95% and the later covers 11.26%. As far as the findings of the present study are concerned, the room for some improvements on academic words applied in the abstracts need to pay attention.
This document summarizes a study about English language teachers and teacher training in Pakistan. It discusses the standards for language teacher training in Europe and contrasts that with the realities in Pakistan. It finds that Pakistani teachers generally do not meet the standards set by the Ministry of Education and lack the necessary capabilities for teaching English. The document recommends investing more in teacher training programs to improve English language teaching and learning in Pakistan.
A case study of first year non-english undergraduateAlexander Decker
This document summarizes a study that investigated levels of English learning anxiety among first-year non-English undergraduate students in Bangladesh. The study surveyed 60 students and found they experienced a moderate level of anxiety that hindered their learning. Sources of foreign language anxiety were identified and ways to reduce anxiety in the English as a foreign language classroom were suggested. The goal was to determine students' anxiety levels, identify factors contributing to language anxiety, and propose ways to decrease anxiety and increase engagement.
This document summarizes a study that investigated the English language learning strategies and needs of undergraduate students at the National University of Laos. The study surveyed 160 students about their frequency of strategy use and which English skills they felt needed improvement. The findings showed that speaking was the most important skill students wanted to improve. Students reported using vocabulary books and dictionaries most frequently to learn new words. The researchers recommended redesigning English courses based on these findings to better meet students' needs and enhance learning.
An Experimental Investigation on Preparatory Year EFL learners’ Vocabulary ac...AJHSSR Journal
T :Vocabulary is a vital part of foreign language learning and teaching process and it requires
more consideration in terms of appropriate methodological choice in order to facilitate the learning process of
foreign language learners. Interactive Whiteboard (IWB), which is now associated with the teaching and
learning process in Saudi Arabia, and especially in the EFL classrooms provided motivation for conducting the
experimental investigation concerning the effects of Interactive Whiteboard (IWB) on Preparatory Year EFL
learners’ vocabulary achievement. The study involved two intact groups from the Preparatory Year EFL learners
at a Saudi university and were labelled as Treatment and Control groups respectively. The Treatment group was
given intervention for seven weeks through the Interactive Whiteboard (IWB) while the control group with the
traditional whiteboard. 40 items MCQs type vocabulary achievement test was conducted at the beginning as pretest
and again at the end of the study as post-test. The data achieved was analyzed using the SPSS and the results
showed that there was significant difference between the Treatment and control groups in terms of better
performance in the vocabulary
This document provides an overview and schedule for the 1st International Conference on Language, Literature, and Cultural Studies held from August 22-24, 2013. It includes welcome addresses, an overview of the conference structure and sessions, and 109 paper presentation abstracts on topics related to language acquisition, literature, translation, and cultural studies.
Developing a Checklist for Arabic for Academic Purposes (AAP) Textbooks Evalu...ufo_ana
ملخص
إن تعليم اللغة لأغراض خاصة مجال تدخل عليه تطورات مستمرة تتناسق مع حاجات المتعلم التي تسير مع التطورات في مجال تخصصٍ. وتستلزم هذه الحالة مسايرة الكتب المقررة في هذا المجال مع تلك التطورات. ومن أفضل طريقة لتحديد ذلك، تقييم الكتاب من عدة جوانب. مهما كثرت الأدوات لذلك الغرض، فإنّ تقييم كتاب مقرر ذاتيّ النشاط حيث لا توجد قائمة معينة تشمل جميع المعايير ويمكن تطبيقها على جميع السياقات التعليمية بدون تعديلات كثيرة كي تتساير مع الثقافة والبيئة التعلّمية. ومن أجل ذلك، تهدف هذه الدراسة إلى وضع بنود لقائمة مرجعية لتقييم كتاب مقرر للغة العربية لغرض أكاديمي مستخدم في الجامعة الإسلامية العالمية بماليزيا. ستعرَض في هذه الدراسة مجموعة من بنود لقوائم مرجعية استخدمت لتقييم كتب مقررة للغة لأغراض خاصة. ثم تناقَش هذه البنود وتحلَّل من حيث تركيبها، وتناسُبها للوضع التعليمي الحالي بناءً على نتائج الدراسات السابقة في المجال. ويتم بذلك اختيار أنسب البنود لتقييم الكتاب المقرر.
كلمات مفتاحية: كتاب مقرر - تقييم - معايير - قائمة مرجعية - العربية لأغراض علمية
Abstract
The teaching language for specific purposes is a field with an intervention of continuous developments that are consistent with the needs of the learner, which are moving with developments in the field of specialty. This condition requires the textbooks used in the field to be in pace with the changes in industries of specialties. Among the best ways to determine this is by evaluating the textbook in several aspects. Although there have been many evaluation tools, the textbook evaluation is a subjective activity in which it has no specific checklist consisting standards of evaluation that can be applied to all educational contexts without modifications in order to conform to the learning culture and environment. Hence, this study aims to develop a checklist of items in order to evaluate the textbook of Arabic Language for Academic Purposes (AAP) among learners at the International Islamic University Malaysia (IIUM). This study will present a range of checklist items used in language for specific purposes (LSP) textbook evaluation. These items, then, are discussed and analyzed in terms of structures and practicality to the current educational environment based on the results of previous studies in the field. By then, the selection of appropriate items to evaluate the textbook is done.
Keywords: Textbook - evaluation – standards - checklist - Arabic for Academic Purposes
This document summarizes a journal article that proposes using a modified version of Kumaravadivelu's KARDS model to improve the competencies of non-English department English teachers in higher education. The KARDS model was originally intended for TESOL teacher training but can be adapted for in-service teacher training. The article provides background on English for Academic Purposes and discusses concepts related to language teaching, adult learning theories, and reflective teaching approaches relevant to developing a model to train non-English teachers.
The present study aimed at exploring the abstracts of research articles written by non-native English researchers to uncover the specific characteristics of academic vocabulary employed in the English research articles abstracts.It focuses on frequency and coverage distribution of the words from the Academic Word List (Coxhead, 2000) in the abstracts of research articles. The source of data for this corpus study was gathered from 97 abstracts written by the EFL researchers and published by the Journal Pendidikan dan Kebudayaan Missio at STKIP St. Paulus Ruteng from 2015 until 2018. The results of this study revealed that the coverage of K1, the first most frequent 1000 English words, is the most dominant lexical items applied by the researchers. It covered 71.33% of the texts. The representation of lexical items that belong to K2, the second most frequent 1000 English words, covered 5.44% of all the words used by the writers in their abstracts. Moreover, the presence of Academic Word List, which refers to a list of 570 word families that are commonly found in academic texts and Off-list, which refers to the words that do not belong to K1 or K2 because it is related to certain field, has slight difference over all of the texts where the former covers 11.95% and the later covers 11.26%. As far as the findings of the present study are concerned, the room for some improvements on academic words applied in the abstracts need to pay attention.
This document summarizes a study about English language teachers and teacher training in Pakistan. It discusses the standards for language teacher training in Europe and contrasts that with the realities in Pakistan. It finds that Pakistani teachers generally do not meet the standards set by the Ministry of Education and lack the necessary capabilities for teaching English. The document recommends investing more in teacher training programs to improve English language teaching and learning in Pakistan.
A case study of first year non-english undergraduateAlexander Decker
This document summarizes a study that investigated levels of English learning anxiety among first-year non-English undergraduate students in Bangladesh. The study surveyed 60 students and found they experienced a moderate level of anxiety that hindered their learning. Sources of foreign language anxiety were identified and ways to reduce anxiety in the English as a foreign language classroom were suggested. The goal was to determine students' anxiety levels, identify factors contributing to language anxiety, and propose ways to decrease anxiety and increase engagement.
This document summarizes a study that investigated the English language learning strategies and needs of undergraduate students at the National University of Laos. The study surveyed 160 students about their frequency of strategy use and which English skills they felt needed improvement. The findings showed that speaking was the most important skill students wanted to improve. Students reported using vocabulary books and dictionaries most frequently to learn new words. The researchers recommended redesigning English courses based on these findings to better meet students' needs and enhance learning.
An Experimental Investigation on Preparatory Year EFL learners’ Vocabulary ac...AJHSSR Journal
T :Vocabulary is a vital part of foreign language learning and teaching process and it requires
more consideration in terms of appropriate methodological choice in order to facilitate the learning process of
foreign language learners. Interactive Whiteboard (IWB), which is now associated with the teaching and
learning process in Saudi Arabia, and especially in the EFL classrooms provided motivation for conducting the
experimental investigation concerning the effects of Interactive Whiteboard (IWB) on Preparatory Year EFL
learners’ vocabulary achievement. The study involved two intact groups from the Preparatory Year EFL learners
at a Saudi university and were labelled as Treatment and Control groups respectively. The Treatment group was
given intervention for seven weeks through the Interactive Whiteboard (IWB) while the control group with the
traditional whiteboard. 40 items MCQs type vocabulary achievement test was conducted at the beginning as pretest
and again at the end of the study as post-test. The data achieved was analyzed using the SPSS and the results
showed that there was significant difference between the Treatment and control groups in terms of better
performance in the vocabulary
This document provides an overview and schedule for the 1st International Conference on Language, Literature, and Cultural Studies held from August 22-24, 2013. It includes welcome addresses, an overview of the conference structure and sessions, and 109 paper presentation abstracts on topics related to language acquisition, literature, translation, and cultural studies.
The document summarizes a study on teaching Chinese as a foreign language in Thailand. It discusses the increasing popularity and importance of learning Chinese. It then provides background on the history of Chinese language teaching in Thailand. The study aimed to survey factors influencing Chinese language teaching, including teachers, students, textbooks, curriculum, and assessment. A questionnaire was distributed to 100 high school Chinese teachers across Thailand to understand the current status of the program and identify ways to improve Chinese language learning outcomes.
The aim of this research study is to analyze the appropriateness of the English syllabus according to the true language needs, which is being offered to the students of International Relations Department of Bahauddin Zakariya University, Multan. To carry out this research study, students of IR department (Part 1 and 2) have been taken as a sample population to collect required data. To check the appropriateness of the offered English syllabus and existing level of English language competence according to the students’ needs; two research tools have been taken as: test and interview. In order to get the actual feedback from the students, a test consisted of four basic skills of English (listening, speaking, reading and writing) was conducted to 50 students of IR department. Interview was conducted to the teachers of IR department in order to get the actual information about the appropriateness of the English syllabus and the competency level of the students. Collected data through both the sources were analyzed qualitatively as well as quantitatively. The findings from these sources provided the results which were expected before the accomplishment of this research work. The findings of this research advocated that the EAP should be adopted to make the existing syllabus appropriate and need based in order to refine the basic English language skills of the students. This recommended course is very productive for social sciences disciplines of the BZU.
فراخوان مقاله
سومین کنفرانس بین المللی بررسی مسائل جاری زبان ها، گویش ها و زبان شناسی
اهواز
11-12 بهمن 1397
جهت اطلاعات بیشتر به وبسایت کنفرانس مراجعه نمایید
WWW.LLLD.IR
از تمامی پژوهشگران، دانشگاهیان و دانشجویان دعوت می گردد تا پژوهش های خود را به یکی از زبان های فارسی، انگلیسی یا عربی ارائه نمایند.
در صورت نیاز به تماس، خواهشمند است با ما تماس برقرار نمائید.
کمیته برگزاری کنفرانس،
اهواز/ صندوق پستی: 61335-4619
تلفن: 32931199(009861)
تلفکس:32931198 (009861)
شماره تلفن همراه : 9167765914(0098)
Email: info@pahi.ir
This document summarizes a study that evaluated the effectiveness of the Communicative Language Teaching (CLT) approach compared to the traditional Grammar Translation Method (GTM) in teaching English in Pakistan. The study had two parts: 1) An experimental study that used pre- and post-tests to measure the achievement and attitudes of students taught with either CLT or GTM. The CLT group showed more improvement. 2) A survey of English teachers that identified challenges to implementing CLT, including issues with teachers, students, testing, and adapting Western approaches to local contexts. Overall, the study found CLT could be effective if implemented properly but faces barriers in the Pakistani education system and culture.
The document provides an introduction to the Language and Literacy Levels across the Australian Curriculum for EALD students. It explains that the Levels replaced the previous ESL Scope and Scales and reflect the language needed to access the Australian Curriculum. It also outlines the structure of the Levels document and how it can be used to assign students a level, prioritize intervention, and monitor progress to receive EALD funding.
The Effect of CALL on VocabularyLearning and Reading Comprehension of Iranian...iosrjce
This document describes a study that investigated the effect of computer-assisted language learning (CALL) on vocabulary learning and reading comprehension of Iranian English as a foreign language (EFL) learners. Sixty female high school students were divided into experimental and control groups. The experimental group received CALL instruction using vocabulary and reading software and texts, while the control group received traditional classroom instruction. Both groups took pre-tests and post-tests of vocabulary and reading comprehension. The results showed no significant differences between the groups on the pre-tests, indicating they were initially equivalent. After the CALL instruction, the experimental group performed better on the post-tests than the control group, suggesting that CALL was effective in developing vocabulary and reading comprehension skills for these
This research aims at investigating lexical repetition and written composition‟s unity produced by 60 Male and female students studying Languages and Translation at the University of Tabuk in Saudi Arabia for the academic year 2018 / 2019. The sample of the study was selected randomly. This study involves two research instruments are; Hoey's (1991) Matrix of Lexical Cohesion and a Semi-structured Interview. The findings indicated that lexical repetition plays a great role in the unity and coherence of the students‟ written compositions. This research recommends that further research be conducted to investigate other types of dialogues.
Lexical Repetition and Written Text’s Unity from Gender Perspective: A Case o...AJHSSR Journal
This research aims at investigating lexical repetition and written composition‟s unity produced by 60 Male and female students studying Languages and Translation at the University of Tabuk in Saudi Arabia for the academic year 2018 / 2019. The sample of the study was selected randomly. This study involves two research instruments are; Hoey's (1991) Matrix of Lexical Cohesion and a Semi-structured Interview. The findings indicated that lexical repetition plays a great role in the unity and coherence of the students‟ written compositions. This research recommends that further research be conducted to investigate other types of dialogues.
Indonesian lecturers are now encouraged to publish papers in international journals so that they can better disseminate research findings and innovations globally. However, many of them have the problems with English language mastery. This study was aimed at identifying and analyzing language problems of the Indonesian university lecturers in writing English academic papers for international publications. The subjects of the study were 66 randomly selected lecturers of various disciplines other than English Education and English Literature. The data were collected by questionnaire and English writing tasks on phrases, sentences, and paragraphs which were then analyzed descriptively. The results show that language errors and mistakes in grammar, syntax, vocabulary, spelling and word forms were all found in the subjects’ writings. In writing academic papers for international publications, university lecturers faced language problems as constructing phrases and sentences, choosing and using appropriate vocabulary and terms relevant to their topic of study as well as translating their Indonesian sentences into English.
This document summarizes a student's graduating paper on error analysis of simple present tense usage in writing assignments by fourth semester English students at STAIN Salatiga in 2011-2012. The paper includes an introduction outlining the background, objectives, methods and outline. It also reviews relevant literature on error analysis, tense definitions and simple present tense. Data presentation profiles the university, English department and students. Data analysis identifies four types of errors and influencing factors, mainly lack of English grammar understanding. The paper concludes many errors were made and further understanding is needed.
Constructing an innovative critical thinking syllabus for at risk postseconda...The Free School
This document constructs a “critical thinking syllabus” (Mok, 2010, p. 262) as an innovative approach for teaching Asian students at risk who speak English as a Foreign Language and study using English for Academic Purposes (EAP) but who are reluctant to write critically for cultural reasons. This syllabus is inclusive and flexible. It incorporates student input to redesign tasks and activities that aim to develop their ability to locate scholarly resources that may assist them to use EAP to think and write critically (Mok, 2010, p. 264). I shall modify the syllabus in real-time if a student’s suggestions are practical and align with course objectives.
Refless labour market survey open space eventREFLESS Project
An opinion poll was conducted among students and lecturers of philology programs concerning how well program contents align with the labor market. 827 students and 66 lecturers from several universities participated. The majority of students were in their 3rd or 4th year of study and most lecturers had 6-15 years of experience. Students expressed interest in languages but also in becoming translators or teachers. While most students and lecturers were satisfied, some views suggested intensifying practical translation training and connecting course content more directly to careers.
Effect of Using l1in the englishclassroom Muhmmad Asif
This document outlines a research study on the effectiveness of using students' first language (L1) as a teaching tool in English primary level classrooms in Pakistan. The study involved observing English classes, distributing questionnaires to students and teachers, and interviewing teachers. Classroom observations showed that teachers used L1 most often to explain word meanings, and to a lesser extent for instructions, explanations, and grammar rules. Questionnaires aimed to understand student and teacher attitudes towards L1 use. Interviews explored how teachers view criticisms of L1 reducing English exposure. The data was analyzed and presented in tables. The purpose was to determine if L1 is an effective teaching apparatus at the primary level in Pakistan.
The modern approach on application of abbreviation and acronym strategy for v...Dr. Seyed Hossein Fazeli
This document discusses a modern approach to applying abbreviation and acronym strategies for vocabulary learning in second/foreign language learning. It proposes that this strategy can help make vocabulary learning easier and improve long-term retention. The strategy involves coding word meanings using extracted letters to form abbreviations or acronyms. This allows learners to focus more on meaning than form in the early stages of learning. The document outlines different types of abbreviations/acronyms and considerations for applying this strategy in teaching and testing vocabulary. It argues this approach can positively impact learners' views of vocabulary learning when implemented appropriately.
Error analysis is a type of linguistic studies that focuses on the errors that learners make. To identify and explain the errors which are committed by second/foreign language learners, error analysis is one of the best ways of such purpose. This study aimed at analyzing the errors in the use of prepositions made by Kurdish EFL learners. One-hundred and seven students studying English at University of Sulaimani, Kurdistan, Iraq participated in this study. Based on the result of Oxford Placement Test participants of this study were at three different levels of proficiency; elementary, lower-intermediate and upper-intermediate. This study tries to find out the sources of the errors and specify the differences between learners at different levels of proficiency. An Oxford Placement test and a preposition test were used to elicit the data. After analyzing the data by SAS ver. 9 and SPSS VER. 22, it was revealed that, Kurdish EFL learners have problems in the use of English prepositions. The students at different levels of proficiency were different in making errors and the sources behind making errors. The students of higher levels of proficiency were least effected by the interlingual source of errors and also intralingual errors, and they committed fewer errors; it might be because students at higher levels of proficiency have more practice compare to the lower levels of proficiency. In the light of findings, this study has some pedagogical implications for teaching prepositions. Teachers are advised to draw their students’ attention to the fact that literal translation into their mother tongue may lead to errors.
The document summarizes a pilot study conducted by two teachers at the Preparation Center for Languages and Mathematics at Mahidol University International College. The study aimed to improve students' small group discussion skills by having them annotate videos of their discussions using video editing software. Specifically, the study sought to encourage students to more deeply engage in self-assessment and peer assessment of discussions. In the study, teachers first used the video editor to demonstrate discussion elements like offering viewpoints, agreeing/disagreeing, and asking clarification. Students were then instructed to annotate subsequent discussion videos themselves using the same elements for self-reflection and peer feedback.
Action Research Using Narrow Listening To Improve Listening Comprehension Fo...Jose Katab
This document summarizes a study that investigated the academic English language needs of undergraduates at the Faculty of Applied Science at Al-Aqsa University in Palestine. The study surveyed 180 students about their current English proficiency, the English skills needed for their studies, and the skills they want to improve. The findings showed that English is widely used in teaching but students rated their writing and reading as average and speaking and listening as weak. Students felt the most important skills were reading comprehension, listening comprehension, and writing. They wanted to improve all skills, especially speaking, such as discussing lecture materials. The study aims to help design an appropriate English course to address students' needs.
Dr. Muhammad Fareed is an Assistant Professor and Coordinator of the MS Applied Linguistics program at NED University of Engineering and Technology. He has a PhD in English Language Writing Anxiety among university students in Pakistan and has published several research papers. His experience includes coordinating English language programs and courses at NED University as well as teaching English at the high school and university levels. He is involved in several professional organizations related to English language teaching and applied linguistics research.
Mahmood Kaviani has extensive experience teaching English as a foreign language and preparing students for exams like IELTS and TOEFL. He has worked as a tutor, mentor, supervisor, and translator at several language institutes in Iran since 1998. Kaviani has a BA in English Literature and has conducted research on topics related to teaching methodology, language skills development, and vocabulary acquisition. He aims to take an integrated and conceptual approach to language teaching focused on improving listening, speaking, reading and writing skills simultaneously.
This document provides a summary of Dr. Omer El-Sheikh Hago's qualifications and experience. It outlines his educational background, including a PhD in Applied Linguistics, as well as his administrative and teaching positions held at various universities in Sudan and Saudi Arabia. It also lists the courses he has taught, publications, training received and provided, and conferences attended - demonstrating extensive experience in applied linguistics, instructional design, and English language teaching.
The document summarizes a study on teaching Chinese as a foreign language in Thailand. It discusses the increasing popularity and importance of learning Chinese. It then provides background on the history of Chinese language teaching in Thailand. The study aimed to survey factors influencing Chinese language teaching, including teachers, students, textbooks, curriculum, and assessment. A questionnaire was distributed to 100 high school Chinese teachers across Thailand to understand the current status of the program and identify ways to improve Chinese language learning outcomes.
The aim of this research study is to analyze the appropriateness of the English syllabus according to the true language needs, which is being offered to the students of International Relations Department of Bahauddin Zakariya University, Multan. To carry out this research study, students of IR department (Part 1 and 2) have been taken as a sample population to collect required data. To check the appropriateness of the offered English syllabus and existing level of English language competence according to the students’ needs; two research tools have been taken as: test and interview. In order to get the actual feedback from the students, a test consisted of four basic skills of English (listening, speaking, reading and writing) was conducted to 50 students of IR department. Interview was conducted to the teachers of IR department in order to get the actual information about the appropriateness of the English syllabus and the competency level of the students. Collected data through both the sources were analyzed qualitatively as well as quantitatively. The findings from these sources provided the results which were expected before the accomplishment of this research work. The findings of this research advocated that the EAP should be adopted to make the existing syllabus appropriate and need based in order to refine the basic English language skills of the students. This recommended course is very productive for social sciences disciplines of the BZU.
فراخوان مقاله
سومین کنفرانس بین المللی بررسی مسائل جاری زبان ها، گویش ها و زبان شناسی
اهواز
11-12 بهمن 1397
جهت اطلاعات بیشتر به وبسایت کنفرانس مراجعه نمایید
WWW.LLLD.IR
از تمامی پژوهشگران، دانشگاهیان و دانشجویان دعوت می گردد تا پژوهش های خود را به یکی از زبان های فارسی، انگلیسی یا عربی ارائه نمایند.
در صورت نیاز به تماس، خواهشمند است با ما تماس برقرار نمائید.
کمیته برگزاری کنفرانس،
اهواز/ صندوق پستی: 61335-4619
تلفن: 32931199(009861)
تلفکس:32931198 (009861)
شماره تلفن همراه : 9167765914(0098)
Email: info@pahi.ir
This document summarizes a study that evaluated the effectiveness of the Communicative Language Teaching (CLT) approach compared to the traditional Grammar Translation Method (GTM) in teaching English in Pakistan. The study had two parts: 1) An experimental study that used pre- and post-tests to measure the achievement and attitudes of students taught with either CLT or GTM. The CLT group showed more improvement. 2) A survey of English teachers that identified challenges to implementing CLT, including issues with teachers, students, testing, and adapting Western approaches to local contexts. Overall, the study found CLT could be effective if implemented properly but faces barriers in the Pakistani education system and culture.
The document provides an introduction to the Language and Literacy Levels across the Australian Curriculum for EALD students. It explains that the Levels replaced the previous ESL Scope and Scales and reflect the language needed to access the Australian Curriculum. It also outlines the structure of the Levels document and how it can be used to assign students a level, prioritize intervention, and monitor progress to receive EALD funding.
The Effect of CALL on VocabularyLearning and Reading Comprehension of Iranian...iosrjce
This document describes a study that investigated the effect of computer-assisted language learning (CALL) on vocabulary learning and reading comprehension of Iranian English as a foreign language (EFL) learners. Sixty female high school students were divided into experimental and control groups. The experimental group received CALL instruction using vocabulary and reading software and texts, while the control group received traditional classroom instruction. Both groups took pre-tests and post-tests of vocabulary and reading comprehension. The results showed no significant differences between the groups on the pre-tests, indicating they were initially equivalent. After the CALL instruction, the experimental group performed better on the post-tests than the control group, suggesting that CALL was effective in developing vocabulary and reading comprehension skills for these
This research aims at investigating lexical repetition and written composition‟s unity produced by 60 Male and female students studying Languages and Translation at the University of Tabuk in Saudi Arabia for the academic year 2018 / 2019. The sample of the study was selected randomly. This study involves two research instruments are; Hoey's (1991) Matrix of Lexical Cohesion and a Semi-structured Interview. The findings indicated that lexical repetition plays a great role in the unity and coherence of the students‟ written compositions. This research recommends that further research be conducted to investigate other types of dialogues.
Lexical Repetition and Written Text’s Unity from Gender Perspective: A Case o...AJHSSR Journal
This research aims at investigating lexical repetition and written composition‟s unity produced by 60 Male and female students studying Languages and Translation at the University of Tabuk in Saudi Arabia for the academic year 2018 / 2019. The sample of the study was selected randomly. This study involves two research instruments are; Hoey's (1991) Matrix of Lexical Cohesion and a Semi-structured Interview. The findings indicated that lexical repetition plays a great role in the unity and coherence of the students‟ written compositions. This research recommends that further research be conducted to investigate other types of dialogues.
Indonesian lecturers are now encouraged to publish papers in international journals so that they can better disseminate research findings and innovations globally. However, many of them have the problems with English language mastery. This study was aimed at identifying and analyzing language problems of the Indonesian university lecturers in writing English academic papers for international publications. The subjects of the study were 66 randomly selected lecturers of various disciplines other than English Education and English Literature. The data were collected by questionnaire and English writing tasks on phrases, sentences, and paragraphs which were then analyzed descriptively. The results show that language errors and mistakes in grammar, syntax, vocabulary, spelling and word forms were all found in the subjects’ writings. In writing academic papers for international publications, university lecturers faced language problems as constructing phrases and sentences, choosing and using appropriate vocabulary and terms relevant to their topic of study as well as translating their Indonesian sentences into English.
This document summarizes a student's graduating paper on error analysis of simple present tense usage in writing assignments by fourth semester English students at STAIN Salatiga in 2011-2012. The paper includes an introduction outlining the background, objectives, methods and outline. It also reviews relevant literature on error analysis, tense definitions and simple present tense. Data presentation profiles the university, English department and students. Data analysis identifies four types of errors and influencing factors, mainly lack of English grammar understanding. The paper concludes many errors were made and further understanding is needed.
Constructing an innovative critical thinking syllabus for at risk postseconda...The Free School
This document constructs a “critical thinking syllabus” (Mok, 2010, p. 262) as an innovative approach for teaching Asian students at risk who speak English as a Foreign Language and study using English for Academic Purposes (EAP) but who are reluctant to write critically for cultural reasons. This syllabus is inclusive and flexible. It incorporates student input to redesign tasks and activities that aim to develop their ability to locate scholarly resources that may assist them to use EAP to think and write critically (Mok, 2010, p. 264). I shall modify the syllabus in real-time if a student’s suggestions are practical and align with course objectives.
Refless labour market survey open space eventREFLESS Project
An opinion poll was conducted among students and lecturers of philology programs concerning how well program contents align with the labor market. 827 students and 66 lecturers from several universities participated. The majority of students were in their 3rd or 4th year of study and most lecturers had 6-15 years of experience. Students expressed interest in languages but also in becoming translators or teachers. While most students and lecturers were satisfied, some views suggested intensifying practical translation training and connecting course content more directly to careers.
Effect of Using l1in the englishclassroom Muhmmad Asif
This document outlines a research study on the effectiveness of using students' first language (L1) as a teaching tool in English primary level classrooms in Pakistan. The study involved observing English classes, distributing questionnaires to students and teachers, and interviewing teachers. Classroom observations showed that teachers used L1 most often to explain word meanings, and to a lesser extent for instructions, explanations, and grammar rules. Questionnaires aimed to understand student and teacher attitudes towards L1 use. Interviews explored how teachers view criticisms of L1 reducing English exposure. The data was analyzed and presented in tables. The purpose was to determine if L1 is an effective teaching apparatus at the primary level in Pakistan.
The modern approach on application of abbreviation and acronym strategy for v...Dr. Seyed Hossein Fazeli
This document discusses a modern approach to applying abbreviation and acronym strategies for vocabulary learning in second/foreign language learning. It proposes that this strategy can help make vocabulary learning easier and improve long-term retention. The strategy involves coding word meanings using extracted letters to form abbreviations or acronyms. This allows learners to focus more on meaning than form in the early stages of learning. The document outlines different types of abbreviations/acronyms and considerations for applying this strategy in teaching and testing vocabulary. It argues this approach can positively impact learners' views of vocabulary learning when implemented appropriately.
Error analysis is a type of linguistic studies that focuses on the errors that learners make. To identify and explain the errors which are committed by second/foreign language learners, error analysis is one of the best ways of such purpose. This study aimed at analyzing the errors in the use of prepositions made by Kurdish EFL learners. One-hundred and seven students studying English at University of Sulaimani, Kurdistan, Iraq participated in this study. Based on the result of Oxford Placement Test participants of this study were at three different levels of proficiency; elementary, lower-intermediate and upper-intermediate. This study tries to find out the sources of the errors and specify the differences between learners at different levels of proficiency. An Oxford Placement test and a preposition test were used to elicit the data. After analyzing the data by SAS ver. 9 and SPSS VER. 22, it was revealed that, Kurdish EFL learners have problems in the use of English prepositions. The students at different levels of proficiency were different in making errors and the sources behind making errors. The students of higher levels of proficiency were least effected by the interlingual source of errors and also intralingual errors, and they committed fewer errors; it might be because students at higher levels of proficiency have more practice compare to the lower levels of proficiency. In the light of findings, this study has some pedagogical implications for teaching prepositions. Teachers are advised to draw their students’ attention to the fact that literal translation into their mother tongue may lead to errors.
The document summarizes a pilot study conducted by two teachers at the Preparation Center for Languages and Mathematics at Mahidol University International College. The study aimed to improve students' small group discussion skills by having them annotate videos of their discussions using video editing software. Specifically, the study sought to encourage students to more deeply engage in self-assessment and peer assessment of discussions. In the study, teachers first used the video editor to demonstrate discussion elements like offering viewpoints, agreeing/disagreeing, and asking clarification. Students were then instructed to annotate subsequent discussion videos themselves using the same elements for self-reflection and peer feedback.
Action Research Using Narrow Listening To Improve Listening Comprehension Fo...Jose Katab
This document summarizes a study that investigated the academic English language needs of undergraduates at the Faculty of Applied Science at Al-Aqsa University in Palestine. The study surveyed 180 students about their current English proficiency, the English skills needed for their studies, and the skills they want to improve. The findings showed that English is widely used in teaching but students rated their writing and reading as average and speaking and listening as weak. Students felt the most important skills were reading comprehension, listening comprehension, and writing. They wanted to improve all skills, especially speaking, such as discussing lecture materials. The study aims to help design an appropriate English course to address students' needs.
Dr. Muhammad Fareed is an Assistant Professor and Coordinator of the MS Applied Linguistics program at NED University of Engineering and Technology. He has a PhD in English Language Writing Anxiety among university students in Pakistan and has published several research papers. His experience includes coordinating English language programs and courses at NED University as well as teaching English at the high school and university levels. He is involved in several professional organizations related to English language teaching and applied linguistics research.
Mahmood Kaviani has extensive experience teaching English as a foreign language and preparing students for exams like IELTS and TOEFL. He has worked as a tutor, mentor, supervisor, and translator at several language institutes in Iran since 1998. Kaviani has a BA in English Literature and has conducted research on topics related to teaching methodology, language skills development, and vocabulary acquisition. He aims to take an integrated and conceptual approach to language teaching focused on improving listening, speaking, reading and writing skills simultaneously.
This document provides a summary of Dr. Omer El-Sheikh Hago's qualifications and experience. It outlines his educational background, including a PhD in Applied Linguistics, as well as his administrative and teaching positions held at various universities in Sudan and Saudi Arabia. It also lists the courses he has taught, publications, training received and provided, and conferences attended - demonstrating extensive experience in applied linguistics, instructional design, and English language teaching.
This document provides a curriculum vitae for Dr. Minoo Alemi, an Associate Professor and Division Head of Applied Linguistics at Islamic Azad University-West Tehran Branch. It summarizes Dr. Alemi's educational background including a Ph.D. in Applied Linguistics from Allameh Tabataba'i University and a postgraduate minor from UBC. It also lists Dr. Alemi's extensive employment history in academia, research background in social robotics, honors and awards, grants, publications, memberships, and workshops presented.
Academic Vocabulary Used By High School Students In Essays And Its Relation T...Kim Daniels
This document summarizes a research study that examined high school students' use of academic vocabulary in English essays and how it relates to their English proficiency. The study analyzed 233 essays from Thai high school students using 70 academic words from the Academic Vocabulary List (AVL). Descriptive statistics identified 48 words that students knew and used. Tests found some effects of gender and proficiency levels on certain words. However, students' academic vocabulary knowledge and use were unrelated to their overall English proficiency or skills in reading, speaking, and writing. The study aimed to address gaps in understanding which academic words students know and use and how this relates to their academic achievement.
Linguistics Research Proposal – Vocabulary Learning StrategiesDavid Thompson
Research proposal: The proposal must comprise the following sections: (Please the word count should be around between 2000 to 2100 max)
Research tittle: Exploring EFL learners’ vocabulary learning strategies
Literature review: According to the submitted references
Statement of purpose: According to research questions/ (This is should be written by the writer)
Description of the methods: The most important thing is that, the methodology should be based on building 30 questions (questionnaire) / The rest should be written by the writer.
Detailed description about how to find participants
The participants should be picked randomly but all of them should be EFL learners, the age between 18 to 30 and the number will be around 70 participants between male and female
List of references: Should be written with APA format
Note: If the writer want to add any section like study limitation this is should be welcome. Regarding the references, most of the following references are just suggested by the researcher and the main source which is AlSaif, A. (2011) will be with the attachments.
Ming Li is a PhD candidate in Educational Psychology at Virginia Tech, with a focus on higher education. She has over 15 years of experience teaching English literature and language as an associate and assistant professor in China. Her research interests include college English instruction, educational psychology, and English-Chinese translation. She has published several books and papers on these topics.
This article aims at exposing a design of project based content language integrated learning (CLIL) at a higher education insitution in Indonesia. Th design is proposed based on a mixture of the principle of language integrated learning (CLIL) and the principle of project based learning. The design was implemented for the teaching of English as a compulsory subject at three departments of the university of Lampung. Quantitative data was obtained from the value of students’ English proficiency before and after CLIL model application. While the qualitative data was obtained from the output of language produced by students during the learning process took place. The results showed that project based CLIL English language course at the faculty of teaching and education, the University of Lampung could work effectively. This is evident from the implementation of the whole program activities, from the implementation of the formation of groups, students work in groups to finish the project, group presentation activities, personal presentations and students’ responses to all activities.
This document presents a research proposal on using vocabulary trees as a technique for teaching vocabulary to junior high school students. It begins with an introduction that language and vocabulary are important for communication. It then discusses the background of the study, including definitions of vocabulary and vocabulary trees. The study aims to examine the vocabulary achievement scores of students taught with vocabulary trees versus a conventional method. It proposes that vocabulary trees may help students learn and retain more words. The significance is that it could provide teachers an effective new technique and help students improve their English vocabulary mastery.
This document is the CV of Khalid Aljawazneh. It summarizes his personal and contact information, education history including a current PhD from the University of Canterbury, work experience as a university lecturer and teacher, languages spoken, research interests and papers, and university courses taught. It provides a comprehensive overview of his qualifications and experience in one concise document.
The document summarizes a study that investigated Thai university students' attitudes toward different models of English pronunciation. A questionnaire was administered to 387 first and second year students to collect information on their experiences with native and ASEAN varieties of English, as well as their attitudes toward native, intelligible, and World Englishes models. Results showed that students had more favorable attitudes toward native-like pronunciation as the goal of learning English despite recent discussions promoting intelligible models.
The problems of Fluency in Spoken English among EFL Learners in Saudi Univers...AJHSSR Journal
ABSTRACT : This study aims to investigate the problems and challenges which is usually experienced by
English learner's students in the Saudi universities when trying to speak English. It also checks at the problems
that students face when learning English language in Saudi universities and try to find remedies to this problem.
The research uses a questionnaire, interviews, and descriptive methods in the collection of data about fluency in
English language in universities in KSU as an example. The data was then statistically analyzed using the SPSS
program. The results showed that there are various problems which hinder fluency of English learning in the
universities and among them include: under-qualified teachers, unsuitable teaching materials and the methods
used in teaching are also poor. The other problem is the psychological factor which makes student lack
motivation while learning English. The study also contains ways in which these problems can be handled to
bring efficiency in learning and teaching English in Saudi universities.
KEYWORDS: The challenges of fluency in spoken English among the EFL students.
This document lists 12 papers and books authored by Dr. Intakhab Alam Kham that have been cited by other researchers. The papers cover topics related to teaching English as a second language in Saudi Arabia and include analyses of learning barriers, the role of applied linguistics, and the professionalization of teaching English. Several papers have been cited in journals and publications focused on language teaching and learning. One of Dr. Kham's books is also included in the syllabus for a teacher education program in India.
The Effect of Using English Language only and Not Using the Mother Tongue in ...inventionjournals
The Effect of Using English Language only and Not Using the Mother Tongue In Teaching Units Fifteen and Sixteen for the Students of Sixth Primary Class on their Acquisition of English Language
This study investigated English-speaking confidence among 50 first-year engineering undergraduates at a Malaysian technical university. A survey and interviews were conducted to understand students' perceptions of factors influencing their confidence. The survey examined grammar, vocabulary, and manual abilities. Results showed manual abilities were most important, followed by vocabulary, with grammar being moderately important. Interviews suggested regular English practice, such as speaking to friends and teachers or doing presentations, could help improve confidence. Overall, the study aimed to identify barriers to students' English-speaking confidence and inform efforts to enhance their communication skills.
Recent researchers continuously stress on the importance of writing instruction in language learning. Therefore, there is an immense need to have an appropriate instrument to measure the writing instruction and the instrument has to be fully tested for validity. Therefore, we developed and validated an instrument using Rasch Measurement Model to assess two prominent approaches (product approach versus process approach) used in writing instruction contemporarily. We tested the instrument by computing its infit, outfit, item reliability, item separation, item difficulty and item discrimination. The results demonstrated that the instrument showed adequate estimates of reliability in assessing both the approaches used by teachers in ESL classrooms. The raw variance result showed that the accuracy of the items of product approach (85.7%) and process approach (63.7%) were excellent and good. The values of item reliability and item separation for product approach were 0.98 and 6.33, while process approach showed the item reliability and separation values of 0.65 and 1.37 respectively. The results showed that product approach is being dominantly practised that did not enhance students’ writing skills in the long run. To address this issue, we propose a new framework for writing instruction as a guide to ESL teachers.
This document is a curriculum vitae for Anna Krulatz that summarizes her education and professional experience. It includes:
1) Her education which includes a Ph.D in Applied Linguistics from the University of Utah and a B.A. and M.A. in English/Linguistics from the University of Warsaw.
2) Her current position as an Associate Professor at the Norwegian University of Science and Technology where she teaches teacher education courses in TEFL and applied linguistics.
3) A list of her previous academic positions including roles at the University of Utah, Granite School District, and Strayer University where she taught various linguistics and English courses.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. 1
Arif Ahmed Al-Ahdal, PhD
Methnab 51931, Qassim, KSA
Mobile: 00966-597714569
Residence: 0096-16-3430113
Email: arif_al_ahdal@yahoo.com
skype: Arif1982202
Current Positions and Services
Associate Professor, Department of English and Translation,
College of Science and Arts, Methnab, Qassim University, KSA
Certified IELTS Examiner, British Council, Saudi Arabia; Cambridge
University, UK
Spokesperson, Teaching Staff, College of Science and Arts,
Methnab, Qassim University, KSA
Head, Community Service Unit, College of Science and Arts,
Methnab, Qassim University, KSA
Academic Advisor, Department of English and Translation, College
of Science and Arts, Methnab, Qassim University, KSA
Head, English Department Academic Programme Development
Committee, Department of English and Translation, College of
Science and Arts, Methnab, Qassim University, KSA
Head, Scientific and Research Committee, Department of English
and Translation, College of Science and Arts, Methnab, Qassim
University, KSA
Educational Record
PhD ( English/ Applied Linguistics), Panjab University, Chandigarh,
India (2011)
M A (Teaching of English as a Second Language), E F L University,
Hyderabad, India; Degree awarded in 2008 (A Grade).
B. Ed (English Language Teaching Methodology & Education),
University of Hodeidah, Yemen; Degree awarded in 2002 (88%).
2. 2
Teaching Experience
Associate Professor of English, College of Science and Arts,
Methnab, Qassim University, KSA--( September 2016- Present);
Courses Taught: Listening and Speaking, Introduction to
Linguistics, Second Language Acquisition, Literary Translation,
Research Methodology, Islamic Translation
Assistant Professor of English, College of Science and Arts,
Methnab, Qassim University, KSA--( December 2011- August
2016); Courses Taught: Listening and Speaking, Reading, Writing,
Introduction to Linguistics, Introduction to Literature,
International Tests, Applied Linguistics, Theories of Translation,
Pronunciation
Tutor, Saint Soldier International School, Chandigarh, India---
(August 2010- August 2011); Courses Taught: English to classes 10,
11, 12.
Lecturer, Petroleum and Minerals Training Centre, Sana’a, Yemen-
--(May - December 2008); Courses Taught: General English courses
to basic and advanced level students.
Demonstrator, English Department, Hodeidah University,
Hodeidah, Yemen---( November 2005-May 2008); Courses Taught:
Spoken English, Reading, Testing and Evaluation, Teaching Practice
(Practicum)
Tutor, English Department, Thabet Brothers Training Centre,
Hodeidah, Yemen---(2005 – 2006); Courses Taught: Conversational
English & Grammar
ESP Instructor, High Institute of Medical Sciences, Hodeidah,
Yemen (2005-2006); Courses Taught: English for Nurses, English
for Pharmacists, English for Lab Technicians.
Demonstrator, English Department, Thamar University, Thamar,
Yemen (2004 – 2005); Courses Taught: Spoken English, Reading &
Writing.
Language Instructor, English Department, Centre of Society
Development and Continuing Education, Hodeidah University,
Yemen; (2002 – 2004); Courses Taught: Spoken English, Grammar
& Usage, Reading.
Language Instructor, Al-Amal School, Hodeidah, Yemen-- ( 2002-
2004); Courses Taught: English to Classes 10, 11 and 12.
3. 3
Language Instructor, British College for Languages and Computer
Education, Hodeida, Yemen---(2002 – 2003); Courses Taught:
Conversational English, General English Courses to basic &
advanced level students.
Non-teaching Experience
Reviewer, African Educational Research Journal, Nigeria
(September 2015-Present)
Editorial Board Member, ELT Journal, Canadian Center of Science
and Education , Canada ( 2013 – Present)
Reviewer, Arab World English Journal ( AWEJ), Malaysia ( January
2014- Present).
Editorial Board Member, Journal of ELT and
Applied Linguistics (JELTAL), India ( January 2015- Present)
Secretary-General, Department of English and Translation, College
of Science and Arts, Methnab, Qassim University, KSA-
(September 2012- September 2013).
English Translator, Yemen Company for Marine Sciences,
Hodeidah, Yemen-(June 2008- December 2008)
Head, Thabet Brothers Training Centre, Hodeidah, Yemen---
(2005 – 2006).
Professional Qualifications
Diploma in Translation, British College of Languages and Computer
Education, Hodeidah, Yemen, 2004
Diploma in Computer Science, ICT Centre, Hodeidah University,
Yemen, 2009
Fields of Research
ESP Course design
Teacher Professional Development
Learning and Teaching Strategies
Language Acquisition
Literary Translation
Language Testing and Evaluation
ICT in Education
4. 4
Supervised Research Experience
Did a year of supervised research in Hodeidah, R.O.Y, under the
supervision of Professor Chhanda Roy (2002) Topic: ELT in
Yemeni Schools: An Evaluative Study
Designed an English Syllabus and produced materials for
Doctors in Yemen under the Supervision of Dr.Meera Srinivas,
the English and Foreign Languages University, Hyderabad, India
(2007)
Did a year of supervised research in Hyderabad, India for my M A
dissertation under the supervision of Prof. Paul Gunashekar
(2008). Topic: English for Medical Students of Hodeidah
University, Yemen: A Pre-sessional Course.
Did three years of supervised research in Chandigarh, India for
my PhD under the supervision of Prof. Praveen Sharda, Panjab
University (2008-2011). Topic: Enhancing Competence of
Secondary School English Teachers in Yemen: A Need-based
Syllabus for INSET Programmes.
Publications
Books
Al-Ahdal, A. A. M. H (2015). Preparing EFL Teachers for
Tomorrow: Opening New Vistas in Teacher Development with
INSET. Lambert Academic Publishing, Germany
Al-Ahdal, A. A. M. H. (Forthcoming). Improve Your English
Through Idioms: A Self-study Tool for the Arab World. Abrar
Publishers and Distributers. Sana’a. Yemen
Al- Ahdal, A. A. M. H. (2010). Joys and Sorrows. Poetry Collection
in English and Arabic. Abrar Publishers and Distributers. Sana’a.
Yemen
Al- Ahdal, A. A. M. H. (2010).To Yemen with Love. Poetry
Collection in English and Arabic. Abrar Publishers and
Distributers. Sana’a. Yemen
Research Papers Published
Al-Ahdal, A.A.M.H and Alfallaj, F.S. (2017) Authentic
Assessment: Evaluating the Saudi tertiary EFL Examination
System. Theory and Practice in Language Studies(TPLS, 1799-
2591), Vol. 7, No. 7, July
5. 5
Al-Ahdal, A.A.M.H and Alfallaj, F.S, S, Al-Awaied, S.A.
and Al-Meshaqba, N.J. H. (2017)Translation Courses at
Qassim University, Saudi Arabia: A Study of Existing
Problems and Possible Solutions. US-China Foreign
Language Journal. America, Vol 15, No. 4
Al-Hattami, A.A. and Al-Ahdal, A.A.M.H. (2015). The
Relationship between Statistical Analysis Abilities and the
Production of Research among Saudi Faculty Members.
International Journal of Education and Literacy Studies, ),
Australia, October 2015.
Al-Ahdal, A.A.M.H, Al-Hattami, A.A., Al-Awaied, S.A., and Al-
Mashaqba, N.H ( 2015). Pronunciation for the Arab Learners of
EFL: Planning for Better Outcomes. English Language Teaching
Journal. Canadian Center of Science and Education, Canada,
October, 2015).
Al-Ahdal, A.A.M.H. and Al-Ma'amari, A. A. H. ( 2015). Learning
Strategies of the Arab EFL Learners: Finding Correlation with
Outcomes, Advances in Language and Literary Studies, Australia,
September, 2015.
Al-Ahdal, A.A.M.H, Alfallaj, F.S., Al-Awaied, S.A. and Al-Hattami,
A.A. ( 2014). A comparative study of proficiency in speaking and
writing among EFL learners in Saudi Arabia. American
International Journal of Contemporary Research, Vol. 4, No. 1.,
March, 2014 ) USA.
Al-Hattami, A.A. and Al-Ahdal, A.A.M.H. ( 2014). Academic and
Social Adjustments of Arab Fulbright Students in American
Universities: A Case Study. International Journal of Humanities
and Social Science, Vol. 4, No. 1., Feb 2014) USA
Al-Ahdal, A.A.M.H. and Al-Awaied, S. A. ( 2014). Reflective
Teaching and Language Teacher Education Programmes: A
Milestone in Yemen and Saudi Arabia. Journal of Language
Teaching and Research. Vol. 5, No. 4., July 2014), Finland.
Al-Ahdal, A. A. M. H. ( 2014). High school English teachers’
professional life cycle: A study in an EFL context. Theory and
Practice in Language Studies, Vol 4, No 1, (pp 30-38), Finland.
Al-Ahdal, A. A. M. H. and Al-Hattami, A.A. ( 2014). ASSESSING
TEACHERS’ AND STUDENTS’ PERCEPTIONS ABOUT TEACHING
AND LEARNING USING VIDEOCONFERENCING METHOD OF
6. 6
INSTRUCTION. Academic Research International, Vol. 5, Issue. 1,
(pp 111-119). Pakistan.
Al-Ahdal, A.A.M.H. (2013). Integration of information and
communication technology (ICT) into the education system of
Yemen: The need of the hour. International Journal of Social
Sciences & Education, Vol.3, Issue 3, (pp. 597-604). Pakistan.
Al-Ahdal, A.A.M.H. ( 2010). ELT in Yemen and India: The Need for
Remedial Measures. Language in India Online Journal
(http://www.languageinindia.com/nov2010/eltyemen.html). Vol.
10 Issue 11, (pp140-153). USA
Research Projects Funded
Al-Ahdal, A.A.M.H and Al-Mashaqba, N.J.H ( 2016). English for
Non-Teaching Staffers of Qassim University, KSA: The Need of
the Hour. British Journal of English Linguistics, United Kingdom,
April, 2016
Grant: 28400 Saudi Riyals ( About 7500 USD)
Papers Accepted for Publication
Al-Ahdal, A.A.M.H and Al-Ahdal, A.A.O (2017). Prosodically-
Determined (Late) Acquisition of [+dorsal] in Arabic: Linguistic
Intervention and Language Disorders. American International
Journal of Contemporary Research, Vol. 7, No. 4., December,2017
USA.
Al-Ahdal, A.A.M.H and Shariq, M. (2017) English Bilabial Plosives
and the Arab EFL Learner: Examining Baloch’s Exposition and
Arriving at New Vistas. Studies in English Language
Teaching(SELT), Vol. 5, No. 5, December (2017), USA
Al-Ahdal, A.A.M.H and Alkodimi, K. A. (2018). Failure of the EFL
Classroom: Factors Affecting English Language Acquisition in Saudi
Secondary Schools. Theory and Practice Studies in Language
Studies. Vol. 7, No. 4, April (2018), United Kingdom
7. 7
Paper Presentations
Presented a paper ( An Insight into the Role of Education as an
Agent of Change in the 21st Century) in "the Dubai International
Conference in Higher Education: Sustaining Success through
Innovation, Michigan State University, Dubai (19-20 January
2014).
Presented a paper ( Essential Components of a Teacher Training
Course) in the National Seminar on Redefining Teaching and
Learning: New Trends and Innovations, Nancy College of
Education, Samana, Patiala, Punjab, India ( March 15th, 2011)
Presented a paper ( Reflective Teaching: An Indispensable Issue
in Language Teacher Education Programmes in Yemen and India)
and acted as Resource Person in the National Seminar on
"Quality Perspectives in Curriculum Development for Teacher
Education", Maharishi Dayanand College of Education, Abohar,
Punjab, India( November 26th-27th, 2010).
Presented a paper (Competence Enhancement of Secondary
School English Teachers in Yemen and India: The Need for
Systematic INSET Programmes) in the National Seminar on
National Curriculum Framework (2009)- New Challenges ), Hans
Raj Memorial College of Education, Bajakhana, Punjab, India,
(31st October, 2010).
Presented a paper (ESP in Yemen: An Overview) in the Festival of
Ideas, C I E F L, Hyderabad, India (15th – 16th March 2007).
Workshops/ Seminars Given
Led a workshop on " Resources for motivating learners and
teachers" to a group of English teachers in both Methnab and
Buraidah, Qassim, KSA, on Feb 23, 2014, in collaboration with the
British Council, Riyadh, KSA
Trained a group of 200 teachers of English on " ABC's of Effective
Teaching" at State Institute of Education, Chandigarh, India on (
June 3- July 7, 2011).
Conducted a training programme (Enhance your ELT
Competence) to a group of English teachers in Saint Soldier
International School, Chandigarh, India (23rd -24th July 2010).
8. 8
Selected Workshops / Conferences Attended
Blackboard Learning Management System 1, Qassim University,
KSA; 3-4 November, 2015
Achieving Learning Outcomes, College of Science and Arts,
Methnab, Qassim University, KSA; 3-6 March, 2014
Helping Learners with Spelling), British Council, Riyadh, KSA; 5
December 2013).
3rd International ELT Symposium ( Humanizing the ELT
Classroom: Best Practices for Best Outcomes), Yamamah
University, Riyadh, KSA; November 12-14, 2013)
Developing Children's Creative Thinking Skills, a workshop
conducted in Methnab, Qassim, KSA; May 15, 2013).
Developing Communication Skills while Dialoging), workshop
conducted at the College of Science and Arts, Methnab, Qassim
University, KSA; April 24, 2013).
33rd All India Conference of Linguistics, Panjab University,
Chandigarh, India ( 1-3 October, 2011)
First Students Conference of Linguistics in India, CIEFL,
Hyderabad, India (15th – 16th December 2006).
Second International Conference on Critical Discourse Analysis:
The Message of the medium, Hodeidah University, Yemen (7th-
9th October, 2003 ).
2-day Workshop entitled "Ways of Improving Tertiary Language
Instruction in Yemen conducted by America- Mideast Educational
and Training Services (10th – 11th December 2003).
First International Conference on E L T Old Boarders, Fresh
Crossing, Thinking- Re-thinking E L T in Arabia Felix, Hodeidah
University, Yemen (30th March – 2nd April 2002).
Evaluation and Advancement of Academic Performance,
Hodeidah University, Yemen (26th – 27th November 2002).
9. 9
Research Review History
No. Research Title Review/
Publication
Date
Journal/
Institution
1 Testing the Noticing Function of Output Hypothesis October 8 ,
2015
ELT Journal, Canada
2 Providing strategic package for teaching on the
development of second grade high school students’ writing
August 26,
2015
3 International Students’ Attitudes towards Malaysian
English Ethnolects
2015, V 8,
issue 10
( pp 7-20)
4 The Effectiveness of Using Teacher-Teacher Wikis in
Collaborative Lesson Planning and Its impact on Teacher's
Classroom Performance
21 June,
2015
5 Effects of an Integrated Teaching English Language Literacy
Approach on Improving EFL Yemeni Students’ Reading
Practices
14 April,
2015
6 Needs Analysis of Communicative Needs of the Commerce
Students of Pakistan in ESP Context
15 February,
2015
7 Teachers’ Opinions on the Evaluation of ELT Teachers’
Books
2015, V 8,
issue 3
( pp. 1- 12)
8 The Most Prominent Roles of an ESP Teacher 2014, V 7,
issue 11
( pp. 1-9);
9 Professional Development of Mexican Secondary EFL
Teachers: Views and Willingness to Engage in Classroom
Research
2014, V 7,
issue 9
( pp. 21-27)
10 Krashen’s Five Hypotheses: Teaching of English in the
Context of Second Language Acquisition
5 March,
2014
International
Education Studies,
Canada
11 EFL Primary School Teachers’ Attitudes, Knowledge and
Skills in Alternative Assessment
2014, V 7,
issue 5
( pp. 68- 84)
10. 11
12 In-service EFL Teachers’ Beliefs about Teaching Reading
Strategies
2014, V 7,
issue 8
( pp. 14- 22)
13 Addressing the Teaching of English Culture in Algerian
Secondary Schools in Relation to Textbooks and Teachers
21 February,
2014
Arab World English
Journal (AWEJ),
Malaysia
14 Visual Vocabulary Book for Arab Students
2015
Qassim University
(Deanship of
Scientific research)
15 Reflections of modern Human life predicaments in Arun
Joshi's Novels(The Strange Case of Billy Biswas – The
Foreigners - The City and the River
16 Problems of English Language comprehension
17 Some Common Spelling Mistakes Made by Saudi Learners:
Causes and Solutions
18 English Use in the Saudi Society: a Socio-linguistic Study
19
The Necessity of Technology and Machine Translation in
Today's World: A Study
20
Arabic and English Consonants: A Phonetic and
Phonological Investigation
21 Translation of children's literature: Alice's Adventures in
Wonderland as a Case Study
22 Multimedia and Language Acquisition: A Case Study of
English Language Learners in Jazan University
November 2,
2015
Jazan University
23 Strategies to Develop Communicative Competence in
English among Undergraduate students of Jazan University
November
24, 2015
Jazan University
24 Teacher's feedback in Task- Based Language Teaching
Classes among Intermediate Iranian EFL Students vs Non
Task- Based Classes
December 6,
2015
ELT Journal, Canada
25
Human rights education in Egypt: Secondary school
students’ perceptions
December 8,
2015
African Educational
Research Journal,
Nigeria
26
The Level of Job Satisfaction among EFL Teachers in Jordan
January 16,
2016
ELT Journal, Canada
11. 11
27
The Acquisition of the English Relative Pronoun "Who" by
Arab EFL Learners
January 14,
2016
Journal of Open
Linguistics, Poland
28
Indonesian EFL Teachers’ Professional Knowledge
Development During their Participation In Teacher Study
Group: A Case Stud
April 23,
2016
ELT Journal, Canada
29
Filling the Gap between Theory and Practice: Toward a
Framework for EAP/ ESP Programme Evaluation in Iran
July 21, 2016 ELT Journal, Canada
30 The Development of English Language Teaching Skills for
Graduate Students
Majoring in Linguistics through the Process of Learning by
Doing
April 19,
2017
ELT Journal, Canada
31 Levels and Factors of Speaking Anxiety among EFL Libyan
English Pre-service
Teachers
Feb 13, 2017 ELT Journal, Canada
32
The Effect of Blended Learning in enhancing Female
students' Satisfaction in the Saudi Context
December
19, 2016
ELT Journal, Canada
33 Knowledge of and attitudes towards e-resources on BBC
Learning English: Variations among Saudi students in Exeter
June 7, 2017 ELT Journal, Canada
34 The Effect of Multimedia on Teaching English Vocabulary as
a Foreign Language to Disabled Students
August 30,
2017
ELT Journal, Canada
35
Right of Knowing and Using Mother Tongue: A Mixed
Method Study
September
23, 2017
ELT Journal, Canada
36 Fostering Learners’ Intercultural Competence through EIL
Teaching: From Vietnamese Lecturers’ Perspectives
September
17, 2017
ELT Journal, Canada
37
Perception on the Usefulness of ICT-Based Language
Program
September
30, 2017
ELT Journal, Canada
38 Effects of Triple Play Plus English Software on Teaching
English Words to Iranian EFL Learners and Their Attitudes
towards It
December 4,
2017
ELT Journal, Canada
12. 12
Students' Supervised Work Published
Problems of English Language Acquisition in Saudi Arabia: An
Exploratory-cum remedial Study;
Student's Name: Ahmed Sulaiman Al-Nasser
Journal: Theory and Practice in Language Studies, United
Kingdom; Volume: 5; issue: 8, 2015
An Evaluative Study of Machine Translation in the EFL Scenario of
Saudi Arabia; Student's Name: Raneem Khalid Al-Tuwayrish;
Journal: Advances in Language and Literary Studies, Australia;
Volume 7; issue 1, 2016
Extension Lectures
Delivered a lecture “Improve your Speaking Communication Skills in
English" to the students and teachers of GURU RAM DASS B.Ed
College, Jalalabad, Punjab, India (8th October, 2010).
Delivered a lecture “Components of Education", to the students and
teachers of Hans Raj Memorial College of Education, Bajakhana,
Punjab, India, (9th October, 2010).
Scholarships, Awards & Recognitions
UGC Fellowship, India, February 2009- September 2011
NB: I received this PhD Fellowship based on my academic
excellent achievements during my postgraduate studies
and the excellent proposal submitted to University Grants
Commission, New Delhi, India for the award of the said
Fellowship.
ICCR Scholarship, India, May 2006- May 2008
I received this MA Scholarship based on my academic
excellent achievements during my undergraduate
education and excellent performance in the tests
conducted by the Embassy of the said country.
Best Student-Teacher Prize, English Department, Faculty of
Education , Hodeidah University , Yemen (2001)
I received this prize for the outstanding work done during
the peer-teaching practice of my B.Ed 4-year First-degree
Course.
Extracurricular Interests
Photography
Poetry Composition
13. 13
Languages
Arabic: Native Language
English: Native- like
Extra-curricular Activities and Achievements
Examined Qassim University Students' Research Work submitted for
the 5th and 6th Scientific Conferences of Higher Education, Riyadh,
KSA, 2014
Co-produced a cassette containing English conversations for students
of Hodeidah University.
Edited Student English Magazines.
Supervised some English magazines brought out by students.
Published a number of English articles and poems in Yemen Times
(www.yementimes.com) and other websites.
A poem entitled "Telephonic Love "was selected for publication in the
world Poet's Forum book "Poetry Vibes", Canada, 2004.
Associations
Arab Society of English Language Studies ( ASELS)
English Language Teachers' Association of India (ELTAI)
Academic Referees
Prof. Deepti Gupta, English Department, Panjab University,
Chandigarh, India
Email: deepti.elt@gmail.com
Dr. Khaled Huthaily, Associate Professor of Educational Linguistics,
Modern and Classical Languages and Literatures, the University of
Montana, USA
Email: khaledenglish@yahoo.com
Prof. Praveen Sharda, Chairperson, USOL, Panjab University, India
Email: prsaveensharda@hotmail.com