Abdel Salam El-Koumy
Abdel Salam El-Koumy is a professor emeritus of English language teaching with over 30 years of experience in teaching and supervising theses and dissertations in the area of curricula and instruction of English as a foreign language in Egypt and other countries. He presented papers at many national and international conferences, including the 30th TESOL Conference held in Chicago, Illinois (USA) from 26-30 March 1996, the 36th TESOL Conference held in Salt Lake City, Utah (USA) from 9-13 April 2002, and the American University in Cairo conference on EFL Skills 1997/2001/2005. He created some approaches, strategies and models for teaching English as a foreign language, including a guided-free strategy for teaching composition to EFL students, a comprehensive approach to teaching EFL skills, a multiple-strategies approach to teaching EFL to students with learning disabilities at the intermediate and advanced levels, and a multifaceted framework for EFL curriculum development to prepare students for building a 21st century Egypt. He was a member of the Academic National Committee for promoting university instructors of curriculum and instruction to associate professors for several years (2013-2019).
Phone: +201003705669
Address: Suez Canal University
Phone: +201003705669
Address: Suez Canal University
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Keywords: Language Skills; English Instruction; Teaching Methods; Whole Language Approach; Writing Skills; Vocabulary Development; Spelling; Grammar; Pronunciation; Handwriting; Listening Skills; Punctuation; Speech Skills; Reading Skills; Integrated Activities; Error Correction; Evaluation
Keywords: Language Skills; English Instruction; Teaching Methods; Whole Language Approach; Writing Skills; Vocabulary Development; Spelling; Grammar; Pronunciation; Handwriting; Listening Skills; Punctuation; Speech Skills; Reading Skills; Integrated Activities; Error Correction; Evaluation
Read the attached download for more details to see the effect of my approach on the writing skill of EFL seventh graders.
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Read the attached download for more details to see the effect of my model on ESL adults' speaking skills.
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Read the pages from 332 to 334 in the attached download.
To Whom It May Concern:
Let's learn from this project how to promote cohesion among all citizens at both school and society levels and to forget all about separation practices because such practices will lead to harmful effects on all. Let's always remember that "Unity is strength," so says a wise old saying.""
Read the attached download for more details."
Descriptors:
Classroom Communication, Experiential Learning, Foreign Countries, Feedback, Heterogeneous Grouping, Instructional Objectives, Interaction Analysis, Microteaching, Preservice Teacher Education, Questioning, Reinforcement, Reflective Teaching, Small Group Instruction, Teaching Skills, Video Technology.
Comparing the Effectiveness of Three Strategies of Teaching Composition: Guided, Free, and Guided-free
Unpublished PhD dissertation submitted by Abdel Salam Abdel Khalek El-Koumy
Problem of the study: The problem of the study lay in the dilemma faced by EFL teachers over the strategy to be followed for teaching written composition.
Aim of the study: The study aimed to determine the most effective strategy for teaching written composition to secondary school EFL students by investigating the effectiveness of three strategies: guided, free, and guided-free.
Design of the study: The study employed a pre-posttest experimental design.
Participants for the study: The participants for the study comprised three experimental groups totaling 96 third-year secondary school students chosen at random from Menouf Secondary School for Boys, Menoufia, Egypt. Each group consisted of thirty-two students.
Method and procedure of the study: In light of the previous literature relevant to the study, the researcher developed a composition course in the three forms: (1) guided, (2) free, and (3) guided-free. He also developed a valid and reliable scale for scoring the quality and quantity of written composition. Then, the three experimental groups of the study were randomly assigned to one of the three forms of the composition course. Afterwards, three EFL instructors with the same qualifications and similar teaching experiences were randomly assigned to teaching one of the three forms of the composition course after they were trained to do so. Before conducting the experiment the three experimental groups were pre-tested to measure their performance in free composition writing which is considered by writing specialists as the ultimate goal of composition instruction. The study lasted for fourteen weeks, one session per week, commencing at the beginning of the 1988-1989 academic year. After treatment, the three experimental groups were post-tested to measure their performance in free composition writing. The collected data were analyzed using the one-way analysis of variance (ANOVA) and the t-test.
Results of the study: The pre-test data analysis revealed that there were no statistically significant differences in free composition writing among the three groups of the study (f=5.57, p= 0.95). However, the post-test data analysis showed that there were statistically significant differences in free composition writing among the three groups of the study in favor of the guided-free strategy group (f=34.01, p< 0.05). Students in the guided-free strategy group scored significantly higher than those in the guided strategy group (t= 3.29, p< 0.05) who, in turn, scored significantly higher than those in the free strategy group (t= 4.87, p< 0.05). These findings suggest that the teaching of written composition to third-year secondary school students should be based upon the quality and quantity of writing, not upon either this or that.
Conclusion: Within its limitations, the study concluded that the guided-free strategy is the most effective strategy for teaching written composition to secondary school EFL students.
Keywords: Composition Instruction, Free Composition, Guided Composition, Guided-free Composition, Responding to Students' Writing, Scale for Scoring Written Composition, Student Writing Performance, Written Composition.