Best Practices in English Language Testing at the University Preparatory Year Programs

Rauf, Mubina

doi:10.1007/978-94-6300-205-9_10

Cited by 2 publications

(2 citation statements)

References 5 publications

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“…Hughes (1989), however, suggests that achievement tests should rather be based on the course objectives and the learning outcomes intended for each course. Holt (1994, p. 6, as cited in Rauf, 2015) stated that student assessment serves as an essential tool "to measure students' ongoing progress, to qualify them to enroll in academic programs, to verify program effectiveness, and to demonstrate learners' gains." It is important to note that the production of effective assessment tools that can produce the desired information is not an easy task and should not be taken lightly.…”

Section: The Future Of Efl Assessmentmentioning

confidence: 99%

The Future of Teaching English in Saudi Arabia

Assulaimani¹

2019

ujer

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Even though the future is unknown and may be hard to forecast, its formulation can still be influenced by the making of some decisions in the present time (Amara, 1981). This article reviews the TEFL situation in Saudi Arabia in the past and the present, and offers some recommendations for improving it in the future. These recommendations will include policy and school-based levels. The article will include discussions about the Saudi government's strategies of enhancing the education system through Information Communication Technology (ICT), future teaching systems, teachers and students' roles, future teacher education, important issues in assessment as well as recommendations for policy regarding critical issues for EFL instruction in Saudi Arabia, including a detailed examination of the Tatweer Project, which is the Saudi Arabian government policy to be implemented between 2013-2023, with the aim of developing public education in Saudi Arabia.

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Section: The Future Of Efl Assessmentmentioning

confidence: 99%

The Future of Teaching English in Saudi Arabia

Assulaimani¹

2019

ujer

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“…Although many Saudi studies dealing with EFL research have done considerable efforts to integrate creativity with teaching approaches, there are practically no study reports on attempts to integrate creativity with the teaching of a foreign language (see, for example, Rauf, 2015;Samuelson et al;. The studies tackling the application of creativity to teaching English as a foreign language in Saudi Arabia were restricted to assessing the instructors' and learners' attitudes toward creativity.…”

Section: Introductionmentioning

confidence: 99%

Revisiting Creative Teaching Approach in Saudi EFL Classes: Theoretical and Pedagogical Perspective

Ismail¹

2022

WJEL

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The present study aims to address the aspects of similarities and differences between the traditional and the creative teaching approaches in the Saudi EFL context by providing a comparative critical review of literature about the current teaching approaches. The study adopts a comparative critical approach that employs critical comparison to assess, critique, and synthesize the literature on a research topic in a way that enables new theoretical frameworks and perspectives to emerge. It also critically compares the previous studies dealing with creativity in teaching English as a Foreign Language with those dealing with traditional teaching approaches to explore the impediments of the application of the creative teaching approach to teaching English in a Saudi environment. The study has found that the previous studies on creativity and teaching English as a foreign language are in short of a clear understanding of how creativity can be used as an effective teaching approach and they also lack empirical evidence. In addition, there seems to be a conflation of creativity and the traditional teaching approach in the sense that although several studies claimed that they provided a creative teaching approach, their results and findings contradicted their objectives and hypotheses. In most cases, their methods were tailored to offer an impractical and illusory teaching approach, which has nothing to do with creativity. The proposed teaching approaches are incoherent and inhomogeneous which never suits either of them. Therefore empirical studies on creativity and its impact on EFL learners' minds in Saudi Arabia should be initiated.

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Best Practices in English Language Testing at the University Preparatory Year Programs

Cited by 2 publications

References 5 publications

The Future of Teaching English in Saudi Arabia

The Future of Teaching English in Saudi Arabia

Revisiting Creative Teaching Approach in Saudi EFL Classes: Theoretical and Pedagogical Perspective

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