Research by Mohamed I Abu-Rahmah
The proceedings of the eleventh symposium on English language teaching in Egypt, entitled: “Creativity in English Language Teaching”, which was held in Cairo from March 12th to 14th 1991, , 1991
Objectives:
The purpose of this workshop is twofold: first, to present the basic concepts invo... more 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.
Background:
Creative teaching is a much used but often vaguely defined term. This is especially true when the term creative is used in the context of teaching English as a foreign language. For the purpose of this workshop, creative teaching is defined as the performance of a teacher who strives not only to try new and different teaching techniques, but who also endeavors to assess their effect, positive or negative, on the language acquisition process itself. Good teachers do this unconsciously—creative teachers do it consciously and purposefully; the key is documentation and accountability.
The process of documenting and accounting for what one does in the classroom is a form of research which has many names: Action Research, Qualitative Research, Reflective Inquiry, reflexive Research, to name but a few. Of these, action research aptly sums up the dynamic quality reflected in the development process of a truly creative teacher. Above all it is an active process; a process which involves thinking, searching, reflecting, planning, deciding on action, watching for re-action,”reflecting again, and “re –searching.”
Action research, like academic research, aims to answer questions. So one might ask, what is the difference? Implicit in academic research is the idea of an “expert” from outside the classroom who arranges an empirical study complete with treatment, control group, experimental group, and statistical analyses of numerical date. In the end, the results of the experiment may or may not be immediately useful to a teacher.
While academic research can be viewed as moving from outside the classroom towards the inside (a sort of encroachment, or invasion of privacy at times), action research grows from within the classroom and stays there as an integral part of the relationship between the teacher and his students. Action research is friendly. The action researcher conducts research with people rather than on people. It can be thought of as conscious involvement in an organic evolutionary process. The comparison between the two types of research can best be illustrated simply by listing some of the contrasts between them:
Action Research Vs. Academic Research;
Qualitative Vs. Quantitative;
Concrete Vs. Abstract;
Subjective Vs. Objective;
Anecdotal Vs. Empirical;
Practical Vs.Theoretical;
Humanistic Vs. Clinical;
Holistic Vs. Dichotomized;
evolving Vs. static.
In action research the teacher is encouraged rely on his own understanding of his practice and, when dissatisfied with certain behaviors or outcomes, to create a system whereby an area deemed problematic can be described and manipulated. The fundamental ingredients for successful action research are self-initiative, self-assessment, reflection, and careful documentation. While there is no fixed paradigm for conducting an action research project, some of the important elements in the process may be summed up in the following table:
Think: “I am concerned about….”
Reflect: “I would like……”
Plan: “What would happen if…..”
Take action : “I did …. and observed that…”
Reflect: “Is this enough? What about…”
Initiating an action research project involves identifying an area of concern in one’s classroom performance and asking questions such as ”what”, “how”, ”why”, and especially “what if…?” it is essentially a spiraling process of gathering data, describing attempts to achieve a desired aim.
Action research involves five main elements: (1) Thinking about one’s teaching practice and isolating an area for consideration; (2) Reflecting on what might be a desired change in that area; (3) Making a plan for change; (4) Taking action, gathering data and drawing conclusions; (5) Reflecting further and thinking about other questions that emerge.
Perhaps the best way to get a feel of what action research is all about is to examine an actual project. The following is condensed from ”Promoting Professional Development Through Teacher Investigations and other Activities” by Bob Oprandy and Sonia Fattorini, presented at TESOL 1989, San Antonio. Part of the presentation was a case study, ”Investigation into Wait-time”: After reading an article about wait-time, a teacher investigated this topic in her own class and found that:
(1) Her own wait time was only 0-2 seconds;
(2) She answered many of her questions; and
(3) She often asked another question before students answered.
She gathered more data which showed her that she made improvements in the three areas. Later she reflected a bit more on the relationship between wait-time, type of questions and the need for further clarification. Finally, she decided that more investigation was needed to know: (1) whether it is useful or not to repeat a question, and (2) whether or not it is useful to clarify a question by following it with a similar solicit.
A possible topic in an English school could be to investigate the use of Arabic in an EFL classroom. A summary of what could happen might go on as follows:
Think: I noticed that I try hard never to use Arabic at all in any stage of my class, but sometimes it really takes a long time to explain every thing in English.
Reflect: I would like to get through new vocabulary more quickly and progress to communicative activities sooner.
Plan: what would happen if I translated a few of the more difficult words into Arabic?
Action: I made an audio-cassette of my class and transcribed it. I noticed that I was able to get through the vocabulary more quickly. I also noticed that I talked less, and it seemed that the pupils were more involved.
Reflect: But I wonder if they really understand the words as well or better than when I used only English? Are there some other effective ways, besides translation and besides long explanations in English, for getting the meaning of the difficult words across? I would like to investigate this.
Think: the teacher begins to get ideas about real objects, visual aids, pictures, etc.
Basically, Action Research is what a creative teacher does intuitively and spontaneously. Conscious awareness of the creative process can enhance a teacher’s performance, and it is thus hoped that teachers will begin a serious effort to document their questions and ideas about implementing changes in their teaching practices – in other words that they will employ Action Research as they strive to be truly creative teachers. Creative teachers are constantly on the look out for ways to help students in the process of acquiring language, i.e., they try hard to motivate their students. They search for positive reactions to their carefully thought-out action. They document and reflect on what goes on in their classrooms in order to assess the effectiveness of their creative attempts at improvement. In other words, they carry out action research.
*Source:
The proceedings of the eleventh symposium on English language teaching in Egypt, entitled: “Creativity in English Language Teaching”, which was held in Cairo from March 12th to
14th 1991, pp. 218-221.
A Master thesis, 2018
(May 3rd, 2018) External examiner of a Master Thesis at the Faculty of Education, Mansoura Unive... more (May 3rd, 2018) External examiner of a Master Thesis at the Faculty of Education, Mansoura University. Its title is “Using the lexical approach-based activities to enhance EFL preparatory stage students’ vocabulary learning”. It was prepared by Aya El-Sayed El-Shahat Attya (Teacher of English). The supervisors were: Prof. Dr. Asmaa A. Mostafa, professor of TEFL & Dean of the Faculty of Education, and Prof. Dr. Aly Abdul Samea Qoura, professor of TEFL. Abstract: The purpose of the current study was to investigate the effect of using the lexical approach-based activities to enhance EFL preparatory stage students’ vocabulary learning. Towards this end, two classes from Kafre Azzam Preparatory School (Dakahlia Governorate, Egypt) participated in the study: 25 in the control group and 25 in the experimental group. A vocabulary test was developed, validated and administered to the two groups before the experiment in order to verify their equivalence and homogeneity in terms of vocabulary learning and the use of collocations. The control group was taught the prescribed vocabulary items adopting the textbook techniques, whereas the experimental group was taught using the proposed collocation-based activities. The post vocabulary test was administered to the two groups after 12 teaching sessions. The findings of the study revealed that the students taught via the proposed collocation-based activities outperformed those who were taught adopting the textbook techniques.
Keywords:
Lexical approach; collocations; TEFL; ELT; Vocabulary teaching & learning; preparatory stage education, Egypt
(October 2017) External Examiner of a Master thesis at Faculty of Education, Ain Shams University... more (October 2017) External Examiner of a Master thesis at Faculty of Education, Ain Shams University; The thesis was prepared by the researcher Eman Mahmoud Abu El-Fadle. The title of the thesis is "the effect of content-based instruction on developing some English speaking skills for tourism and hotel students".
Title: The effect of content-based instruction on developing some English speaking skills for tourism and hotel students
Location: Faculty of Education, Ain Shams University
Researcher: Eman Mahmoud Abu El-Fadle
Supervisors:
Abstract:
Title: An Enrichment Program based on citizenship concepts for developing EFL preparatory stage ... more Title: An Enrichment Program based on citizenship concepts for developing EFL preparatory stage students’ oral communication and citizenship skills
Title in Arabic:
برنامج اثرائى قائم على مفاهيم المواطنة لتنمية مهارات التواصل الشفهى و المواطنة باللغة الانجليزية لدى طلاب المرحلة الاعدادية
Researcher: Ahmed El Sayed El Sayed Oreibah, a teacher of English at Menyat El Nasr Directorate.
Supervisors:
(1) Prof. Dr. Samir Abd-el-Wahhab Berber, Professor of Curriculum & Instruction at Damietta University
(2) Prof. Dr. Magdy Mahdy Aly, Professor of TEFL, Ain Shams University
The present study aimed to investigate the effectiveness of an enrichment program based on citizenship concepts in developing the oral communication and citizenship skills of the Prep school EFL students. During the spring semester of the academic year 2016/2017, the experiment was conducted. 38 first-year students from Saad Elsherbini Preparatory School at Menyat El Nasr studied the enrichment program
Five instruments were developed, validated and used: (1) a checklist to identify the most important oral communication skills appropriate for the preparatory stage, (2) a pre-post listening and speaking test with its rubric, (3) a checklist to identify the most important citizenship skills appropriate for the preparatory stage, (4) a pre-post citizenship skills test, and (5) a checklist to identify the most important citizenship concepts which were integrated into the enrichment program. After that the enrichment program and the required teacher’s guide were developed, validated, and taught to the participants of the study. Results revealed that teaching the proposed enrichment program based on citizenship concepts was effective in developing the oral communication and citizenship skills of the EFL first year preparatory school students.
Key Words: EFL, Oral communication skills, citizenship skills, citizenship concepts, Preparatory School education, Egypt.
A Master Thesis in English Pedagogy, Suez Canal University, 2015
The effect of using self-regulated learning strategies on developing critical reading skills amon... more The effect of using self-regulated learning strategies on developing critical reading skills among experimental secondary school students (August 2015). A Master thesis conducted by Mostafa Bagagat Younis (Senior Instructor of English, Egyptian Ministry of Education) under the supervision of Prof. Dr. Mohamed Ismail Abu-Rahmah and Prof. Dr. Taher Mohamed El-Hady (Professors of English Education/TEFL, Suez Canal University. Egypt).
In progress PhD. study registered in June , 2016
The effectiveness of a linguistic consciousness-raising strategy for enhancing vocabulary and gra... more The effectiveness of a linguistic consciousness-raising strategy for enhancing vocabulary and grammar learning among preparatory schoolers. In progress Ph.D. study registered in (June 2016) and being conducted by the researcher Mostafa Bahagat Younis (Senior Instructor of English, Egyptian Ministry of Education) under the supervision of Prof. Dr. Mohamed Ismail Abu-Rahmah (Professor of English education/TEFL, Suez Canal University), Dr. Mohamed Abu-El-majd and Dr. Emad El-Baaly (Lecturers of English education/TEFL, Suez Canal University, Egypt).
External Examiner of a Master Thesis at Mansoura University (Sept.14th 2017). The title of the th... more External Examiner of a Master Thesis at Mansoura University (Sept.14th 2017). The title of the thesis is" using Wikispaces to develop academic writing skills of EFL University students and their attitudes towards it". The study was conducted by the EFL teacher Radwa Ezzat Mohammed Gado under the supervision of Prof. Dr. Aly Aduk-Samea Qoura (Professor of English education/TEFL at Mansoura University) and Dr. Mervat Saleh El-Hadidy ( Associate Prof. of English education/TEFL at Mansoura University).
A peer-tutoring strategy for developing English writing processes among preparatory schoolers (20... more A peer-tutoring strategy for developing English writing processes among preparatory schoolers (2017). A paper based on a study towards the Master's Degree conducted by Mohamed Shehata (Ministry of Education) under the supervision of Prof. Dr. Mohamed Ismail Abu-Rahmah (Professor of English Education/TEFL at Suez Canal University) and Dr. Mohamed Abu-Elmajd (Lecturer of English Education/TEFL at Suez Canal University).
ABSTRACT:
Writing has always been considered an important skill in teaching and learning English. Traditionally, it was taught adopting the product approach, i.e. considering the final product of the piece of writing; its grammatical accuracy, the format, the notions incorporated, etc. Recently, the process-oriented approach has appeared, practiced and proved its effectiveness in many EFL contexts. It considers writing as a collaborative activity. The writers should move through certain successive processes, e.g. prewriting, planning, drafting, editing, and publishing. The purpose of this study was to investigate the effectiveness of a strategy based on peer-tutoring in developing the English writing processes among preparatory schoolers. Towards this end, the one-group pre-posttest design was used. One class including 30 first year preparatory pupils participated in the study. Two tools were developed, validated and used in the study. They were: (1) a checklist to identify the English writing sub-processes that may be relevant for the target group, and (2) a pre-posttest for assessing the development that might happen in the writing skill. It was administered before and after the treatment, i.e. teaching the retailored writing tasks in the textbook, manipulating the peer-tutoring activities. It was found that (1) there were statistically significant differences between the means of the pre-posttest, measuring the processes included in paragraph writing of the participants in favor of the post application of the test, and (2) there were statistically significant differences between the means of the pre-posttest measuring the processes included in the e-mails written by the study participants in favor of the post application of the test. In the light of these results, it was concluded that the activities manipulated the peer-tutoring strategy were effective in developing the English writing processes among preparatory EFL schoolers.
KEYWORDS:
peer-tutoring; writing skills; product writing; process writing; ELT/TEFL; EFL preparatory schoolers; Egypt.
The title of the thesis is "the effect of content-based instruction on developing some English sp... more The title of the thesis is "the effect of content-based instruction on developing some English speaking skills for tourism and hotel students". It is conducted by Eman Mohamed Abu-El-Fadle at the College of Education, Ain Shams University under the supervision of Prof. Dr. Faisal Hussein Abdu-Allah, professor of English linguistics at Ain Shams University and Dr. Ramadan Fareed, assistant prof. at Ain Shams University.
By young learners (YLs), I mean very young children in the pre-school stage (Kg 1 and Kg 2), and ... more By young learners (YLs), I mean very young children in the pre-school stage (Kg 1 and Kg 2), and also young children in the primary stage from the first grade to the sixth. The acronym TETYL refers to teaching English to this category of learners. The acronym TETYLees
refers to the trainees who are attending the courses required for obtaining the professional diploma that would enable them to teach English to young learners, i.e. the postgraduate students joining the program.
By TETYLers in this document, I mean the university instructors who train the above category of students to be professional teachers of English to young learners.
The Vision of this program is:
The Dept. of Curriculum & Instruction, through implementing this program, aspires to be on equal footing with the international institutes and departments offering similar programmes, thereby having graduates who know and are able to teach the English language effectively to young learners in the Egyptian context.
Mission:
The TETYL program aims to train all personnel who are involved or would like to be involved in teaching English to young learners in Suez Canal Region through attending a one-year programme leading to obtaining the Professional Diploma in teaching English to young learners. Being the pioneer post-graduate program in Egypt, it admits students from different parts of the country, and even from abroad.
Journal of Ismailia Faculty of Education, Suez Canal University, 2(4), 81-107., 2003
Tests developed by newly appointed teachers of English at the preparatory stage: analysis and sug... more Tests developed by newly appointed teachers of English at the preparatory stage: analysis and suggestions for improvement. By Dr. Ayman Sabry Daif-Allah ( Prof. of English Education at Suez Canal University) & Dr. Mohamed Ismail Abu-Rahmah (Professor of English Education at Suez Canal University, Egypt).
(Abstract):
This study investigated the validity of the process of student achievement test development in English as a foreign language in the Egyptian context and its impact on test performance. Data was gathered using task-based self-assessment of classroom assessment knowledge and skills, thinking aloud protocol, and assessment training needs questionnaire. Besides, thirty language quizzes and assessment activities were analyzed in the light of a language test evaluation scale. Results provide some external support for the assumption that student achievement test development in English as a foreign language in the cases analyzed was invalid and this consequently affects test performance.
Developing communicative English learning materials for general secondary
Schools in Egypt
... more Developing communicative English learning materials for general secondary
Schools in Egypt
By
Mohamed Ismail Salem Rahmah,
A thesis submitted to the University of Manchester for the degree of Ph.D. In the Faculty of Education.
Centre for English Language Studies in
Education (CELSE),
1997
Google Citations
MLA: Rahmah, Mohamed Ismail Salem. Developing communicative English learning materials for general secondary schools in Egypt. Diss. University of Manchester, 1997.
APA: Rahmah, M. I. S. (1997). Developing communicative English learning materials for general secondary schools in Egypt (Doctoral dissertation, University of Manchester).
Chicago
Rahman, Mohamed Ismail Salem. "Developing communicative English learning materials for general secondary schools in Egypt." Ph.D. diss., University of Manchester, 1997.
Harvard
Rahmah, M.I.S., 1997. Developing communicative English learning materials for general secondary schools in Egypt (Doctoral dissertation, University of Manchester).
Vancouver
Rahmah MI. Developing communicative English learning materials for general secondary schools in Egypt (Doctoral dissertation, University of Manchester).
ABSTRACT:
In an attempt to improve the English language teaching situation in Egypt, this work devises a framework for developing more appropriate English learning materials for General Secondary Schools in the Suez Canal region. Towards achieving this purpose, this thesis is divided into ten chapters. Chapter One introduces the problem and background of the study and formulates its aims. Chapters Two to Five are concerned with establishing theoretical frameworks through reviewing the related literature. Chapters Six to Eight report the fieldwork part of the study, identify the problematic areas in the ELT context and propose tentative solutions. Chapter Nine proposes a multi-dimensional model for improving the syllabus and gives some examples of developing actual learning materials. Chapter Ten concludes the study and signposts further research.
The Researcher, School of Education Student Journal, Manchester University, 2 (2), 18-32., 1997
Grammarful and Grammarless Teaching*
Mohamed Ismail Abu-Rahmah,
A Ph.D. Student at Mancheste... more Grammarful and Grammarless Teaching*
Mohamed Ismail Abu-Rahmah,
A Ph.D. Student at Manchester University
February 1996.
(Abstract):
For a long time, grammar has been a basic component, if not a pivotal one, in the content of ELT courses. Nevertheless, for the last two decades, there has been no general consensus as to its role as a component in language content. Some specialists (e.g. Krashen 1982; Prabhu 1987; Allwright 1977) are not in favour of the direct instruction of grammar; others say that we cannot escape teaching grammar because it is the framework within which the language is operating (e.g. Rivers 1991), and still others (e.g. McEldowney 1992) take a harder line and argue that grammar is the tool for communication. This article is a fairly brief account of these views ending up with a balanced view as regards the role of grammar in ELT.
The Researcher, (CELSE), School of Education, Manchester University, 1996
Topic Selection: A Motivational Variable in ELT. By Mohamed Ismail Abu-Rahmah & Jhon Burgess.The ... more Topic Selection: A Motivational Variable in ELT. By Mohamed Ismail Abu-Rahmah & Jhon Burgess.The Researcher, School of Education, Manchester University, I (2), 12- 28 (1996). (Abstract):
Topic selection is considered a crucial variable for contextualizing language content. This paper considers the motivational features of the topics used to provide a context for language content and the sources from which these topics are selected. Towards this end, four models to do with topical or thematical content are discussed and their pedagogical advantages/disadvantages are highlighted. Then, they are categorized into two main types/sources. Finally, some features of a mid-way motivational model are proposed.
Keywords: ELT topics; contextualizing content; motivational variables; thematical content.
Authenticity: A significant dimension in ELT by
Prof Dr. Mohamed Abu-Rahmah
Suez Canal Univers... more 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.
A brain-based strategy for developing speaking skills among preparatory schoolers by Shereen Hu... more A brain-based strategy for developing speaking skills among preparatory schoolers by Shereen Hussein Al-Saadawy, Prof. Mohammed Ismail Abu Rahmah & Dr. Emad Ahmed Al-Baaly.
Abstract:
This study aimed at investigating the effectiveness of a brain-based learning strategy for developing some English language speaking skills of the preparatory schoolers in the Egyptian context. The participants of the study were two classes from Al-Manar Language School in Ismailia. One class was assigned to the experimental group and the other to the control group. There were 30 female students in each group. A speaking performance test was developed, validated and administered as a pre-test to the two groups in the fall term of the academic year 2014/15. The speaking activities in Hello English for Preparatory School textbook were retailored in the light of the principles and activities of the brain-based learning. They were taught to the participants in the experimental group, whereas the control group participants were taught the speaking skills as they were presented in the textbook. After that, the post-test was administered to the two groups. The data obtained were analyzed using Cronbach's Alpha, t-test, and the effect size. The findings revealed that the students taught by the proposed brain-based learning strategy outperformed those taught traditionally. It was concluded that the proposed brain-based learning strategy was effective for developing some of the speaking skills of the preparatory schoolers.
Keywords:
ELT; Brain-based learning; speaking skills; preparatory schools; Egypt.
Biodata
Shereen Hussein Al-Saadawy,
Teacher of English in Al-Manar Language School, Ismailia
e-mail: [email protected]
Dr. Mohammed Ismail Abu Rahmah
Professor of English Education (TEFL),
Suez Canal University,
Egypt
e-mail: [email protected]
Dr. Emad Ahmed Al-Baaly
Lecturer of English Education (TEFL),
Suez Canal University,
Egypt
e-mail: [email protected]
Note:
This research paper is based on a Master thesis conducted by the Master student Shereen Hussein Al-Saadawy under the supervision of Dr. Mohammed Ismail Abu Rahmah, Professor of English Education (TEFL) at Suez Canal University and Dr. Emad Ahmed Al-Baaly, Lecturer of English Education (TEFL) at Suez Canal University.
Uploads
Research by Mohamed I Abu-Rahmah
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.
Background:
Creative teaching is a much used but often vaguely defined term. This is especially true when the term creative is used in the context of teaching English as a foreign language. For the purpose of this workshop, creative teaching is defined as the performance of a teacher who strives not only to try new and different teaching techniques, but who also endeavors to assess their effect, positive or negative, on the language acquisition process itself. Good teachers do this unconsciously—creative teachers do it consciously and purposefully; the key is documentation and accountability.
The process of documenting and accounting for what one does in the classroom is a form of research which has many names: Action Research, Qualitative Research, Reflective Inquiry, reflexive Research, to name but a few. Of these, action research aptly sums up the dynamic quality reflected in the development process of a truly creative teacher. Above all it is an active process; a process which involves thinking, searching, reflecting, planning, deciding on action, watching for re-action,”reflecting again, and “re –searching.”
Action research, like academic research, aims to answer questions. So one might ask, what is the difference? Implicit in academic research is the idea of an “expert” from outside the classroom who arranges an empirical study complete with treatment, control group, experimental group, and statistical analyses of numerical date. In the end, the results of the experiment may or may not be immediately useful to a teacher.
While academic research can be viewed as moving from outside the classroom towards the inside (a sort of encroachment, or invasion of privacy at times), action research grows from within the classroom and stays there as an integral part of the relationship between the teacher and his students. Action research is friendly. The action researcher conducts research with people rather than on people. It can be thought of as conscious involvement in an organic evolutionary process. The comparison between the two types of research can best be illustrated simply by listing some of the contrasts between them:
Action Research Vs. Academic Research;
Qualitative Vs. Quantitative;
Concrete Vs. Abstract;
Subjective Vs. Objective;
Anecdotal Vs. Empirical;
Practical Vs.Theoretical;
Humanistic Vs. Clinical;
Holistic Vs. Dichotomized;
evolving Vs. static.
In action research the teacher is encouraged rely on his own understanding of his practice and, when dissatisfied with certain behaviors or outcomes, to create a system whereby an area deemed problematic can be described and manipulated. The fundamental ingredients for successful action research are self-initiative, self-assessment, reflection, and careful documentation. While there is no fixed paradigm for conducting an action research project, some of the important elements in the process may be summed up in the following table:
Think: “I am concerned about….”
Reflect: “I would like……”
Plan: “What would happen if…..”
Take action : “I did …. and observed that…”
Reflect: “Is this enough? What about…”
Initiating an action research project involves identifying an area of concern in one’s classroom performance and asking questions such as ”what”, “how”, ”why”, and especially “what if…?” it is essentially a spiraling process of gathering data, describing attempts to achieve a desired aim.
Action research involves five main elements: (1) Thinking about one’s teaching practice and isolating an area for consideration; (2) Reflecting on what might be a desired change in that area; (3) Making a plan for change; (4) Taking action, gathering data and drawing conclusions; (5) Reflecting further and thinking about other questions that emerge.
Perhaps the best way to get a feel of what action research is all about is to examine an actual project. The following is condensed from ”Promoting Professional Development Through Teacher Investigations and other Activities” by Bob Oprandy and Sonia Fattorini, presented at TESOL 1989, San Antonio. Part of the presentation was a case study, ”Investigation into Wait-time”: After reading an article about wait-time, a teacher investigated this topic in her own class and found that:
(1) Her own wait time was only 0-2 seconds;
(2) She answered many of her questions; and
(3) She often asked another question before students answered.
She gathered more data which showed her that she made improvements in the three areas. Later she reflected a bit more on the relationship between wait-time, type of questions and the need for further clarification. Finally, she decided that more investigation was needed to know: (1) whether it is useful or not to repeat a question, and (2) whether or not it is useful to clarify a question by following it with a similar solicit.
A possible topic in an English school could be to investigate the use of Arabic in an EFL classroom. A summary of what could happen might go on as follows:
Think: I noticed that I try hard never to use Arabic at all in any stage of my class, but sometimes it really takes a long time to explain every thing in English.
Reflect: I would like to get through new vocabulary more quickly and progress to communicative activities sooner.
Plan: what would happen if I translated a few of the more difficult words into Arabic?
Action: I made an audio-cassette of my class and transcribed it. I noticed that I was able to get through the vocabulary more quickly. I also noticed that I talked less, and it seemed that the pupils were more involved.
Reflect: But I wonder if they really understand the words as well or better than when I used only English? Are there some other effective ways, besides translation and besides long explanations in English, for getting the meaning of the difficult words across? I would like to investigate this.
Think: the teacher begins to get ideas about real objects, visual aids, pictures, etc.
Basically, Action Research is what a creative teacher does intuitively and spontaneously. Conscious awareness of the creative process can enhance a teacher’s performance, and it is thus hoped that teachers will begin a serious effort to document their questions and ideas about implementing changes in their teaching practices – in other words that they will employ Action Research as they strive to be truly creative teachers. Creative teachers are constantly on the look out for ways to help students in the process of acquiring language, i.e., they try hard to motivate their students. They search for positive reactions to their carefully thought-out action. They document and reflect on what goes on in their classrooms in order to assess the effectiveness of their creative attempts at improvement. In other words, they carry out action research.
*Source:
The proceedings of the eleventh symposium on English language teaching in Egypt, entitled: “Creativity in English Language Teaching”, which was held in Cairo from March 12th to
14th 1991, pp. 218-221.
Keywords:
Lexical approach; collocations; TEFL; ELT; Vocabulary teaching & learning; preparatory stage education, Egypt
Title: The effect of content-based instruction on developing some English speaking skills for tourism and hotel students
Location: Faculty of Education, Ain Shams University
Researcher: Eman Mahmoud Abu El-Fadle
Supervisors:
Abstract:
Title in Arabic:
برنامج اثرائى قائم على مفاهيم المواطنة لتنمية مهارات التواصل الشفهى و المواطنة باللغة الانجليزية لدى طلاب المرحلة الاعدادية
Researcher: Ahmed El Sayed El Sayed Oreibah, a teacher of English at Menyat El Nasr Directorate.
Supervisors:
(1) Prof. Dr. Samir Abd-el-Wahhab Berber, Professor of Curriculum & Instruction at Damietta University
(2) Prof. Dr. Magdy Mahdy Aly, Professor of TEFL, Ain Shams University
The present study aimed to investigate the effectiveness of an enrichment program based on citizenship concepts in developing the oral communication and citizenship skills of the Prep school EFL students. During the spring semester of the academic year 2016/2017, the experiment was conducted. 38 first-year students from Saad Elsherbini Preparatory School at Menyat El Nasr studied the enrichment program
Five instruments were developed, validated and used: (1) a checklist to identify the most important oral communication skills appropriate for the preparatory stage, (2) a pre-post listening and speaking test with its rubric, (3) a checklist to identify the most important citizenship skills appropriate for the preparatory stage, (4) a pre-post citizenship skills test, and (5) a checklist to identify the most important citizenship concepts which were integrated into the enrichment program. After that the enrichment program and the required teacher’s guide were developed, validated, and taught to the participants of the study. Results revealed that teaching the proposed enrichment program based on citizenship concepts was effective in developing the oral communication and citizenship skills of the EFL first year preparatory school students.
Key Words: EFL, Oral communication skills, citizenship skills, citizenship concepts, Preparatory School education, Egypt.
ABSTRACT:
Writing has always been considered an important skill in teaching and learning English. Traditionally, it was taught adopting the product approach, i.e. considering the final product of the piece of writing; its grammatical accuracy, the format, the notions incorporated, etc. Recently, the process-oriented approach has appeared, practiced and proved its effectiveness in many EFL contexts. It considers writing as a collaborative activity. The writers should move through certain successive processes, e.g. prewriting, planning, drafting, editing, and publishing. The purpose of this study was to investigate the effectiveness of a strategy based on peer-tutoring in developing the English writing processes among preparatory schoolers. Towards this end, the one-group pre-posttest design was used. One class including 30 first year preparatory pupils participated in the study. Two tools were developed, validated and used in the study. They were: (1) a checklist to identify the English writing sub-processes that may be relevant for the target group, and (2) a pre-posttest for assessing the development that might happen in the writing skill. It was administered before and after the treatment, i.e. teaching the retailored writing tasks in the textbook, manipulating the peer-tutoring activities. It was found that (1) there were statistically significant differences between the means of the pre-posttest, measuring the processes included in paragraph writing of the participants in favor of the post application of the test, and (2) there were statistically significant differences between the means of the pre-posttest measuring the processes included in the e-mails written by the study participants in favor of the post application of the test. In the light of these results, it was concluded that the activities manipulated the peer-tutoring strategy were effective in developing the English writing processes among preparatory EFL schoolers.
KEYWORDS:
peer-tutoring; writing skills; product writing; process writing; ELT/TEFL; EFL preparatory schoolers; Egypt.
refers to the trainees who are attending the courses required for obtaining the professional diploma that would enable them to teach English to young learners, i.e. the postgraduate students joining the program.
By TETYLers in this document, I mean the university instructors who train the above category of students to be professional teachers of English to young learners.
The Vision of this program is:
The Dept. of Curriculum & Instruction, through implementing this program, aspires to be on equal footing with the international institutes and departments offering similar programmes, thereby having graduates who know and are able to teach the English language effectively to young learners in the Egyptian context.
Mission:
The TETYL program aims to train all personnel who are involved or would like to be involved in teaching English to young learners in Suez Canal Region through attending a one-year programme leading to obtaining the Professional Diploma in teaching English to young learners. Being the pioneer post-graduate program in Egypt, it admits students from different parts of the country, and even from abroad.
(Abstract):
This study investigated the validity of the process of student achievement test development in English as a foreign language in the Egyptian context and its impact on test performance. Data was gathered using task-based self-assessment of classroom assessment knowledge and skills, thinking aloud protocol, and assessment training needs questionnaire. Besides, thirty language quizzes and assessment activities were analyzed in the light of a language test evaluation scale. Results provide some external support for the assumption that student achievement test development in English as a foreign language in the cases analyzed was invalid and this consequently affects test performance.
Schools in Egypt
By
Mohamed Ismail Salem Rahmah,
A thesis submitted to the University of Manchester for the degree of Ph.D. In the Faculty of Education.
Centre for English Language Studies in
Education (CELSE),
1997
Google Citations
MLA: Rahmah, Mohamed Ismail Salem. Developing communicative English learning materials for general secondary schools in Egypt. Diss. University of Manchester, 1997.
APA: Rahmah, M. I. S. (1997). Developing communicative English learning materials for general secondary schools in Egypt (Doctoral dissertation, University of Manchester).
Chicago
Rahman, Mohamed Ismail Salem. "Developing communicative English learning materials for general secondary schools in Egypt." Ph.D. diss., University of Manchester, 1997.
Harvard
Rahmah, M.I.S., 1997. Developing communicative English learning materials for general secondary schools in Egypt (Doctoral dissertation, University of Manchester).
Vancouver
Rahmah MI. Developing communicative English learning materials for general secondary schools in Egypt (Doctoral dissertation, University of Manchester).
ABSTRACT:
In an attempt to improve the English language teaching situation in Egypt, this work devises a framework for developing more appropriate English learning materials for General Secondary Schools in the Suez Canal region. Towards achieving this purpose, this thesis is divided into ten chapters. Chapter One introduces the problem and background of the study and formulates its aims. Chapters Two to Five are concerned with establishing theoretical frameworks through reviewing the related literature. Chapters Six to Eight report the fieldwork part of the study, identify the problematic areas in the ELT context and propose tentative solutions. Chapter Nine proposes a multi-dimensional model for improving the syllabus and gives some examples of developing actual learning materials. Chapter Ten concludes the study and signposts further research.
Mohamed Ismail Abu-Rahmah,
A Ph.D. Student at Manchester University
February 1996.
(Abstract):
For a long time, grammar has been a basic component, if not a pivotal one, in the content of ELT courses. Nevertheless, for the last two decades, there has been no general consensus as to its role as a component in language content. Some specialists (e.g. Krashen 1982; Prabhu 1987; Allwright 1977) are not in favour of the direct instruction of grammar; others say that we cannot escape teaching grammar because it is the framework within which the language is operating (e.g. Rivers 1991), and still others (e.g. McEldowney 1992) take a harder line and argue that grammar is the tool for communication. This article is a fairly brief account of these views ending up with a balanced view as regards the role of grammar in ELT.
Topic selection is considered a crucial variable for contextualizing language content. This paper considers the motivational features of the topics used to provide a context for language content and the sources from which these topics are selected. Towards this end, four models to do with topical or thematical content are discussed and their pedagogical advantages/disadvantages are highlighted. Then, they are categorized into two main types/sources. Finally, some features of a mid-way motivational model are proposed.
Keywords: ELT topics; contextualizing content; motivational variables; thematical content.
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.
(This is the link to a very useful dictionary in language teaching & applied linguistics):
https://www.amazon.com/Longman-Dictionary-Language-Teaching-Linguistics/dp/1408204606
Abstract:
This study aimed at investigating the effectiveness of a brain-based learning strategy for developing some English language speaking skills of the preparatory schoolers in the Egyptian context. The participants of the study were two classes from Al-Manar Language School in Ismailia. One class was assigned to the experimental group and the other to the control group. There were 30 female students in each group. A speaking performance test was developed, validated and administered as a pre-test to the two groups in the fall term of the academic year 2014/15. The speaking activities in Hello English for Preparatory School textbook were retailored in the light of the principles and activities of the brain-based learning. They were taught to the participants in the experimental group, whereas the control group participants were taught the speaking skills as they were presented in the textbook. After that, the post-test was administered to the two groups. The data obtained were analyzed using Cronbach's Alpha, t-test, and the effect size. The findings revealed that the students taught by the proposed brain-based learning strategy outperformed those taught traditionally. It was concluded that the proposed brain-based learning strategy was effective for developing some of the speaking skills of the preparatory schoolers.
Keywords:
ELT; Brain-based learning; speaking skills; preparatory schools; Egypt.
Biodata
Shereen Hussein Al-Saadawy,
Teacher of English in Al-Manar Language School, Ismailia
e-mail: [email protected]
Dr. Mohammed Ismail Abu Rahmah
Professor of English Education (TEFL),
Suez Canal University,
Egypt
e-mail: [email protected]
Dr. Emad Ahmed Al-Baaly
Lecturer of English Education (TEFL),
Suez Canal University,
Egypt
e-mail: [email protected]
Note:
This research paper is based on a Master thesis conducted by the Master student Shereen Hussein Al-Saadawy under the supervision of Dr. Mohammed Ismail Abu Rahmah, Professor of English Education (TEFL) at Suez Canal University and Dr. Emad Ahmed Al-Baaly, Lecturer of English Education (TEFL) at Suez Canal University.
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.
Background:
Creative teaching is a much used but often vaguely defined term. This is especially true when the term creative is used in the context of teaching English as a foreign language. For the purpose of this workshop, creative teaching is defined as the performance of a teacher who strives not only to try new and different teaching techniques, but who also endeavors to assess their effect, positive or negative, on the language acquisition process itself. Good teachers do this unconsciously—creative teachers do it consciously and purposefully; the key is documentation and accountability.
The process of documenting and accounting for what one does in the classroom is a form of research which has many names: Action Research, Qualitative Research, Reflective Inquiry, reflexive Research, to name but a few. Of these, action research aptly sums up the dynamic quality reflected in the development process of a truly creative teacher. Above all it is an active process; a process which involves thinking, searching, reflecting, planning, deciding on action, watching for re-action,”reflecting again, and “re –searching.”
Action research, like academic research, aims to answer questions. So one might ask, what is the difference? Implicit in academic research is the idea of an “expert” from outside the classroom who arranges an empirical study complete with treatment, control group, experimental group, and statistical analyses of numerical date. In the end, the results of the experiment may or may not be immediately useful to a teacher.
While academic research can be viewed as moving from outside the classroom towards the inside (a sort of encroachment, or invasion of privacy at times), action research grows from within the classroom and stays there as an integral part of the relationship between the teacher and his students. Action research is friendly. The action researcher conducts research with people rather than on people. It can be thought of as conscious involvement in an organic evolutionary process. The comparison between the two types of research can best be illustrated simply by listing some of the contrasts between them:
Action Research Vs. Academic Research;
Qualitative Vs. Quantitative;
Concrete Vs. Abstract;
Subjective Vs. Objective;
Anecdotal Vs. Empirical;
Practical Vs.Theoretical;
Humanistic Vs. Clinical;
Holistic Vs. Dichotomized;
evolving Vs. static.
In action research the teacher is encouraged rely on his own understanding of his practice and, when dissatisfied with certain behaviors or outcomes, to create a system whereby an area deemed problematic can be described and manipulated. The fundamental ingredients for successful action research are self-initiative, self-assessment, reflection, and careful documentation. While there is no fixed paradigm for conducting an action research project, some of the important elements in the process may be summed up in the following table:
Think: “I am concerned about….”
Reflect: “I would like……”
Plan: “What would happen if…..”
Take action : “I did …. and observed that…”
Reflect: “Is this enough? What about…”
Initiating an action research project involves identifying an area of concern in one’s classroom performance and asking questions such as ”what”, “how”, ”why”, and especially “what if…?” it is essentially a spiraling process of gathering data, describing attempts to achieve a desired aim.
Action research involves five main elements: (1) Thinking about one’s teaching practice and isolating an area for consideration; (2) Reflecting on what might be a desired change in that area; (3) Making a plan for change; (4) Taking action, gathering data and drawing conclusions; (5) Reflecting further and thinking about other questions that emerge.
Perhaps the best way to get a feel of what action research is all about is to examine an actual project. The following is condensed from ”Promoting Professional Development Through Teacher Investigations and other Activities” by Bob Oprandy and Sonia Fattorini, presented at TESOL 1989, San Antonio. Part of the presentation was a case study, ”Investigation into Wait-time”: After reading an article about wait-time, a teacher investigated this topic in her own class and found that:
(1) Her own wait time was only 0-2 seconds;
(2) She answered many of her questions; and
(3) She often asked another question before students answered.
She gathered more data which showed her that she made improvements in the three areas. Later she reflected a bit more on the relationship between wait-time, type of questions and the need for further clarification. Finally, she decided that more investigation was needed to know: (1) whether it is useful or not to repeat a question, and (2) whether or not it is useful to clarify a question by following it with a similar solicit.
A possible topic in an English school could be to investigate the use of Arabic in an EFL classroom. A summary of what could happen might go on as follows:
Think: I noticed that I try hard never to use Arabic at all in any stage of my class, but sometimes it really takes a long time to explain every thing in English.
Reflect: I would like to get through new vocabulary more quickly and progress to communicative activities sooner.
Plan: what would happen if I translated a few of the more difficult words into Arabic?
Action: I made an audio-cassette of my class and transcribed it. I noticed that I was able to get through the vocabulary more quickly. I also noticed that I talked less, and it seemed that the pupils were more involved.
Reflect: But I wonder if they really understand the words as well or better than when I used only English? Are there some other effective ways, besides translation and besides long explanations in English, for getting the meaning of the difficult words across? I would like to investigate this.
Think: the teacher begins to get ideas about real objects, visual aids, pictures, etc.
Basically, Action Research is what a creative teacher does intuitively and spontaneously. Conscious awareness of the creative process can enhance a teacher’s performance, and it is thus hoped that teachers will begin a serious effort to document their questions and ideas about implementing changes in their teaching practices – in other words that they will employ Action Research as they strive to be truly creative teachers. Creative teachers are constantly on the look out for ways to help students in the process of acquiring language, i.e., they try hard to motivate their students. They search for positive reactions to their carefully thought-out action. They document and reflect on what goes on in their classrooms in order to assess the effectiveness of their creative attempts at improvement. In other words, they carry out action research.
*Source:
The proceedings of the eleventh symposium on English language teaching in Egypt, entitled: “Creativity in English Language Teaching”, which was held in Cairo from March 12th to
14th 1991, pp. 218-221.
Keywords:
Lexical approach; collocations; TEFL; ELT; Vocabulary teaching & learning; preparatory stage education, Egypt
Title: The effect of content-based instruction on developing some English speaking skills for tourism and hotel students
Location: Faculty of Education, Ain Shams University
Researcher: Eman Mahmoud Abu El-Fadle
Supervisors:
Abstract:
Title in Arabic:
برنامج اثرائى قائم على مفاهيم المواطنة لتنمية مهارات التواصل الشفهى و المواطنة باللغة الانجليزية لدى طلاب المرحلة الاعدادية
Researcher: Ahmed El Sayed El Sayed Oreibah, a teacher of English at Menyat El Nasr Directorate.
Supervisors:
(1) Prof. Dr. Samir Abd-el-Wahhab Berber, Professor of Curriculum & Instruction at Damietta University
(2) Prof. Dr. Magdy Mahdy Aly, Professor of TEFL, Ain Shams University
The present study aimed to investigate the effectiveness of an enrichment program based on citizenship concepts in developing the oral communication and citizenship skills of the Prep school EFL students. During the spring semester of the academic year 2016/2017, the experiment was conducted. 38 first-year students from Saad Elsherbini Preparatory School at Menyat El Nasr studied the enrichment program
Five instruments were developed, validated and used: (1) a checklist to identify the most important oral communication skills appropriate for the preparatory stage, (2) a pre-post listening and speaking test with its rubric, (3) a checklist to identify the most important citizenship skills appropriate for the preparatory stage, (4) a pre-post citizenship skills test, and (5) a checklist to identify the most important citizenship concepts which were integrated into the enrichment program. After that the enrichment program and the required teacher’s guide were developed, validated, and taught to the participants of the study. Results revealed that teaching the proposed enrichment program based on citizenship concepts was effective in developing the oral communication and citizenship skills of the EFL first year preparatory school students.
Key Words: EFL, Oral communication skills, citizenship skills, citizenship concepts, Preparatory School education, Egypt.
ABSTRACT:
Writing has always been considered an important skill in teaching and learning English. Traditionally, it was taught adopting the product approach, i.e. considering the final product of the piece of writing; its grammatical accuracy, the format, the notions incorporated, etc. Recently, the process-oriented approach has appeared, practiced and proved its effectiveness in many EFL contexts. It considers writing as a collaborative activity. The writers should move through certain successive processes, e.g. prewriting, planning, drafting, editing, and publishing. The purpose of this study was to investigate the effectiveness of a strategy based on peer-tutoring in developing the English writing processes among preparatory schoolers. Towards this end, the one-group pre-posttest design was used. One class including 30 first year preparatory pupils participated in the study. Two tools were developed, validated and used in the study. They were: (1) a checklist to identify the English writing sub-processes that may be relevant for the target group, and (2) a pre-posttest for assessing the development that might happen in the writing skill. It was administered before and after the treatment, i.e. teaching the retailored writing tasks in the textbook, manipulating the peer-tutoring activities. It was found that (1) there were statistically significant differences between the means of the pre-posttest, measuring the processes included in paragraph writing of the participants in favor of the post application of the test, and (2) there were statistically significant differences between the means of the pre-posttest measuring the processes included in the e-mails written by the study participants in favor of the post application of the test. In the light of these results, it was concluded that the activities manipulated the peer-tutoring strategy were effective in developing the English writing processes among preparatory EFL schoolers.
KEYWORDS:
peer-tutoring; writing skills; product writing; process writing; ELT/TEFL; EFL preparatory schoolers; Egypt.
refers to the trainees who are attending the courses required for obtaining the professional diploma that would enable them to teach English to young learners, i.e. the postgraduate students joining the program.
By TETYLers in this document, I mean the university instructors who train the above category of students to be professional teachers of English to young learners.
The Vision of this program is:
The Dept. of Curriculum & Instruction, through implementing this program, aspires to be on equal footing with the international institutes and departments offering similar programmes, thereby having graduates who know and are able to teach the English language effectively to young learners in the Egyptian context.
Mission:
The TETYL program aims to train all personnel who are involved or would like to be involved in teaching English to young learners in Suez Canal Region through attending a one-year programme leading to obtaining the Professional Diploma in teaching English to young learners. Being the pioneer post-graduate program in Egypt, it admits students from different parts of the country, and even from abroad.
(Abstract):
This study investigated the validity of the process of student achievement test development in English as a foreign language in the Egyptian context and its impact on test performance. Data was gathered using task-based self-assessment of classroom assessment knowledge and skills, thinking aloud protocol, and assessment training needs questionnaire. Besides, thirty language quizzes and assessment activities were analyzed in the light of a language test evaluation scale. Results provide some external support for the assumption that student achievement test development in English as a foreign language in the cases analyzed was invalid and this consequently affects test performance.
Schools in Egypt
By
Mohamed Ismail Salem Rahmah,
A thesis submitted to the University of Manchester for the degree of Ph.D. In the Faculty of Education.
Centre for English Language Studies in
Education (CELSE),
1997
Google Citations
MLA: Rahmah, Mohamed Ismail Salem. Developing communicative English learning materials for general secondary schools in Egypt. Diss. University of Manchester, 1997.
APA: Rahmah, M. I. S. (1997). Developing communicative English learning materials for general secondary schools in Egypt (Doctoral dissertation, University of Manchester).
Chicago
Rahman, Mohamed Ismail Salem. "Developing communicative English learning materials for general secondary schools in Egypt." Ph.D. diss., University of Manchester, 1997.
Harvard
Rahmah, M.I.S., 1997. Developing communicative English learning materials for general secondary schools in Egypt (Doctoral dissertation, University of Manchester).
Vancouver
Rahmah MI. Developing communicative English learning materials for general secondary schools in Egypt (Doctoral dissertation, University of Manchester).
ABSTRACT:
In an attempt to improve the English language teaching situation in Egypt, this work devises a framework for developing more appropriate English learning materials for General Secondary Schools in the Suez Canal region. Towards achieving this purpose, this thesis is divided into ten chapters. Chapter One introduces the problem and background of the study and formulates its aims. Chapters Two to Five are concerned with establishing theoretical frameworks through reviewing the related literature. Chapters Six to Eight report the fieldwork part of the study, identify the problematic areas in the ELT context and propose tentative solutions. Chapter Nine proposes a multi-dimensional model for improving the syllabus and gives some examples of developing actual learning materials. Chapter Ten concludes the study and signposts further research.
Mohamed Ismail Abu-Rahmah,
A Ph.D. Student at Manchester University
February 1996.
(Abstract):
For a long time, grammar has been a basic component, if not a pivotal one, in the content of ELT courses. Nevertheless, for the last two decades, there has been no general consensus as to its role as a component in language content. Some specialists (e.g. Krashen 1982; Prabhu 1987; Allwright 1977) are not in favour of the direct instruction of grammar; others say that we cannot escape teaching grammar because it is the framework within which the language is operating (e.g. Rivers 1991), and still others (e.g. McEldowney 1992) take a harder line and argue that grammar is the tool for communication. This article is a fairly brief account of these views ending up with a balanced view as regards the role of grammar in ELT.
Topic selection is considered a crucial variable for contextualizing language content. This paper considers the motivational features of the topics used to provide a context for language content and the sources from which these topics are selected. Towards this end, four models to do with topical or thematical content are discussed and their pedagogical advantages/disadvantages are highlighted. Then, they are categorized into two main types/sources. Finally, some features of a mid-way motivational model are proposed.
Keywords: ELT topics; contextualizing content; motivational variables; thematical content.
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.
(This is the link to a very useful dictionary in language teaching & applied linguistics):
https://www.amazon.com/Longman-Dictionary-Language-Teaching-Linguistics/dp/1408204606
Abstract:
This study aimed at investigating the effectiveness of a brain-based learning strategy for developing some English language speaking skills of the preparatory schoolers in the Egyptian context. The participants of the study were two classes from Al-Manar Language School in Ismailia. One class was assigned to the experimental group and the other to the control group. There were 30 female students in each group. A speaking performance test was developed, validated and administered as a pre-test to the two groups in the fall term of the academic year 2014/15. The speaking activities in Hello English for Preparatory School textbook were retailored in the light of the principles and activities of the brain-based learning. They were taught to the participants in the experimental group, whereas the control group participants were taught the speaking skills as they were presented in the textbook. After that, the post-test was administered to the two groups. The data obtained were analyzed using Cronbach's Alpha, t-test, and the effect size. The findings revealed that the students taught by the proposed brain-based learning strategy outperformed those taught traditionally. It was concluded that the proposed brain-based learning strategy was effective for developing some of the speaking skills of the preparatory schoolers.
Keywords:
ELT; Brain-based learning; speaking skills; preparatory schools; Egypt.
Biodata
Shereen Hussein Al-Saadawy,
Teacher of English in Al-Manar Language School, Ismailia
e-mail: [email protected]
Dr. Mohammed Ismail Abu Rahmah
Professor of English Education (TEFL),
Suez Canal University,
Egypt
e-mail: [email protected]
Dr. Emad Ahmed Al-Baaly
Lecturer of English Education (TEFL),
Suez Canal University,
Egypt
e-mail: [email protected]
Note:
This research paper is based on a Master thesis conducted by the Master student Shereen Hussein Al-Saadawy under the supervision of Dr. Mohammed Ismail Abu Rahmah, Professor of English Education (TEFL) at Suez Canal University and Dr. Emad Ahmed Al-Baaly, Lecturer of English Education (TEFL) at Suez Canal University.
EEHAP: English for Educational, Humanities and academic Purposes is a course book authored by Prof. Dr. Mohamed Ismail Abu-Rahmah, Prof. Dr. Hussein Al-Ghamry Mohamed and Assoc. Prof. Dr. Emad Albaaly, Professors of TEFL at Suez Canal University, Egypt.
This course has been developed in light of the requirements and specifications of Measurement and Assessment Project (M &A Project 2018) and the Quality Assurance and Accreditation Project (QAAP) at Suez Canal University. Its general aim is to help 4th year students of the various majors at the Faculty of Education to reinforce the English language skills and components they have acquired throughout their university study. It is expected that attending this course would provide students with a variety of pedagogical and language knowledge, thereby enabling them develop the four English language skills and manipulate the English language in their current study and future profession as teachers.
The course incorporates 11 reading passages. Seven of them cover the use of English for educational purposes (EEP) (teaching, assessment and education); one topic area tackles rules of spelling and the phenomenon of affixation in English, whereas two of these reading passages incorporate topics about the use of technology in education and the eleventh reading passage includes a real life topic deals with life skills such as job interviews and the questions repeatedly asked in such situations. While covering these educational and language topics, students practice the four language skills (reading, writing, listening and speaking). It is expected that, while practicing these skills within an educational context, students would acquire language components such as vocabulary items, educational terms and grammar that would help develop and enhance their academic skills.
In terms of the copyright and accountability, every teaching staff member (author) participated in the preparation of the content of this course is legally and academically accountable and responsible for the language input/ passage s/he has included in this course as shown in the table of contents and underneath the title of each language input or reading passage. The same accountability and responsibility apply to the teaching and assessment tasks accompanying each language input.
The components of each passage are taught in two teaching hours in order to achieve five intended learning outcomes (ILOs) distributed as follows:
1. Two intended learning outcomes covering knowledge.
2. One intended learning outcome covering understanding and comprehension.
3. One intended learning outcome dealing with application.
4. One intended learning outcome covering higher intellectual skills such as analysis, evaluation and/or creativity.
Accordingly, by the end of each language input or topic area in this course, the 4th year students of the various majors at the Faculty of Education will be able to:
1. Define the specialized terms and vocabulary items related to the topic tackled in the language input. (Knowledge).
2. Outline the main notions/ideas included in the language input. (Knowledge).
3. Explain the grammatical word classes in the language input (nouns, verbs, adjectives, and adverbs). (Understanding & Comprehension).
4. Show the tense repeatedly used in the language input and the conjugation of verbs (present, past, past participle, and -ing form). (Application).
5. Translate the passage into Arabic/sum up the passage just in one paragraph. (Higher Intellectual Skills).
These five intended learning outcomes identified above are applied to all the 11 language inputs or reading passages found in this book. In terms of developing the item bank for the course, this means that:
There are 11 language inputs/ topic areas in the course. Each language input is intended to achieve 5 intended learning outcomes (ILOs).
1. The five ILOs includes two ILOs for measuring knowledge, one ILO for measuring understanding and comprehension, one ILO for measuring application and one ILO for measuring higher intellectual skills.
2. 10 questions should be developed to measure each ILO.
3. This means that for each language input/topic, we have 5 ILOs X 10 questions = 50 questions.
4. The grand total of the items (questions) required for the tentative item bank are 11 (topics) X (questions for each topic) = 550 items.
The teaching and learning methods adopted in this course may include: (1) lectures embedded with discussion and questions to practice language skills, (2) group work and presentation of a part of the course, (3) doing tasks and activities related to the language input, and (4) practicing the questions incorporated in the newly-adopted system of exams.
The assessment techniques in this course incorporate conducting the following tasks and activities:
1. Participating actively in the lecture through discussion and questions.
2. Doing the tasks and assignments prescribed in the course.
3. Presenting to the peers a part from any topic included in the course.
4. Warming up quizzes at the beginning of the lecture or closure quizzes at the end of the lecture in order to train students on the newly-adopted electronic assessment system, especially the true/false and multiple choice questions.
5. The final exam, which consists of 80 true/false and multiple questions. The exam should be in 2 forms: Form 1 includes 80 questions and Form 2 includes the same 80 questions but in a sequence different from the sequence in Form 1. The students should be trained on such questions.
In addition to the intended learning outcomes of the course identified above, there are general aims such as: (1) developing the research skills of students, (2) training them to work in groups and adopt the cooperative learning strategies, (3) acquiring language abilities that help students communicate with others, do term papers, enhance their work after graduation, and (4) acquiring the skills required for browsing the Internet in order to find out recent trends in the major.
Teaching and learning grammar is considered one of the main challenges of English language teaching in EFL classrooms. 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 a classrooms including 30 basic education pupils 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 EFL classroom.
The presentation based on this paper covers the following points:
1.Deductive Grammarful teaching & the GTM.
2.Inductive teaching of grammar & the ALM.
3. Grammar teaching and the communicative approach.
4.Three consciousness raising tasks for teaching grammar ( text repair, text reconstruction, and text enlargement).
5.Context of the problem: Teaching Grammar in
the EFL classrooms.
6.Purpose & questions of the current study.
7. Subjects of the study.
8.Applying the consciousness-raising grammar tasks.
9. Data analysis & discussion.
10. Findings & conclusion
Prof. Dr. Hussain Al-Ghamry Mohamed
Methods II: General Aims
This course has been developed in the light of the requirements and specifications of the Quality Assurance and Accreditation Project (QAAP) and the Measurement and Assessment Project (M and A Project 2018) at Suez Canal University. It is a methodological course prepared for equipping English major students at the Faculty of Education with the pedagogical content knowledge, skills and positive attitudes required to develop their teaching practices. It tackles not only methods of teaching English language skills, but also pivotal and necessary topics related to effective English language teaching (ELT) such as teaching the language skills integratively, motivation, classroom management, questioning strategies, teaching vocabulary, literature circles, and teaching grammar. It also tackles language testing and assessment. Its ultimate purpose is to enrich the English majors' theoretical background and help them put theory into practice.
Motivation in ELT
Prof. Dr. Mohamed Ismail Abu-Rahmah
Intended learning outcomes (ILOs)
By the end of the presentation entitled Motivation in ELT, the 4th year students of the English major at the Faculty of Education will be able to:
Knowledge
1. Define the term "motivation".
2. Identify the two theories of motivation.
3. Describe intrinsic/integrative motivation.
4. Define extrinsic/instrumental motivation.
5. List the reasons of learning English that affect motivation in the Egyptian context.
Understanding & Comprehension
6. Distinguish between intrinsic/integrative and extrinsic/instrumental motivation.
7. Explain the difference among the three types of reasons for learning English: (1) social strata and psychological reasons, (2) work reasons, and (3) educational and general knowledge reasons
Understanding & Comprehension
8. Distinguish between intrinsic/integrative and extrinsic/instrumental motivation.
9. Explain the difference among the three types of reasons for learning English: (1) social strata and psychological reasons, (2) work reasons, and (3) educational and general knowledge reasons.
Application
10. Show the relationship between motivation and effective teachers.
11. Demonstrate the effect of students’ attitudes on motivation.
Higher Intellectual Skills
12. Sum up some practical ways of enhancing motivation by teacher and students in classroom.
It is hypothesized here that the language tasks and practices inside the
classroom should be similar to what is happening in real life. This, in turn, may
maximize the degree of what is called task authenticity in ELT.
NOTE: This presentation is not inclusive. You need to read the original sources.
This paper has two objectives: (1) identifying and reviewing the various approaches to teaching grammar, and (2) describing a model for organizing and teaching grammar pedagogically in the Omani context. Towards this end, it is divided into three parts. The first part sheds light on three approaches to teaching grammar: the form-focused approach, the meaning focused approach and the pedagogical approach. The second part describes the various principles and components of the proposed model which include: (1) dividing the language functions into three general communicative purposes; (2) reorganizing and categorizing the grammatical items into basic/simple grammatical items and secondary grammatical items; and (3) identifying the grammatical items that go with a specific language function. The third part demonstrates how a piece of language is analyzed in order to identify its general communicative function, its basic grammatical items, and the other grammatical items that can cluster around the basic ones to express other minor language functions. The paper ends up with examples for showing how we can develop and teach grammar-based tasks and activities in the light of the suggested model.
(Main points in the presentation):
(1)Three broad approaches to grammar teaching:
(a)The form-focused approach, i.e. grammarful teaching,
(b)The meaning- focused approach, i.e. grammarless teaching, and
(c)The consciousness-raising/noticing hypothesis,i.e. the form/tasks approach.
2. The suggested pedagogical, discourse-based model
Why is it pedagogical?
3. Why is it discourse-based?
4. Examples for applying the model to the Omani context
More Info: g: Challenges, Approaches and Collaboration. (Chapter 6, pp.119-140). Germany: Verlag Dr. Muller (VDM).
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This is the description of Seminar Course for Master Students (English Major). The purpose of this course is to help and guide Master students to comprehend the various components of research proposal. It also aims at qualifying them to analyse and assess research proposals prepared by their peers and presented at the Departmental Seminar. Finally, it aims at guiding them to think of and choose a research idea for their Master project, and then develop a proposal to be presented at the Seminar.
Intended learning outcomes (ILOs): By the end of this course students will be able to: 1. Identify the various components of a proposal. 2. State the various components in a Master thesis. 3. Describe the difference between the components and elements of a proposal and a thesis. 4. Analyze and assess a proposal in ELT. 5. Analyze two theses and write a brief report about each analysis. 6. Choose a title for their master project and develop it in order to prepare a proposal to be submitted at the Seminar.
The main purpose of this course is to equip PhD students with the advanced research skills and methods that enable them to participate effectively in the Dept. seminar and prepare their PhD Proposals. Towards this end, this course aims to help and guide PhD students to be aware of the new trends in ELT. It also helps them comprehend the various components of research proposal. Further, it qualifies them to assess and analyze critically the research proposals prepared by their peers and presented at the Departmental Seminar. Finally, it aims at guiding them to choose a research idea for their PhD project and develop a proposal to be presented at the Seminar.
Important Links:
https://www.academia.edu/37608594/Search_for_Reaction_with_Action_Research_By_Mohamed_Ismail_AbuRahmah_Suez_Canal_University_and_Coauthors_Tom_smith_
https://riucv.ucv.es/bitstream/handle/20.500.12466/849/ANGELINI%20THE%20INTEGRATION%20OF%20SIMULATION%20AND%20MICROTEACHING.pdf?sequence=1&isAllowed=y_Fulbright_Monir_Fuad_Nazir_Assuit_University
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. In this presentation, I will refute this hypothesis and suggest an alternative – a functional, linguistics-based approach. I will also describe the field-testing and effectiveness of applying such an approach to the EFL students at three colleges of Suez Canal University: (1) College of Medicine in Ismailia, (2) College of Petroleum and Mining Engineering in Suez, and (3) College of Physical Education In Port Said, Egypt.
Dr. Houssein EL-Ghamry & Dr. Mohamed Ismail Abu-Rahmah , Suez Canal University (Egypt).
Fifth Cairo Conference for Returned Participants entitled:
Models for Sustaining Improvement in English Language Teaching, Cairo University Premises April 22 & 23rd, 2003
ABSTRACT:
In this demonstration, the presenters show the audience how they used the dramatization technique to make a group of English teachers and supervisors aware of the standard approach. They also show how supervisors can apply this technique to make supervision supportive and help teachers to improve the quality of teaching.
Main Points in the Presentation:
(1) Three key terms: Classroom assessment, alternative assessment & self-assessment
(2) Definitions of self-assessment
(3) Benefits of SA
(4) Some related studies from the literature
(5) Context of the problem
(6) Purpose of the study
(7) Participants of the study
(8) Application of the classroom assessment techniques (CATs), Data exhibition and discussion.
(9) Summary & Conclusion
{Give a man a fish you feed him for a day.
Teach a man to fish you feed him for a lifetime.}
This is a conference presentation by Dr. Salma Al-Humaidi (Sultan Qaboos University, Oman) & Prof. Mohamed Ismail Abu-Rahmah (Suez Canal University, Egypt) at the 54th World Assembly of the International Council on Education for Teaching (ICET),
"Maintaining Strategic Ability: Managing change and assuring quality in education for teaching" held in Muscat, Oman (Dec. 14-17, 2009).
This presentation has been developed into a research paper and published in: Studies in English Language Teaching
ISSN 2372-9740 (Print) ISSN 2329-311X (Online)
Vol. 3, No. 1, 2015
www.scholink.org/ojs/index.php/selt
28.
(Abstract):
This study was an attempt to maximize the effectiveness of microteaching at SQU. It proposed a model incorporating five components:
(1) Planning and feedback,
(2) Teaching and observation,
(3) Self-assessment and reflection,
(4) Peers’ feedback, and
(5) Tutor’s feedback.
The model was applied to a group of 24 student-teachers of English attending the microteaching course at the College of Education, Sultan Qaboos University. To measure the effectiveness of the model, the planning tasks, self-assessment forms, reflective questions raised by peer students, and the tutor’s feedback comments
were analyzed qualitatively. It was found that the proposed model helped maximize the effectiveness of EFL microteaching at SQU.
(Keywords):
Microteaching, Peer-observation, Student teachers, Tutor's feedback, Self-assessment & reflection.
Presentation Title: A pedagogical discourse-based model for teaching grammar by Dr. Mohamed Abu-Rahmah, Suez Canal University, Egypt & Seconded to Sultan Qaboos University, Oman.
(The Abstract)
This paper has two objectives: (1) identifying and reviewing the various approaches to teaching grammar, and (2) describing a model for organizing and teaching grammar pedagogically in the Omani context. Towards this end, it is divided into three parts. The first part sheds light on three approaches to teaching grammar: the form-focused approach, the meaning focused approach and the pedagogical approach. The second part describes the various principles and components of the proposed model which include: (1) dividing the language functions into three general communicative purposes; (2) reorganizing and categorizing the grammatical items into basic/simple grammatical items and secondary grammatical items; and (3) identifying the grammatical items that go with a specific language function. The third part demonstrates how a piece of language is analyzed in order to identify its general communicative function, its basic grammatical items, and the other grammatical items that can cluster around the basic ones to express other minor language functions. The paper ends up with examples for showing how we can develop and teach grammar-based tasks and activities in the light of the suggested model.
The effectiveness of adopting a learner-centered approach to a teacher preparation program at SQU
A presentation was given at the Conference:
The Integration of Learner-Centered Approaches into Pre-service Teacher Training
Oman, Muscat, Intercontinental Hotel, March 17. 2009. By
(1) Salma Al-Humaidi, SQU, Oman
(2) Mohamed Abu-Rahmah, Suez Canal University, Egypt
(2) William Schreck, SQU, Oman
Presentation Abstract:
Currently, Sultan Qaboos University has been implementing a project for adopting the learner-centered approach in the preparation program for the teacher-trainees of English in the College of Education. In the methods package, two independent variables have been manipulated: (1) the principles of the learner-centered approach and the e-learning Moodle platform. This session will present highlights of the study, including the preliminary responses of the subjects of the study. The learning materials package used in the project has been developed as a result of the collaboration of two parties: Sultan Qaboos University and the American Partnership Initiative represented by Seward Incorporated. These responses show that the project is effective and successful for several reasons that will be detailed in our presentation. The presenters will also explore problems they discovered relating to the quantity of the readings and assignments, the use of technology, and the nature of the tasks accompanying the topics. The faculty members participating in the project are reflecting deeply on these problems in their self-study diaries, the target of another study.
Assessing EFL Students Performance at SQU. A presentation made by Prof. Mohamed Ismail Abu-Rahmah (Suez Canal University, Egypt) at the 10th Annual Conference ,
Current Perspectives in ELT: New Methodologies, Research, and Best Practices ,
(21 - 22 April 2010), Sultan Qaboos University, Muscat, Oman.
This presentation includes:
1.Definition of 3 performance assessment techniques
2. Context of the problem
3. Purpose of the current study
4. Research questions
5. Subjects of the study
6. Research instrument: TP Performance Assessment Form
7. Procedures:3 types of field data
8. Data Analysis & findings, and
9. Conclusion
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 ).
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
US AID (American Embassy in Cairo, United States)
2005-03 to 2005-04 | Grant
Sultan Qaboos University (Muscat, Oman)
2009-04 to 2009-04 | Grant
This fund was obtained from Sultan Qaboos University because I was seconded from Suez Canal University to Sultan Qaboos University and the Conference organizers in South Korea accepted my research paper for presentation at KOREA TESOL 2010 Conference. (Muscat, Oman)
2010-05 to 2010-05 | Grant
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.
in the Egyptian context. It also covers some of the revisited, methodological approaches to teaching English such as the grammar-translation
method and the audiolingual method. Further, it traces the streams that helped in the appearance and development of the communicative approach, its implementational constraints, tasks and activities, and its assumptions. The book also presents a simple strategy for integrating teaching the four language skills and provides two exemplary lessons to demonstrate how to make use of the proposed strategy in the
classroom. It ends up with a thorough description of eclecticism. This
includes the empirical factors behind eclecticism and its assumptions. Finally, the book stresses and establishes two pedagogical assumptions in English methodology: (1) there is no best method, and (2) teachers tend to
cross methodological approaches in the classroom. This book is partially
based on a part of a Ph.D. dissertation conducted by the author at Manchester University.