Search results for: arabic language teachers

Authors: Yehudit Dror

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Parallelism¬, or as it is called in Arabic, al-muqābala, occupies a central position in the rhetorical discipline of ʻilm al-bayān. Parallelism is used as a figure of textual ornamentation or embellishment and can be divided into several types that are based on the semantics of parallelism and its formative structure. Parallelism in Arabic has received a considerable amount of attention from the Arab rhetorician, which enables understanding the essence of parallelism in Arabic – its types, structure and meaning. However, there are some lacunae in their descriptions concerning the function and thematic restrictions of parallelism in the Qur’ān. In my presentation, which focuses on grammatical parallelism where the two stichos of the parallelism are the same with respect to syntax and morphology, I will show that parallelism has some important roles in the textual arrangement; it may, for example, conclude a thematic section, indicate a turning point in the text or to clarify what has been said previously. In addition, it will be shown that parallelism is not used randomly in the Qurʼān but rather is restricted to repeated themes which carry the most important messages of the Qurʼān, such as God's Might or behavioral patterns of the believers and the non-believers; or it can be used as a stylistic device.

Keywords: grammatical parallelism, half-line, symmetry, Koran

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Authors: Chin-Wen Chien

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Protocols are tools that help teachers inquire into the teaching and professional learning during the professional dialogue. This study focused on the integration of protocols into elementary school English teachers’ professional dialogue and discussed the influence of protocols on teachers’ teaching and learning. Based on the analysis of documents, observations, and interviews, this study concluded that with the introduction of protocols to elementary school English teachers, three major protocols were used during their professional dialogue. These protocols led the teachers to gain professional learning in content knowledge and pedagogical content knowledge. However, the facilitators’ lack of experience in using protocols led to interruptions during the professional dialogue. Suggestions for effective protocol-based professional dialogue are provided.

Keywords: protocols, professional learning, professional dialogue, classroom practice

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Authors: Akbarnejad Neda

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A foreign language acquisition occurs when we can tell a joke and understand it. Most jokes are told in slang and common language. In the process of foreign language acquisition, an autonomous learner try to learn the standard language. But there is a colossal divergence between the usage of the different types of language in society. Here, we investigate the french slang and common language and examine the accurate perception of their usage. We illuminate the slang language in the french literature that provide considerably different types of language for an autonomous learner. We provide furthermore evidence from the french novels that demonstrate properly the different types of language and give in one sentence its social meanings. For example, the famous Queneau expression « Doukipudonktant » present the impact of slang language in society. The characters in the novel transfer the slang and the common language and their accurate usages. We present that the language of the autonomous learner depends on the language of the text that is read. Because literature is a vehicle of the culture and the expression demonstrate their real significations and usage in the culture, slang and common language have a crucial role in the culture and all of them are manifested in the oral language.

Keywords: common language, french, humor, slang language

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Authors: Carina Hermansson

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This presentation focuses a development project aiming at developing and documenting the steps taken at a multilingual, multicultural K-5 school, with the aim to improve the achievement levels of the pupils by focusing language and literacy development across the schedule in a digital classroom, and in all units of the school. This pre-formulated aim, thus, may be said to adhere to neoliberal educational and accountability policies in terms of its focus on digital learning, learning results, and national curriculum standards. In particular the project aimed at improving the collaboration between the teachers, the leisure time unit, the librarians, the mother tongue teachers and bilingual study counselors. This is a school environment characterized by cultural, ethnic, linguistic, and professional pluralization. The overarching aims of the research project were to scrutinize and analyze the factors enabling and obstructing the implementation of the Language Policy in a digital classroom. Theoretical framework: We apply multi-level perspectives in the analyses inspired by Uljens’ ideas about interactive and interpersonal first order (teacher/students) and second order(principal/teachers and other staff) educational leadership as described within the framework of discursive institutionalism, when we try to relate the Language Policy, educational policy, and curriculum with the administrative processes. Methodology/research design: The development project is based on recurring research circles where teachers, leisure time assistants, mother tongue teachers and study counselors speaking the mother tongue of the pupils together with two researchers discuss their digital literacy practices in the classroom. The researchers have in collaboration with the principal developed guidelines for the work, expressed in a Language Policy document. In our understanding the document is, however, only a part of the concept, the actions of the personnel and their reflections on the practice constitute the major part of the development project. One and a half years out of three years have now passed and the project has met with a row of difficulties which shed light on factors of importance for the progress of the development project. Field notes and recordings from the research circles, a survey with the personnel, and recorded group interviews provide data on the progress of the project. Expected conclusions: The problems experienced deal with leadership, curriculum, interplay between aims, technology, contents and methods, the parents as customers taking their children to other schools, conflicting values, and interactional difficulties, that is, phenomena on different levels, ranging from school to a societal level, as for example teachers being substituted as a result of the marketization of schools. Also underlying assumptions from actors at different levels create obstacles. We find this study and the problems we are facing utterly important to share and discuss in an era with a steady flow of refugees arriving in the Nordic countries.

Keywords: early childhood education, language policy, multicultural school, school development project

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Authors: Wichuda Kunnu, Aungkana Sukwises

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Audio-lingual method (ALM) is a teaching approach that is claimed that ineffective for teaching second/foreign languages. Because some linguists and second/foreign language teachers believe that ALM is a rote learning style. However, this study is done on a belief that ALM will be able to solve Thais’ English speaking problem. This paper aims to report the findings on teaching English speaking to adult learners with an “adapted ALM”, one distinction of which is to use Thai as the medium language of instruction. The participants are consisted of 9 adult learners. They were allowed to speak English more freely using both the materials presented in the class and their background knowledge of English. At the end of the course, they spoke English more fluently, more confidently, to the extent that they applied what they learnt both in and outside the class.

Keywords: teaching English, audio lingual method, cognitive science, psychology

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Authors: Michal Levy

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Despite the emotional impact students' misbehavior and aggression has on teacher's emotional wellbeing, teachers frequently use suppressive strategies in the classroom, which maintain a discordance between felt and expressed emotions. The current study sought to gain a deeper insight into teachers' utilization of discordant emotional labor strategies (i.e., expressive suppression, surface acting and emotional dissonance) and their motives to using these strategies in student aggression. A qualitative study was conducted on 16 special education Jewish Israeli teachers. Thematic analysis of the in-depth semi-structured interviews revealed novice teachers were inclined to use expressive suppression, while experienced teachers used emotional dissonance. The teacher's motives for using discordant emotional labor strategies included both instrumental and hedonic goals. Implications for policymakers and professionals in practice are discussed to improve teachers' emotional wellbeing.

Keywords: discordant strategies, emotional labor, student aggression, teachers

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Authors: Sabitha Rahim

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In the context of teaching vocabulary of English as Foreign Language (EFL), the confluence of memory and retention is one of the most significant factors in students' language acquisition. The progress of students engaged in foreign language acquisition is often stymied by vocabulary attrition, which leads to learners' lack of confidence and motivation. However, among other factors, little research has investigated the importance of neuroplasticity in Foreign Language acquisition and how underused neural pathways lead to the loss of plasticity, thereby affecting the learners’ vocabulary retention and motivation. This research explored the effect of enhancing vocabulary acquisition of EFL students in the Foundation Year at King Abdulaziz University through various methods and neuroplasticity exercises that reinforced their attention, motivation, and engagement. It analyzed the results to determine if stimulating the brain of EFL learners by various physical and mental activities led to the improvement in short and long term memory in vocabulary retention. The main data collection methods were student surveys, assessment records of teachers, student achievement test results, and students' follow-up interviews. A key implication of this research is for the institutions to consider having multiple varieties of student activities promoting brain plasticity within the classrooms as an effective tool for foreign language acquisition. Building awareness among the faculty and adapting the curriculum to include activities that promote brain plasticity ensures an enhanced learning environment and effective language acquisition in EFL classrooms.

Keywords: language acquisition, neural paths, neuroplasticity, vocabulary attrition

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Authors: Chenhui Wang, Chwee Beng Lee

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The practice of critical pedagogy is challenged by resistance from teachers. This study presents a discussion on teachers' resistance to critical pedagogy and previous practical frameworks for assessing critical thinking in formative assessment in the classroom through a critical review of the related literature. The authors found out that the main issue of teachers' resistance is not whether teachers should possess theoretical knowledge of critical thinking but how they apply that knowledge in their classroom teaching. In addition, critical thinking in formative assessment may provide teachers with a comprehensive understanding of critical pedagogical planning, implementing, and reflecting. Therefore, this paper intends to discuss a practical step-by-step framework for critical thinking formative assessment to address this resistance. Such discussion is based on a thorough examination of the related theories and frameworks. This review paper will benefit teachers in understanding and reducing their resistance to critical pedagogy as well as in implementing critical pedagogy.

Keywords: critical thinking, critical pedagogy, critical thinking formative assessment framework, teachers resistance

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Authors: Huda Ahmed Al Taisan

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This paper investigates a phonological phenomenon, which exhibits variation ‘alternation’ in terms of the uvular consonants [q] and [ʁ] in Hasawi Arabic. This dialect is spoken in Alahsa city, which is located in the Eastern province of Saudi Arabia. To the best of our knowledge, no such research has systematically studied this phenomenon in Hasawi Arabic dialect. This paper is significant because it fills the gap in the literature about this alternation phenomenon in this understudied dialect. A large amount of the data is extracted from several interviews the author has conducted with 10 participants, native speakers of the dialect, and complemented by additional forms from social media. The latter method of collecting the data adds to the significance of the research. The analysis of the data is carried out in Harmonic Serialism Optimality Theory (HS-OT), a version of the Optimality Theoretic (OT) framework, which holds that linguistic forms are the outcome of the interaction among violable universal constraints, and in the recent development of OT into a model that accounts for linguistic variation in harmonic derivational steps. This alternation process is assumed to be phonologically unconditioned and in free variation in other varieties of Arabic dialects in the area. The goal of this paper is to investigate whether this phenomenon is in free variation or governed, what governs this alternation between [q] and [ʁ] and whether the alternation is phonological or other linguistic constraints are in action. The results show that the [q] and [ʁ] alternation is not free and it occurs due to different assimilation processes. Positional, segmental sequence and vowel adjacency factors are in action in Hasawi Arabic.

Keywords: harmonic serialism, Hasawi, uvular, variation

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Authors: Badriah Khaleel

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Language acquisition is one of the most striking aspects of human development. It is a startling feat, which has engrossed the attention of linguists for generations. The present study will explore the hidden identities and attributes of nonverbal gestures. The current research will reflect the significant role of body language as not mere body gestures or facial expressions but as the first language of humanity.

Keywords: a startling feat, a new horizon for linguists to rethink, explore the hidden identities and attributes of non-verbal gestures, English as a third language, the first language of humanity

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Authors: Muhammad Badar Habib, Muhammad Shakir, Asif Ali, Muhammad Zia ul Haq

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Purpose of the research is to examine the university teachers’ health and physical activities regarding their academic competencies. Major objectives of this piece research were (a) to identify health problems of teachers at university level that affects academic competencies of university teachers and (b) to evaluate educational betterment through physical balance. This research is descriptive in nature and questionnaire was used as source of collecting data. Population of the present research comprises teachers, professors and professionals teaching in the universities of Pakistan. 580 university teachers were selected as a population of the study. Random sampling technique was used to identify recipients. Data was feed and filter in Ms-Excel. In the light of the analysis of the study following findings were drawn out. This study found that the university teachers in Pakistan do not adopt proper physical exercise program. They were less interested to burn their extra calories and face diseases such as cramping, contraction of the muscles, diabetics and stomach diseases. This study recommends that seminars/workshops may be held by University establishment; to develop overall awareness among the teachers.

Keywords: evaluating effects of health and physical maintenance, academic competencies, university teachers, Pakistan

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Authors: Chitraporn Boonthanom, Pailin Sisookho

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The Sexual Literacy Training Teachers Program (SLTTP) based on sexual health problems in Thai students includes sexual development, sexual hygiene, high-risk behaviors, Sexual Transmitter Infections and HIV/AIDS, unwanted pregnancy, unsafe abortion, and sexual abuse that increase among Thai students. The training aimed at providing teachers with the sexuality knowledge, sexuality information access skills, communication skill to effectively teach in their class. 28 teachers were participated from schools in Bangkok metropolitan and Nakorn Patom province. The result show the mean score of the pre-test was 8.46 (SD=1.77) and the post-test was 10.13 (SD=2.34). The post-training results were found to be higher than pre–training results but not significant. As teachers are increasing the sexual literacy is very important for Thai students.

Keywords: sexual literacy, teachers, training, sexuality education

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Authors: Alalddin Al-Tarawneh

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In its literal translation, the Qur’an is frequently subject to misinterpretation as a result of failures to deliver its meaning into any language. This paper relies on the genuine aspect that the Qur’an is an oral performance in its nature; and the objective of any Qur’an translation is to deliver its meaning in English. Therefore, it approaches the translation of the Qur’an beyond the usual formal linguistic approach in order to include an extra-textual factor. This factor is the recitation or oral performance of the Qur’an, that is, tajweed as it is termed in Arabic. The translations used in this paper to apply the suggested approach were carefully chosen to be representative of the problems that exist in many Qur’an translations. These translations are The Meaning of the Holy Quran: Translation and Commentary by Ali (1989), The Meaning of the Glorious Koran by Pickthall (1997/1930), and The Quran: Arabic Text with Corresponding English Meanings by Sahih (2010). Through the examples cited in this paper, it is suggested that the agents involved in producing a ‘translation’ of the Holy Qur’an have to take into account its oral aspect which yields additional senses and meanings that are not being captured by adhering to the words of the ‘written’ discourse. This paper attempts in its translation into English.

Keywords: oral performance, tajweed, Qur'an translation, recitation

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Authors: Nirav Vaghela, Sanket Parekh

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Objective: Musculoskeletal disorders (MSD) represent one of the most common and important occupational health problems in working populations, being responsible for a substantial impact on quality of life and incurring a major economic burden in compensation cost and lost wages. School teachers represent an occupational group among which there appears to be a high prevalence of MSD. Design: Three hundred and fourteen teachers were enrolled in this study. Teachers were interview with the Modified Nordic Questionnaire. Result: In current study total 314 participants have been recruited in that minimum age of participants is 22 and maximum age is 59 with mean 40.5± 9.88. Total prevalence of the MSD is 71.95% among the teachers. In that Female were more affected with 72% than the males with 28%. Conclusion: The teachers here in reported a high prevalence of musculoskeletal pain in the shoulder, knee and back.

Keywords: repetitive stress injury, pain, occupational hazards, disability, abneetism, physical health, quality of life

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Authors: Seham El Kareh, Miramar Etman

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Recently, detecting liars and extracting features which distinguish them from truth-tellers have been the focus of a wide range of disciplines. To the author’s best knowledge, most of the work has been done on facial expressions and body gestures but only few works have been done on the language used by both liars and truth-tellers. This paper sheds light on four axes. The first axis copes with building an audio corpus for deceptive and truthful speech for Egyptian Arabic speakers. The second axis focuses on examining the human perception of lies and proving our need for computational linguistic-based methods to extract features which characterize truthful and deceptive speech. The third axis is concerned with building a linguistic analysis program that could extract from the corpus the inter- and intra-linguistic cues for deceptive and truthful speech. The program built here is based on selected categories from the Linguistic Inquiry and Word Count program. Our results demonstrated that Egyptian Arabic speakers on one hand preferred to use first-person pronouns and present tense compared to the past tense when lying and their lies lacked of second-person pronouns, and on the other hand, when telling the truth, they preferred to use the verbs related to motion and the nouns related to time. The results also showed that there is a need for bigger data to prove the significance of words related to emotions and numbers.

Keywords: Egyptian Arabic corpus, computational analysis, deceptive features, forensic linguistics, human perception, truthful features

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Authors: Jane O`Halloran

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Japanese university students have traditionally shown antipathy towards English due to a generally unsatisfactory language-learning experience at the secondary level with a focus on grammar and translation rather than communication. The situation has become urgent, however, due to the rapid decline in the Japanese population, which will present both difficulties and opportunities as employees will increasingly be forced to use English in the workplace. For university lecturers, the challenge is to overcome the students` apathy and convince them of the need for English in the increasingly diverse workplaces they will be entering. This article will illustrate how English teachers and content teachers at a private science university came together to address this quandary.

Keywords: student motivation, CLIL, globalization, demographics

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Authors: Faris Algahtani

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Every child has a right to education. This is one of the laws in the constitution and it empowers every child to access knowledge but it does not, however, allocate special interest to the rights of education for children with disabilities. It also does not address the challenges that teachers of such children face while trying to educate them. This study was conducted at government schools of Saudi Arabia. As the teaching profession is the most valuable profession and deserves to have its challenges tackled. This paper explores the challenges that teachers face as they try to teach students who have intellectual disabilities (ID). It looks at the daily challenges of a teacher who has to teach both children with disabilities and those without. The literature review shed light on the various aspects of mainstream education from the classroom to the outside environment to the teachers involved in mainstream education. The study employed qualitative methods in which Focus Group Discussions were utilized and Twenty (N=20) special education teachers were randomly sampled from primary schools through 6 groups of teachers from 6 different schools were interviewed through semi-structured interviews with the aim of drawing collective perceptions rather than personal perceptions about the challenges. The study found that most teachers had similar perceptions about the challenges that teachers face as they educate students with intellectual disabilities. The study recommends that The Ministry of Education should consider increasing the availability of special needs courses, workshops and conference for special education teachers.

Keywords: intellectual disabilities, inclusion, mainstream schools, disabilities, special education teachers

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Authors: Tesfaye Basha

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The purpose of this study was to examine the sign language and academic achievement of deaf students in special and inclusive primary schools of Southern Ethiopia. The study used a mixed-method to collect varied data. The study contained Signed Amharic and English skill tasks, questionnaire, 8th-grade Primary School Leaving Certificate Examination results, classroom observation, and interviews. For quantitative (n=70) deaf students and for qualitative data collection, 16 participants were involved. The finding revealed that the limitation of sign language is a problem in signing and academic achievements. This displays that schools are not linguistically rich to enable sign language achievement for deaf students. Moreover, the finding revealed that the contribution of Total Communication in the growth of natural sign language for deaf students was unsatisfactory. The results also indicated that special schools of deaf students performed better sign language skills and academic achievement than inclusive schools. In addition, the findings revealed that high signed skill group showed higher academic achievement than the low skill group. This displayed that sign language skill is highly associated with academic achievement. In addition, to qualify deaf students in sign language and academics, teacher institutions must produce competent teachers on how to teach deaf students with sign language and literacy skills.

Keywords: academic achievement, inclusive school, sign language, signed Amharic, signed English, special school, total communication

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Authors: Ahmad Ardillah Rahman

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The decentralisation policy in education has been a trend in some countries in the last two decades. In Indonesia, the implementation of the policy has been introduced since 2003 with the occurrence of School-Based Management policy. The reform has affected the way principals and teachers should involve in school practices in which more autonomies and flexibilities are given to teachers in conducting their teaching practices. Almost 13 years since the policy was firstly introduced, the government and teachers in Indonesia still face some obstacles in maximising the potential benefits of the implementation of the decentralised education system. This study, thus, critically analyses the challenges of decentralised education policy for teachers in Indonesian education context. The purposes of this study are threefold. Firstly, it will explore the history of policy transformation from a centralised to a decentralised education policy. Secondly, it points out the advantages of the decentralised policy implementation. The last, it provides a comprehensive description of challenges faced by Indonesian teachers with the new roles in designing and implementing a curriculum. By using data from existing surveys and research, this study concludes that to successfully implement the transformation in the educational reform of Indonesia, continual and gradual teachers’ training, professional career pathway, and local monitoring for teachers should be developed and strengthened.

Keywords: curriculum design, decentralisation, school-based management, teachers’ autonomy

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Authors: Ahmed Mohammed Omer Alghamdi

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Since the COVID-19 pandemic started, a rapid, unexpected transition from face-to-face to virtual classroom (VC) teaching has involved several challenges and obstacles. However, there are also opportunities and thoughts that need to be examined and discussed. In addition, the entire world is witnessing that the teaching system and, more particularly, higher education institutes have been interrupted. To maintain the learning and teaching practices as usual, countries were forced to transition from traditional to virtual classes using various technology-based devices. In this regard, the Kingdom of Saudi Arabia (KSA) is no exception. Focusing on how the current situation has forced many higher education institutes to change to virtual classes may possibly provide a clear insight into adopted practices and implications. The main purpose of this study, therefore, was to investigate how both Saudi English as a foreign language (EFL) teachers and students perceived the implementation of virtual classes as a key factor for useful language teaching and learning process during the COVID-19 pandemic period at a Saudi university. The impetus for the research was, therefore, the need to find ways of identifying the deficiencies in this application and to suggest possible solutions that might rectify those deficiencies. This study seeks to answer the following overarching research question: “How do Saudi EFL instructors and students perceive the use of virtual classes during the COVID-19 pandemic period in their language teaching and learning context?” The following sub-questions are also used to guide the design of the study to answer the main research question: (1) To what extent are virtual classes important intra-pandemic from Saudi EFL instructors’ and students’ perspectives? (2) How effective are virtual classes for fostering English language students’ achievement? (3) What are the challenges and obstacles that instructors and students may face during the implementation of virtual teaching? A mixed method approach was employed in this study; the questionnaire data collection represented the quantitative method approach for this study, whereas the transcripts of recorded interviews represented the qualitative method approach. The participants included EFL teachers (N = 4) and male and female EFL students (N = 36). Based on the findings of this study, various aspects from teachers' and students’ perspectives were examined to determine the use of the virtual classroom applications in terms of fulfilling the students’ English language learning needs. The major findings of the study revealed that the virtual classroom applications during the current pandemic situation encountered three major challenges, among which the existence of the following essential aspects, namely lack of technology and an internet connection, having a large number of students in a virtual classroom and lack of students’ and teachers’ interactions during the virtual classroom applications. Finally, the findings indicated that although Saudi EFL students and teachers view the virtual classrooms in a positive light during the pandemic period, they reported that for long and post-pandemic period, they preferred the traditional face-to-face teaching procedure.

Keywords: virtual classes, English as a foreign language, COVID-19, Internet, pandemic

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Authors: G. Lingam, N. Lingam, K. Raghuwaiya

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The reported study focuses on pre-service teachers’ professional development during the teaching practice. The cohort studied comprised participants in their final year in the Bachelor of Arts and Bachelor of Science with Graduate Certificate in Education programmes of a university in Fiji. Analysis of the data obtained using a survey questionnaire indicates that overall, the pre-service teachers were satisfied with the practicum experience. This is assumed to demonstrate that the practicum experience contributed well towards their professional preparation for work expected of them in Fiji secondary schools. Participants also identified some concerns as needing attention. To conclude, the paper provides suggestions for improving the preparation of teachers by strengthening the identified areas of the practicum offered by the university. The study has implications for other teacher education providers in small developing island states and even beyond for the purpose of enhancing learning in student teachers’ for future work.

Keywords: pre-service, teacher education, practicum, teachers’ world of work, student teachers

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Authors: Yehia Manawi, Viktor Kochkodan, Muataz Hussien

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In this paper, the effect of adding Arabic Gum (AG) and carbon nanotubes functionalized with dodecylamine (CNT-DDA) to the casting solutions of polysulfone (PS) was investigated. The aim of adding AG and CNT-DDA was to enhance the properties of ultrafiltration membranes such as hydrophilicity, porosity and selectivity. Different CNT-DDA loadings (0.1-3.0 wt.%) in 2 wt.% AG were added to PS/dimethylacetamide (DMAc) casting solutions to prepare PS membranes using phase inversion technique. The surface morphology, hydrophilicity and selectivity of the cast PS/AG/CNT-DDA membranes were analyzed using scanning electron microscopy and contact angle measurements. The selectivity of the fabricated membranes was also tested by filtration of BSA solutions (1 ppm) and found to show quite high removal efficiency. The effect of adding AG and CNT-DDA to PS membranes was found to increase the hydrophilicity, porosity and hence the permeate flux of the fabricated membranes.

Keywords: Arabic gum, hydrophilicity, polysulfone membrane, ultrafiltration

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Authors: Mohamad Khairi Haji Othman, Mohd Zailani Mohd Yusoff, Rozalina Khalid

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The inculcation of noble values in teaching and learning is very important, especially to build students with good characters and values. Therefore, the purpose of this research is to identify the challenges of implementing the inculcation of noble values in teaching in primary schools. This study was conducted at four North Zone Peninsular Malaysia schools. This study was used a qualitative approach in the form of case studies. The qualitative approach aims at gaining meaning and a deep understanding of the phenomenon studied from the perspectives of the study participants and not intended to make the generalization. The sample in this study consists of eight teachers who teach in four types of schools that have been chosen purposively. The method of data collection is through semi-structured interviews used in this study. The comparative method is continuously used in this study to analyze the primary data collected. The study found that the main challenges faced by teachers were students' problems and class control so that teachers felt difficult to the inculcation of noble values in teaching. In addition, the language challenge is difficult for students to understand. Similarly, peers are also challenging because students are more easily influenced by friends rather than listening to teachers' instructions. The last challenge was the influence of technology and mass media electronic more widespread. The findings suggest that teachers need to innovate in order to assist the school in inculcating religious and moral education towards the students. The school through guidance and counseling teachers can also plan some activities that are appropriate to the student's present condition. Through this study, teachers and the school should work together to develop the values of students in line with the needs of the National Education Philosophy that wishes to produce intelligent, emotional, spiritual, intellectual and social human capital.

Keywords: challenges, implementation, inculcation, noble values

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Authors: Rana Alghamdi

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This study explored teachers’ perceptions of rough-and-tumble (R&T) play in early childhood education in Saudi Arabia. The literature on rough-and-tumble play in Saudi Arabia is limited in scope, and more research is needed to explore teachers’ perceptions on this type of play for early learners. The pertinent literature reveals that R&T play, which includes running, jumping, fighting, wrestling, chasing, pulling, pushing, and climbing, among other rough playful activities, can positively impact learning and development across psychosocial, emotional, and cognitive domains. Teachers’ understanding of R & T play is key, and the attitudes of Saudi early childhood teachers who are responsible for implementing curriculum-based play have not been fully researched. Four early childhood teachers from an urban Saudi preschool participated in the study. The data collected in this study were interpreted through a sociocultural lens. Data sources included in-depth interviews, photo-elicitation interviews, and participant-generated drawings. Three overarching themes emerged: teachers’ concerns about rough-and-tumble play, teachers’ perceptions about the benefits of rough-and-tumble play, and teachers’ expression of gender roles in R & T play as contextualized within Saudi culture. Saudi teachers’ perceptions are discussed in detail, and implications of the findings and recommendations for future research are put forth.

Keywords: rough and tumble play, gender, culture, early childhood, Saudi Arabia

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Authors: Wang Xiu Xiu

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The professional development of engineering teachers in universities is the key to the construction of outstanding engineers in China, which is related to the quality and prospects of the entire engineering education. This study investigated 2789 teachers' professional development in different regions of China， which outlines the current situation of the professional development of engineering teachers from three perspectives: professional development needs, professional development methods and professional development effects. Data results show that engineering teachers have the strongest demand for the improvement of subject knowledge and teaching ability. Engineering faculty with 0-5 years of teaching experience, under 35 years of age and a doctorate degree have the strongest demand for development. The frequency of engineering teachers' participation in various professional development activities is low, especially in school-enterprise cooperation-related activities. There are significant differences in the participation frequency of professional development activities among engineering faculty with different teaching ages, ages, professional titles, degrees and administrative positions in schools. The professional development of engineering faculty has been improved to a certain extent and is positively affected by professional development needs and participation in professional development. In this regard, we can constantly improve the professional development system of engineering teachers from three aspects: training on demand, stimulating motivation, and optimizing resource allocation, to enhance the professional development level of engineering teachers.

Keywords: engineering teachers in universities, professional development, status quo, countermeasures

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Authors: Sherri Franklin-Guy

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The emergence of language in young children has been well-documented and play-based activities that support its continued development have been utilized in the clinic-based setting. Speech-language pathologists have long used such activities to stimulate the production of language in children with speech and language disorders via modeling and elicitation tasks. This presentation will examine the importance of play in the development of language in young children, including social and pragmatic communication. Implications for clinicians and educators will be discussed.

Keywords: language development, language stimulation, play-based activities, symbolic play

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Authors: Humaira Irfan Khan

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The paper explores teaching of creative writing in Pakistani classroom. The data collected from the questionnaire and focus group interview with a large public sector university’s Master of Arts in English students, who are also in-service school teachers, discovers that English teachers in Pakistan do not teach to develop the creative writing of pupils. The findings show that English teachers can define creative writing but are confused about strategies needed in rousing learners’ interest in creative writing. The teachers make their students memorise compositions from the textbooks to be reproduced in class. English teachers must be encouraged and trained to engage in activities that are essential for enhancing creative writing in schools.

Keywords: creative writing, teaching creative writing, textbooks, Pakistan

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Authors: Emad Matar Alotaibi

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In line with other Arabic countries, Saudi Arabia is currently undergoing large scale school reform in response to key factors brought about by globalization. While there is a growing body of research exploring these systemic changes in urban environments, there is very little published research regarding rural schools. In fact, rural schools are still under-examined globally comparing to their urban and suburban counterparts over a range of reform dimensions. In Saudi Arabia, there are around 1128 rural areas that contain about 3200 schools. Several challenges face rural schools, especially in relation to recruitment, retention, and professional development opportunities for teachers and school leaders. However, there is very little in depth research which explores these issues “on the ground”. The aim of this research is fill this knowledge gap and explore teachers’ and leaders’ perceptions and experiences of working in rural schools in KSA. In Saudi Arabia, there is a growing body of research into school leadership. However, there is very little published research specifically exploring rural schools. By using an in-depth case study approach and adopting an analytical framework based on the interlinking concepts of leadership practices, culture, and CPD, this study offers and significant and original contribution to knowledge in this area. This study also will adopt a qualitative multiple case studies, which is going to employ semi-structured interviews, focus groups, and documentary analysis.

Keywords: leadership practice, school culture, continuing professional development, rural school

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Authors: Du T. Tran, Anh M. N. Nguyen

Abstract:

Writing skill is one of the productive abilities and plays a vital role in encouraging communication. Although certain hurdles limit students from enhancing their writing skills, the introduction and widespread use of internet technology impact their education significantly. In this context, the research aims to investigate the effects of electronic portfolios (e-portfolios) on English as a foreign language (EFL) high school students’ writing ability, learners’ and instructors’ attitudes towards the use of e-portfolios in writing classes at high schools in Binh Duong province. The sample includes 15 teachers and 300 twelfth graders at 03 high schools in Binh Duong province. Facebook was chosen as an e-portfolio platform where the students created and developed their personal e-portfolios. The data were collected both quantitatively and qualitatively through mixed methods using the tools of a pre-test, a post-test (for students), questionnaires (for both teachers and students), and a semi-structured interview (for teachers in charge of the course). The survey results show that e-portfolios considerably impact EFL high school students writing abilities. The research findings also reveal challenges and technological drawbacks. For the optimal use of e-portfolios in writing courses in particular and for other language courses in general, recommendations are made for school managers, instructors, and learners to optimize the effects and for further research to shed more light on the topic

Keywords: attitudes, electronic portfolios, English writing ability, Vietnamese high school students

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Authors: Nuri Balta, Ali Eryilmaz

Abstract:

High-quality teachers are the key to improve student learning. Without a professional development of the teachers, the improvement of student success is difficult and incomplete. This study offers an in-service training course model for professional development of teachers (PD) entitled "teachers teaching teachers" (TTT). The basic premise of the PD program, designed for this study, was primarily aimed to increase the subject matter knowledge of high school physics teachers. The TTT course (the three hour long workshops), organized for this study, lasted for seven weeks with seventeen teachers took part in the TTT program at different amounts. In this study, the effect of the TTT program on teachers’ knowledge improvement was searched through the modern physics unit (MPU). The participating teachers taught the unit to one of their grade ten classes earlier, and they taught another equivalent class two months later. They were observed in their classes both before and after TTT program. The teachers were divided into placebo and the treatment groups. The aim of Solomon four-group design is an attempt to eliminate the possible effect of pre-test. However, in this study the similar design was used to eliminate the effect of pre teaching. The placebo group teachers taught their both classes as regular and the treatment group teachers had TTT program between the two teachings. The class observation results showed that the TTT program increased teachers’ knowledge and skills in teaching MPU. Further, participating in the TTT program caused teachers to teach the MPU in accordance with the requirements of the curriculum. In order to see any change in participating teachers’ success, an achievement test was applied to them. A large effect size (dCohen=.93) was calculated for the effect of TTT program on treatment group teachers’ achievement. The results suggest that staff developers should consider including topics, attractive to teachers, in-service training programs (a) to help teachers’ practice teaching the new topics (b) to increase the participation rate. During the conduction of the TTT courses, it was observed that teachers could not end some discussions and explain some concepts. It is now clear that teachers need support, especially when discussing counterintuitive concepts such as modern physics concepts. For this reason it is recommended that content focused PD programs be conducted at the helm of a scholarly coach.

Keywords: high school physics, in-service training course, modern physics unit, teacher professional development

Procedia PDF Downloads 194