This study investigates the impact of using smartphones to develop Arabic speaking skills among Arabic non-native speakers through a language game. The experiment was conducted by introducing the independent variable (language game on smartphone) on the study sample of 15 University of Sydney students learning Arabic at the beginner level. The experiment was conducted throughout semester 2/2015. Students spent 24 hours of self-study using the language game via smartphones. They were subjected to a pre-and a post-oral test to measure the impact on the speaking skill development in four major aspects namely confidence level, pronunciation, grammar and understanding. The data were analysed quantitatively using T-test and findings showed significant statistical differences On the whole, this study shows that using language games on smartphones has a positive effect on the speaking skill development of the students.

Historically, classroom observations have been conducted in educational establishments for different purposes such as evaluation of teachers, promotion, curriculum design, or professional development. In this study, the researchers aimed to improve the effectiveness of the classroom observation process in an English Language Center based in a College of Technology in the Sultanate of Oman. The study adopted a qualitative research methodology and semi-structured interviews as the data collection tool. In the first stage, observers and teachers were interviewed to understand the existing classroom observation process. Based on the initial data, a training program was developed with materials from international good practice projects. Finally, the changes were identified through the second set of interviews with the participants. The major results of this study suggest that the training program contributed positively to the perceived effectiveness of the classroom observation process, reduced anxiety related to this process, and led to more balanced participation from both the observers and the teachers. Moreover, the implementation of the pre-observation conferences started taking place and post-observation meetings included more constructive feedback. This study adds to the literature on the importance of classroom observation training with a practical training program. This practical approach can be adopted in similar contexts with some adaptation to meet the specific needs of educational institutions. The researchers suggest a qualitative research approach to accompany any such future training to measure the effects of the training program.

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Historically, classroom observations have been conducted in educational establishments for different purposes such as evaluation of teachers, promotion, curriculum design, or professional development. In this study, the researchers aimed to improve the effectiveness of the classroom observation process in an English Language Center based in a College of Technology in the Sultanate of Oman. The study adopted a qualitative research methodology and semi-structured interviews as the data collection tool. In the first stage, observers and teachers were interviewed to understand the existing classroom observation process. Based on the initial data, a training program was developed with materials from international good practice projects. Finally, the changes were identified through the second set of interviews with the participants. The major results of this study suggest that the training program contributed positively to the perceived effectiveness of the classroom observation process, reduced anxiety related to this process, and led to more balanced participation from both the observers and the teachers. Moreover, the implementation of the pre-observation conferences started taking place and post-observation meetings included more constructive feedback. This study adds to the literature on the importance of classroom observation training with a practical training program. This practical approach can be adopted in similar contexts with some adaptation to meet the specific needs of educational institutions. The researchers suggest a qualitative research approach to accompany any such future training to measure the effects of the training program.

Secondary School Certificate (SSC) is an "O" level equivalent grade in Bangladesh. Numerous studies found that SSC EFL tests have harmful backwash effects as teachers and learners have become "test-wise", because same test pattern continues since 1996. It is a sign of deviation from the SSC curriculum which is designed following CLT principles. It is further criticised that SSC students and their teachers exceedingly depend on commercially published Note/Guidebooks although there are two officially published textbooks known as English For Today (English 1 st Paper) and English Grammar and Composition (English 2 nd Paper) edited and published by National Curriculum Textbook Board (NCTB). Thus, this study was designed to appraise the interdependence of SSC EFL testing, teaching and teaching-learning materials in the light of the guidelines of the SSC English curriculum. To collect data, in this study, we used two methods: namely document analysis and survey. The former includes SSC curriculum and English test papers, while the latter involves a questionnaire. The analysis of the data revealed that SSC EFL tests affect teaching of English at SSC level and also influence teachers and students when they select reading/teaching materials. It is also found that the curriculum guidelines are not followed in the classroom teaching and test design. Exam centric teaching is prevalent everywhere. We noticed a mismatch among the mandated curriculum, classroom teaching and the teaching materials used which might foil the endeavour to achieve the objectives of the secondary English curriculum. Conventional test pattern immensely influences the teachers' teaching and their selection of teaching materials. This study recommends some specific measures including the reformation of SSC EFL testing.