Eurasian journal of applied linguistics, Apr 8, 2021
Studies have found that morphology awareness could assist writers to increase productive vocabula... more Studies have found that morphology awareness could assist writers to increase productive vocabulary (e.g. Green et al., 2003; McCutchen & Stull, 2015), reduce vocabulary errors (e.g. Karakas, 2012; Ririn, 2010), and produce complex sentence structures using various forms of words. Postgraduate students as second language users of English (L2) were found to experience lack of vocabulary and have difficulties in their academic writing. Researchers have been concentrating on examining the relationship of morphological awareness with vocabulary reading, reading comprehension, receptive vocabulary knowledge, and spelling; however, there is still a shortage of studies examining the relationship of morphological awareness with academic writing, particularly among L2 postgraduate students. Therefore, this study aims to examine the correlation of morphological awareness with academic writing and investigate the extent to which the dimensions of morphological awareness and productive vocabulary knowledge predict the success of postgraduate students' academic writing in an ESL context. The results showed that there was a significant correlation between morphological awareness and academic writing. The synthetic dimension of morphological awareness had a stronger contribution than the analytic dimension to the L2 postgraduate students' academic writing. The results also showed that learning and teaching morphology could bring benefits to L2 postgraduate students, allowing students to improve their productive writing skills and enabling them to produce texts and convey their ideas meaningfully.
The study investigates the general state of foreign language learning anxiety and the relationshi... more The study investigates the general state of foreign language learning anxiety and the relationship between foreign language learning anxiety and foreign language learning achievement among international Chinese students in Univerisiti Utara Malaysia. The results showed that there exists a negative relationship between foreign language learning anxiety and the level of communication apprehension of Chinese international students. Some suggestions were put forward for pedagogical implications, such as creating relaxing and enjoyable learning atmosphere in English class, offering comprehensible input and guiding students to change views about language learning so as to help students to enhance English proficiency.
An academic writing test was administered in which the participants were asked to write about one... more An academic writing test was administered in which the participants were asked to write about one of the two academic writing topics provided to them: "In some countries, the average weight of people is increasing and their levels of health and fitness are decreasing. What do you think are the causes of these problems and what measures could be taken to solve them?" and "In many countries, the amount of crime is increasing. What do you think are the main causes of crime? How can we deal with those causes?"
International journal of academic research in progressive education and development, Jan 30, 2019
The current paper represents a conceptual framework for the relationship between morphological aw... more The current paper represents a conceptual framework for the relationship between morphological awareness and academic writing directly and indirectly through the mediation of productive vocabulary knowledge. Reviewing the literature guided the researcher in developing the conceptual framework of the current study. The present study suggested a strategy which may help the second language postgraduate students in enhancing their productive vocabulary knowledge regarding the size of words they know and how deep they know about them, which eventually would help the students in improving their academic writing. Moreover, the current paper addresses the relationship between morphological awareness and the different language skills conceptualised in the literature review. It also delineates the role of vocabulary knowledge and academic vocabulary to academic writing. Eventually, a conceptual framework regarding the direct relationship between morphological awareness and academic writing among the second language postgraduate students and the indirect relationship between both of them through the mediation of productive vocabulary knowledge is suggested in this current paper.
Advances in Language and Literary Studies, Apr 20, 2016
The present study is an outcome of a concern for the teaching of English as a foreign language (E... more The present study is an outcome of a concern for the teaching of English as a foreign language (EFL) in Libyan schools. Learning of a foreign language is invariably linked to learners building a good repertoire of vocabulary of the target language, which takes us to the theory and practice of imparting training in vocabulary learning strategies (VLSs) to learners. The researcher observed that there exists a divergence in theoretical knowledge of VLSs and practically training learners in using the strategies in EFL classes in Libyan schools. To empirically examine the situation, a survey was conducted with secondary school English teachers. The study discusses the results of the survey. The results show that teachers of English in secondary school in Libya are either not aware of various vocabulary learning strategies, or if they are, they do not impart training in all VLSs as they do not realize that to achieve good results in language learning, a judicious use of all VLSs is required. Though the study was conducted on a small scale, the results are highly encouraging.
LEARN Journal: Language Education and Acquisition Research Network, 2021
This study was conducted to identify the Vocabulary Learning Strategies (VLS) utilised by 36 Band... more This study was conducted to identify the Vocabulary Learning Strategies (VLS) utilised by 36 Band 5 students as well as 31 Band 3 and below students. This study was vital to look into the similarities and differences in the VLS employed by high and low proficient students as well as to reveal the most useful strategies for vocabulary learning to boost students' level of proficiency. The VLS-Q (Vocabulary Learning Strategies Questionnaire; Schmitt, 1997) was utilised in this study. The results of this study showed that high proficient students used the 'English language media' as the most frequent strategy employed. Nonetheless, low proficient students tend to employ the strategy of 'asking classmates for meaning'. Strategies from the Memory and Determination categories were the most frequently employed by high and low proficient learners respectively. Implications of the results and suggestions were discussed which are noteworthy in improving vocabulary size and knowledge.
Reinforcement and scaffolding are tested approaches to enhance learning achievements. Keeping a r... more Reinforcement and scaffolding are tested approaches to enhance learning achievements. Keeping a record of the learning process as well as the new learned words functions as scaffolding to help learners build a comprehensive vocabulary. Similarly, repetitive learning of new words reinforces permanent learning for long-term memory. Paper-based logbooks may prove to be good records of the learning process, but if learners use digital logbooks, the results may be even better. Digital logbooks with an extended page with hyperlinked information on word-knowledge may work both ways-as scaffolding to learning as well as reinforcement to the learning process. In the present paper the researcher has suggested for the development of a software called 'Vocabulary log book,' which combines the features of Microsoft Word, online dictionary and online grammar books, so that the information needed by learners of a foreign language to learn its lexicon is available on a single page. The researcher believes that such a page will help learners master the new words quickly and efficiently.
Refusing to participate in an action is a negative response that might lead to a dispute and jeop... more Refusing to participate in an action is a negative response that might lead to a dispute and jeopardise the connection between the hearer and the speaker. To avoid the conflict that may arise when a speaker must decline a request, the speaker must offer an acceptable refusal and adjust to the position of the interlocutor as well as the circumstances of the situation. This study examined the strategies and sequence order of the strategies employed by Malay speakers of English as a second language (MSE) when they refused requests made by higher and equal status interlocutors. Twelve MSE undergraduates from a local university participated in the study. Data were collected using an open role-play which were transcribed, classified into semantic refusal strategies (Beebe et al., 1990) and categorized into the types of sequence orders of the strategies. The findings revealed that the MSE preferred indirect strategies when refusing higher and equal status interlocutors’ requests. When usin...
The central purpose of this study was to empirically measure the vocabulary knowledge size of pri... more The central purpose of this study was to empirically measure the vocabulary knowledge size of primary school students. The study was carried out with a sample of 1327 English as a Second Language students, from two different schools i.e. one urban and one rural. The whole population in both schools were involved in the study. The students attempted the Picture Vocabulary Knowledge Test (Ahmad Affendi Shabdin, 2003) which assesses the vocabulary knowledge size of the students. After the test, a small number of the students were interviewed by raters for the purpose of determining students' true lexical knowledge. The results indicate that generally all the students in this study had quite a high vocabulary knowledge size. As indicated in the interview, the responses on the test were generally based on their true lexical knowledge. CORE Metadata, citation and similar papers at core.ac.uk
The significance of vocabulary knowledge in academic development and having a sufficient vocabula... more The significance of vocabulary knowledge in academic development and having a sufficient vocabulary in language learning cannot be overstated. Research has shown that postgraduate students studying English as a second language (L2) lack vocabulary and require improving it. This research study was conducted to investigate the role of morphological awareness and its relation to productive vocabulary breadth and explore the function of teaching L2 postgraduate students in intervention for improving their productive vocabulary breadth. Thirty L2 postgraduate participants were involved in an intervention. The intervention included 11 sessions of morphological awareness instructions. The students' morphological awareness was tested using the Morphological Identification Test (MIT) and the Morphological Structure Awareness Test (MSAT), while productive vocabulary breadth was tested using the Productive Vocabulary Level Test (PVLT). A significant relationship was found between morphological awareness and productive vocabulary breadth. The synthetic aspect of morphological awareness was more closely related to the participants' productive vocabulary breadth than the analytic aspect. The morphological awareness intervention was effective and beneficial in increasing the students' productive vocabulary breadth. The results may indicate the benefits of teaching and learning morphology to L2 postgraduate students, especially for effective vocabulary building.
Much research has investigated foreign/second language (FL/SL) anxiety among learners belonging t... more Much research has investigated foreign/second language (FL/SL) anxiety among learners belonging to various demographic backgrounds. However, very limited studies have explored this phenomenon among FL/SL users, more specifically from females’ perspectives. Additionally, the vast majority of this research has adopted quantitative techniques to identify the factors causing language anxiety. Therefore, this paper attempts to reduce this gap perceived in the literature by exploring the factors causing language anxiety among ESL users (English as a second language). A qualitative approach was adopted to collect data by conducting a focus group interview with four females, two PhD holders and PhD candidates. Remarkably, new findings were obtained by this research, where the cultural perception about women within the participants’ society was found out to be one of the reasons provoking language anxiety. Furthermore, a common belief about PhD candidates/holders to be highly proficient spea...
This article reviews the research literature regarding the overpowering impact of the interactive... more This article reviews the research literature regarding the overpowering impact of the interactive whiteboard on improving EFL beginning readers' phonemic segmentation skill. EFL beginning readers must be exposed to phonemic awareness from the very beginning of their education in order to gain the required foundation needed to become better readers. Teachers of beginning readers should use different methods in order to help students become phonemically aware. In order to support EFL beginning readers in becoming phonemically aware, one of the recent educational trends is to use technology inside classroom. It is obvious that literature support the technology of integrating the interactive whiteboard as an instructional tool and its leading role in enhancing the educational process. It can also motivate and boost student engagement. Although there has been a growing body of research that shows a general positive relationship between instructional technology and reading achievement since the last two decades, there is little research about integrating interactive whiteboard as an instructional tool into the EFL classrooms to help students develop their phonemic segmentation skill.
Beginning readers apparently face difficulties when they are to learn English language skills, pa... more Beginning readers apparently face difficulties when they are to learn English language skills, particularly reading skill. This research paper reviews the literature regarding the relationship between the skill of phonemic segmentation and EFL word recognition. It addresses three main issues: the position of phonemic segmentation skill in literature, the relation between phonological awareness and ability to read, and the skill of word recognition and learning to read. The aim of this paper is to precisely explore the nature of the relation of phonemic segmentation skill and beginning readers' word recognition. The leading research question for this paper is: What is the relationship between the skill of phonemic segmentation and beginning readers' EFL word recognition? To answer the research question, the researcher will review literature to explore that relation. The researcher will conclude that the relationship between the skill of phonemic segmentation and word recognition has received substantial concern in literature. It has significant effects on learning to read as well. Calls for implications, recommendations and intervention programs will be presented accordingly.
Journal of business and social review in emerging economies, Dec 31, 2016
This paper describes the uses of interactive whiteboard in English as a Foreign Language (EFL) pr... more This paper describes the uses of interactive whiteboard in English as a Foreign Language (EFL) primary classroom. The purpose is to explore the potential of the Interactive Whiteboard (IWB) as a learning pedagogical tool to support the development of primary school students" ability to reach a considerable level while learning in their classes. Additionally, this paper tries to answer the following questions: First, what is an interactive whiteboard? Second, how can interactive whiteboards promote student engagement? Third, what are the interactive whiteboard activities in the EFL classroom? The researcher's impression is that the interactive whiteboard can easily employ the three learning style in a way that positively reflect upon the individual learner. Results implicated that the IWB could be used to support the students" abilities development in other subject matters and provide a very interesting choice for importing the Internet into every EFL classroom. Further studies are presented accordingly.
The present study is an outcome of a concern for the teaching of English as a foreign language (E... more The present study is an outcome of a concern for the teaching of English as a foreign language (EFL) in Libyan schools. Learning of a foreign language is invariably linked to learners building a good repertoire of vocabulary of the target language, which takes us to the theory and practice of imparting training in vocabulary learning strategies (VLSs) to learners. The researcher observed that there exists a divergence in theoretical knowledge of VLSs and practically training learners in using the strategies in EFL classes in Libyan schools. To empirically examine the situation, a survey was conducted with secondary school English teachers. The study discusses the results of the survey. The results show that teachers of English in secondary school in Libya are either not aware of various vocabulary learning strategies, or if they are, they do not impart training in all VLSs as they do not realize that to achieve good results in language learning, a judicious use of all VLSs is requir...
This study attempts to looks at the perception of teachers towards an in-service training program... more This study attempts to looks at the perception of teachers towards an in-service training program for primary school teachers in the District of Padang Terap / Pendang Kedah, under a project called 'Project ERaIL ' or English for Rural Learners. The project aims at strengthening the teachers' teaching skill and interest in the teaching of KBSR English. Forty-one teachers were chosen as respondents for the study and five-page questionnaire was designed to provide feedback pertaining to the training. Results show that teachers perceive the project positively and find that the teaching techniques introduced in the training (Oral Interaction, Pairwork, Reading Comprehension, Song, Vocabulary, Dialogue and Blackboard Drawing)are greatly useful in their workplace. Suggested future training topics include Grammar, Public Speaking and Phonetics.
This conceptual paper emphasizes the importance of morphological awareness to academic writing. I... more This conceptual paper emphasizes the importance of morphological awareness to academic writing. It aims to shed light on the importance of morphological awareness, affixes, morphemes, and morphological patterns to second language postgraduate students. It also aims to demonstrate the possible benefits of raising morphological awareness, such as increasing the students’ vocabulary knowledge and making them capable of manipulating their vocabulary, which could lead to automatic control of vocabulary production while writing and, eventually, enhance their academic writing skill. Moreover, the current paper addresses the importance of morphological awareness to academic writing supported by the results of previous studies conducted and related to morphological awareness. The present study also presents the theoretical models of writing reported in the literature to make a prediction about the importance of morphological awareness and its role in improving the academic writing of second ...
Eurasian journal of applied linguistics, Apr 8, 2021
Studies have found that morphology awareness could assist writers to increase productive vocabula... more Studies have found that morphology awareness could assist writers to increase productive vocabulary (e.g. Green et al., 2003; McCutchen & Stull, 2015), reduce vocabulary errors (e.g. Karakas, 2012; Ririn, 2010), and produce complex sentence structures using various forms of words. Postgraduate students as second language users of English (L2) were found to experience lack of vocabulary and have difficulties in their academic writing. Researchers have been concentrating on examining the relationship of morphological awareness with vocabulary reading, reading comprehension, receptive vocabulary knowledge, and spelling; however, there is still a shortage of studies examining the relationship of morphological awareness with academic writing, particularly among L2 postgraduate students. Therefore, this study aims to examine the correlation of morphological awareness with academic writing and investigate the extent to which the dimensions of morphological awareness and productive vocabulary knowledge predict the success of postgraduate students' academic writing in an ESL context. The results showed that there was a significant correlation between morphological awareness and academic writing. The synthetic dimension of morphological awareness had a stronger contribution than the analytic dimension to the L2 postgraduate students' academic writing. The results also showed that learning and teaching morphology could bring benefits to L2 postgraduate students, allowing students to improve their productive writing skills and enabling them to produce texts and convey their ideas meaningfully.
The study investigates the general state of foreign language learning anxiety and the relationshi... more The study investigates the general state of foreign language learning anxiety and the relationship between foreign language learning anxiety and foreign language learning achievement among international Chinese students in Univerisiti Utara Malaysia. The results showed that there exists a negative relationship between foreign language learning anxiety and the level of communication apprehension of Chinese international students. Some suggestions were put forward for pedagogical implications, such as creating relaxing and enjoyable learning atmosphere in English class, offering comprehensible input and guiding students to change views about language learning so as to help students to enhance English proficiency.
An academic writing test was administered in which the participants were asked to write about one... more An academic writing test was administered in which the participants were asked to write about one of the two academic writing topics provided to them: "In some countries, the average weight of people is increasing and their levels of health and fitness are decreasing. What do you think are the causes of these problems and what measures could be taken to solve them?" and "In many countries, the amount of crime is increasing. What do you think are the main causes of crime? How can we deal with those causes?"
International journal of academic research in progressive education and development, Jan 30, 2019
The current paper represents a conceptual framework for the relationship between morphological aw... more The current paper represents a conceptual framework for the relationship between morphological awareness and academic writing directly and indirectly through the mediation of productive vocabulary knowledge. Reviewing the literature guided the researcher in developing the conceptual framework of the current study. The present study suggested a strategy which may help the second language postgraduate students in enhancing their productive vocabulary knowledge regarding the size of words they know and how deep they know about them, which eventually would help the students in improving their academic writing. Moreover, the current paper addresses the relationship between morphological awareness and the different language skills conceptualised in the literature review. It also delineates the role of vocabulary knowledge and academic vocabulary to academic writing. Eventually, a conceptual framework regarding the direct relationship between morphological awareness and academic writing among the second language postgraduate students and the indirect relationship between both of them through the mediation of productive vocabulary knowledge is suggested in this current paper.
Advances in Language and Literary Studies, Apr 20, 2016
The present study is an outcome of a concern for the teaching of English as a foreign language (E... more The present study is an outcome of a concern for the teaching of English as a foreign language (EFL) in Libyan schools. Learning of a foreign language is invariably linked to learners building a good repertoire of vocabulary of the target language, which takes us to the theory and practice of imparting training in vocabulary learning strategies (VLSs) to learners. The researcher observed that there exists a divergence in theoretical knowledge of VLSs and practically training learners in using the strategies in EFL classes in Libyan schools. To empirically examine the situation, a survey was conducted with secondary school English teachers. The study discusses the results of the survey. The results show that teachers of English in secondary school in Libya are either not aware of various vocabulary learning strategies, or if they are, they do not impart training in all VLSs as they do not realize that to achieve good results in language learning, a judicious use of all VLSs is required. Though the study was conducted on a small scale, the results are highly encouraging.
LEARN Journal: Language Education and Acquisition Research Network, 2021
This study was conducted to identify the Vocabulary Learning Strategies (VLS) utilised by 36 Band... more This study was conducted to identify the Vocabulary Learning Strategies (VLS) utilised by 36 Band 5 students as well as 31 Band 3 and below students. This study was vital to look into the similarities and differences in the VLS employed by high and low proficient students as well as to reveal the most useful strategies for vocabulary learning to boost students' level of proficiency. The VLS-Q (Vocabulary Learning Strategies Questionnaire; Schmitt, 1997) was utilised in this study. The results of this study showed that high proficient students used the 'English language media' as the most frequent strategy employed. Nonetheless, low proficient students tend to employ the strategy of 'asking classmates for meaning'. Strategies from the Memory and Determination categories were the most frequently employed by high and low proficient learners respectively. Implications of the results and suggestions were discussed which are noteworthy in improving vocabulary size and knowledge.
Reinforcement and scaffolding are tested approaches to enhance learning achievements. Keeping a r... more Reinforcement and scaffolding are tested approaches to enhance learning achievements. Keeping a record of the learning process as well as the new learned words functions as scaffolding to help learners build a comprehensive vocabulary. Similarly, repetitive learning of new words reinforces permanent learning for long-term memory. Paper-based logbooks may prove to be good records of the learning process, but if learners use digital logbooks, the results may be even better. Digital logbooks with an extended page with hyperlinked information on word-knowledge may work both ways-as scaffolding to learning as well as reinforcement to the learning process. In the present paper the researcher has suggested for the development of a software called 'Vocabulary log book,' which combines the features of Microsoft Word, online dictionary and online grammar books, so that the information needed by learners of a foreign language to learn its lexicon is available on a single page. The researcher believes that such a page will help learners master the new words quickly and efficiently.
Refusing to participate in an action is a negative response that might lead to a dispute and jeop... more Refusing to participate in an action is a negative response that might lead to a dispute and jeopardise the connection between the hearer and the speaker. To avoid the conflict that may arise when a speaker must decline a request, the speaker must offer an acceptable refusal and adjust to the position of the interlocutor as well as the circumstances of the situation. This study examined the strategies and sequence order of the strategies employed by Malay speakers of English as a second language (MSE) when they refused requests made by higher and equal status interlocutors. Twelve MSE undergraduates from a local university participated in the study. Data were collected using an open role-play which were transcribed, classified into semantic refusal strategies (Beebe et al., 1990) and categorized into the types of sequence orders of the strategies. The findings revealed that the MSE preferred indirect strategies when refusing higher and equal status interlocutors’ requests. When usin...
The central purpose of this study was to empirically measure the vocabulary knowledge size of pri... more The central purpose of this study was to empirically measure the vocabulary knowledge size of primary school students. The study was carried out with a sample of 1327 English as a Second Language students, from two different schools i.e. one urban and one rural. The whole population in both schools were involved in the study. The students attempted the Picture Vocabulary Knowledge Test (Ahmad Affendi Shabdin, 2003) which assesses the vocabulary knowledge size of the students. After the test, a small number of the students were interviewed by raters for the purpose of determining students' true lexical knowledge. The results indicate that generally all the students in this study had quite a high vocabulary knowledge size. As indicated in the interview, the responses on the test were generally based on their true lexical knowledge. CORE Metadata, citation and similar papers at core.ac.uk
The significance of vocabulary knowledge in academic development and having a sufficient vocabula... more The significance of vocabulary knowledge in academic development and having a sufficient vocabulary in language learning cannot be overstated. Research has shown that postgraduate students studying English as a second language (L2) lack vocabulary and require improving it. This research study was conducted to investigate the role of morphological awareness and its relation to productive vocabulary breadth and explore the function of teaching L2 postgraduate students in intervention for improving their productive vocabulary breadth. Thirty L2 postgraduate participants were involved in an intervention. The intervention included 11 sessions of morphological awareness instructions. The students' morphological awareness was tested using the Morphological Identification Test (MIT) and the Morphological Structure Awareness Test (MSAT), while productive vocabulary breadth was tested using the Productive Vocabulary Level Test (PVLT). A significant relationship was found between morphological awareness and productive vocabulary breadth. The synthetic aspect of morphological awareness was more closely related to the participants' productive vocabulary breadth than the analytic aspect. The morphological awareness intervention was effective and beneficial in increasing the students' productive vocabulary breadth. The results may indicate the benefits of teaching and learning morphology to L2 postgraduate students, especially for effective vocabulary building.
Much research has investigated foreign/second language (FL/SL) anxiety among learners belonging t... more Much research has investigated foreign/second language (FL/SL) anxiety among learners belonging to various demographic backgrounds. However, very limited studies have explored this phenomenon among FL/SL users, more specifically from females’ perspectives. Additionally, the vast majority of this research has adopted quantitative techniques to identify the factors causing language anxiety. Therefore, this paper attempts to reduce this gap perceived in the literature by exploring the factors causing language anxiety among ESL users (English as a second language). A qualitative approach was adopted to collect data by conducting a focus group interview with four females, two PhD holders and PhD candidates. Remarkably, new findings were obtained by this research, where the cultural perception about women within the participants’ society was found out to be one of the reasons provoking language anxiety. Furthermore, a common belief about PhD candidates/holders to be highly proficient spea...
This article reviews the research literature regarding the overpowering impact of the interactive... more This article reviews the research literature regarding the overpowering impact of the interactive whiteboard on improving EFL beginning readers' phonemic segmentation skill. EFL beginning readers must be exposed to phonemic awareness from the very beginning of their education in order to gain the required foundation needed to become better readers. Teachers of beginning readers should use different methods in order to help students become phonemically aware. In order to support EFL beginning readers in becoming phonemically aware, one of the recent educational trends is to use technology inside classroom. It is obvious that literature support the technology of integrating the interactive whiteboard as an instructional tool and its leading role in enhancing the educational process. It can also motivate and boost student engagement. Although there has been a growing body of research that shows a general positive relationship between instructional technology and reading achievement since the last two decades, there is little research about integrating interactive whiteboard as an instructional tool into the EFL classrooms to help students develop their phonemic segmentation skill.
Beginning readers apparently face difficulties when they are to learn English language skills, pa... more Beginning readers apparently face difficulties when they are to learn English language skills, particularly reading skill. This research paper reviews the literature regarding the relationship between the skill of phonemic segmentation and EFL word recognition. It addresses three main issues: the position of phonemic segmentation skill in literature, the relation between phonological awareness and ability to read, and the skill of word recognition and learning to read. The aim of this paper is to precisely explore the nature of the relation of phonemic segmentation skill and beginning readers' word recognition. The leading research question for this paper is: What is the relationship between the skill of phonemic segmentation and beginning readers' EFL word recognition? To answer the research question, the researcher will review literature to explore that relation. The researcher will conclude that the relationship between the skill of phonemic segmentation and word recognition has received substantial concern in literature. It has significant effects on learning to read as well. Calls for implications, recommendations and intervention programs will be presented accordingly.
Journal of business and social review in emerging economies, Dec 31, 2016
This paper describes the uses of interactive whiteboard in English as a Foreign Language (EFL) pr... more This paper describes the uses of interactive whiteboard in English as a Foreign Language (EFL) primary classroom. The purpose is to explore the potential of the Interactive Whiteboard (IWB) as a learning pedagogical tool to support the development of primary school students" ability to reach a considerable level while learning in their classes. Additionally, this paper tries to answer the following questions: First, what is an interactive whiteboard? Second, how can interactive whiteboards promote student engagement? Third, what are the interactive whiteboard activities in the EFL classroom? The researcher's impression is that the interactive whiteboard can easily employ the three learning style in a way that positively reflect upon the individual learner. Results implicated that the IWB could be used to support the students" abilities development in other subject matters and provide a very interesting choice for importing the Internet into every EFL classroom. Further studies are presented accordingly.
The present study is an outcome of a concern for the teaching of English as a foreign language (E... more The present study is an outcome of a concern for the teaching of English as a foreign language (EFL) in Libyan schools. Learning of a foreign language is invariably linked to learners building a good repertoire of vocabulary of the target language, which takes us to the theory and practice of imparting training in vocabulary learning strategies (VLSs) to learners. The researcher observed that there exists a divergence in theoretical knowledge of VLSs and practically training learners in using the strategies in EFL classes in Libyan schools. To empirically examine the situation, a survey was conducted with secondary school English teachers. The study discusses the results of the survey. The results show that teachers of English in secondary school in Libya are either not aware of various vocabulary learning strategies, or if they are, they do not impart training in all VLSs as they do not realize that to achieve good results in language learning, a judicious use of all VLSs is requir...
This study attempts to looks at the perception of teachers towards an in-service training program... more This study attempts to looks at the perception of teachers towards an in-service training program for primary school teachers in the District of Padang Terap / Pendang Kedah, under a project called 'Project ERaIL ' or English for Rural Learners. The project aims at strengthening the teachers' teaching skill and interest in the teaching of KBSR English. Forty-one teachers were chosen as respondents for the study and five-page questionnaire was designed to provide feedback pertaining to the training. Results show that teachers perceive the project positively and find that the teaching techniques introduced in the training (Oral Interaction, Pairwork, Reading Comprehension, Song, Vocabulary, Dialogue and Blackboard Drawing)are greatly useful in their workplace. Suggested future training topics include Grammar, Public Speaking and Phonetics.
This conceptual paper emphasizes the importance of morphological awareness to academic writing. I... more This conceptual paper emphasizes the importance of morphological awareness to academic writing. It aims to shed light on the importance of morphological awareness, affixes, morphemes, and morphological patterns to second language postgraduate students. It also aims to demonstrate the possible benefits of raising morphological awareness, such as increasing the students’ vocabulary knowledge and making them capable of manipulating their vocabulary, which could lead to automatic control of vocabulary production while writing and, eventually, enhance their academic writing skill. Moreover, the current paper addresses the importance of morphological awareness to academic writing supported by the results of previous studies conducted and related to morphological awareness. The present study also presents the theoretical models of writing reported in the literature to make a prediction about the importance of morphological awareness and its role in improving the academic writing of second ...
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