Dept. of Curricula and Methods of teaching

The purpose of this classroom action research was to investigate the perceptions of English as a Foreign Language (EFL) pre-service teachers towards the challenges they face in teaching experience during the practicum period. The participants were 35 Saudi EFL female pre-service teachers in the Educational Diploma Program (EDP) attending Teaching Practicum (1) Course in Taibah University, Saudi Arabia. A mixed method, which contains both quantitative and qualitative research design, was used to collect data. Research instruments comprised a perception opinionnaire designed to measure the perceptions of EFL pre-service teachers towards the challenges they face in teaching experience during the practicum. The results showed that EFL pre-service teachers considered the observation period during the Teaching Practicum (1) Course between moderately and extremely beneficial. The results of the perceptions of EFL pre-service teachers regarding classroom-teaching skills were between highly and moderately to low challenging. Additionally, their skills related to school environment indicated less challenging than skills related to classroom teaching experiences. The results of the open-ended question were divided into three meaningful and thoughtful categories to add much depth and understanding of the research problem. Some recommendations based on the results were derived. For example, EFL pre-service teachers needed further development in teaching experiences and skills related to classrooms and school setting. Furthermore, meetings, workshops, and/or small discussion sessions need to be conducted between all the stakeholders in the practicum to explore problems and anticipate possible solutions.

This study examines the perceptions of thirty-one Saudi female EFL student teachers of the importance of teacher feedback practices, along with their preferences for different types and delivery methods. The students were following the Analysis of EFL Curriculum course run by the College of Education at Taibah University, which has adapted the Project-Based-Learning (PBL) approach. Data was gathered by means of three 5-point Likert scale questionnaires. The results of the descriptive statistics revealed that the majority of the participants had moderate to high positive perceptions and preferences towards the different types and delivery methods of teacher feedback. In addition, they expressed a high level of satisfaction with the course in general. The results of the quantitative data revealed that the students also recognized the value of teacher feedback for their subsequent assignments and courses. Moreover, they highlighted the need for additional meetings between students and teachers to discuss feedback relating to assignments, tests, activities and/or projects. Likewise, the EFL student teachers expressed their desire for more written feedback on their work, along with further opportunities to ask questions, share information, and discuss issues with their teachers and peers. It was also notable that the majority of respondents valued the importance of teacher feedback as an effective and preferable complementary source of knowledge in EFL classrooms.

The purpose of this classroom action research was to investigate the perceptions of English as a Foreign Language (EFL) pre-service teachers towards the challenges they face in teaching experience during the practicum period. The participants were 35 Saudi EFL female pre-service teachers in the Educational Diploma Program (EDP) attending Teaching Practicum (1) Course in Taibah University, Saudi Arabia. A mixed method, which contains both quantitative and qualitative research design, was used to collect data. Research instruments comprised a perception opinionnaire designed to measure the perceptions of EFL pre-service teachers towards the challenges they face in teaching experience during the practicum. The results showed that EFL pre-service teachers considered the observation period during the Teaching Practicum (1) Course between moderately and extremely beneficial. The results of the perceptions of EFL pre-service teachers regarding classroom-teaching skills were between highly and moderately to low challenging. Additionally, their skills related to school environment indicated less challenging than skills related to classroom teaching experiences. The results of the open-ended question were divided into three meaningful and thoughtful categories to add much depth and understanding of the research problem. Some recommendations based on the results were derived. For example, EFL pre-service teachers needed further development in teaching experiences and skills related to classrooms and school setting. Furthermore, meetings, workshops, and/or small discussion sessions need to be conducted between all the stakeholders in the practicum to explore problems and anticipate possible solutions.

This study examines the perceptions of thirty-one Saudi female EFL student teachers of the importance of teacher feedback practices, along with their preferences for different types and delivery methods. The students were following the Analysis of EFL Curriculum course run by the College of Education at Taibah University, which has adapted the Project-Based-Learning (PBL) approach. Data was gathered by means of three 5-point Likert scale questionnaires. The results of the descriptive statistics revealed that the majority of the participants had moderate to high positive perceptions and preferences towards the different types and delivery methods of teacher feedback. In addition, they expressed a high level of satisfaction with the course in general. The results of the quantitative data revealed that the students also recognized the value of teacher feedback for their subsequent assignments and courses. Moreover, they highlighted the need for additional meetings between students and teachers to discuss feedback relating to assignments, tests, activities and/or projects. Likewise, the EFL student teachers expressed their desire for more written feedback on their work, along with further opportunities to ask questions, share information, and discuss issues with their teachers and peers. It was also notable that the majority of respondents valued the importance of teacher feedback as an effective and preferable complementary source of knowledge in EFL classrooms.

This mixed-method research design examined the influence of Flipped Classroom Intervention (FCI) on the learning performance of pre-service EFL female teachers, along with their related attitudes and peer interaction. The study sample consisted of thirty-eight pre-service EFL females in Saudi Arabia. The research design was a one-group pre-posttest, with data collected by means of twenty items gathered pre-and post-test to measure learning performance. In addition, the attitudes and peer interaction of the participants were explored through the use of two Likert-scale questionnaires and their reflections were examined by means of semi-structured focusgroup interviews. The results of the paired-samples t-test revealed a statistically significant improvement in participants' learning performance (t=-7.459, p<.0005) in favor of the post-test. The results also revealed that the participants held positive attitudes towards FCI for all items within the three dimensions, giving highly confident responses regarding their views on peer interaction during FCI. Similarly, the findings of the semi-structured focus-group interviews revealed that FCI proved effective in raising the levels of: (1) the teacher's performance; (2) the classroom environment; (3) teamwork; and (4) the students' learning skills.

This descriptive research method design explored how Saudi EFL female students value their teachers' use of 21st Century Skills and how these skills improve their language skills. Two closed-item questionnaires were designed for two data collection phases and distributed to EFL female students in the Preparatory Year Programme (PYP) at Taibah University, Saudi Arabia: 548 students in phase one and 226 in phase two. The results revealed that the participants valued their teachers' 21st Century skills very positively, ranking all items in the questionnaire-excellent‖. Moreover, the results indicated that-life and career‖ skill set and its sub-dimension-social and cross-cultural skills‖ obtained the highest mean scores. The results emphasized the improvement of students' language skills, particularly vocabulary and speaking skills, that contributed was to EFL teachers' implementation of 21st Century skills.