Curriculum & Instruction (English Education)

Enhancing ELT through self-assessment by
Prof. Mohamed Ismail Abu-Rahmah (Suez Canal University, Egypt) and Dr. Salma Hamed Al-Humaidi (Sultan Qaboos University, Oman)

Available online at:
http://dergipark.ulakbim.gov.tr/eltrj/article/view/1063000036/1063000058
http://www. udead.org.tr/journal,
http://www. ulead.org.tr/journal International Association of Research in Foreign Language Education and Applied Linguistics ELT Research Journal 2012, 1(1), 31-52 ISSN: 2146-9814


(Abstract):
This qualitative study was an attempt to enhance English language teaching and learning through the employment of some self-assessment techniques. Towards this end, the writers reviewed the various definitions of the term self-assessment, its pedagogical benefits and the studies conducted to investigate its effect on other ELT variables such as language skills, linguistic competence, self-efficacy, and learner autonomy. Accordingly, it was hypothesized that self-assessment could enhance ELT. In order to verify this hypothesis, seven classroom assessment techniques, which required the employment of self-assessment were adopted while teaching an ELT methods course to 48 students of English at Sultan Qaboos University. In order to measure the effectiveness of these techniques, the students' product while carrying out the tasks in the course was analyzed. In addition, two other evaluation techniques were applied (the chain-notes and the teacher-designed format). It was found that self-assessment helped enhance teaching and learning through raising the extent of involvement and participation in the classroom and that the students perceived it as useful and interesting. However, in this study an important variable was not investigated; the effect of self-assessment on the achievement of EFL students. This might be the target of an experimental, further study.
Keywords: classroom assessment techniques (CATs); self-assessment; metacognitive  strategies

An integrative 5-stage model for maximizing the effectiveness of the teaching practice program at SQU. By Prof. Mohamed Abu-Rahmah (Suez Canal​ University, Egypt) & Dr. Salma Al-Humaidi (Sultan Qaboos University, Oman)
Abstract:
The cornerstone of the teacher education program at Sultan Qaboos University is teaching practice (practicum). It reflects the practical and professional effect of the pedagogical and specialized courses offered to the student teachers enrolled in the program. In order to maximize its effectiveness, its objectives, tools and procedures should be revised and upgraded frequently taking into consideration the current developments in the field of teacher education. Towards this end, this study proposes a 5-stage model for improving and enhancing the teaching practice program offered to the student teachers of English at the College​ of Education. It also describes the stages of the model which include: (1) exploring theory, (2) microteaching and reflection, (3) lesson planning and tutor feedback, (4) real teaching and observation, and (5) post-teaching, reflection, ​and feedback. These stages were implemented with a group of 45 student teachers of English (4th level) in the Fall Term of 2003. During the application process, every student teacher was asked to keep a portfolio in which they inserted their lesson plans, the observation sheets they applied to their peers, and the lesson self-assessment forms they used to reflect upon their teaching. For measuring the effectiveness of the suggested model, these portfolios were analyzed and assessed. Progress was revealed throughout the implementation of the different stages of the model. Accordingly,  some recommendations were given for maximizing the effectiveness of the teaching practice programme at SQU.

This paper proposes a pedagogical, discourse-based model for organizing and teaching grammar in the Omani context. Towards this end, it sheds light on three approaches to teaching grammar: the form-focused approach, the meaning-focused approach and the form-in-tasks approach. Then, it describes the proposed model which: (1) identifies three general communicative purposes and specifies the grammatical items that go with each purpose, (2) categorizes the grammatical items into basic grammatical items and secondary grammatical items that can cluster around the basic ones to express other minor language functions, and (3) demonstrates how a piece of language is analyzed in order to identify its general communicative function, its basic grammatical items, and the  function of each item. The paper ends up with examples for showing how we can develop and teach consciousness-raising tasks and activities in the light of the suggested model.

Objectives
The purpose of this workshop is twofold: first, to present the basic concepts involved in action research projects; and second to involve participants in formulating action research plans which they can apply to their own teaching situation.

One approach to maximizing the benefits and efficiency of teaching English is to incorporate specialized content or what is known as content-based instruction (CBI) in language courses. This paper refutes this hypothesis and suggests an alternative – a functional, linguistics-based approach. It also describes the field-testing and effectiveness of applying such an approach.

Authenticity: A significant dimension in ELT by
Prof Dr. Mohamed Abu-Rahmah
Suez Canal​ University, Egypt.

Abstract:
A concept of significance in ELT is that of authenticity. Recently, this concept has extended to incorporate not only criteria to do with the selection of learning materials ​but also the accompanying tasks, the learners and their needs and interests. In this paper, the term authenticity is discussed. This includes a discussion of the authenticity of the learning materials, learner authenticity, the authenticity of tasks and activities, and authenticity of the environment and topic. As a result of this discussion, a four-level framework for authenticity will be developed.

Students’ reflections on native and non-native  English speaking                                                          teachers: By Dr. Ayman Sabry Daif-Allah, Suez Canal University, Egypt &
Prof. Mohamed Ismail Abu-Rahmah, Suez Canal University, Egypt.
Abstract:

This paper investigates Saudi Preparatory Year Program (PYP) students' reflections on native English speaker teachers (NESTs) and non-native English speaker teachers (NNESTs). It is carried out with 169 Saudi PYP students at in Qassim University to obtain a deeper insight into their attitudes toward native and non-native teachers in the English language classroom. Quantitative and qualitative data were collected in two stages by means of students’ questionnaires and interviews. The results revealed marked a ​significant difference in the respondents' perceptions of their NESTs and NNESTs in favor of NESTs. The results also revealed that students' previous learning experience significantly influenced their general preference for NESTs since they were taught by both types of teachers. Subjects of the study also exhibited a high explicit preference for the teaching strategies adopted NESTs. However, the respondents show moderately favorable attitudes toward NNESTs who can respond to learners' needs. The researchers concluded that differences in students' attitudes toward their native and non-native teachers do not mean that one group of teachers is superior or inferior to the other. Therefore, the study suggests that NNESTs might turn out their non-nativeness to be a self-righteous merit rather than an embarrassing limitation through collaboration with qualified native English-speaking teachers because teaming up and sharing strengths, insights from various linguistic, cultural, and educational backgrounds would provide proper support for each other and benefit both groups of teachers to grow professionally. The study recommends a further research to examine students' implicit attitudes towards their EFL teachers. Also, the effect of gender on influencing students' explicit and implicit attitudes towards their NESTs and NNESTs need to be investigated on larger sample sizes in​ different geographical regions.

e-mails:
[email protected]
[email protected]

The Sixth International ELT Research Conference (14-16 May 2010),
Ephesus/Selçuk, Izmir-Turkey.
Maximizing the effectiveness of ELT microteaching classes at SQU by
Dr. Salma Al-Humaidi  ( Sultan Qaboos University) & Dr. Mohamed Abu-Rahmah
      (Suez Canal University).
Presentation Outline:
1. Origin of Microteaching
2. Concept of Microteaching
3. Another Definition
4. Important new concepts incorporated
5. The 2 + 2 evaluation protocol
6. Peer supervision
7. The preparation of micro lessons can focus on the following
8. Recent Variants of Microteaching
9. Microteaching at SQU
A. Three main stages: planning, teaching, feedback & discussion
B. Context of the problem
C. Purpose of the study
D. Questions of the study
10. Method
• Research design & subjects of the study
• The independent variable
• The dependent variable
• Tools of the study
• The Proposed 5-stage model
• The components of the model are:
a. Planning and feedback,
b. Teaching and observation,
c. Self-assessment and reflection,
d. Peers' feedback & reflection, and
e. Instructor's feedback
• Procedures
11. Data Analysis & Findings
12. Summary of findings & conclusions

يتناول هذا المشروع  الخطة العاجلة التاليه :
خطة عاجلة لتطويرامتحانات  الثانوية العامة ( مدتها سنتان تبدأ من الأن بمجرد اصدار القانون من قبل سعادة الرئيس)، اما الخطتين التاليتين فجاري اعدادهما:
خطة متوسطة المدى لتطوير مرحلة التعليم الأساسى ( مدتها 3سنوات ممكن بالتوازى مع الخطة العاجلة أو بعدها)
خطة خمسية لتطويرالتعليم الفنى (مدتها 5 سنوات ).

This updated publication list includes various research papers and conference presentations on ELT, classroom assessment techniques (CATs), teaching practice, microteaching,  teacher education of TEFL, material development,  and pedagogical grammar.

Abstract
This paper sheds light on some of the evaluation checklists that were used in the last two decades of the 20th century and proposes a task-based tool that may be relevant for application in the third millennium. Towards this end, it reviews the components incorporated in some of the currently-used checklists and shows what actually happens during their actual application. It also describes the performance aspects of student-teachers of English. The suggested checklist incorporates teaching tasks which have been neglected in the 2nd millennium. Each task is given a score depending on two things: (1) the load and significance of the task itself, and (2) the criteria given for helping the evaluator/supervisor to decide the relevant score for each training task. For establishing the reliability and validity of the instrument, it was pilot-tested with a group of 33 student-teachers of English at Suez Faculty of Education and 19 student-teachers at Port-Said Faculty of Education. Then, the inter-rater reliability formula was applied. The final format of the tool was given in the light of the results obtained from the​ statistical analysis and the views of the supervisors who applied it in the trial stage.

Abstract
Best Practices in English Teaching (2001) is a series of video tapes/CDs/ segments, dealing with eight topics: (1) Supportive Error Correction, (2) Techniques of Objective Supervision, (3) Classroom Management, (4) Reading, (5) Writing, (6) Presentation Skills, (7) Practice, and (8) Listening. Best Practices in Teaching English can be used for teacher and supervisor for in-service training, or by faculty in pre-service teacher education. Also, it can be used separately by student teachers of English, teachers, and supervisors for individual study and self-development. This series ...
The original segment cannot be uploaded because it is in a file larger than 100MB. However, if anyone needs it, I can e-mail it to them: My e-mail:
[email protected]

Abstract
Best Practices in English Teaching (2001) is a series of video tapes/CDs/ segments, dealing with eight topics: (1) Supportive Error Correction, (2) Techniques of Objective Supervision, (3) Classroom Management, (4) Reading, (5) Writing, (6) Presentation Skills, (7) Practice, and (8) Listening. Best Practices in Teaching English can be used for teacher and supervisor for in-service training, or by faculty in pre-service teacher education. Also, it can be used separately by student teachers of English, teachers, and supervisors for individual study and self-development. This series ...
The original segment cannot be uploaded because it is in a file larger than 100MB. However, if anyone needs it, I can e-mail it to them: My e-mail:
[email protected]

This study investigates the effect of training EFL student teachers to prepare lesson plans versus the effect of training them to study and analyze lesson plans prepared and delivered by their peers. The control group students were asked to prepare lesson plans, which were tape-recorded during delivery. The participants in the experimental group, after studying and analyzing the transcribed lesson plans, were asked to prepare and teach lesson plans. During the delivery of these plans, they were tape-recorded, transcribed and compared to the lesson plans of the control group. Statistical analysis of data revealed improvement in favor of the experimental group.

Qualities of the good language teacher as perceived by prospective teachers of English in the Arab World by Mohamed Ismail Abu-Rahmah, Professor of English education (TEFL) at Suez Canal University, Egypt,  Journal of Educational and​ Psychological Studies, Sultan​ Qaboos University (Online ISSN:2521-7046/ Print ISSN: 2218-6506).
(Abstract):
The purpose of this study was to identify the qualities of the good language teacher as perceived by student teachers of English in the Arab World. In Fall 2006, a questionnaire including 69 qualities of the good language teacher representing three dimensions (knowledge, teaching skills, and personality) was developed, validated and administered to 273 prospective teachers of English in three countries of the Arab world (Egypt, Oman, ​and Saudi Arabia). ANOVA test results indicated that there were statistically significant differences between the three groups as to the perception of these qualities. Scheffe test results showed the direction of the differences. The results of applying the t-test indicated that there were statistically significant differences in the perception of the qualities between the male subjects and the female subjects who participated in the study and that the female subjects caused these differences. From these results, it was concluded that (1) both the Saudi and Egyptian prospective teachers of English have similar qualities for the knowledge, and personality dimensions, whereas they have different views as to the teaching skills dimension, (2) both the Saudi students and the Omani students have different views as to the qualities of the good language teacher, whereas the Egyptian students and the Omani students have the same qualities, and (3) the views of the female students as to the qualities of the good language teacher are different from the views of the male students. Accordingly, it was recommended that two further studies are needed: (1) a study to identify the qualities of the good language teacher using a large sample from different universities of the Arab World, and (2) an ethnographic study to investigate qualitatively and thoroughly what makes a good language teacher.

Available at:
https://journals.squ.edu.om/index.php/jeps/article/view/807          &
https://scuegypt.academia.edu/MohamedAbuRahmah


DOI: http://dx.doi.org/10.24200/jeps.vol2iss1pp98-144

Three consciousness-raising tasks for teaching grammar in  Omani EFL classroom,
                          by
Dr. Mohamed Ismail Abu_Rahmah, Professor of English Education at Suez Canal University, Egypt. This research paper was conducted when I was seconded to Sultan Qaboos University.
(Abstract):
Teaching and learning grammar is considered one of the main challenges of English language teaching (ELT) in the Omani classroom.  This study investigated the effectiveness of three consciousness-raising tasks for teaching grammar to the EFL students. Towards this end, some grammatical tasks including text repair, text reconstruction, and text enlargement were developed and taught to 30 EFL students in one of the Omani Basic Education classrooms in spring 2010. Analyzing the product of the students, while doing these three consciousness-raising tasks, indicated that their performance for using some grammatical items in context was improved.  Accordingly, it was concluded that these consciousness-raising tasks could be used for teaching grammar effectively in the Omani EFL classroom.

A model for integrating teaching language skills by  Mohamed Ismail Abu-Rahmah Suez Canal University) & Ayman Sabry Daif Allah (Suez Canal University). Abstract:

The proposed model consists of four components: language input, guiding notes, matching visuals, and written output. Applying the proposed model, the students are provided with somebody of written or spoken information (i.e. input) and are helped through carrying out some comprehension tasks to produce a summary version of the original input text in the form of guiding notes. These notes are used to practice speaking. Then the students are provided with visuals matching the informational and linguistic elements in the input. With these visuals, they can discover the meaning of any new language items, reconfirm the meaning of what they have encountered previously, and finally produce written outputs.

Involving Omani EFL teachers in textbook evaluation By
      (1) Khalfan Al-Abri (Omani Ministry of Ed.) 
          (2) Mohamed Abu-Rahmah (Suez Canal University)
              (3) Salma Al-Humaidi (Sultan Qaboos University).

(Abstract):
The purpose of this study was twofold – first, developing a tool for evaluating the EFL textbooks in the Omani Basic Education schools, and second involving teachers in the evaluation process. Thus, three research questions were asked: (1) What are the relevant criteria for evaluating the Omani EFL textbooks used in Basic Education schools?, (2) How far do the textbooks match the evaluative criteria?, and (3) Does the teachers' evaluation of textbooks vary according to gender and years of teaching experience? An evaluation checklist including 43 criteria in the question form was developed and validated. In fall 2008, 73 EFL teachers (35 males and 38 females) from Muscat and Al-Dakhiliya regions applied the checklist to evaluate the grade 10 textbooks of the Basic Education stage.  The analysis of the data obtained showed that those EFL textbooks match most of the evaluation criteria in the checklist and that there was no statistically significant difference between teachers' evaluations of the textbooks in terms of gender or years of experience. Accordingly, it was recommended that the newly-developed Basic Education EFL textbooks should be evaluated and teachers should be involved in the evaluation process. In addition, it was recommended that the College of Education at Sultan Qaboos University should offer a course on textbook evaluation.

Suez Canal University Conference (2014): A strategy for developing education in Egypt to achieve comprehensive security for  Egyptian families
استراتيجيه لتطوير التعليم لتحقيق الامن الشامل للاسره المصريه
          English  Abstract:                                                     
The aim of this research paper is to propose a strategy for the development of education in Egypt in order to achieve comprehensive security for  Egyptian families. This strategy includes five dimensions: (1) development of vision, (2) development of educational buildings, (3) curriculum development and implementation, (4) reidentifying the different roles of the teacher, and (5) enhancing students' services. The proposed strategy is very so ambitious that it can put Egypt in the ranks of the developed countries due to its available​ physical and human resources.  The strategy aims,  in addition to developing curricula and restructuring their implementation, to the development of educational buildings, making maximum use of them, Further, it provides effective steps to reidentify the different roles of the teacher in the school. Finally, the strategy provides practical and easy to apply steps to serve students and make them live a happy life in a beautiful and developed school. This, in turn, will be reflected positively on their psychological and comprehensive security, as well as,  the Egyptian family.

Arabic Abstract:

تهدف ورقة العمل هذه الى اقتراح استراتيجيه لتطوير التعليم فى مصر، و ذلك لتحقيق الامن الشامل للاسره المصريه ، و تشمل هذه الاستراتيجيه خمسة محاور و هى : (1) تطوير الرؤيه ،  (2) تطوير الابنيه التعليميه ، ( 3) تطوير المناهج الدراسيه و تنفيذها ،  ( 4) اعادة هيكلة الادوار المختلفه للمعلم ( 5) خدمة الطلاب . و تقدم الاستراتيجيه المقترحه رؤيه طموحه يمكن ان تضع مصر فى مصاف الدول المتقدمه فى ضوء امكانياتها الماديه و البشريه المتاحه ، و كذالك تطوير الابنيه التعليميه، و الاستفاده القصوى منها ، اضافة الى ذلك تطوير المناهج و اعادة تنظيم و هيكلة عمليات تنفيذ المنهج المدرسى ، و تقدم الاستراتيجيه خطوات فعاله لهيكلة الادوار المختلفه للمعلم فى المدرسه ، و فى الخاتمه تقدم الاستراتيجيه خطوات عمليه و سهله التطبيق لخدمة الطلاب و جعلهم يعيشون حياه سعيده فى مدرسه جميله و متطوره ، و هذا ينعكس بدوره على الامن النفسى والشامل لهم  وللاسره المصريه .