No abstract

This study investigates the effect of storytelling as a strategy for developing story writing skills among grade seven pupils in a public Omani school. The sample of the study consisted of 243 pupils randomly selected and assigned to experimental and control groups. The data used for the purpose of this study were collected over the course of one semester via pre-post test design for equivalent groups. The experimental groups were taught by using the adopted storytelling strategy, whereas the control groups were taught by using the conventional procedures as prescribed in the formal teacher's guidebook. The researchers assessed the effect of storytelling as a strategy for developing story writing skills and the findings indicated that the experimental group outperformed the control group in the story writing skills test. This was indicative of the fact that the storytelling strategy may have a significant positive effect on pupils' story writing. Important implications of this study within the framework of a similar context are also outlined.

This follow-up study examines the sustainability and generalizability of the impact of the storytelling strategy which was implemented earlier with (Alkaaf & Al-Bulushi, 2017) grade 7 students. The sample of this study consisted of 30 students randomly selected as well as four teachers who participated in the experimental groups. The data used for this study were collected over the course of one semester via story writing skills test and teachers’ and students’ interviews. The results indicated that there were statistically significant differences between the mean scores of the students in the follow up test and the main data collection’s post test in favour of the follow up test. Statistically significant differences were also found between the mean score of male and female students in the follow up test in favour of females. The qualitative data showed that the four teachers still continue using the strategy in their written composition lessons hoping the Ministry to incorporate it within the teacher’s guide.

This study aims to identify the acquisition of linguistic competencies by pre-service physical education teachers at the College of Education, Sultan Qaboos University, and in-service physical education teachers in Muscat and Dhofar Governorates in Oman, as well as any statistical differences between these two groups. The population of the study consisted of 30 pre-service teachers and 28 in-service teachers. The observation card instrument was used to collect data. The results showed that the acquisition level of the linguistic competencies of pre-service physical education teachers was medium. However, the acquisition level of the linguistic competencies of in-service physical education teachers was high. Furthermore, there were significant differences between the acquisition level of linguistic competencies in pre-service and in-service teachers in favor of in-service teachers. Based on these findings, we recommend developing these competencies in pre-service teachers during the teacher education program by focusing particularly on planning, implementation, and assessment.