This paper examines the importance and the process of developing benchmarks for the courses offered at the Centre for Preparatory Studies, Sultan Qaboos University, Oman. Benchmarks are necessary for improving the quality of instruction. Considering the importance of benchmarking and taking it as a point of reference, a small study was undertaken at the Centre for Preparatory Studies to develop benchmarks for each course offered in the General Foundation Program. One of the aims of developing benchmarks was to make it clear to students what is expected of them at the end of each course. The study draws on some examples of benchmarking models to draft benchmarks for the purpose of study. The exploratory method was followed for gaining insights to write benchmarks. Literature review showed that course objectives are used synonymously with benchmarks. The outcomes of the research project played a significant role in designing curricula for the GFP courses though it was quite a challenging task. It is important to draft concise and clear benchmarks, which are accessible and comprehensible for students and teachers. So, using the level-specific proficiency descriptors, can-do statements for each skill bench markers were written to make it comprehensible for students to know what is expected of them by the end of each course. Benchmarks used in one context may not be effective in other contexts. One important insight gained was what benchmarking is and what it is not.

Contemporary research in education has placed the growing emphasis on general education principles and standards intended for empowering students and developing them as personalities with the related discussions set in different socio-cultural and geographical contexts. This paper explores how principles and standards of general education are integrated and implemented to support students’ development and enhancement of their skills in the context of the foundation program at Sultan Qaboos University in Oman. In more detail, utilizing personal views and perceptions of the programs’ administrators (department heads, program coordinators and course leaders) involved in constructing and offering the English language foundation program courses, this paper explores how principles and standards of general education are integrated and implemented to support students’ development and academic growth. A qualitative research paradigm is used to provide detailed descriptions, discuss experiences, achievements, challenges, and inform future decisions. The results demonstrate that the English language foundation program courses have good potential for building solid basis for students’ skills and knowledge development, however, more efforts that include revisions in curriculum and teaching practices are required to develop students into educated, responsible and productive citizens for their own advantage and the benefit of the community.

Teaching is challenging at a time when changes are rapidly taking place in education along with the interface of technology.Positions of language teaching institutions and teachers are changing and so are perceptions of what constitutes learning. There is a need to take these changes into consideration while designing teaching for the future. This paper is premised on two contexts – FP courses at the Centre for Preparatory Studies, Sultan Qaboos University and FP courses at the Sohar University, Oman. This paper examines teaching and learning in the digital era. Then,a discussion of the 21st century students, society and the global demands, which arealso influenced by technology will be investigated. Finally, the expected challenges of teachers’ preparedness in using technology, along with adoptingpotential approaches for teaching will be discussed. Keywords: changing perceptions, 21st century needs, General Foundation Programs, future of English language teaching

This paper examines the importance and the process of developing benchmarks for the courses offered at the Centre for Preparatory Studies, Sultan Qaboos University, Oman. Benchmarks are necessary for improving the quality of instruction. Considering the importance of benchmarking and taking it as a point of reference, a small study was undertaken at the Centre for Preparatory Studies to develop benchmarks for each course offered in the General Foundation Program. One of the aims of developing benchmarks was to make it clear to students what is expected of them at the end of each course. The study draws on some examples of benchmarking models to draft benchmarks for the purpose of study. The exploratory method was followed for gaining insights to write benchmarks. Literature review showed that course objectives are used synonymously with benchmarks. The outcomes of the research project played a significant role in designing curricula for the GFP courses though it was quite a challenging task. It is important to draft concise and clear benchmarks, which are accessible and comprehensible for students and teachers. So, using the level-specific proficiency descriptors, can-do statements for each skill bench markers were written to make it comprehensible for students to know what is expected of them by the end of each course. Benchmarks used in one context may not be effective in other contexts. One important insight gained was what benchmarking is and what it is not.

This paper examines the importance and the process of developing benchmarks for the courses offered at the Centre for Preparatory Studies, Sultan Qaboos University, Oman. Benchmarks are necessary for improving the quality of instruction. Considering the importance of benchmarking and taking it as a point of reference, a small study was undertaken at the Centre for Preparatory Studies to develop benchmarks for each course offered in the General Foundation Program. One of the aims of developing benchmarks was to make it clear to students what is expected of them at the end of each course. The study draws on some examples of benchmarking models to draft benchmarks for the purpose of study. The exploratory method was followed for gaining insights to write benchmarks. Literature review showed that course objectives are used synonymously with benchmarks. The outcomes of the research project played a significant role in designing curricula for the GFP courses though it was quite a challenging task. It is important to draft concise and clear benchmarks, which are accessible and comprehensible for students and teachers. So, using the level-specific proficiency descriptors, can-do statements for each skill bench markers were written to make it comprehensible for students to know what is expected of them by the end of each course. Benchmarks used in one context may not be effective in other contexts. One important insight gained was what benchmarking is and what it is not.