Advances in Language and Literary Studies, Feb 18, 2016
Children with Attention-Deficiency/Hyperactive Disorder (ADHD) often have co-existing learning di... more Children with Attention-Deficiency/Hyperactive Disorder (ADHD) often have co-existing learning disabilities and developmental weaknesses or delays in some areas including speech (Rief, 2005). Seeing that phonological disorders include articulation errors and other forms of speech disorders, studies pertaining to children with ADHD symptoms who demonstrate signs of phonological disorders in their native Arabic language are lacking. The purpose of this study is to provide a description of Arabic language deficits and to present a theoretical model of potential associations between phonological language deficits and ADHD. Dodd and McCormack's (1995) four subgroups classification of speech disorder and the phonological disorders pertaining to the Arabic language provided by a Saudi Institute for Speech and Hearing are examined within the theoretical framework. Since intervention may improve articulation and focuses a child's attention on the sound structure of words, findings in this study are based on the assumption that children with ADHD may acquire phonology for their Arabic language in the same way, and following the same developmental stages as intelligible children. Both quantitative and qualitative analyses have proven that the ADHD group analyzed in this study had indeed failed to acquire most of their Arabic consonants as they should have.
Children with Attention-Deficiency/Hyperactive Disorder (ADHD) often have co-existing learning di... more Children with Attention-Deficiency/Hyperactive Disorder (ADHD) often have co-existing learning disabilities and developmental weaknesses or delays in some areas including speech (Rief, 2005). Seeing that phonological disorders include articulation errors and other forms of speech disorders, studies pertaining to children with ADHD symptoms who demonstrate signs of phonological disorders in their native Arabic language are lacking. The purpose of this study is to provide a description of Arabic language deficits and to present a theoretical model of potential associations between phonological language deficits and ADHD. Dodd and McCormack's (1995) four subgroups classification of speech disorder and the phonological disorders pertaining to the Arabic language provided by a Saudi Institute for Speech and Hearing are examined within the theoretical framework. Since intervention may improve articulation and focuses a child's attention on the sound structure of words, findings in this study are based on the assumption that children with ADHD may acquire phonology for their Arabic language in the same way, and following the same developmental stages as intelligible children. Both quantitative and qualitative analyses have proven that the ADHD group analyzed in this study had indeed failed to acquire most of their Arabic consonants as they should have.
Many EFL students encounter massive difficulties when learning English and that is mostly due to ... more Many EFL students encounter massive difficulties when learning English and that is mostly due to the limited input of the target language (TL). English in EFL context such as Saudi Arabia is used only inside classrooms, and that leaves students with little opportunity to use TL through natural interaction. To overcome these problems, teachers of these contexts are always seeking new methods to prompt the English performance of their students. One way which is found to be of great effect is through the use of technology. Technological approaches have been widely recognized to facilitate the rapid growth in communication and information access. A great interest has been shifted to the concept of blended learning (BL) in English classes. This article sought to investigate the effectiveness of implementing a free e-learning platform; namely Edmodo, on the learning, interaction, motivation and classroom dynamics of L2 learners. The study also aims to examine Edmodo's eligibility in elevating the language level of foundation year students studying at the English Language Institution (ELI) at King Abdul Aziz University (KAU) in Jeddah, Saudi Arabia. For this type of research, a mixed method of quantitative and qualitative approaches were employed to gather data from 60 female students placed into two separate groups. A positive correlation between students' English proficiency and the employment of Edmodo was observed. It is intended that the research will contribute to the body of knowledge and raise awareness of the use of blended learning in EFL classes.
Advances in Language and Literary Studies, Feb 18, 2016
Children with Attention-Deficiency/Hyperactive Disorder (ADHD) often have co-existing learning di... more Children with Attention-Deficiency/Hyperactive Disorder (ADHD) often have co-existing learning disabilities and developmental weaknesses or delays in some areas including speech (Rief, 2005). Seeing that phonological disorders include articulation errors and other forms of speech disorders, studies pertaining to children with ADHD symptoms who demonstrate signs of phonological disorders in their native Arabic language are lacking. The purpose of this study is to provide a description of Arabic language deficits and to present a theoretical model of potential associations between phonological language deficits and ADHD. Dodd and McCormack's (1995) four subgroups classification of speech disorder and the phonological disorders pertaining to the Arabic language provided by a Saudi Institute for Speech and Hearing are examined within the theoretical framework. Since intervention may improve articulation and focuses a child's attention on the sound structure of words, findings in this study are based on the assumption that children with ADHD may acquire phonology for their Arabic language in the same way, and following the same developmental stages as intelligible children. Both quantitative and qualitative analyses have proven that the ADHD group analyzed in this study had indeed failed to acquire most of their Arabic consonants as they should have.
Children with Attention-Deficiency/Hyperactive Disorder (ADHD) often have co-existing learning di... more Children with Attention-Deficiency/Hyperactive Disorder (ADHD) often have co-existing learning disabilities and developmental weaknesses or delays in some areas including speech (Rief, 2005). Seeing that phonological disorders include articulation errors and other forms of speech disorders, studies pertaining to children with ADHD symptoms who demonstrate signs of phonological disorders in their native Arabic language are lacking. The purpose of this study is to provide a description of Arabic language deficits and to present a theoretical model of potential associations between phonological language deficits and ADHD. Dodd and McCormack's (1995) four subgroups classification of speech disorder and the phonological disorders pertaining to the Arabic language provided by a Saudi Institute for Speech and Hearing are examined within the theoretical framework. Since intervention may improve articulation and focuses a child's attention on the sound structure of words, findings in this study are based on the assumption that children with ADHD may acquire phonology for their Arabic language in the same way, and following the same developmental stages as intelligible children. Both quantitative and qualitative analyses have proven that the ADHD group analyzed in this study had indeed failed to acquire most of their Arabic consonants as they should have.
Many EFL students encounter massive difficulties when learning English and that is mostly due to ... more Many EFL students encounter massive difficulties when learning English and that is mostly due to the limited input of the target language (TL). English in EFL context such as Saudi Arabia is used only inside classrooms, and that leaves students with little opportunity to use TL through natural interaction. To overcome these problems, teachers of these contexts are always seeking new methods to prompt the English performance of their students. One way which is found to be of great effect is through the use of technology. Technological approaches have been widely recognized to facilitate the rapid growth in communication and information access. A great interest has been shifted to the concept of blended learning (BL) in English classes. This article sought to investigate the effectiveness of implementing a free e-learning platform; namely Edmodo, on the learning, interaction, motivation and classroom dynamics of L2 learners. The study also aims to examine Edmodo's eligibility in elevating the language level of foundation year students studying at the English Language Institution (ELI) at King Abdul Aziz University (KAU) in Jeddah, Saudi Arabia. For this type of research, a mixed method of quantitative and qualitative approaches were employed to gather data from 60 female students placed into two separate groups. A positive correlation between students' English proficiency and the employment of Edmodo was observed. It is intended that the research will contribute to the body of knowledge and raise awareness of the use of blended learning in EFL classes.
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