- Egypt
Ismailia
Suez Canal University
Faculty of Education
Curriculum & Instruction Dept.
Professor of English Education (TEFL) - 01013895946
- Suez Canal University, Curriculm and instruction (TEFL), Faculty MemberSuez Canal University, Curriculum and Instruction Dept., Faculty Memberadd
- noneedit
- Professor of English Education at Suez Canal Universityedit
Objectives: The purpose of this workshop is twofold: first, to present the basic concepts involved in action research projects; and second to involve participants in formulating action research plans which they can apply to their own... more
Objectives:
The purpose of this workshop is twofold: first, to present the basic concepts involved in action research projects; and second to involve participants in formulating action research plans which they can apply to their own teaching situation.
Background:
Creative teaching is a much used but often vaguely defined term. This is especially true when the term creative is used in the context of teaching English as a foreign language. For the purpose of this workshop, creative teaching is defined as the performance of a teacher who strives not only to try new and different teaching techniques, but who also endeavors to assess their effect, positive or negative, on the language acquisition process itself. Good teachers do this unconsciously—creative teachers do it consciously and purposefully; the key is documentation and accountability.
The process of documenting and accounting for what one does in the classroom is a form of research which has many names: Action Research, Qualitative Research, Reflective Inquiry, reflexive Research, to name but a few. Of these, action research aptly sums up the dynamic quality reflected in the development process of a truly creative teacher. Above all it is an active process; a process which involves thinking, searching, reflecting, planning, deciding on action, watching for re-action,”reflecting again, and “re –searching.”
Action research, like academic research, aims to answer questions. So one might ask, what is the difference? Implicit in academic research is the idea of an “expert” from outside the classroom who arranges an empirical study complete with treatment, control group, experimental group, and statistical analyses of numerical date. In the end, the results of the experiment may or may not be immediately useful to a teacher.
While academic research can be viewed as moving from outside the classroom towards the inside (a sort of encroachment, or invasion of privacy at times), action research grows from within the classroom and stays there as an integral part of the relationship between the teacher and his students. Action research is friendly. The action researcher conducts research with people rather than on people. It can be thought of as conscious involvement in an organic evolutionary process. The comparison between the two types of research can best be illustrated simply by listing some of the contrasts between them:
Action Research Vs. Academic Research;
Qualitative Vs. Quantitative;
Concrete Vs. Abstract;
Subjective Vs. Objective;
Anecdotal Vs. Empirical;
Practical Vs.Theoretical;
Humanistic Vs. Clinical;
Holistic Vs. Dichotomized;
evolving Vs. static.
In action research the teacher is encouraged rely on his own understanding of his practice and, when dissatisfied with certain behaviors or outcomes, to create a system whereby an area deemed problematic can be described and manipulated. The fundamental ingredients for successful action research are self-initiative, self-assessment, reflection, and careful documentation. While there is no fixed paradigm for conducting an action research project, some of the important elements in the process may be summed up in the following table:
Think: “I am concerned about….”
Reflect: “I would like……”
Plan: “What would happen if…..”
Take action : “I did …. and observed that…”
Reflect: “Is this enough? What about…”
Initiating an action research project involves identifying an area of concern in one’s classroom performance and asking questions such as ”what”, “how”, ”why”, and especially “what if…?” it is essentially a spiraling process of gathering data, describing attempts to achieve a desired aim.
Action research involves five main elements: (1) Thinking about one’s teaching practice and isolating an area for consideration; (2) Reflecting on what might be a desired change in that area; (3) Making a plan for change; (4) Taking action, gathering data and drawing conclusions; (5) Reflecting further and thinking about other questions that emerge.
Perhaps the best way to get a feel of what action research is all about is to examine an actual project. The following is condensed from ”Promoting Professional Development Through Teacher Investigations and other Activities” by Bob Oprandy and Sonia Fattorini, presented at TESOL 1989, San Antonio. Part of the presentation was a case study, ”Investigation into Wait-time”: After reading an article about wait-time, a teacher investigated this topic in her own class and found that:
(1) Her own wait time was only 0-2 seconds;
(2) She answered many of her questions; and
(3) She often asked another question before students answered.
She gathered more data which showed her that she made improvements in the three areas. Later she reflected a bit more on the relationship between wait-time, type of questions and the need for further clarification. Finally, she decided that more investigation was needed to know: (1) whether it is useful or not to repeat a question, and (2) whether or not it is useful to clarify a question by following it with a similar solicit.
A possible topic in an English school could be to investigate the use of Arabic in an EFL classroom. A summary of what could happen might go on as follows:
Think: I noticed that I try hard never to use Arabic at all in any stage of my class, but sometimes it really takes a long time to explain every thing in English.
Reflect: I would like to get through new vocabulary more quickly and progress to communicative activities sooner.
Plan: what would happen if I translated a few of the more difficult words into Arabic?
Action: I made an audio-cassette of my class and transcribed it. I noticed that I was able to get through the vocabulary more quickly. I also noticed that I talked less, and it seemed that the pupils were more involved.
Reflect: But I wonder if they really understand the words as well or better than when I used only English? Are there some other effective ways, besides translation and besides long explanations in English, for getting the meaning of the difficult words across? I would like to investigate this.
Think: the teacher begins to get ideas about real objects, visual aids, pictures, etc.
Basically, Action Research is what a creative teacher does intuitively and spontaneously. Conscious awareness of the creative process can enhance a teacher’s performance, and it is thus hoped that teachers will begin a serious effort to document their questions and ideas about implementing changes in their teaching practices – in other words that they will employ Action Research as they strive to be truly creative teachers. Creative teachers are constantly on the look out for ways to help students in the process of acquiring language, i.e., they try hard to motivate their students. They search for positive reactions to their carefully thought-out action. They document and reflect on what goes on in their classrooms in order to assess the effectiveness of their creative attempts at improvement. In other words, they carry out action research.
*Source:
The proceedings of the eleventh symposium on English language teaching in Egypt, entitled: “Creativity in English Language Teaching”, which was held in Cairo from March 12th to
14th 1991, pp. 218-221.
The purpose of this workshop is twofold: first, to present the basic concepts involved in action research projects; and second to involve participants in formulating action research plans which they can apply to their own teaching situation.
Background:
Creative teaching is a much used but often vaguely defined term. This is especially true when the term creative is used in the context of teaching English as a foreign language. For the purpose of this workshop, creative teaching is defined as the performance of a teacher who strives not only to try new and different teaching techniques, but who also endeavors to assess their effect, positive or negative, on the language acquisition process itself. Good teachers do this unconsciously—creative teachers do it consciously and purposefully; the key is documentation and accountability.
The process of documenting and accounting for what one does in the classroom is a form of research which has many names: Action Research, Qualitative Research, Reflective Inquiry, reflexive Research, to name but a few. Of these, action research aptly sums up the dynamic quality reflected in the development process of a truly creative teacher. Above all it is an active process; a process which involves thinking, searching, reflecting, planning, deciding on action, watching for re-action,”reflecting again, and “re –searching.”
Action research, like academic research, aims to answer questions. So one might ask, what is the difference? Implicit in academic research is the idea of an “expert” from outside the classroom who arranges an empirical study complete with treatment, control group, experimental group, and statistical analyses of numerical date. In the end, the results of the experiment may or may not be immediately useful to a teacher.
While academic research can be viewed as moving from outside the classroom towards the inside (a sort of encroachment, or invasion of privacy at times), action research grows from within the classroom and stays there as an integral part of the relationship between the teacher and his students. Action research is friendly. The action researcher conducts research with people rather than on people. It can be thought of as conscious involvement in an organic evolutionary process. The comparison between the two types of research can best be illustrated simply by listing some of the contrasts between them:
Action Research Vs. Academic Research;
Qualitative Vs. Quantitative;
Concrete Vs. Abstract;
Subjective Vs. Objective;
Anecdotal Vs. Empirical;
Practical Vs.Theoretical;
Humanistic Vs. Clinical;
Holistic Vs. Dichotomized;
evolving Vs. static.
In action research the teacher is encouraged rely on his own understanding of his practice and, when dissatisfied with certain behaviors or outcomes, to create a system whereby an area deemed problematic can be described and manipulated. The fundamental ingredients for successful action research are self-initiative, self-assessment, reflection, and careful documentation. While there is no fixed paradigm for conducting an action research project, some of the important elements in the process may be summed up in the following table:
Think: “I am concerned about….”
Reflect: “I would like……”
Plan: “What would happen if…..”
Take action : “I did …. and observed that…”
Reflect: “Is this enough? What about…”
Initiating an action research project involves identifying an area of concern in one’s classroom performance and asking questions such as ”what”, “how”, ”why”, and especially “what if…?” it is essentially a spiraling process of gathering data, describing attempts to achieve a desired aim.
Action research involves five main elements: (1) Thinking about one’s teaching practice and isolating an area for consideration; (2) Reflecting on what might be a desired change in that area; (3) Making a plan for change; (4) Taking action, gathering data and drawing conclusions; (5) Reflecting further and thinking about other questions that emerge.
Perhaps the best way to get a feel of what action research is all about is to examine an actual project. The following is condensed from ”Promoting Professional Development Through Teacher Investigations and other Activities” by Bob Oprandy and Sonia Fattorini, presented at TESOL 1989, San Antonio. Part of the presentation was a case study, ”Investigation into Wait-time”: After reading an article about wait-time, a teacher investigated this topic in her own class and found that:
(1) Her own wait time was only 0-2 seconds;
(2) She answered many of her questions; and
(3) She often asked another question before students answered.
She gathered more data which showed her that she made improvements in the three areas. Later she reflected a bit more on the relationship between wait-time, type of questions and the need for further clarification. Finally, she decided that more investigation was needed to know: (1) whether it is useful or not to repeat a question, and (2) whether or not it is useful to clarify a question by following it with a similar solicit.
A possible topic in an English school could be to investigate the use of Arabic in an EFL classroom. A summary of what could happen might go on as follows:
Think: I noticed that I try hard never to use Arabic at all in any stage of my class, but sometimes it really takes a long time to explain every thing in English.
Reflect: I would like to get through new vocabulary more quickly and progress to communicative activities sooner.
Plan: what would happen if I translated a few of the more difficult words into Arabic?
Action: I made an audio-cassette of my class and transcribed it. I noticed that I was able to get through the vocabulary more quickly. I also noticed that I talked less, and it seemed that the pupils were more involved.
Reflect: But I wonder if they really understand the words as well or better than when I used only English? Are there some other effective ways, besides translation and besides long explanations in English, for getting the meaning of the difficult words across? I would like to investigate this.
Think: the teacher begins to get ideas about real objects, visual aids, pictures, etc.
Basically, Action Research is what a creative teacher does intuitively and spontaneously. Conscious awareness of the creative process can enhance a teacher’s performance, and it is thus hoped that teachers will begin a serious effort to document their questions and ideas about implementing changes in their teaching practices – in other words that they will employ Action Research as they strive to be truly creative teachers. Creative teachers are constantly on the look out for ways to help students in the process of acquiring language, i.e., they try hard to motivate their students. They search for positive reactions to their carefully thought-out action. They document and reflect on what goes on in their classrooms in order to assess the effectiveness of their creative attempts at improvement. In other words, they carry out action research.
*Source:
The proceedings of the eleventh symposium on English language teaching in Egypt, entitled: “Creativity in English Language Teaching”, which was held in Cairo from March 12th to
14th 1991, pp. 218-221.
Research Interests:
(May 3rd, 2018) External examiner of a Master Thesis at the Faculty of Education, Mansoura University. Its title is “Using the lexical approach-based activities to enhance EFL preparatory stage students’ vocabulary learning”. It was... more
(May 3rd, 2018) External examiner of a Master Thesis at the Faculty of Education, Mansoura University. Its title is “Using the lexical approach-based activities to enhance EFL preparatory stage students’ vocabulary learning”. It was prepared by Aya El-Sayed El-Shahat Attya (Teacher of English). The supervisors were: Prof. Dr. Asmaa A. Mostafa, professor of TEFL & Dean of the Faculty of Education, and Prof. Dr. Aly Abdul Samea Qoura, professor of TEFL. Abstract: The purpose of the current study was to investigate the effect of using the lexical approach-based activities to enhance EFL preparatory stage students’ vocabulary learning. Towards this end, two classes from Kafre Azzam Preparatory School (Dakahlia Governorate, Egypt) participated in the study: 25 in the control group and 25 in the experimental group. A vocabulary test was developed, validated and administered to the two groups before the experiment in order to verify their equivalence and homogeneity in terms of vocabulary learning and the use of collocations. The control group was taught the prescribed vocabulary items adopting the textbook techniques, whereas the experimental group was taught using the proposed collocation-based activities. The post vocabulary test was administered to the two groups after 12 teaching sessions. The findings of the study revealed that the students taught via the proposed collocation-based activities outperformed those who were taught adopting the textbook techniques.
Keywords:
Lexical approach; collocations; TEFL; ELT; Vocabulary teaching & learning; preparatory stage education, Egypt
Keywords:
Lexical approach; collocations; TEFL; ELT; Vocabulary teaching & learning; preparatory stage education, Egypt
Research Interests:
(October 2017) External Examiner of a Master thesis at Faculty of Education, Ain Shams University; The thesis was prepared by the researcher Eman Mahmoud Abu El-Fadle. The title of the thesis is "the effect of content-based instruction on... more
(October 2017) External Examiner of a Master thesis at Faculty of Education, Ain Shams University; The thesis was prepared by the researcher Eman Mahmoud Abu El-Fadle. The title of the thesis is "the effect of content-based instruction on developing some English speaking skills for tourism and hotel students".
Title: The effect of content-based instruction on developing some English speaking skills for tourism and hotel students
Location: Faculty of Education, Ain Shams University
Researcher: Eman Mahmoud Abu El-Fadle
Supervisors:
Abstract:
Title: The effect of content-based instruction on developing some English speaking skills for tourism and hotel students
Location: Faculty of Education, Ain Shams University
Researcher: Eman Mahmoud Abu El-Fadle
Supervisors:
Abstract:
Research Interests:
Title: An Enrichment Program based on citizenship concepts for developing EFL preparatory stage students’ oral communication and citizenship skills Title in Arabic: برنامج اثرائى قائم على مفاهيم المواطنة لتنمية مهارات التواصل الشفهى و... more
Title: An Enrichment Program based on citizenship concepts for developing EFL preparatory stage students’ oral communication and citizenship skills
Title in Arabic:
برنامج اثرائى قائم على مفاهيم المواطنة لتنمية مهارات التواصل الشفهى و المواطنة باللغة الانجليزية لدى طلاب المرحلة الاعدادية
Researcher: Ahmed El Sayed El Sayed Oreibah, a teacher of English at Menyat El Nasr Directorate.
Supervisors:
(1) Prof. Dr. Samir Abd-el-Wahhab Berber, Professor of Curriculum & Instruction at Damietta University
(2) Prof. Dr. Magdy Mahdy Aly, Professor of TEFL, Ain Shams University
The present study aimed to investigate the effectiveness of an enrichment program based on citizenship concepts in developing the oral communication and citizenship skills of the Prep school EFL students. During the spring semester of the academic year 2016/2017, the experiment was conducted. 38 first-year students from Saad Elsherbini Preparatory School at Menyat El Nasr studied the enrichment program
Five instruments were developed, validated and used: (1) a checklist to identify the most important oral communication skills appropriate for the preparatory stage, (2) a pre-post listening and speaking test with its rubric, (3) a checklist to identify the most important citizenship skills appropriate for the preparatory stage, (4) a pre-post citizenship skills test, and (5) a checklist to identify the most important citizenship concepts which were integrated into the enrichment program. After that the enrichment program and the required teacher’s guide were developed, validated, and taught to the participants of the study. Results revealed that teaching the proposed enrichment program based on citizenship concepts was effective in developing the oral communication and citizenship skills of the EFL first year preparatory school students.
Key Words: EFL, Oral communication skills, citizenship skills, citizenship concepts, Preparatory School education, Egypt.
Title in Arabic:
برنامج اثرائى قائم على مفاهيم المواطنة لتنمية مهارات التواصل الشفهى و المواطنة باللغة الانجليزية لدى طلاب المرحلة الاعدادية
Researcher: Ahmed El Sayed El Sayed Oreibah, a teacher of English at Menyat El Nasr Directorate.
Supervisors:
(1) Prof. Dr. Samir Abd-el-Wahhab Berber, Professor of Curriculum & Instruction at Damietta University
(2) Prof. Dr. Magdy Mahdy Aly, Professor of TEFL, Ain Shams University
The present study aimed to investigate the effectiveness of an enrichment program based on citizenship concepts in developing the oral communication and citizenship skills of the Prep school EFL students. During the spring semester of the academic year 2016/2017, the experiment was conducted. 38 first-year students from Saad Elsherbini Preparatory School at Menyat El Nasr studied the enrichment program
Five instruments were developed, validated and used: (1) a checklist to identify the most important oral communication skills appropriate for the preparatory stage, (2) a pre-post listening and speaking test with its rubric, (3) a checklist to identify the most important citizenship skills appropriate for the preparatory stage, (4) a pre-post citizenship skills test, and (5) a checklist to identify the most important citizenship concepts which were integrated into the enrichment program. After that the enrichment program and the required teacher’s guide were developed, validated, and taught to the participants of the study. Results revealed that teaching the proposed enrichment program based on citizenship concepts was effective in developing the oral communication and citizenship skills of the EFL first year preparatory school students.
Key Words: EFL, Oral communication skills, citizenship skills, citizenship concepts, Preparatory School education, Egypt.
Research Interests:
The effect of using self-regulated learning strategies on developing critical reading skills among experimental secondary school students (August 2015). A Master thesis conducted by Mostafa Bagagat Younis (Senior Instructor of English,... more
The effect of using self-regulated learning strategies on developing critical reading skills among experimental secondary school students (August 2015). A Master thesis conducted by Mostafa Bagagat Younis (Senior Instructor of English, Egyptian Ministry of Education) under the supervision of Prof. Dr. Mohamed Ismail Abu-Rahmah and Prof. Dr. Taher Mohamed El-Hady (Professors of English Education/TEFL, Suez Canal University. Egypt).
Research Interests:
The effectiveness of a linguistic consciousness-raising strategy for enhancing vocabulary and grammar learning among preparatory schoolers. In progress Ph.D. study, being conducted by Mostafa Bhagat under the supervision of Prof. Dr. Mohamed Abu-Rahmah, Dr. Mohamed Abu-El-majd & Dr. Emad El-Baaly.more
The effectiveness of a linguistic consciousness-raising strategy for enhancing vocabulary and grammar learning among preparatory schoolers. In progress Ph.D. study registered in (June 2016) and being conducted by the researcher Mostafa... more
The effectiveness of a linguistic consciousness-raising strategy for enhancing vocabulary and grammar learning among preparatory schoolers. In progress Ph.D. study registered in (June 2016) and being conducted by the researcher Mostafa Bahagat Younis (Senior Instructor of English, Egyptian Ministry of Education) under the supervision of Prof. Dr. Mohamed Ismail Abu-Rahmah (Professor of English education/TEFL, Suez Canal University), Dr. Mohamed Abu-El-majd and Dr. Emad El-Baaly (Lecturers of English education/TEFL, Suez Canal University, Egypt).
Research Interests:
External Examiner of a Master Thesis at Mansoura University (Sept.14th 2017). The title of the thesis is" using Wikispaces to develop academic writing skills of EFL University students and their attitudes towards it". The study was... more
External Examiner of a Master Thesis at Mansoura University (Sept.14th 2017). The title of the thesis is" using Wikispaces to develop academic writing skills of EFL University students and their attitudes towards it". The study was conducted by the EFL teacher Radwa Ezzat Mohammed Gado under the supervision of Prof. Dr. Aly Aduk-Samea Qoura (Professor of English education/TEFL at Mansoura University) and Dr. Mervat Saleh El-Hadidy ( Associate Prof. of English education/TEFL at Mansoura University).
Research Interests:
A peer-tutoring strategy for developing English writing processes among preparatory schoolers (2017). A paper based on a study towards the Master's Degree conducted by Mohamed Shehata (Ministry of Education) under the supervision of Prof.... more
A peer-tutoring strategy for developing English writing processes among preparatory schoolers (2017). A paper based on a study towards the Master's Degree conducted by Mohamed Shehata (Ministry of Education) under the supervision of Prof. Dr. Mohamed Ismail Abu-Rahmah (Professor of English Education/TEFL at Suez Canal University) and Dr. Mohamed Abu-Elmajd (Lecturer of English Education/TEFL at Suez Canal University).
ABSTRACT:
Writing has always been considered an important skill in teaching and learning English. Traditionally, it was taught adopting the product approach, i.e. considering the final product of the piece of writing; its grammatical accuracy, the format, the notions incorporated, etc. Recently, the process-oriented approach has appeared, practiced and proved its effectiveness in many EFL contexts. It considers writing as a collaborative activity. The writers should move through certain successive processes, e.g. prewriting, planning, drafting, editing, and publishing. The purpose of this study was to investigate the effectiveness of a strategy based on peer-tutoring in developing the English writing processes among preparatory schoolers. Towards this end, the one-group pre-posttest design was used. One class including 30 first year preparatory pupils participated in the study. Two tools were developed, validated and used in the study. They were: (1) a checklist to identify the English writing sub-processes that may be relevant for the target group, and (2) a pre-posttest for assessing the development that might happen in the writing skill. It was administered before and after the treatment, i.e. teaching the retailored writing tasks in the textbook, manipulating the peer-tutoring activities. It was found that (1) there were statistically significant differences between the means of the pre-posttest, measuring the processes included in paragraph writing of the participants in favor of the post application of the test, and (2) there were statistically significant differences between the means of the pre-posttest measuring the processes included in the e-mails written by the study participants in favor of the post application of the test. In the light of these results, it was concluded that the activities manipulated the peer-tutoring strategy were effective in developing the English writing processes among preparatory EFL schoolers.
KEYWORDS:
peer-tutoring; writing skills; product writing; process writing; ELT/TEFL; EFL preparatory schoolers; Egypt.
ABSTRACT:
Writing has always been considered an important skill in teaching and learning English. Traditionally, it was taught adopting the product approach, i.e. considering the final product of the piece of writing; its grammatical accuracy, the format, the notions incorporated, etc. Recently, the process-oriented approach has appeared, practiced and proved its effectiveness in many EFL contexts. It considers writing as a collaborative activity. The writers should move through certain successive processes, e.g. prewriting, planning, drafting, editing, and publishing. The purpose of this study was to investigate the effectiveness of a strategy based on peer-tutoring in developing the English writing processes among preparatory schoolers. Towards this end, the one-group pre-posttest design was used. One class including 30 first year preparatory pupils participated in the study. Two tools were developed, validated and used in the study. They were: (1) a checklist to identify the English writing sub-processes that may be relevant for the target group, and (2) a pre-posttest for assessing the development that might happen in the writing skill. It was administered before and after the treatment, i.e. teaching the retailored writing tasks in the textbook, manipulating the peer-tutoring activities. It was found that (1) there were statistically significant differences between the means of the pre-posttest, measuring the processes included in paragraph writing of the participants in favor of the post application of the test, and (2) there were statistically significant differences between the means of the pre-posttest measuring the processes included in the e-mails written by the study participants in favor of the post application of the test. In the light of these results, it was concluded that the activities manipulated the peer-tutoring strategy were effective in developing the English writing processes among preparatory EFL schoolers.
KEYWORDS:
peer-tutoring; writing skills; product writing; process writing; ELT/TEFL; EFL preparatory schoolers; Egypt.
Research Interests:
The title of the thesis is "the effect of content-based instruction on developing some English speaking skills for tourism and hotel students". It is conducted by Eman Mohamed Abu-El-Fadle at the College of Education, Ain Shams University... more
The title of the thesis is "the effect of content-based instruction on developing some English speaking skills for tourism and hotel students". It is conducted by Eman Mohamed Abu-El-Fadle at the College of Education, Ain Shams University under the supervision of Prof. Dr. Faisal Hussein Abdu-Allah, professor of English linguistics at Ain Shams University and Dr. Ramadan Fareed, assistant prof. at Ain Shams University.
Research Interests:
By young learners (YLs), I mean very young children in the pre-school stage (Kg 1 and Kg 2), and also young children in the primary stage from the first grade to the sixth. The acronym TETYL refers to teaching English to this category of... more
By young learners (YLs), I mean very young children in the pre-school stage (Kg 1 and Kg 2), and also young children in the primary stage from the first grade to the sixth. The acronym TETYL refers to teaching English to this category of learners. The acronym TETYLees
refers to the trainees who are attending the courses required for obtaining the professional diploma that would enable them to teach English to young learners, i.e. the postgraduate students joining the program.
By TETYLers in this document, I mean the university instructors who train the above category of students to be professional teachers of English to young learners.
The Vision of this program is:
The Dept. of Curriculum & Instruction, through implementing this program, aspires to be on equal footing with the international institutes and departments offering similar programmes, thereby having graduates who know and are able to teach the English language effectively to young learners in the Egyptian context.
Mission:
The TETYL program aims to train all personnel who are involved or would like to be involved in teaching English to young learners in Suez Canal Region through attending a one-year programme leading to obtaining the Professional Diploma in teaching English to young learners. Being the pioneer post-graduate program in Egypt, it admits students from different parts of the country, and even from abroad.
refers to the trainees who are attending the courses required for obtaining the professional diploma that would enable them to teach English to young learners, i.e. the postgraduate students joining the program.
By TETYLers in this document, I mean the university instructors who train the above category of students to be professional teachers of English to young learners.
The Vision of this program is:
The Dept. of Curriculum & Instruction, through implementing this program, aspires to be on equal footing with the international institutes and departments offering similar programmes, thereby having graduates who know and are able to teach the English language effectively to young learners in the Egyptian context.
Mission:
The TETYL program aims to train all personnel who are involved or would like to be involved in teaching English to young learners in Suez Canal Region through attending a one-year programme leading to obtaining the Professional Diploma in teaching English to young learners. Being the pioneer post-graduate program in Egypt, it admits students from different parts of the country, and even from abroad.
Research Interests:
Tests developed by newly appointed teachers of English at the preparatory stage: analysis and suggestions for improvement. By Dr. Ayman Sabry Daif-Allah ( Prof. of English Education at Suez Canal University) & Dr. Mohamed Ismail... more
Tests developed by newly appointed teachers of English at the preparatory stage: analysis and suggestions for improvement. By Dr. Ayman Sabry Daif-Allah ( Prof. of English Education at Suez Canal University) & Dr. Mohamed Ismail Abu-Rahmah (Professor of English Education at Suez Canal University, Egypt).
(Abstract):
This study investigated the validity of the process of student achievement test development in English as a foreign language in the Egyptian context and its impact on test performance. Data was gathered using task-based self-assessment of classroom assessment knowledge and skills, thinking aloud protocol, and assessment training needs questionnaire. Besides, thirty language quizzes and assessment activities were analyzed in the light of a language test evaluation scale. Results provide some external support for the assumption that student achievement test development in English as a foreign language in the cases analyzed was invalid and this consequently affects test performance.
(Abstract):
This study investigated the validity of the process of student achievement test development in English as a foreign language in the Egyptian context and its impact on test performance. Data was gathered using task-based self-assessment of classroom assessment knowledge and skills, thinking aloud protocol, and assessment training needs questionnaire. Besides, thirty language quizzes and assessment activities were analyzed in the light of a language test evaluation scale. Results provide some external support for the assumption that student achievement test development in English as a foreign language in the cases analyzed was invalid and this consequently affects test performance.
Research Interests:
Developing communicative English learning materials for general secondary Schools in Egypt By Mohamed Ismail Salem Rahmah, A thesis submitted to the University of Manchester for the degree of Ph.D. In the Faculty of... more
Developing communicative English learning materials for general secondary
Schools in Egypt
By
Mohamed Ismail Salem Rahmah,
A thesis submitted to the University of Manchester for the degree of Ph.D. In the Faculty of Education.
Centre for English Language Studies in
Education (CELSE),
1997
Google Citations
MLA: Rahmah, Mohamed Ismail Salem. Developing communicative English learning materials for general secondary schools in Egypt. Diss. University of Manchester, 1997.
APA: Rahmah, M. I. S. (1997). Developing communicative English learning materials for general secondary schools in Egypt (Doctoral dissertation, University of Manchester).
Chicago
Rahman, Mohamed Ismail Salem. "Developing communicative English learning materials for general secondary schools in Egypt." Ph.D. diss., University of Manchester, 1997.
Harvard
Rahmah, M.I.S., 1997. Developing communicative English learning materials for general secondary schools in Egypt (Doctoral dissertation, University of Manchester).
Vancouver
Rahmah MI. Developing communicative English learning materials for general secondary schools in Egypt (Doctoral dissertation, University of Manchester).
ABSTRACT:
In an attempt to improve the English language teaching situation in Egypt, this work devises a framework for developing more appropriate English learning materials for General Secondary Schools in the Suez Canal region. Towards achieving this purpose, this thesis is divided into ten chapters. Chapter One introduces the problem and background of the study and formulates its aims. Chapters Two to Five are concerned with establishing theoretical frameworks through reviewing the related literature. Chapters Six to Eight report the fieldwork part of the study, identify the problematic areas in the ELT context and propose tentative solutions. Chapter Nine proposes a multi-dimensional model for improving the syllabus and gives some examples of developing actual learning materials. Chapter Ten concludes the study and signposts further research.
Schools in Egypt
By
Mohamed Ismail Salem Rahmah,
A thesis submitted to the University of Manchester for the degree of Ph.D. In the Faculty of Education.
Centre for English Language Studies in
Education (CELSE),
1997
Google Citations
MLA: Rahmah, Mohamed Ismail Salem. Developing communicative English learning materials for general secondary schools in Egypt. Diss. University of Manchester, 1997.
APA: Rahmah, M. I. S. (1997). Developing communicative English learning materials for general secondary schools in Egypt (Doctoral dissertation, University of Manchester).
Chicago
Rahman, Mohamed Ismail Salem. "Developing communicative English learning materials for general secondary schools in Egypt." Ph.D. diss., University of Manchester, 1997.
Harvard
Rahmah, M.I.S., 1997. Developing communicative English learning materials for general secondary schools in Egypt (Doctoral dissertation, University of Manchester).
Vancouver
Rahmah MI. Developing communicative English learning materials for general secondary schools in Egypt (Doctoral dissertation, University of Manchester).
ABSTRACT:
In an attempt to improve the English language teaching situation in Egypt, this work devises a framework for developing more appropriate English learning materials for General Secondary Schools in the Suez Canal region. Towards achieving this purpose, this thesis is divided into ten chapters. Chapter One introduces the problem and background of the study and formulates its aims. Chapters Two to Five are concerned with establishing theoretical frameworks through reviewing the related literature. Chapters Six to Eight report the fieldwork part of the study, identify the problematic areas in the ELT context and propose tentative solutions. Chapter Nine proposes a multi-dimensional model for improving the syllabus and gives some examples of developing actual learning materials. Chapter Ten concludes the study and signposts further research.
Research Interests:
Grammarful and Grammarless Teaching* Mohamed Ismail Abu-Rahmah, A Ph.D. Student at Manchester University February 1996. (Abstract): For a long time, grammar has been a basic component, if not a pivotal one, in the content of ELT... more
Grammarful and Grammarless Teaching*
Mohamed Ismail Abu-Rahmah,
A Ph.D. Student at Manchester University
February 1996.
(Abstract):
For a long time, grammar has been a basic component, if not a pivotal one, in the content of ELT courses. Nevertheless, for the last two decades, there has been no general consensus as to its role as a component in language content. Some specialists (e.g. Krashen 1982; Prabhu 1987; Allwright 1977) are not in favour of the direct instruction of grammar; others say that we cannot escape teaching grammar because it is the framework within which the language is operating (e.g. Rivers 1991), and still others (e.g. McEldowney 1992) take a harder line and argue that grammar is the tool for communication. This article is a fairly brief account of these views ending up with a balanced view as regards the role of grammar in ELT.
Mohamed Ismail Abu-Rahmah,
A Ph.D. Student at Manchester University
February 1996.
(Abstract):
For a long time, grammar has been a basic component, if not a pivotal one, in the content of ELT courses. Nevertheless, for the last two decades, there has been no general consensus as to its role as a component in language content. Some specialists (e.g. Krashen 1982; Prabhu 1987; Allwright 1977) are not in favour of the direct instruction of grammar; others say that we cannot escape teaching grammar because it is the framework within which the language is operating (e.g. Rivers 1991), and still others (e.g. McEldowney 1992) take a harder line and argue that grammar is the tool for communication. This article is a fairly brief account of these views ending up with a balanced view as regards the role of grammar in ELT.
Research Interests:
Topic Selection: A Motivational Variable in ELT. By Mohamed Ismail Abu-Rahmah & Jhon Burgess.The Researcher, School of Education, Manchester University, I (2), 12- 28 (1996). (Abstract): Topic selection is considered a crucial... more
Topic Selection: A Motivational Variable in ELT. By Mohamed Ismail Abu-Rahmah & Jhon Burgess.The Researcher, School of Education, Manchester University, I (2), 12- 28 (1996). (Abstract):
Topic selection is considered a crucial variable for contextualizing language content. This paper considers the motivational features of the topics used to provide a context for language content and the sources from which these topics are selected. Towards this end, four models to do with topical or thematical content are discussed and their pedagogical advantages/disadvantages are highlighted. Then, they are categorized into two main types/sources. Finally, some features of a mid-way motivational model are proposed.
Keywords: ELT topics; contextualizing content; motivational variables; thematical content.
Topic selection is considered a crucial variable for contextualizing language content. This paper considers the motivational features of the topics used to provide a context for language content and the sources from which these topics are selected. Towards this end, four models to do with topical or thematical content are discussed and their pedagogical advantages/disadvantages are highlighted. Then, they are categorized into two main types/sources. Finally, some features of a mid-way motivational model are proposed.
Keywords: ELT topics; contextualizing content; motivational variables; thematical content.
Research Interests:
Research Interests:
Authenticity: A significant dimension in ELT by Prof Dr. Mohamed Abu-Rahmah Suez Canal University, Egypt. Abstract: A concept of significance in ELT is that of authenticity. Recently, this concept has extended to incorporate not... more
Authenticity: A significant dimension in ELT by
Prof Dr. Mohamed Abu-Rahmah
Suez Canal University, Egypt.
Abstract:
A concept of significance in ELT is that of authenticity. Recently, this concept has extended to incorporate not only criteria to do with the selection of learning materials but also the accompanying tasks, the learners and their needs and interests. In this paper, the term authenticity is discussed. This includes a discussion of the authenticity of the learning materials, learner authenticity, the authenticity of tasks and activities, and authenticity of the environment and topic. As a result of this discussion, a four-level framework for authenticity will be developed.
Prof Dr. Mohamed Abu-Rahmah
Suez Canal University, Egypt.
Abstract:
A concept of significance in ELT is that of authenticity. Recently, this concept has extended to incorporate not only criteria to do with the selection of learning materials but also the accompanying tasks, the learners and their needs and interests. In this paper, the term authenticity is discussed. This includes a discussion of the authenticity of the learning materials, learner authenticity, the authenticity of tasks and activities, and authenticity of the environment and topic. As a result of this discussion, a four-level framework for authenticity will be developed.
Research Interests:
My education, training, research papers, conference presentation, and CV on: (1) ORCID research website: https://orcid.org/0000-0002-0721-9625 and (2) academia website: https://scuegypt.academia.edu/MohamedAbuRahmah (This is... more
My education, training, research papers, conference presentation, and CV on: (1) ORCID research website: https://orcid.org/0000-0002-0721-9625 and (2) academia website: https://scuegypt.academia.edu/MohamedAbuRahmah
(This is the link to a very useful dictionary in language teaching & applied linguistics):
https://www.amazon.com/Longman-Dictionary-Language-Teaching-Linguistics/dp/1408204606
(This is the link to a very useful dictionary in language teaching & applied linguistics):
https://www.amazon.com/Longman-Dictionary-Language-Teaching-Linguistics/dp/1408204606
A brain-based strategy for developing speaking skills among preparatory schoolers by Shereen Hussein Al-Saadawy, Prof. Mohammed Ismail Abu Rahmah & Dr. Emad Ahmed Al-Baaly. Abstract: This study aimed at investigating the effectiveness... more
A brain-based strategy for developing speaking skills among preparatory schoolers by Shereen Hussein Al-Saadawy, Prof. Mohammed Ismail Abu Rahmah & Dr. Emad Ahmed Al-Baaly.
Abstract:
This study aimed at investigating the effectiveness of a brain-based learning strategy for developing some English language speaking skills of the preparatory schoolers in the Egyptian context. The participants of the study were two classes from Al-Manar Language School in Ismailia. One class was assigned to the experimental group and the other to the control group. There were 30 female students in each group. A speaking performance test was developed, validated and administered as a pre-test to the two groups in the fall term of the academic year 2014/15. The speaking activities in Hello English for Preparatory School textbook were retailored in the light of the principles and activities of the brain-based learning. They were taught to the participants in the experimental group, whereas the control group participants were taught the speaking skills as they were presented in the textbook. After that, the post-test was administered to the two groups. The data obtained were analyzed using Cronbach's Alpha, t-test, and the effect size. The findings revealed that the students taught by the proposed brain-based learning strategy outperformed those taught traditionally. It was concluded that the proposed brain-based learning strategy was effective for developing some of the speaking skills of the preparatory schoolers.
Keywords:
ELT; Brain-based learning; speaking skills; preparatory schools; Egypt.
Biodata
Shereen Hussein Al-Saadawy,
Teacher of English in Al-Manar Language School, Ismailia
e-mail: sheryh2005@yahoo.com
Dr. Mohammed Ismail Abu Rahmah
Professor of English Education (TEFL),
Suez Canal University,
Egypt
e-mail: mabu_rahmah@hotmail.com
Dr. Emad Ahmed Al-Baaly
Lecturer of English Education (TEFL),
Suez Canal University,
Egypt
e-mail: emad_baaly@hotmail.com
Note:
This research paper is based on a Master thesis conducted by the Master student Shereen Hussein Al-Saadawy under the supervision of Dr. Mohammed Ismail Abu Rahmah, Professor of English Education (TEFL) at Suez Canal University and Dr. Emad Ahmed Al-Baaly, Lecturer of English Education (TEFL) at Suez Canal University.
Abstract:
This study aimed at investigating the effectiveness of a brain-based learning strategy for developing some English language speaking skills of the preparatory schoolers in the Egyptian context. The participants of the study were two classes from Al-Manar Language School in Ismailia. One class was assigned to the experimental group and the other to the control group. There were 30 female students in each group. A speaking performance test was developed, validated and administered as a pre-test to the two groups in the fall term of the academic year 2014/15. The speaking activities in Hello English for Preparatory School textbook were retailored in the light of the principles and activities of the brain-based learning. They were taught to the participants in the experimental group, whereas the control group participants were taught the speaking skills as they were presented in the textbook. After that, the post-test was administered to the two groups. The data obtained were analyzed using Cronbach's Alpha, t-test, and the effect size. The findings revealed that the students taught by the proposed brain-based learning strategy outperformed those taught traditionally. It was concluded that the proposed brain-based learning strategy was effective for developing some of the speaking skills of the preparatory schoolers.
Keywords:
ELT; Brain-based learning; speaking skills; preparatory schools; Egypt.
Biodata
Shereen Hussein Al-Saadawy,
Teacher of English in Al-Manar Language School, Ismailia
e-mail: sheryh2005@yahoo.com
Dr. Mohammed Ismail Abu Rahmah
Professor of English Education (TEFL),
Suez Canal University,
Egypt
e-mail: mabu_rahmah@hotmail.com
Dr. Emad Ahmed Al-Baaly
Lecturer of English Education (TEFL),
Suez Canal University,
Egypt
e-mail: emad_baaly@hotmail.com
Note:
This research paper is based on a Master thesis conducted by the Master student Shereen Hussein Al-Saadawy under the supervision of Dr. Mohammed Ismail Abu Rahmah, Professor of English Education (TEFL) at Suez Canal University and Dr. Emad Ahmed Al-Baaly, Lecturer of English Education (TEFL) at Suez Canal University.
Research Interests:
Enhancing Microteaching at Sultan Qaboos University by (Authors): Dr. Salma Al-Humaidi, Sultan Qaboos University (Oman) & Prof. Mohamed Ismail Abu-Rahmah, Suez Canal University (Egypt) Studies in English Language Teaching, ISSN... more
Enhancing Microteaching at Sultan Qaboos University by
(Authors): Dr. Salma Al-Humaidi, Sultan Qaboos University (Oman) & Prof. Mohamed Ismail Abu-Rahmah, Suez Canal University (Egypt)
Studies in English Language Teaching,
ISSN 2372-9740 (Print), ISSN 2329-311X (Online)
Vol. 3, No. 1, 2015.
(www.scholink.org/ojs/index.php/selt28).
E-mails:
mabu_rahmah@hotmail.com
& shumaidi@squ.edu.om.
(Abstract)
This study was an attempt to maximize the effectiveness of microteaching at SQU. It proposed a model incorporating five components: (1) planning and feedback, (2) teaching and observation, (3) self-assessment and reflection, (4) peers’ feedback, and (5) tutor’s feedback. The model was applied to a group of 24 student-teachers of English attending the microteaching course at the College of Education, Sultan Qaboos University. To measure the effectiveness of the model, the planning tasks, self-assessment forms, reflective questions raised by peer students, and the tutor’s feedback comments were analyzed qualitatively. It was found that the proposed model helped maximize the effectiveness of EFL microteaching at SQU.
Keywords:
Microteaching, Peer-observation, Student Teachers, Effectiveness, self-assessment and Reflection
(Authors): Dr. Salma Al-Humaidi, Sultan Qaboos University (Oman) & Prof. Mohamed Ismail Abu-Rahmah, Suez Canal University (Egypt)
Studies in English Language Teaching,
ISSN 2372-9740 (Print), ISSN 2329-311X (Online)
Vol. 3, No. 1, 2015.
(www.scholink.org/ojs/index.php/selt28).
E-mails:
mabu_rahmah@hotmail.com
& shumaidi@squ.edu.om.
(Abstract)
This study was an attempt to maximize the effectiveness of microteaching at SQU. It proposed a model incorporating five components: (1) planning and feedback, (2) teaching and observation, (3) self-assessment and reflection, (4) peers’ feedback, and (5) tutor’s feedback. The model was applied to a group of 24 student-teachers of English attending the microteaching course at the College of Education, Sultan Qaboos University. To measure the effectiveness of the model, the planning tasks, self-assessment forms, reflective questions raised by peer students, and the tutor’s feedback comments were analyzed qualitatively. It was found that the proposed model helped maximize the effectiveness of EFL microteaching at SQU.
Keywords:
Microteaching, Peer-observation, Student Teachers, Effectiveness, self-assessment and Reflection
Research Interests:
Suez Canal University Conference (2014): A strategy for developing education in Egypt to achieve comprehensive security for Egyptian families استراتيجيه لتطوير التعليم لتحقيق الامن الشامل للاسره المصريه English... more
Suez Canal University Conference (2014): A strategy for developing education in Egypt to achieve comprehensive security for Egyptian families
استراتيجيه لتطوير التعليم لتحقيق الامن الشامل للاسره المصريه
English Abstract:
The aim of this research paper is to propose a strategy for the development of education in Egypt in order to achieve comprehensive security for Egyptian families. This strategy includes five dimensions: (1) development of vision, (2) development of educational buildings, (3) curriculum development and implementation, (4) reidentifying the different roles of the teacher, and (5) enhancing students' services. The proposed strategy is very so ambitious that it can put Egypt in the ranks of the developed countries due to its available physical and human resources. The strategy aims, in addition to developing curricula and restructuring their implementation, to the development of educational buildings, making maximum use of them, Further, it provides effective steps to reidentify the different roles of the teacher in the school. Finally, the strategy provides practical and easy to apply steps to serve students and make them live a happy life in a beautiful and developed school. This, in turn, will be reflected positively on their psychological and comprehensive security, as well as, the Egyptian family.
Arabic Abstract:
تهدف ورقة العمل هذه الى اقتراح استراتيجيه لتطوير التعليم فى مصر، و ذلك لتحقيق الامن الشامل للاسره المصريه ، و تشمل هذه الاستراتيجيه خمسة محاور و هى : (1) تطوير الرؤيه ، (2) تطوير الابنيه التعليميه ، ( 3) تطوير المناهج الدراسيه و تنفيذها ، ( 4) اعادة هيكلة الادوار المختلفه للمعلم ( 5) خدمة الطلاب . و تقدم الاستراتيجيه المقترحه رؤيه طموحه يمكن ان تضع مصر فى مصاف الدول المتقدمه فى ضوء امكانياتها الماديه و البشريه المتاحه ، و كذالك تطوير الابنيه التعليميه، و الاستفاده القصوى منها ، اضافة الى ذلك تطوير المناهج و اعادة تنظيم و هيكلة عمليات تنفيذ المنهج المدرسى ، و تقدم الاستراتيجيه خطوات فعاله لهيكلة الادوار المختلفه للمعلم فى المدرسه ، و فى الخاتمه تقدم الاستراتيجيه خطوات عمليه و سهله التطبيق لخدمة الطلاب و جعلهم يعيشون حياه سعيده فى مدرسه جميله و متطوره ، و هذا ينعكس بدوره على الامن النفسى والشامل لهم وللاسره المصريه .
استراتيجيه لتطوير التعليم لتحقيق الامن الشامل للاسره المصريه
English Abstract:
The aim of this research paper is to propose a strategy for the development of education in Egypt in order to achieve comprehensive security for Egyptian families. This strategy includes five dimensions: (1) development of vision, (2) development of educational buildings, (3) curriculum development and implementation, (4) reidentifying the different roles of the teacher, and (5) enhancing students' services. The proposed strategy is very so ambitious that it can put Egypt in the ranks of the developed countries due to its available physical and human resources. The strategy aims, in addition to developing curricula and restructuring their implementation, to the development of educational buildings, making maximum use of them, Further, it provides effective steps to reidentify the different roles of the teacher in the school. Finally, the strategy provides practical and easy to apply steps to serve students and make them live a happy life in a beautiful and developed school. This, in turn, will be reflected positively on their psychological and comprehensive security, as well as, the Egyptian family.
Arabic Abstract:
تهدف ورقة العمل هذه الى اقتراح استراتيجيه لتطوير التعليم فى مصر، و ذلك لتحقيق الامن الشامل للاسره المصريه ، و تشمل هذه الاستراتيجيه خمسة محاور و هى : (1) تطوير الرؤيه ، (2) تطوير الابنيه التعليميه ، ( 3) تطوير المناهج الدراسيه و تنفيذها ، ( 4) اعادة هيكلة الادوار المختلفه للمعلم ( 5) خدمة الطلاب . و تقدم الاستراتيجيه المقترحه رؤيه طموحه يمكن ان تضع مصر فى مصاف الدول المتقدمه فى ضوء امكانياتها الماديه و البشريه المتاحه ، و كذالك تطوير الابنيه التعليميه، و الاستفاده القصوى منها ، اضافة الى ذلك تطوير المناهج و اعادة تنظيم و هيكلة عمليات تنفيذ المنهج المدرسى ، و تقدم الاستراتيجيه خطوات فعاله لهيكلة الادوار المختلفه للمعلم فى المدرسه ، و فى الخاتمه تقدم الاستراتيجيه خطوات عمليه و سهله التطبيق لخدمة الطلاب و جعلهم يعيشون حياه سعيده فى مدرسه جميله و متطوره ، و هذا ينعكس بدوره على الامن النفسى والشامل لهم وللاسره المصريه .
Research Interests:
Involving Omani EFL teachers in textbook evaluation By (1) Khalfan Al-Abri (Omani Ministry of Ed.) (2) Mohamed Abu-Rahmah (Suez Canal University) (3) Salma Al-Humaidi (Sultan Qaboos University).... more
Involving Omani EFL teachers in textbook evaluation By
(1) Khalfan Al-Abri (Omani Ministry of Ed.)
(2) Mohamed Abu-Rahmah (Suez Canal University)
(3) Salma Al-Humaidi (Sultan Qaboos University).
(Abstract):
The purpose of this study was twofold – first, developing a tool for evaluating the EFL textbooks in the Omani Basic Education schools, and second involving teachers in the evaluation process. Thus, three research questions were asked: (1) What are the relevant criteria for evaluating the Omani EFL textbooks used in Basic Education schools?, (2) How far do the textbooks match the evaluative criteria?, and (3) Does the teachers' evaluation of textbooks vary according to gender and years of teaching experience? An evaluation checklist including 43 criteria in the question form was developed and validated. In fall 2008, 73 EFL teachers (35 males and 38 females) from Muscat and Al-Dakhiliya regions applied the checklist to evaluate the grade 10 textbooks of the Basic Education stage. The analysis of the data obtained showed that those EFL textbooks match most of the evaluation criteria in the checklist and that there was no statistically significant difference between teachers' evaluations of the textbooks in terms of gender or years of experience. Accordingly, it was recommended that the newly-developed Basic Education EFL textbooks should be evaluated and teachers should be involved in the evaluation process. In addition, it was recommended that the College of Education at Sultan Qaboos University should offer a course on textbook evaluation.
(1) Khalfan Al-Abri (Omani Ministry of Ed.)
(2) Mohamed Abu-Rahmah (Suez Canal University)
(3) Salma Al-Humaidi (Sultan Qaboos University).
(Abstract):
The purpose of this study was twofold – first, developing a tool for evaluating the EFL textbooks in the Omani Basic Education schools, and second involving teachers in the evaluation process. Thus, three research questions were asked: (1) What are the relevant criteria for evaluating the Omani EFL textbooks used in Basic Education schools?, (2) How far do the textbooks match the evaluative criteria?, and (3) Does the teachers' evaluation of textbooks vary according to gender and years of teaching experience? An evaluation checklist including 43 criteria in the question form was developed and validated. In fall 2008, 73 EFL teachers (35 males and 38 females) from Muscat and Al-Dakhiliya regions applied the checklist to evaluate the grade 10 textbooks of the Basic Education stage. The analysis of the data obtained showed that those EFL textbooks match most of the evaluation criteria in the checklist and that there was no statistically significant difference between teachers' evaluations of the textbooks in terms of gender or years of experience. Accordingly, it was recommended that the newly-developed Basic Education EFL textbooks should be evaluated and teachers should be involved in the evaluation process. In addition, it was recommended that the College of Education at Sultan Qaboos University should offer a course on textbook evaluation.
Research Interests:
A model for integrating teaching language skills by Mohamed Ismail Abu-Rahmah Suez Canal University) & Ayman Sabry Daif Allah (Suez Canal University). Abstract: The proposed model consists of four components: language input, guiding... more
A model for integrating teaching language skills by Mohamed Ismail Abu-Rahmah Suez Canal University) & Ayman Sabry Daif Allah (Suez Canal University). Abstract:
The proposed model consists of four components: language input, guiding notes, matching visuals, and written output. Applying the proposed model, the students are provided with somebody of written or spoken information (i.e. input) and are helped through carrying out some comprehension tasks to produce a summary version of the original input text in the form of guiding notes. These notes are used to practice speaking. Then the students are provided with visuals matching the informational and linguistic elements in the input. With these visuals, they can discover the meaning of any new language items, reconfirm the meaning of what they have encountered previously, and finally produce written outputs.
The proposed model consists of four components: language input, guiding notes, matching visuals, and written output. Applying the proposed model, the students are provided with somebody of written or spoken information (i.e. input) and are helped through carrying out some comprehension tasks to produce a summary version of the original input text in the form of guiding notes. These notes are used to practice speaking. Then the students are provided with visuals matching the informational and linguistic elements in the input. With these visuals, they can discover the meaning of any new language items, reconfirm the meaning of what they have encountered previously, and finally produce written outputs.
Research Interests:
Three consciousness-raising tasks for teaching grammar in Omani EFL classroom, by Dr. Mohamed Ismail Abu_Rahmah, Professor of English Education at Suez Canal University, Egypt. This research paper was... more
Three consciousness-raising tasks for teaching grammar in Omani EFL classroom,
by
Dr. Mohamed Ismail Abu_Rahmah, Professor of English Education at Suez Canal University, Egypt. This research paper was conducted when I was seconded to Sultan Qaboos University.
(Abstract):
Teaching and learning grammar is considered one of the main challenges of English language teaching (ELT) in the Omani classroom. This study investigated the effectiveness of three consciousness-raising tasks for teaching grammar to the EFL students. Towards this end, some grammatical tasks including text repair, text reconstruction, and text enlargement were developed and taught to 30 EFL students in one of the Omani Basic Education classrooms in spring 2010. Analyzing the product of the students, while doing these three consciousness-raising tasks, indicated that their performance for using some grammatical items in context was improved. Accordingly, it was concluded that these consciousness-raising tasks could be used for teaching grammar effectively in the Omani EFL classroom.
by
Dr. Mohamed Ismail Abu_Rahmah, Professor of English Education at Suez Canal University, Egypt. This research paper was conducted when I was seconded to Sultan Qaboos University.
(Abstract):
Teaching and learning grammar is considered one of the main challenges of English language teaching (ELT) in the Omani classroom. This study investigated the effectiveness of three consciousness-raising tasks for teaching grammar to the EFL students. Towards this end, some grammatical tasks including text repair, text reconstruction, and text enlargement were developed and taught to 30 EFL students in one of the Omani Basic Education classrooms in spring 2010. Analyzing the product of the students, while doing these three consciousness-raising tasks, indicated that their performance for using some grammatical items in context was improved. Accordingly, it was concluded that these consciousness-raising tasks could be used for teaching grammar effectively in the Omani EFL classroom.
Research Interests:
Qualities of the good language teacher as perceived by prospective teachers of English in the Arab World by Mohamed Ismail Abu-Rahmah, Professor of English education (TEFL) at Suez Canal University, Egypt, Journal of Educational and... more
Qualities of the good language teacher as perceived by prospective teachers of English in the Arab World by Mohamed Ismail Abu-Rahmah, Professor of English education (TEFL) at Suez Canal University, Egypt, Journal of Educational and Psychological Studies, Sultan Qaboos University (Online ISSN:2521-7046/ Print ISSN: 2218-6506).
(Abstract):
The purpose of this study was to identify the qualities of the good language teacher as perceived by student teachers of English in the Arab World. In Fall 2006, a questionnaire including 69 qualities of the good language teacher representing three dimensions (knowledge, teaching skills, and personality) was developed, validated and administered to 273 prospective teachers of English in three countries of the Arab world (Egypt, Oman, and Saudi Arabia). ANOVA test results indicated that there were statistically significant differences between the three groups as to the perception of these qualities. Scheffe test results showed the direction of the differences. The results of applying the t-test indicated that there were statistically significant differences in the perception of the qualities between the male subjects and the female subjects who participated in the study and that the female subjects caused these differences. From these results, it was concluded that (1) both the Saudi and Egyptian prospective teachers of English have similar qualities for the knowledge, and personality dimensions, whereas they have different views as to the teaching skills dimension, (2) both the Saudi students and the Omani students have different views as to the qualities of the good language teacher, whereas the Egyptian students and the Omani students have the same qualities, and (3) the views of the female students as to the qualities of the good language teacher are different from the views of the male students. Accordingly, it was recommended that two further studies are needed: (1) a study to identify the qualities of the good language teacher using a large sample from different universities of the Arab World, and (2) an ethnographic study to investigate qualitatively and thoroughly what makes a good language teacher.
Available at:
https://journals.squ.edu.om/index.php/jeps/article/view/807 &
https://scuegypt.academia.edu/MohamedAbuRahmah
DOI: http://dx.doi.org/10.24200/jeps.vol2iss1pp98-144
(Abstract):
The purpose of this study was to identify the qualities of the good language teacher as perceived by student teachers of English in the Arab World. In Fall 2006, a questionnaire including 69 qualities of the good language teacher representing three dimensions (knowledge, teaching skills, and personality) was developed, validated and administered to 273 prospective teachers of English in three countries of the Arab world (Egypt, Oman, and Saudi Arabia). ANOVA test results indicated that there were statistically significant differences between the three groups as to the perception of these qualities. Scheffe test results showed the direction of the differences. The results of applying the t-test indicated that there were statistically significant differences in the perception of the qualities between the male subjects and the female subjects who participated in the study and that the female subjects caused these differences. From these results, it was concluded that (1) both the Saudi and Egyptian prospective teachers of English have similar qualities for the knowledge, and personality dimensions, whereas they have different views as to the teaching skills dimension, (2) both the Saudi students and the Omani students have different views as to the qualities of the good language teacher, whereas the Egyptian students and the Omani students have the same qualities, and (3) the views of the female students as to the qualities of the good language teacher are different from the views of the male students. Accordingly, it was recommended that two further studies are needed: (1) a study to identify the qualities of the good language teacher using a large sample from different universities of the Arab World, and (2) an ethnographic study to investigate qualitatively and thoroughly what makes a good language teacher.
Available at:
https://journals.squ.edu.om/index.php/jeps/article/view/807 &
https://scuegypt.academia.edu/MohamedAbuRahmah
DOI: http://dx.doi.org/10.24200/jeps.vol2iss1pp98-144
Research Interests:
This study investigates the effect of training EFL student teachers to prepare lesson plans versus the effect of training them to study and analyze lesson plans prepared and delivered by their peers. The control group students were asked... more
This study investigates the effect of training EFL student teachers to prepare lesson plans versus the effect of training them to study and analyze lesson plans prepared and delivered by their peers. The control group students were asked to prepare lesson plans, which were tape-recorded during delivery. The participants in the experimental group, after studying and analyzing the transcribed lesson plans, were asked to prepare and teach lesson plans. During the delivery of these plans, they were tape-recorded, transcribed and compared to the lesson plans of the control group. Statistical analysis of data revealed improvement in favor of the experimental group.
Research Interests:
Abstract Best Practices in English Teaching (2001) is a series of video tapes/CDs/ segments, dealing with eight topics: (1) Supportive Error Correction, (2) Techniques of Objective Supervision, (3) Classroom Management, (4) Reading, (5)... more
Abstract
Best Practices in English Teaching (2001) is a series of video tapes/CDs/ segments, dealing with eight topics: (1) Supportive Error Correction, (2) Techniques of Objective Supervision, (3) Classroom Management, (4) Reading, (5) Writing, (6) Presentation Skills, (7) Practice, and (8) Listening. Best Practices in Teaching English can be used for teacher and supervisor for in-service training, or by faculty in pre-service teacher education. Also, it can be used separately by student teachers of English, teachers, and supervisors for individual study and self-development. This series ...
The original segment cannot be uploaded because it is in a file larger than 100MB. However, if anyone needs it, I can e-mail it to them: My e-mail:
mabu_rahmah@hotmail.com
Best Practices in English Teaching (2001) is a series of video tapes/CDs/ segments, dealing with eight topics: (1) Supportive Error Correction, (2) Techniques of Objective Supervision, (3) Classroom Management, (4) Reading, (5) Writing, (6) Presentation Skills, (7) Practice, and (8) Listening. Best Practices in Teaching English can be used for teacher and supervisor for in-service training, or by faculty in pre-service teacher education. Also, it can be used separately by student teachers of English, teachers, and supervisors for individual study and self-development. This series ...
The original segment cannot be uploaded because it is in a file larger than 100MB. However, if anyone needs it, I can e-mail it to them: My e-mail:
mabu_rahmah@hotmail.com
Research Interests:
Abstract Best Practices in English Teaching (2001) is a series of video tapes/CDs/ segments, dealing with eight topics: (1) Supportive Error Correction, (2) Techniques of Objective Supervision, (3) Classroom Management, (4) Reading, (5)... more
Abstract
Best Practices in English Teaching (2001) is a series of video tapes/CDs/ segments, dealing with eight topics: (1) Supportive Error Correction, (2) Techniques of Objective Supervision, (3) Classroom Management, (4) Reading, (5) Writing, (6) Presentation Skills, (7) Practice, and (8) Listening. Best Practices in Teaching English can be used for teacher and supervisor for in-service training, or by faculty in pre-service teacher education. Also, it can be used separately by student teachers of English, teachers, and supervisors for individual study and self-development. This series ...
The original segment cannot be uploaded because it is in a file larger than 100MB. However, if anyone needs it, I can e-mail it to them: My e-mail:
mabu_rahmah@hotmail.com
Best Practices in English Teaching (2001) is a series of video tapes/CDs/ segments, dealing with eight topics: (1) Supportive Error Correction, (2) Techniques of Objective Supervision, (3) Classroom Management, (4) Reading, (5) Writing, (6) Presentation Skills, (7) Practice, and (8) Listening. Best Practices in Teaching English can be used for teacher and supervisor for in-service training, or by faculty in pre-service teacher education. Also, it can be used separately by student teachers of English, teachers, and supervisors for individual study and self-development. This series ...
The original segment cannot be uploaded because it is in a file larger than 100MB. However, if anyone needs it, I can e-mail it to them: My e-mail:
mabu_rahmah@hotmail.com
Research Interests:
Abstract This paper sheds light on some of the evaluation checklists that were used in the last two decades of the 20th century and proposes a task-based tool that may be relevant for application in the third millennium. Towards this... more
Abstract
This paper sheds light on some of the evaluation checklists that were used in the last two decades of the 20th century and proposes a task-based tool that may be relevant for application in the third millennium. Towards this end, it reviews the components incorporated in some of the currently-used checklists and shows what actually happens during their actual application. It also describes the performance aspects of student-teachers of English. The suggested checklist incorporates teaching tasks which have been neglected in the 2nd millennium. Each task is given a score depending on two things: (1) the load and significance of the task itself, and (2) the criteria given for helping the evaluator/supervisor to decide the relevant score for each training task. For establishing the reliability and validity of the instrument, it was pilot-tested with a group of 33 student-teachers of English at Suez Faculty of Education and 19 student-teachers at Port-Said Faculty of Education. Then, the inter-rater reliability formula was applied. The final format of the tool was given in the light of the results obtained from the statistical analysis and the views of the supervisors who applied it in the trial stage.
This paper sheds light on some of the evaluation checklists that were used in the last two decades of the 20th century and proposes a task-based tool that may be relevant for application in the third millennium. Towards this end, it reviews the components incorporated in some of the currently-used checklists and shows what actually happens during their actual application. It also describes the performance aspects of student-teachers of English. The suggested checklist incorporates teaching tasks which have been neglected in the 2nd millennium. Each task is given a score depending on two things: (1) the load and significance of the task itself, and (2) the criteria given for helping the evaluator/supervisor to decide the relevant score for each training task. For establishing the reliability and validity of the instrument, it was pilot-tested with a group of 33 student-teachers of English at Suez Faculty of Education and 19 student-teachers at Port-Said Faculty of Education. Then, the inter-rater reliability formula was applied. The final format of the tool was given in the light of the results obtained from the statistical analysis and the views of the supervisors who applied it in the trial stage.
Research Interests:
This updated publication list includes various research papers and conference presentations on ELT, classroom assessment techniques (CATs), teaching practice, microteaching, teacher education of TEFL, material development, and... more
This updated publication list includes various research papers and conference presentations on ELT, classroom assessment techniques (CATs), teaching practice, microteaching, teacher education of TEFL, material development, and pedagogical grammar.
Research Interests:
Students’ reflections on native and non-native English speaking teachers: By Dr. Ayman Sabry Daif-Allah, Suez Canal University, Egypt & Prof. Mohamed Ismail Abu-Rahmah, Suez... more
Students’ reflections on native and non-native English speaking teachers: By Dr. Ayman Sabry Daif-Allah, Suez Canal University, Egypt &
Prof. Mohamed Ismail Abu-Rahmah, Suez Canal University, Egypt.
Abstract:
This paper investigates Saudi Preparatory Year Program (PYP) students' reflections on native English speaker teachers (NESTs) and non-native English speaker teachers (NNESTs). It is carried out with 169 Saudi PYP students at in Qassim University to obtain a deeper insight into their attitudes toward native and non-native teachers in the English language classroom. Quantitative and qualitative data were collected in two stages by means of students’ questionnaires and interviews. The results revealed marked a significant difference in the respondents' perceptions of their NESTs and NNESTs in favor of NESTs. The results also revealed that students' previous learning experience significantly influenced their general preference for NESTs since they were taught by both types of teachers. Subjects of the study also exhibited a high explicit preference for the teaching strategies adopted NESTs. However, the respondents show moderately favorable attitudes toward NNESTs who can respond to learners' needs. The researchers concluded that differences in students' attitudes toward their native and non-native teachers do not mean that one group of teachers is superior or inferior to the other. Therefore, the study suggests that NNESTs might turn out their non-nativeness to be a self-righteous merit rather than an embarrassing limitation through collaboration with qualified native English-speaking teachers because teaming up and sharing strengths, insights from various linguistic, cultural, and educational backgrounds would provide proper support for each other and benefit both groups of teachers to grow professionally. The study recommends a further research to examine students' implicit attitudes towards their EFL teachers. Also, the effect of gender on influencing students' explicit and implicit attitudes towards their NESTs and NNESTs need to be investigated on larger sample sizes in different geographical regions.
e-mails:
sabryayman@hotmail.com
mabu_rahmah@hotmail.com
Prof. Mohamed Ismail Abu-Rahmah, Suez Canal University, Egypt.
Abstract:
This paper investigates Saudi Preparatory Year Program (PYP) students' reflections on native English speaker teachers (NESTs) and non-native English speaker teachers (NNESTs). It is carried out with 169 Saudi PYP students at in Qassim University to obtain a deeper insight into their attitudes toward native and non-native teachers in the English language classroom. Quantitative and qualitative data were collected in two stages by means of students’ questionnaires and interviews. The results revealed marked a significant difference in the respondents' perceptions of their NESTs and NNESTs in favor of NESTs. The results also revealed that students' previous learning experience significantly influenced their general preference for NESTs since they were taught by both types of teachers. Subjects of the study also exhibited a high explicit preference for the teaching strategies adopted NESTs. However, the respondents show moderately favorable attitudes toward NNESTs who can respond to learners' needs. The researchers concluded that differences in students' attitudes toward their native and non-native teachers do not mean that one group of teachers is superior or inferior to the other. Therefore, the study suggests that NNESTs might turn out their non-nativeness to be a self-righteous merit rather than an embarrassing limitation through collaboration with qualified native English-speaking teachers because teaming up and sharing strengths, insights from various linguistic, cultural, and educational backgrounds would provide proper support for each other and benefit both groups of teachers to grow professionally. The study recommends a further research to examine students' implicit attitudes towards their EFL teachers. Also, the effect of gender on influencing students' explicit and implicit attitudes towards their NESTs and NNESTs need to be investigated on larger sample sizes in different geographical regions.
e-mails:
sabryayman@hotmail.com
mabu_rahmah@hotmail.com
Research Interests:
One approach to maximizing the benefits and efficiency of teaching English is to incorporate specialized content or what is known as content-based instruction (CBI) in language courses. This paper refutes this hypothesis and suggests an... more
One approach to maximizing the benefits and efficiency of teaching English is to incorporate specialized content or what is known as content-based instruction (CBI) in language courses. This paper refutes this hypothesis and suggests an alternative – a functional, linguistics-based approach. It also describes the field-testing and effectiveness of applying such an approach.
Research Interests:
Objectives The purpose of this workshop is twofold: first, to present the basic concepts involved in action research projects; and second to involve participants in formulating action research plans which they can apply to their own... more
Objectives
The purpose of this workshop is twofold: first, to present the basic concepts involved in action research projects; and second to involve participants in formulating action research plans which they can apply to their own teaching situation.
The purpose of this workshop is twofold: first, to present the basic concepts involved in action research projects; and second to involve participants in formulating action research plans which they can apply to their own teaching situation.
This paper proposes a pedagogical, discourse-based model for organizing and teaching grammar in the Omani context. Towards this end, it sheds light on three approaches to teaching grammar: the form-focused approach, the meaning-focused... more
This paper proposes a pedagogical, discourse-based model for organizing and teaching grammar in the Omani context. Towards this end, it sheds light on three approaches to teaching grammar: the form-focused approach, the meaning-focused approach and the form-in-tasks approach. Then, it describes the proposed model which: (1) identifies three general communicative purposes and specifies the grammatical items that go with each purpose, (2) categorizes the grammatical items into basic grammatical items and secondary grammatical items that can cluster around the basic ones to express other minor language functions, and (3) demonstrates how a piece of language is analyzed in order to identify its general communicative function, its basic grammatical items, and the function of each item. The paper ends up with examples for showing how we can develop and teach consciousness-raising tasks and activities in the light of the suggested model.
An integrative 5-stage model for maximizing the effectiveness of the teaching practice program at SQU. By Prof. Mohamed Abu-Rahmah (Suez Canal University, Egypt) & Dr. Salma Al-Humaidi (Sultan Qaboos University, Oman) Abstract: The... more
An integrative 5-stage model for maximizing the effectiveness of the teaching practice program at SQU. By Prof. Mohamed Abu-Rahmah (Suez Canal University, Egypt) & Dr. Salma Al-Humaidi (Sultan Qaboos University, Oman)
Abstract:
The cornerstone of the teacher education program at Sultan Qaboos University is teaching practice (practicum). It reflects the practical and professional effect of the pedagogical and specialized courses offered to the student teachers enrolled in the program. In order to maximize its effectiveness, its objectives, tools and procedures should be revised and upgraded frequently taking into consideration the current developments in the field of teacher education. Towards this end, this study proposes a 5-stage model for improving and enhancing the teaching practice program offered to the student teachers of English at the College of Education. It also describes the stages of the model which include: (1) exploring theory, (2) microteaching and reflection, (3) lesson planning and tutor feedback, (4) real teaching and observation, and (5) post-teaching, reflection, and feedback. These stages were implemented with a group of 45 student teachers of English (4th level) in the Fall Term of 2003. During the application process, every student teacher was asked to keep a portfolio in which they inserted their lesson plans, the observation sheets they applied to their peers, and the lesson self-assessment forms they used to reflect upon their teaching. For measuring the effectiveness of the suggested model, these portfolios were analyzed and assessed. Progress was revealed throughout the implementation of the different stages of the model. Accordingly, some recommendations were given for maximizing the effectiveness of the teaching practice programme at SQU.
Abstract:
The cornerstone of the teacher education program at Sultan Qaboos University is teaching practice (practicum). It reflects the practical and professional effect of the pedagogical and specialized courses offered to the student teachers enrolled in the program. In order to maximize its effectiveness, its objectives, tools and procedures should be revised and upgraded frequently taking into consideration the current developments in the field of teacher education. Towards this end, this study proposes a 5-stage model for improving and enhancing the teaching practice program offered to the student teachers of English at the College of Education. It also describes the stages of the model which include: (1) exploring theory, (2) microteaching and reflection, (3) lesson planning and tutor feedback, (4) real teaching and observation, and (5) post-teaching, reflection, and feedback. These stages were implemented with a group of 45 student teachers of English (4th level) in the Fall Term of 2003. During the application process, every student teacher was asked to keep a portfolio in which they inserted their lesson plans, the observation sheets they applied to their peers, and the lesson self-assessment forms they used to reflect upon their teaching. For measuring the effectiveness of the suggested model, these portfolios were analyzed and assessed. Progress was revealed throughout the implementation of the different stages of the model. Accordingly, some recommendations were given for maximizing the effectiveness of the teaching practice programme at SQU.
Research Interests:
Enhancing ELT through self-assessment by Prof. Mohamed Ismail Abu-Rahmah (Suez Canal University, Egypt) and Dr. Salma Hamed Al-Humaidi (Sultan Qaboos University, Oman) Available online at:... more
Enhancing ELT through self-assessment by
Prof. Mohamed Ismail Abu-Rahmah (Suez Canal University, Egypt) and Dr. Salma Hamed Al-Humaidi (Sultan Qaboos University, Oman)
Available online at:
http://dergipark.ulakbim.gov.tr/eltrj/article/view/1063000036/1063000058
http://www. udead.org.tr/journal,
http://www. ulead.org.tr/journal International Association of Research in Foreign Language Education and Applied Linguistics ELT Research Journal 2012, 1(1), 31-52 ISSN: 2146-9814
(Abstract):
This qualitative study was an attempt to enhance English language teaching and learning through the employment of some self-assessment techniques. Towards this end, the writers reviewed the various definitions of the term self-assessment, its pedagogical benefits and the studies conducted to investigate its effect on other ELT variables such as language skills, linguistic competence, self-efficacy, and learner autonomy. Accordingly, it was hypothesized that self-assessment could enhance ELT. In order to verify this hypothesis, seven classroom assessment techniques, which required the employment of self-assessment were adopted while teaching an ELT methods course to 48 students of English at Sultan Qaboos University. In order to measure the effectiveness of these techniques, the students' product while carrying out the tasks in the course was analyzed. In addition, two other evaluation techniques were applied (the chain-notes and the teacher-designed format). It was found that self-assessment helped enhance teaching and learning through raising the extent of involvement and participation in the classroom and that the students perceived it as useful and interesting. However, in this study an important variable was not investigated; the effect of self-assessment on the achievement of EFL students. This might be the target of an experimental, further study.
Keywords: classroom assessment techniques (CATs); self-assessment; metacognitive strategies
Prof. Mohamed Ismail Abu-Rahmah (Suez Canal University, Egypt) and Dr. Salma Hamed Al-Humaidi (Sultan Qaboos University, Oman)
Available online at:
http://dergipark.ulakbim.gov.tr/eltrj/article/view/1063000036/1063000058
http://www. udead.org.tr/journal,
http://www. ulead.org.tr/journal International Association of Research in Foreign Language Education and Applied Linguistics ELT Research Journal 2012, 1(1), 31-52 ISSN: 2146-9814
(Abstract):
This qualitative study was an attempt to enhance English language teaching and learning through the employment of some self-assessment techniques. Towards this end, the writers reviewed the various definitions of the term self-assessment, its pedagogical benefits and the studies conducted to investigate its effect on other ELT variables such as language skills, linguistic competence, self-efficacy, and learner autonomy. Accordingly, it was hypothesized that self-assessment could enhance ELT. In order to verify this hypothesis, seven classroom assessment techniques, which required the employment of self-assessment were adopted while teaching an ELT methods course to 48 students of English at Sultan Qaboos University. In order to measure the effectiveness of these techniques, the students' product while carrying out the tasks in the course was analyzed. In addition, two other evaluation techniques were applied (the chain-notes and the teacher-designed format). It was found that self-assessment helped enhance teaching and learning through raising the extent of involvement and participation in the classroom and that the students perceived it as useful and interesting. However, in this study an important variable was not investigated; the effect of self-assessment on the achievement of EFL students. This might be the target of an experimental, further study.
Keywords: classroom assessment techniques (CATs); self-assessment; metacognitive strategies
Research Interests:
Introduction & Orientation: EEHAP: English for Educational, Humanities and academic Purposes is a course book authored by Prof. Dr. Mohamed Ismail Abu-Rahmah, Prof. Dr. Hussein Al-Ghamry Mohamed and Assoc. Prof. Dr. Emad Albaaly,... more
Introduction & Orientation:
EEHAP: English for Educational, Humanities and academic Purposes is a course book authored by Prof. Dr. Mohamed Ismail Abu-Rahmah, Prof. Dr. Hussein Al-Ghamry Mohamed and Assoc. Prof. Dr. Emad Albaaly, Professors of TEFL at Suez Canal University, Egypt.
This course has been developed in light of the requirements and specifications of Measurement and Assessment Project (M &A Project 2018) and the Quality Assurance and Accreditation Project (QAAP) at Suez Canal University. Its general aim is to help 4th year students of the various majors at the Faculty of Education to reinforce the English language skills and components they have acquired throughout their university study. It is expected that attending this course would provide students with a variety of pedagogical and language knowledge, thereby enabling them develop the four English language skills and manipulate the English language in their current study and future profession as teachers.
The course incorporates 11 reading passages. Seven of them cover the use of English for educational purposes (EEP) (teaching, assessment and education); one topic area tackles rules of spelling and the phenomenon of affixation in English, whereas two of these reading passages incorporate topics about the use of technology in education and the eleventh reading passage includes a real life topic deals with life skills such as job interviews and the questions repeatedly asked in such situations. While covering these educational and language topics, students practice the four language skills (reading, writing, listening and speaking). It is expected that, while practicing these skills within an educational context, students would acquire language components such as vocabulary items, educational terms and grammar that would help develop and enhance their academic skills.
In terms of the copyright and accountability, every teaching staff member (author) participated in the preparation of the content of this course is legally and academically accountable and responsible for the language input/ passage s/he has included in this course as shown in the table of contents and underneath the title of each language input or reading passage. The same accountability and responsibility apply to the teaching and assessment tasks accompanying each language input.
The components of each passage are taught in two teaching hours in order to achieve five intended learning outcomes (ILOs) distributed as follows:
1. Two intended learning outcomes covering knowledge.
2. One intended learning outcome covering understanding and comprehension.
3. One intended learning outcome dealing with application.
4. One intended learning outcome covering higher intellectual skills such as analysis, evaluation and/or creativity.
Accordingly, by the end of each language input or topic area in this course, the 4th year students of the various majors at the Faculty of Education will be able to:
1. Define the specialized terms and vocabulary items related to the topic tackled in the language input. (Knowledge).
2. Outline the main notions/ideas included in the language input. (Knowledge).
3. Explain the grammatical word classes in the language input (nouns, verbs, adjectives, and adverbs). (Understanding & Comprehension).
4. Show the tense repeatedly used in the language input and the conjugation of verbs (present, past, past participle, and -ing form). (Application).
5. Translate the passage into Arabic/sum up the passage just in one paragraph. (Higher Intellectual Skills).
These five intended learning outcomes identified above are applied to all the 11 language inputs or reading passages found in this book. In terms of developing the item bank for the course, this means that:
There are 11 language inputs/ topic areas in the course. Each language input is intended to achieve 5 intended learning outcomes (ILOs).
1. The five ILOs includes two ILOs for measuring knowledge, one ILO for measuring understanding and comprehension, one ILO for measuring application and one ILO for measuring higher intellectual skills.
2. 10 questions should be developed to measure each ILO.
3. This means that for each language input/topic, we have 5 ILOs X 10 questions = 50 questions.
4. The grand total of the items (questions) required for the tentative item bank are 11 (topics) X (questions for each topic) = 550 items.
The teaching and learning methods adopted in this course may include: (1) lectures embedded with discussion and questions to practice language skills, (2) group work and presentation of a part of the course, (3) doing tasks and activities related to the language input, and (4) practicing the questions incorporated in the newly-adopted system of exams.
The assessment techniques in this course incorporate conducting the following tasks and activities:
1. Participating actively in the lecture through discussion and questions.
2. Doing the tasks and assignments prescribed in the course.
3. Presenting to the peers a part from any topic included in the course.
4. Warming up quizzes at the beginning of the lecture or closure quizzes at the end of the lecture in order to train students on the newly-adopted electronic assessment system, especially the true/false and multiple choice questions.
5. The final exam, which consists of 80 true/false and multiple questions. The exam should be in 2 forms: Form 1 includes 80 questions and Form 2 includes the same 80 questions but in a sequence different from the sequence in Form 1. The students should be trained on such questions.
In addition to the intended learning outcomes of the course identified above, there are general aims such as: (1) developing the research skills of students, (2) training them to work in groups and adopt the cooperative learning strategies, (3) acquiring language abilities that help students communicate with others, do term papers, enhance their work after graduation, and (4) acquiring the skills required for browsing the Internet in order to find out recent trends in the major.
EEHAP: English for Educational, Humanities and academic Purposes is a course book authored by Prof. Dr. Mohamed Ismail Abu-Rahmah, Prof. Dr. Hussein Al-Ghamry Mohamed and Assoc. Prof. Dr. Emad Albaaly, Professors of TEFL at Suez Canal University, Egypt.
This course has been developed in light of the requirements and specifications of Measurement and Assessment Project (M &A Project 2018) and the Quality Assurance and Accreditation Project (QAAP) at Suez Canal University. Its general aim is to help 4th year students of the various majors at the Faculty of Education to reinforce the English language skills and components they have acquired throughout their university study. It is expected that attending this course would provide students with a variety of pedagogical and language knowledge, thereby enabling them develop the four English language skills and manipulate the English language in their current study and future profession as teachers.
The course incorporates 11 reading passages. Seven of them cover the use of English for educational purposes (EEP) (teaching, assessment and education); one topic area tackles rules of spelling and the phenomenon of affixation in English, whereas two of these reading passages incorporate topics about the use of technology in education and the eleventh reading passage includes a real life topic deals with life skills such as job interviews and the questions repeatedly asked in such situations. While covering these educational and language topics, students practice the four language skills (reading, writing, listening and speaking). It is expected that, while practicing these skills within an educational context, students would acquire language components such as vocabulary items, educational terms and grammar that would help develop and enhance their academic skills.
In terms of the copyright and accountability, every teaching staff member (author) participated in the preparation of the content of this course is legally and academically accountable and responsible for the language input/ passage s/he has included in this course as shown in the table of contents and underneath the title of each language input or reading passage. The same accountability and responsibility apply to the teaching and assessment tasks accompanying each language input.
The components of each passage are taught in two teaching hours in order to achieve five intended learning outcomes (ILOs) distributed as follows:
1. Two intended learning outcomes covering knowledge.
2. One intended learning outcome covering understanding and comprehension.
3. One intended learning outcome dealing with application.
4. One intended learning outcome covering higher intellectual skills such as analysis, evaluation and/or creativity.
Accordingly, by the end of each language input or topic area in this course, the 4th year students of the various majors at the Faculty of Education will be able to:
1. Define the specialized terms and vocabulary items related to the topic tackled in the language input. (Knowledge).
2. Outline the main notions/ideas included in the language input. (Knowledge).
3. Explain the grammatical word classes in the language input (nouns, verbs, adjectives, and adverbs). (Understanding & Comprehension).
4. Show the tense repeatedly used in the language input and the conjugation of verbs (present, past, past participle, and -ing form). (Application).
5. Translate the passage into Arabic/sum up the passage just in one paragraph. (Higher Intellectual Skills).
These five intended learning outcomes identified above are applied to all the 11 language inputs or reading passages found in this book. In terms of developing the item bank for the course, this means that:
There are 11 language inputs/ topic areas in the course. Each language input is intended to achieve 5 intended learning outcomes (ILOs).
1. The five ILOs includes two ILOs for measuring knowledge, one ILO for measuring understanding and comprehension, one ILO for measuring application and one ILO for measuring higher intellectual skills.
2. 10 questions should be developed to measure each ILO.
3. This means that for each language input/topic, we have 5 ILOs X 10 questions = 50 questions.
4. The grand total of the items (questions) required for the tentative item bank are 11 (topics) X (questions for each topic) = 550 items.
The teaching and learning methods adopted in this course may include: (1) lectures embedded with discussion and questions to practice language skills, (2) group work and presentation of a part of the course, (3) doing tasks and activities related to the language input, and (4) practicing the questions incorporated in the newly-adopted system of exams.
The assessment techniques in this course incorporate conducting the following tasks and activities:
1. Participating actively in the lecture through discussion and questions.
2. Doing the tasks and assignments prescribed in the course.
3. Presenting to the peers a part from any topic included in the course.
4. Warming up quizzes at the beginning of the lecture or closure quizzes at the end of the lecture in order to train students on the newly-adopted electronic assessment system, especially the true/false and multiple choice questions.
5. The final exam, which consists of 80 true/false and multiple questions. The exam should be in 2 forms: Form 1 includes 80 questions and Form 2 includes the same 80 questions but in a sequence different from the sequence in Form 1. The students should be trained on such questions.
In addition to the intended learning outcomes of the course identified above, there are general aims such as: (1) developing the research skills of students, (2) training them to work in groups and adopt the cooperative learning strategies, (3) acquiring language abilities that help students communicate with others, do term papers, enhance their work after graduation, and (4) acquiring the skills required for browsing the Internet in order to find out recent trends in the major.
Research Interests:
This is Unit 1 of the English Course EEHAP (English for Educational, Humanities and Academic Purposes). It tackles the description and orientation of the course.
Research Interests:
This is Unit 2 of an English course for the 4th year students of Basic Education at the Faculty of Education, Suez canal University, Egypt.
Research Interests:
This is Unit 3 of the English course EEHAP (English for Educational, Humanities and Academic Purposes).
Research Interests:
This unit tackles the use of technology in teaching.
Research Interests:
This is Unit 5 in the English Course EEHAP (English for Educational, Humanities, and Academic Purposes).
Research Interests:
This is unit 9 of the English Course EEHAP ( English for Educational, Humanities and Academic Purposes).
Research Interests:
This is Unit 10 of the English course EEHAP (English for Educational, Humanities and Academic Purposes).
Research Interests:
Abstract: Teaching and learning grammar is considered one of the main challenges of English language teaching in EFL classrooms. This study investigated the effectiveness of three consciousness-raising tasks for teaching grammar to the... more
Abstract:
Teaching and learning grammar is considered one of the main challenges of English language teaching in EFL classrooms. This study investigated the effectiveness of three consciousness-raising tasks for teaching grammar to the EFL students. Towards this end, some grammatical tasks including text repair, text reconstruction, and text enlargement were developed and taught to a classrooms including 30 basic education pupils in spring 2010. Analyzing the product of the students, while doing these three consciousness-raising tasks, indicated that their performance for using some grammatical items in context was improved. Accordingly, it was concluded that these consciousness-raising tasks could be used for teaching grammar effectively in the EFL classroom.
The presentation based on this paper covers the following points:
1.Deductive Grammarful teaching & the GTM.
2.Inductive teaching of grammar & the ALM.
3. Grammar teaching and the communicative approach.
4.Three consciousness raising tasks for teaching grammar ( text repair, text reconstruction, and text enlargement).
5.Context of the problem: Teaching Grammar in
the EFL classrooms.
6.Purpose & questions of the current study.
7. Subjects of the study.
8.Applying the consciousness-raising grammar tasks.
9. Data analysis & discussion.
10. Findings & conclusion
Teaching and learning grammar is considered one of the main challenges of English language teaching in EFL classrooms. This study investigated the effectiveness of three consciousness-raising tasks for teaching grammar to the EFL students. Towards this end, some grammatical tasks including text repair, text reconstruction, and text enlargement were developed and taught to a classrooms including 30 basic education pupils in spring 2010. Analyzing the product of the students, while doing these three consciousness-raising tasks, indicated that their performance for using some grammatical items in context was improved. Accordingly, it was concluded that these consciousness-raising tasks could be used for teaching grammar effectively in the EFL classroom.
The presentation based on this paper covers the following points:
1.Deductive Grammarful teaching & the GTM.
2.Inductive teaching of grammar & the ALM.
3. Grammar teaching and the communicative approach.
4.Three consciousness raising tasks for teaching grammar ( text repair, text reconstruction, and text enlargement).
5.Context of the problem: Teaching Grammar in
the EFL classrooms.
6.Purpose & questions of the current study.
7. Subjects of the study.
8.Applying the consciousness-raising grammar tasks.
9. Data analysis & discussion.
10. Findings & conclusion
Research Interests:
Prof. Dr. Mohamed Ismail Abu-Rahmah Prof. Dr. Hussain Al-Ghamry Mohamed Methods II: General Aims This course has been developed in the light of the requirements and specifications of the Quality Assurance and Accreditation Project (QAAP)... more
Prof. Dr. Mohamed Ismail Abu-Rahmah
Prof. Dr. Hussain Al-Ghamry Mohamed
Methods II: General Aims
This course has been developed in the light of the requirements and specifications of the Quality Assurance and Accreditation Project (QAAP) and the Measurement and Assessment Project (M and A Project 2018) at Suez Canal University. It is a methodological course prepared for equipping English major students at the Faculty of Education with the pedagogical content knowledge, skills and positive attitudes required to develop their teaching practices. It tackles not only methods of teaching English language skills, but also pivotal and necessary topics related to effective English language teaching (ELT) such as teaching the language skills integratively, motivation, classroom management, questioning strategies, teaching vocabulary, literature circles, and teaching grammar. It also tackles language testing and assessment. Its ultimate purpose is to enrich the English majors' theoretical background and help them put theory into practice.
Prof. Dr. Hussain Al-Ghamry Mohamed
Methods II: General Aims
This course has been developed in the light of the requirements and specifications of the Quality Assurance and Accreditation Project (QAAP) and the Measurement and Assessment Project (M and A Project 2018) at Suez Canal University. It is a methodological course prepared for equipping English major students at the Faculty of Education with the pedagogical content knowledge, skills and positive attitudes required to develop their teaching practices. It tackles not only methods of teaching English language skills, but also pivotal and necessary topics related to effective English language teaching (ELT) such as teaching the language skills integratively, motivation, classroom management, questioning strategies, teaching vocabulary, literature circles, and teaching grammar. It also tackles language testing and assessment. Its ultimate purpose is to enrich the English majors' theoretical background and help them put theory into practice.
Research Interests:
UNIT TWO Motivation in ELT Prof. Dr. Mohamed Ismail Abu-Rahmah Intended learning outcomes (ILOs) By the end of the presentation entitled Motivation in ELT, the 4th year students of the English major at the Faculty of Education will be... more
UNIT TWO
Motivation in ELT
Prof. Dr. Mohamed Ismail Abu-Rahmah
Intended learning outcomes (ILOs)
By the end of the presentation entitled Motivation in ELT, the 4th year students of the English major at the Faculty of Education will be able to:
Knowledge
1. Define the term "motivation".
2. Identify the two theories of motivation.
3. Describe intrinsic/integrative motivation.
4. Define extrinsic/instrumental motivation.
5. List the reasons of learning English that affect motivation in the Egyptian context.
Understanding & Comprehension
6. Distinguish between intrinsic/integrative and extrinsic/instrumental motivation.
7. Explain the difference among the three types of reasons for learning English: (1) social strata and psychological reasons, (2) work reasons, and (3) educational and general knowledge reasons
Understanding & Comprehension
8. Distinguish between intrinsic/integrative and extrinsic/instrumental motivation.
9. Explain the difference among the three types of reasons for learning English: (1) social strata and psychological reasons, (2) work reasons, and (3) educational and general knowledge reasons.
Application
10. Show the relationship between motivation and effective teachers.
11. Demonstrate the effect of students’ attitudes on motivation.
Higher Intellectual Skills
12. Sum up some practical ways of enhancing motivation by teacher and students in classroom.
Motivation in ELT
Prof. Dr. Mohamed Ismail Abu-Rahmah
Intended learning outcomes (ILOs)
By the end of the presentation entitled Motivation in ELT, the 4th year students of the English major at the Faculty of Education will be able to:
Knowledge
1. Define the term "motivation".
2. Identify the two theories of motivation.
3. Describe intrinsic/integrative motivation.
4. Define extrinsic/instrumental motivation.
5. List the reasons of learning English that affect motivation in the Egyptian context.
Understanding & Comprehension
6. Distinguish between intrinsic/integrative and extrinsic/instrumental motivation.
7. Explain the difference among the three types of reasons for learning English: (1) social strata and psychological reasons, (2) work reasons, and (3) educational and general knowledge reasons
Understanding & Comprehension
8. Distinguish between intrinsic/integrative and extrinsic/instrumental motivation.
9. Explain the difference among the three types of reasons for learning English: (1) social strata and psychological reasons, (2) work reasons, and (3) educational and general knowledge reasons.
Application
10. Show the relationship between motivation and effective teachers.
11. Demonstrate the effect of students’ attitudes on motivation.
Higher Intellectual Skills
12. Sum up some practical ways of enhancing motivation by teacher and students in classroom.
Research Interests:
This presentation describes a model for integrating the teaching of the four language skills. It has been adapted from McEldowney (1990:12). In this model, the term 'integrative' is used to maximize the use of language skills as in... more
This presentation describes a model for integrating the teaching of the four language skills. It has been adapted from McEldowney (1990:12). In this model, the term 'integrative' is used to maximize the use of language skills as in normal communication. In real life uses of language one may listen, take notes, speak and read simultaneously. The use of the term "integration' here is similar to the use adopted by Harmer (1991:52) and Oxford et al. (1994: 257). It means linking the four language skills of listening, reading, speaking, and writing with the intent of emphasizing real, meaningful communication. It also means that focus on one skill leads naturally to practice in another.
It is hypothesized here that the language tasks and practices inside the
classroom should be similar to what is happening in real life. This, in turn, may
maximize the degree of what is called task authenticity in ELT.
It is hypothesized here that the language tasks and practices inside the
classroom should be similar to what is happening in real life. This, in turn, may
maximize the degree of what is called task authenticity in ELT.
Research Interests:
This is a PowerPoint presentation entitled "Teaching Vocabulary". It is one of the topics prescribed for the English Majors (Methods II for the 4th year students), College of Education, Suez Canal University. It is prepared by Prof.... more
This is a PowerPoint presentation entitled "Teaching Vocabulary". It is one of the topics prescribed for the English Majors (Methods II for the 4th year students), College of Education, Suez Canal University. It is prepared by Prof. Dr. Mohamed Ismail Abu-Rahmah, and Prof. Hussein Al-Ghamry; Professors of English education at Suez Canal University, Egypt. INTRODUCTION: As known by all ELT specialists, language has TWO main WINGS (vocabulary & grammar). In this lecture, we will shed light on how to teach the VOCABULARY wing. Accordingly, we will look at what needs to be taught when teaching vocabulary and ways to present and teach vocabulary items. This includes: (1) identifying the vocabulary items that will be taught (passive vs. active) , (2) what a student may need to know about a vocabulary item, (3) techniques to present/ teach vocabulary, (4) alternative ways of teaching vocabulary, and (5) other pedagogical, important points to consider.
NOTE: This presentation is not inclusive. You need to read the original sources.
NOTE: This presentation is not inclusive. You need to read the original sources.
Research Interests:
This course has been prepared by Prof. Dr. Mohamed Ismail Abu-Rahmah & Prof. Dr. Hussein Al-Ghamry Mohamed; professors of English Education (TEFL) at Suez Canal University, Egypt. It is divided into two parts. Part one incorporates... more
This course has been prepared by Prof. Dr. Mohamed Ismail Abu-Rahmah & Prof. Dr. Hussein Al-Ghamry Mohamed; professors of English Education (TEFL) at Suez Canal University, Egypt. It is divided into two parts. Part one incorporates research papers by Prof. Abu-Rahmah, whereas Part Two, by Prof. Al-Ghamry covers general topics related to curriculum, an exemplary research paper and a glossary of terms for curriculum students.students.
Research Interests:
Abstract: This paper has two objectives: (1) identifying and reviewing the various approaches to teaching grammar, and (2) describing a model for organizing and teaching grammar pedagogically in the Omani context. Towards this end, it is... more
Abstract:
This paper has two objectives: (1) identifying and reviewing the various approaches to teaching grammar, and (2) describing a model for organizing and teaching grammar pedagogically in the Omani context. Towards this end, it is divided into three parts. The first part sheds light on three approaches to teaching grammar: the form-focused approach, the meaning focused approach and the pedagogical approach. The second part describes the various principles and components of the proposed model which include: (1) dividing the language functions into three general communicative purposes; (2) reorganizing and categorizing the grammatical items into basic/simple grammatical items and secondary grammatical items; and (3) identifying the grammatical items that go with a specific language function. The third part demonstrates how a piece of language is analyzed in order to identify its general communicative function, its basic grammatical items, and the other grammatical items that can cluster around the basic ones to express other minor language functions. The paper ends up with examples for showing how we can develop and teach grammar-based tasks and activities in the light of the suggested model.
(Main points in the presentation):
(1)Three broad approaches to grammar teaching:
(a)The form-focused approach, i.e. grammarful teaching,
(b)The meaning- focused approach, i.e. grammarless teaching, and
(c)The consciousness-raising/noticing hypothesis,i.e. the form/tasks approach.
2. The suggested pedagogical, discourse-based model
Why is it pedagogical?
3. Why is it discourse-based?
4. Examples for applying the model to the Omani context
More Info: g: Challenges, Approaches and Collaboration. (Chapter 6, pp.119-140). Germany: Verlag Dr. Muller (VDM).
Show less ▴
This paper has two objectives: (1) identifying and reviewing the various approaches to teaching grammar, and (2) describing a model for organizing and teaching grammar pedagogically in the Omani context. Towards this end, it is divided into three parts. The first part sheds light on three approaches to teaching grammar: the form-focused approach, the meaning focused approach and the pedagogical approach. The second part describes the various principles and components of the proposed model which include: (1) dividing the language functions into three general communicative purposes; (2) reorganizing and categorizing the grammatical items into basic/simple grammatical items and secondary grammatical items; and (3) identifying the grammatical items that go with a specific language function. The third part demonstrates how a piece of language is analyzed in order to identify its general communicative function, its basic grammatical items, and the other grammatical items that can cluster around the basic ones to express other minor language functions. The paper ends up with examples for showing how we can develop and teach grammar-based tasks and activities in the light of the suggested model.
(Main points in the presentation):
(1)Three broad approaches to grammar teaching:
(a)The form-focused approach, i.e. grammarful teaching,
(b)The meaning- focused approach, i.e. grammarless teaching, and
(c)The consciousness-raising/noticing hypothesis,i.e. the form/tasks approach.
2. The suggested pedagogical, discourse-based model
Why is it pedagogical?
3. Why is it discourse-based?
4. Examples for applying the model to the Omani context
More Info: g: Challenges, Approaches and Collaboration. (Chapter 6, pp.119-140). Germany: Verlag Dr. Muller (VDM).
Show less ▴
Research Interests:
General Aims This is the description of Seminar Course for Master Students (English Major). The purpose of this course is to help and guide Master students to comprehend the various components of research proposal. It also aims at... more
General Aims
This is the description of Seminar Course for Master Students (English Major). The purpose of this course is to help and guide Master students to comprehend the various components of research proposal. It also aims at qualifying them to analyse and assess research proposals prepared by their peers and presented at the Departmental Seminar. Finally, it aims at guiding them to think of and choose a research idea for their Master project, and then develop a proposal to be presented at the Seminar.
Intended learning outcomes (ILOs): By the end of this course students will be able to: 1. Identify the various components of a proposal. 2. State the various components in a Master thesis. 3. Describe the difference between the components and elements of a proposal and a thesis. 4. Analyze and assess a proposal in ELT. 5. Analyze two theses and write a brief report about each analysis. 6. Choose a title for their master project and develop it in order to prepare a proposal to be submitted at the Seminar.
This is the description of Seminar Course for Master Students (English Major). The purpose of this course is to help and guide Master students to comprehend the various components of research proposal. It also aims at qualifying them to analyse and assess research proposals prepared by their peers and presented at the Departmental Seminar. Finally, it aims at guiding them to think of and choose a research idea for their Master project, and then develop a proposal to be presented at the Seminar.
Intended learning outcomes (ILOs): By the end of this course students will be able to: 1. Identify the various components of a proposal. 2. State the various components in a Master thesis. 3. Describe the difference between the components and elements of a proposal and a thesis. 4. Analyze and assess a proposal in ELT. 5. Analyze two theses and write a brief report about each analysis. 6. Choose a title for their master project and develop it in order to prepare a proposal to be submitted at the Seminar.
Research Interests:
General Aims: The main purpose of this course is to equip PhD students with the advanced research skills and methods that enable them to participate effectively in the Dept. seminar and prepare their PhD Proposals. Towards this end, this... more
General Aims:
The main purpose of this course is to equip PhD students with the advanced research skills and methods that enable them to participate effectively in the Dept. seminar and prepare their PhD Proposals. Towards this end, this course aims to help and guide PhD students to be aware of the new trends in ELT. It also helps them comprehend the various components of research proposal. Further, it qualifies them to assess and analyze critically the research proposals prepared by their peers and presented at the Departmental Seminar. Finally, it aims at guiding them to choose a research idea for their PhD project and develop a proposal to be presented at the Seminar.
Important Links:
https://www.academia.edu/37608594/Search_for_Reaction_with_Action_Research_By_Mohamed_Ismail_AbuRahmah_Suez_Canal_University_and_Coauthors_Tom_smith_
https://riucv.ucv.es/bitstream/handle/20.500.12466/849/ANGELINI%20THE%20INTEGRATION%20OF%20SIMULATION%20AND%20MICROTEACHING.pdf?sequence=1&isAllowed=y_Fulbright_Monir_Fuad_Nazir_Assuit_University
The main purpose of this course is to equip PhD students with the advanced research skills and methods that enable them to participate effectively in the Dept. seminar and prepare their PhD Proposals. Towards this end, this course aims to help and guide PhD students to be aware of the new trends in ELT. It also helps them comprehend the various components of research proposal. Further, it qualifies them to assess and analyze critically the research proposals prepared by their peers and presented at the Departmental Seminar. Finally, it aims at guiding them to choose a research idea for their PhD project and develop a proposal to be presented at the Seminar.
Important Links:
https://www.academia.edu/37608594/Search_for_Reaction_with_Action_Research_By_Mohamed_Ismail_AbuRahmah_Suez_Canal_University_and_Coauthors_Tom_smith_
https://riucv.ucv.es/bitstream/handle/20.500.12466/849/ANGELINI%20THE%20INTEGRATION%20OF%20SIMULATION%20AND%20MICROTEACHING.pdf?sequence=1&isAllowed=y_Fulbright_Monir_Fuad_Nazir_Assuit_University
Research Interests:
Abu-Rahmah, M. I. (2005). A farewell to content-based instruction in some English teaching contexts at the tertiary level. A presentation made at the 24th CEDLT National Symposium on ELT (pp. 207-230). Cairo: Faculty of Education, Ain... more
Abu-Rahmah, M. I. (2005). A farewell to content-based instruction in some English teaching contexts at the tertiary level. A presentation made at the 24th CEDLT National Symposium on ELT (pp. 207-230). Cairo: Faculty of Education, Ain Shams University. ABSTRACT:
One approach to maximizing the benefits and efficiency of teaching English is to incorporate specialized content or what is known as content-based instruction (CBI) in language courses. In this presentation, I will refute this hypothesis and suggest an alternative – a functional, linguistics-based approach. I will also describe the field-testing and effectiveness of applying such an approach to the EFL students at three colleges of Suez Canal University: (1) College of Medicine in Ismailia, (2) College of Petroleum and Mining Engineering in Suez, and (3) College of Physical Education In Port Said, Egypt.
One approach to maximizing the benefits and efficiency of teaching English is to incorporate specialized content or what is known as content-based instruction (CBI) in language courses. In this presentation, I will refute this hypothesis and suggest an alternative – a functional, linguistics-based approach. I will also describe the field-testing and effectiveness of applying such an approach to the EFL students at three colleges of Suez Canal University: (1) College of Medicine in Ismailia, (2) College of Petroleum and Mining Engineering in Suez, and (3) College of Physical Education In Port Said, Egypt.
Research Interests:
Standard Awareness Raising among Teachers and Supervisors of English. By Dr. Houssein EL-Ghamry & Dr. Mohamed Ismail Abu-Rahmah , Suez Canal University (Egypt). Fifth Cairo Conference for Returned Participants entitled: Models for... more
Standard Awareness Raising among Teachers and Supervisors of English. By
Dr. Houssein EL-Ghamry & Dr. Mohamed Ismail Abu-Rahmah , Suez Canal University (Egypt).
Fifth Cairo Conference for Returned Participants entitled:
Models for Sustaining Improvement in English Language Teaching, Cairo University Premises April 22 & 23rd, 2003
ABSTRACT:
In this demonstration, the presenters show the audience how they used the dramatization technique to make a group of English teachers and supervisors aware of the standard approach. They also show how supervisors can apply this technique to make supervision supportive and help teachers to improve the quality of teaching.
Dr. Houssein EL-Ghamry & Dr. Mohamed Ismail Abu-Rahmah , Suez Canal University (Egypt).
Fifth Cairo Conference for Returned Participants entitled:
Models for Sustaining Improvement in English Language Teaching, Cairo University Premises April 22 & 23rd, 2003
ABSTRACT:
In this demonstration, the presenters show the audience how they used the dramatization technique to make a group of English teachers and supervisors aware of the standard approach. They also show how supervisors can apply this technique to make supervision supportive and help teachers to improve the quality of teaching.
Research Interests:
Fostering motivation of EFL students through self-assessment by Dr. Mohamed Ismail Abu-Rahmah & Dr. Salma Al-Humaidi . A presentation made at Oman International ELT Conference: Responding to Challenges in Curriculum, Assessment and... more
Fostering motivation of EFL students through self-assessment by Dr. Mohamed Ismail Abu-Rahmah & Dr. Salma Al-Humaidi . A presentation made at Oman International ELT Conference: Responding to Challenges in Curriculum, Assessment and Independent Learning 22 - 23 April 2009. The Language Center , Sultan Qaboos University - Muscat - Oman .
Main Points in the Presentation:
(1) Three key terms: Classroom assessment, alternative assessment & self-assessment
(2) Definitions of self-assessment
(3) Benefits of SA
(4) Some related studies from the literature
(5) Context of the problem
(6) Purpose of the study
(7) Participants of the study
(8) Application of the classroom assessment techniques (CATs), Data exhibition and discussion.
(9) Summary & Conclusion
{Give a man a fish you feed him for a day.
Teach a man to fish you feed him for a lifetime.}
Main Points in the Presentation:
(1) Three key terms: Classroom assessment, alternative assessment & self-assessment
(2) Definitions of self-assessment
(3) Benefits of SA
(4) Some related studies from the literature
(5) Context of the problem
(6) Purpose of the study
(7) Participants of the study
(8) Application of the classroom assessment techniques (CATs), Data exhibition and discussion.
(9) Summary & Conclusion
{Give a man a fish you feed him for a day.
Teach a man to fish you feed him for a lifetime.}
Research Interests:
Abu-Rahmah, M. I. & S. Al-Humaidi (2004). An integrative 5-stage model for maximizing the effectiveness of the teaching practice program at SQU. The Proceedings of the 3rd International Conference entitled: Towards better education for... more
Abu-Rahmah, M. I. & S. Al-Humaidi (2004). An integrative 5-stage model for maximizing the effectiveness of the teaching practice program at SQU. The Proceedings of the 3rd International Conference entitled: Towards better education for future teachers (Vol.6, pp. 1-40). Oman: Sultan Qaboos University. https://scuegypt.academia.edu/Mohamed_Abu_Rahmah
Research Interests:
Abu-Rahmah, M. I. (2002). The effect of using literature circles on the achievement of EFL students. The Proceedings of the 21st CEDLT National Symposium on ELT (pp. 229 -245). Cairo: Faculty of Education, Ain Shams University. See the... more
Abu-Rahmah, M. I. (2002). The effect of using literature circles on the achievement of EFL students. The Proceedings of the 21st CEDLT National Symposium on ELT (pp. 229 -245). Cairo: Faculty of Education, Ain Shams University. See the Original paper available at this website.
Research Interests:
Abu-Rahmah, M. I. (1991). (With co-authors: Smith, T. & Nazir, M. F.). Search for reaction with action research. The Proceedings of the 11th Symposium on ELT in Egypt: Creativity in English Language Teaching (pp. 218-221). Cairo: College... more
Abu-Rahmah, M. I. (1991). (With co-authors: Smith, T. & Nazir, M. F.). Search for reaction with action research. The Proceedings of the 11th Symposium on ELT in Egypt: Creativity in English Language Teaching (pp. 218-221). Cairo: College of Education, Ain Shams University.
Research Interests:
Abu-Rahmah, M. I. & S. Al-Humaidi (2004). An integrative 5-stage model for maximizing the effectiveness of the teaching practice program at SQU. The Proceedings of the 3rd International Conference entitled: Towards better education for... more
Abu-Rahmah, M. I. & S. Al-Humaidi (2004). An integrative 5-stage model for maximizing the effectiveness of the teaching practice program at SQU. The Proceedings of the 3rd International Conference entitled: Towards better education for future teachers (Vol.6, pp. 1-40). Oman: Sultan Qaboos University. https://scuegypt.academia.edu/Mohamed_Abu_Rahmah
Research Interests:
"Maximizing the effectiveness of microteaching at SQU". This is a conference presentation by Dr. Salma Al-Humaidi (Sultan Qaboos University, Oman) & Prof. Mohamed Ismail Abu-Rahmah (Suez Canal University, Egypt) at the 54th World... more
"Maximizing the effectiveness of microteaching at SQU".
This is a conference presentation by Dr. Salma Al-Humaidi (Sultan Qaboos University, Oman) & Prof. Mohamed Ismail Abu-Rahmah (Suez Canal University, Egypt) at the 54th World Assembly of the International Council on Education for Teaching (ICET),
"Maintaining Strategic Ability: Managing change and assuring quality in education for teaching" held in Muscat, Oman (Dec. 14-17, 2009).
This presentation has been developed into a research paper and published in: Studies in English Language Teaching
ISSN 2372-9740 (Print) ISSN 2329-311X (Online)
Vol. 3, No. 1, 2015
www.scholink.org/ojs/index.php/selt
28.
(Abstract):
This study was an attempt to maximize the effectiveness of microteaching at SQU. It proposed a model incorporating five components:
(1) Planning and feedback,
(2) Teaching and observation,
(3) Self-assessment and reflection,
(4) Peers’ feedback, and
(5) Tutor’s feedback.
The model was applied to a group of 24 student-teachers of English attending the microteaching course at the College of Education, Sultan Qaboos University. To measure the effectiveness of the model, the planning tasks, self-assessment forms, reflective questions raised by peer students, and the tutor’s feedback comments
were analyzed qualitatively. It was found that the proposed model helped maximize the effectiveness of EFL microteaching at SQU.
(Keywords):
Microteaching, Peer-observation, Student teachers, Tutor's feedback, Self-assessment & reflection.
This is a conference presentation by Dr. Salma Al-Humaidi (Sultan Qaboos University, Oman) & Prof. Mohamed Ismail Abu-Rahmah (Suez Canal University, Egypt) at the 54th World Assembly of the International Council on Education for Teaching (ICET),
"Maintaining Strategic Ability: Managing change and assuring quality in education for teaching" held in Muscat, Oman (Dec. 14-17, 2009).
This presentation has been developed into a research paper and published in: Studies in English Language Teaching
ISSN 2372-9740 (Print) ISSN 2329-311X (Online)
Vol. 3, No. 1, 2015
www.scholink.org/ojs/index.php/selt
28.
(Abstract):
This study was an attempt to maximize the effectiveness of microteaching at SQU. It proposed a model incorporating five components:
(1) Planning and feedback,
(2) Teaching and observation,
(3) Self-assessment and reflection,
(4) Peers’ feedback, and
(5) Tutor’s feedback.
The model was applied to a group of 24 student-teachers of English attending the microteaching course at the College of Education, Sultan Qaboos University. To measure the effectiveness of the model, the planning tasks, self-assessment forms, reflective questions raised by peer students, and the tutor’s feedback comments
were analyzed qualitatively. It was found that the proposed model helped maximize the effectiveness of EFL microteaching at SQU.
(Keywords):
Microteaching, Peer-observation, Student teachers, Tutor's feedback, Self-assessment & reflection.
Research Interests:
Conference Title: The 6th Malaysia International Conference on Languages, Literatures, and Cultures (MICOLLAC 2009), Place & Date of the Conference: Organized by Department of English Faculty of Modern Languages and Communication,... more
Conference Title: The 6th Malaysia International Conference on Languages, Literatures, and Cultures (MICOLLAC 2009), Place & Date of the Conference: Organized by Department of English Faculty of Modern Languages and Communication, Serdang, Malaysia, Venue: Marriott Hotel, Putrajaya from 28-30 April 2009.
Presentation Title: A pedagogical discourse-based model for teaching grammar by Dr. Mohamed Abu-Rahmah, Suez Canal University, Egypt & Seconded to Sultan Qaboos University, Oman.
(The Abstract)
This paper has two objectives: (1) identifying and reviewing the various approaches to teaching grammar, and (2) describing a model for organizing and teaching grammar pedagogically in the Omani context. Towards this end, it is divided into three parts. The first part sheds light on three approaches to teaching grammar: the form-focused approach, the meaning focused approach and the pedagogical approach. The second part describes the various principles and components of the proposed model which include: (1) dividing the language functions into three general communicative purposes; (2) reorganizing and categorizing the grammatical items into basic/simple grammatical items and secondary grammatical items; and (3) identifying the grammatical items that go with a specific language function. The third part demonstrates how a piece of language is analyzed in order to identify its general communicative function, its basic grammatical items, and the other grammatical items that can cluster around the basic ones to express other minor language functions. The paper ends up with examples for showing how we can develop and teach grammar-based tasks and activities in the light of the suggested model.
Presentation Title: A pedagogical discourse-based model for teaching grammar by Dr. Mohamed Abu-Rahmah, Suez Canal University, Egypt & Seconded to Sultan Qaboos University, Oman.
(The Abstract)
This paper has two objectives: (1) identifying and reviewing the various approaches to teaching grammar, and (2) describing a model for organizing and teaching grammar pedagogically in the Omani context. Towards this end, it is divided into three parts. The first part sheds light on three approaches to teaching grammar: the form-focused approach, the meaning focused approach and the pedagogical approach. The second part describes the various principles and components of the proposed model which include: (1) dividing the language functions into three general communicative purposes; (2) reorganizing and categorizing the grammatical items into basic/simple grammatical items and secondary grammatical items; and (3) identifying the grammatical items that go with a specific language function. The third part demonstrates how a piece of language is analyzed in order to identify its general communicative function, its basic grammatical items, and the other grammatical items that can cluster around the basic ones to express other minor language functions. The paper ends up with examples for showing how we can develop and teach grammar-based tasks and activities in the light of the suggested model.
Research Interests:
Abstract: The effectiveness of adopting a learner-centered approach to a teacher preparation program at SQU A presentation was given at the Conference: The Integration of Learner-Centered Approaches into Pre-service Teacher Training... more
Abstract:
The effectiveness of adopting a learner-centered approach to a teacher preparation program at SQU
A presentation was given at the Conference:
The Integration of Learner-Centered Approaches into Pre-service Teacher Training
Oman, Muscat, Intercontinental Hotel, March 17. 2009. By
(1) Salma Al-Humaidi, SQU, Oman
(2) Mohamed Abu-Rahmah, Suez Canal University, Egypt
(2) William Schreck, SQU, Oman
Presentation Abstract:
Currently, Sultan Qaboos University has been implementing a project for adopting the learner-centered approach in the preparation program for the teacher-trainees of English in the College of Education. In the methods package, two independent variables have been manipulated: (1) the principles of the learner-centered approach and the e-learning Moodle platform. This session will present highlights of the study, including the preliminary responses of the subjects of the study. The learning materials package used in the project has been developed as a result of the collaboration of two parties: Sultan Qaboos University and the American Partnership Initiative represented by Seward Incorporated. These responses show that the project is effective and successful for several reasons that will be detailed in our presentation. The presenters will also explore problems they discovered relating to the quantity of the readings and assignments, the use of technology, and the nature of the tasks accompanying the topics. The faculty members participating in the project are reflecting deeply on these problems in their self-study diaries, the target of another study.
The effectiveness of adopting a learner-centered approach to a teacher preparation program at SQU
A presentation was given at the Conference:
The Integration of Learner-Centered Approaches into Pre-service Teacher Training
Oman, Muscat, Intercontinental Hotel, March 17. 2009. By
(1) Salma Al-Humaidi, SQU, Oman
(2) Mohamed Abu-Rahmah, Suez Canal University, Egypt
(2) William Schreck, SQU, Oman
Presentation Abstract:
Currently, Sultan Qaboos University has been implementing a project for adopting the learner-centered approach in the preparation program for the teacher-trainees of English in the College of Education. In the methods package, two independent variables have been manipulated: (1) the principles of the learner-centered approach and the e-learning Moodle platform. This session will present highlights of the study, including the preliminary responses of the subjects of the study. The learning materials package used in the project has been developed as a result of the collaboration of two parties: Sultan Qaboos University and the American Partnership Initiative represented by Seward Incorporated. These responses show that the project is effective and successful for several reasons that will be detailed in our presentation. The presenters will also explore problems they discovered relating to the quantity of the readings and assignments, the use of technology, and the nature of the tasks accompanying the topics. The faculty members participating in the project are reflecting deeply on these problems in their self-study diaries, the target of another study.
Research Interests:
(Presentation Outline): Assessing EFL Students Performance at SQU. A presentation made by Prof. Mohamed Ismail Abu-Rahmah (Suez Canal University, Egypt) at the 10th Annual Conference , Current Perspectives in ELT: New Methodologies,... more
(Presentation Outline):
Assessing EFL Students Performance at SQU. A presentation made by Prof. Mohamed Ismail Abu-Rahmah (Suez Canal University, Egypt) at the 10th Annual Conference ,
Current Perspectives in ELT: New Methodologies, Research, and Best Practices ,
(21 - 22 April 2010), Sultan Qaboos University, Muscat, Oman.
This presentation includes:
1.Definition of 3 performance assessment techniques
2. Context of the problem
3. Purpose of the current study
4. Research questions
5. Subjects of the study
6. Research instrument: TP Performance Assessment Form
7. Procedures:3 types of field data
8. Data Analysis & findings, and
9. Conclusion
Assessing EFL Students Performance at SQU. A presentation made by Prof. Mohamed Ismail Abu-Rahmah (Suez Canal University, Egypt) at the 10th Annual Conference ,
Current Perspectives in ELT: New Methodologies, Research, and Best Practices ,
(21 - 22 April 2010), Sultan Qaboos University, Muscat, Oman.
This presentation includes:
1.Definition of 3 performance assessment techniques
2. Context of the problem
3. Purpose of the current study
4. Research questions
5. Subjects of the study
6. Research instrument: TP Performance Assessment Form
7. Procedures:3 types of field data
8. Data Analysis & findings, and
9. Conclusion
Research Interests:
يتناول هذا المشروع الخطة العاجلة التاليه : خطة عاجلة لتطويرامتحانات الثانوية العامة ( مدتها سنتان تبدأ من الأن بمجرد اصدار القانون من قبل سعادة الرئيس)، اما الخطتين التاليتين فجاري اعدادهما: خطة متوسطة المدى لتطوير مرحلة التعليم... more
يتناول هذا المشروع الخطة العاجلة التاليه :
خطة عاجلة لتطويرامتحانات الثانوية العامة ( مدتها سنتان تبدأ من الأن بمجرد اصدار القانون من قبل سعادة الرئيس)، اما الخطتين التاليتين فجاري اعدادهما:
خطة متوسطة المدى لتطوير مرحلة التعليم الأساسى ( مدتها 3سنوات ممكن بالتوازى مع الخطة العاجلة أو بعدها)
خطة خمسية لتطويرالتعليم الفنى (مدتها 5 سنوات ).
خطة عاجلة لتطويرامتحانات الثانوية العامة ( مدتها سنتان تبدأ من الأن بمجرد اصدار القانون من قبل سعادة الرئيس)، اما الخطتين التاليتين فجاري اعدادهما:
خطة متوسطة المدى لتطوير مرحلة التعليم الأساسى ( مدتها 3سنوات ممكن بالتوازى مع الخطة العاجلة أو بعدها)
خطة خمسية لتطويرالتعليم الفنى (مدتها 5 سنوات ).
Research Interests:
The Sixth International ELT Research Conference (14-16 May 2010), Ephesus/Selçuk, Izmir-Turkey. Maximizing the effectiveness of ELT microteaching classes at SQU by Dr. Salma Al-Humaidi ( Sultan Qaboos University) & Dr. Mohamed... more
The Sixth International ELT Research Conference (14-16 May 2010),
Ephesus/Selçuk, Izmir-Turkey.
Maximizing the effectiveness of ELT microteaching classes at SQU by
Dr. Salma Al-Humaidi ( Sultan Qaboos University) & Dr. Mohamed Abu-Rahmah
(Suez Canal University).
Presentation Outline:
1. Origin of Microteaching
2. Concept of Microteaching
3. Another Definition
4. Important new concepts incorporated
5. The 2 + 2 evaluation protocol
6. Peer supervision
7. The preparation of micro lessons can focus on the following
8. Recent Variants of Microteaching
9. Microteaching at SQU
A. Three main stages: planning, teaching, feedback & discussion
B. Context of the problem
C. Purpose of the study
D. Questions of the study
10. Method
• Research design & subjects of the study
• The independent variable
• The dependent variable
• Tools of the study
• The Proposed 5-stage model
• The components of the model are:
a. Planning and feedback,
b. Teaching and observation,
c. Self-assessment and reflection,
d. Peers' feedback & reflection, and
e. Instructor's feedback
• Procedures
11. Data Analysis & Findings
12. Summary of findings & conclusions
Ephesus/Selçuk, Izmir-Turkey.
Maximizing the effectiveness of ELT microteaching classes at SQU by
Dr. Salma Al-Humaidi ( Sultan Qaboos University) & Dr. Mohamed Abu-Rahmah
(Suez Canal University).
Presentation Outline:
1. Origin of Microteaching
2. Concept of Microteaching
3. Another Definition
4. Important new concepts incorporated
5. The 2 + 2 evaluation protocol
6. Peer supervision
7. The preparation of micro lessons can focus on the following
8. Recent Variants of Microteaching
9. Microteaching at SQU
A. Three main stages: planning, teaching, feedback & discussion
B. Context of the problem
C. Purpose of the study
D. Questions of the study
10. Method
• Research design & subjects of the study
• The independent variable
• The dependent variable
• Tools of the study
• The Proposed 5-stage model
• The components of the model are:
a. Planning and feedback,
b. Teaching and observation,
c. Self-assessment and reflection,
d. Peers' feedback & reflection, and
e. Instructor's feedback
• Procedures
11. Data Analysis & Findings
12. Summary of findings & conclusions
Research Interests:
A grant in 2005 from the US AID (United States Agency for International Development) to fund a delegation representing Suez Canal University, including myself, to visit two American universities (University of Maryland College Park and... more
A grant in 2005 from the US AID (United States Agency for International Development) to fund a delegation representing Suez Canal University, including myself, to visit two American universities (University of Maryland College Park and the Community College of Baltimore County). The purpose of the visit was to attend a training program for a month (March 23 to April 20, 2005) on 4 topics: 1. Civic Education, 2. Leadership Development, 3. Conflict Resolution, and 4. Service Learning.
US AID (American Embassy in Cairo, United States)
2005-03 to 2005-04 | Grant
US AID (American Embassy in Cairo, United States)
2005-03 to 2005-04 | Grant
Research Interests:
A fund in 2009 to cover the travel to Malaysia from 28 to 30 April 2009 to present a paper entitled a discourse-based model for teaching grammar at the 6th Malaysian International Conference on Languages, Literatures, and Cultures... more
A fund in 2009 to cover the travel to Malaysia from 28 to 30 April 2009 to present a paper entitled a discourse-based model for teaching grammar at the 6th Malaysian International Conference on Languages, Literatures, and Cultures (MICOLLAC): Universals, Distinctions and cross-disciplinary perspectives, University Putra Malaysia (UPM). The organizers of MICOLLAC selected 12 research papers, including this paper, from the proceedings of the MICOLLAC conference which included 76 research papers. They requested the authors to make some changes in the title and content. After that they reviewed, edited and published it in an international source book as shown in this citation: Abu-Rahmah, M. I. & A. S. Daif-Allah (2010). A pedagogical model for teaching grammar. In Hoon, T.B, Y.M. Fung & Thai, Y.N. (Eds.) (2010). Language Learning: Challenges, Approaches, and Collaboration, Chapter 6 (pp.119-140). Germany: Verlag Dr. Muller (VDM). ISBN:978-3-639-3104-3-6.
Sultan Qaboos University (Muscat, Oman)
2009-04 to 2009-04 | Grant
Sultan Qaboos University (Muscat, Oman)
2009-04 to 2009-04 | Grant
Research Interests:
A fund in 2010, covering the air ticket, accommodation & pocket money, to travel to South Korea to present a research paper entitled “three consciousness-raising tasks for teaching grammar” at KOREA TESOL 2010 Conference (Learning to... more
A fund in 2010, covering the air ticket, accommodation & pocket money, to travel to South Korea to present a research paper entitled “three consciousness-raising tasks for teaching grammar” at KOREA TESOL 2010 Conference (Learning to Teach, Teaching to Learn: Lessons from the Classroom), from (15-16 May), Diego EXCO, South Korea.
This fund was obtained from Sultan Qaboos University because I was seconded from Suez Canal University to Sultan Qaboos University and the Conference organizers in South Korea accepted my research paper for presentation at KOREA TESOL 2010 Conference. (Muscat, Oman)
2010-05 to 2010-05 | Grant
This fund was obtained from Sultan Qaboos University because I was seconded from Suez Canal University to Sultan Qaboos University and the Conference organizers in South Korea accepted my research paper for presentation at KOREA TESOL 2010 Conference. (Muscat, Oman)
2010-05 to 2010-05 | Grant
Research Interests:
Research Interests:
This is a coursebook in Arabic entitled "Teaching: Skills & Principles between Theory and Practice". Its Arabic title: التدريس: المهارات و المبادئ بين النظرية و التطبيق
Research Interests:
Abstract The proposed model consists of four components: language input, guiding notes, matching visuals, and written output. Applying the proposed model, the students are provided with somebody of written or spoken information (i.e.... more
Abstract
The proposed model consists of four components: language input, guiding notes, matching visuals, and written output. Applying the proposed model, the students are provided with somebody of written or spoken information (i.e. input) and are helped through carrying out some comprehension tasks to produce a summary version of the original input text in the form of guiding notes. These notes are used to practice speaking. Then the students are provided with visuals matching the informational and linguistic elements in the input. With these visuals, they can discover the meaning of any new language items, reconfirm the meaning of what they have encountered previously, and finally produce written outputs.
The proposed model consists of four components: language input, guiding notes, matching visuals, and written output. Applying the proposed model, the students are provided with somebody of written or spoken information (i.e. input) and are helped through carrying out some comprehension tasks to produce a summary version of the original input text in the form of guiding notes. These notes are used to practice speaking. Then the students are provided with visuals matching the informational and linguistic elements in the input. With these visuals, they can discover the meaning of any new language items, reconfirm the meaning of what they have encountered previously, and finally produce written outputs.
Research Interests:
This is a course book for the would-be teachers of English. It is also useful for in-service teachers and teacher trainers. It tackles the problems of ELT in the Egyptian context. It also covers some of the revisited, methodological... more
This is a course book for the would-be teachers of English. It is also useful for in-service teachers and teacher trainers. It tackles the problems of ELT
in the Egyptian context. It also covers some of the revisited, methodological approaches to teaching English such as the grammar-translation
method and the audiolingual method. Further, it traces the streams that helped in the appearance and development of the communicative approach, its implementational constraints, tasks and activities, and its assumptions. The book also presents a simple strategy for integrating teaching the four language skills and provides two exemplary lessons to demonstrate how to make use of the proposed strategy in the
classroom. It ends up with a thorough description of eclecticism. This
includes the empirical factors behind eclecticism and its assumptions. Finally, the book stresses and establishes two pedagogical assumptions in English methodology: (1) there is no best method, and (2) teachers tend to
cross methodological approaches in the classroom. This book is partially
based on a part of a Ph.D. dissertation conducted by the author at Manchester University.
in the Egyptian context. It also covers some of the revisited, methodological approaches to teaching English such as the grammar-translation
method and the audiolingual method. Further, it traces the streams that helped in the appearance and development of the communicative approach, its implementational constraints, tasks and activities, and its assumptions. The book also presents a simple strategy for integrating teaching the four language skills and provides two exemplary lessons to demonstrate how to make use of the proposed strategy in the
classroom. It ends up with a thorough description of eclecticism. This
includes the empirical factors behind eclecticism and its assumptions. Finally, the book stresses and establishes two pedagogical assumptions in English methodology: (1) there is no best method, and (2) teachers tend to
cross methodological approaches in the classroom. This book is partially
based on a part of a Ph.D. dissertation conducted by the author at Manchester University.
Research Interests:
This is an end-of-term exam (final) for the Special Diploma students registered in Fall 2017. مناهج بحث جميع الشعب
Research Interests:
These are samples of the question types that may come in the ELT Methods exam.
Research Interests:
This is an exemplary exam. Just have a look to acquaint yourself with the type of questions that may come in the exam.