Implementation of the Sheltered Instructional Observation Protocol (SIOP) Model in the Saudi Classroom: EFL Teachers’ Perspectives

Fadda, Hind Abdulaziz Al

doi:10.24093/awej/vol11no2.24

Cited by 3 publications

(3 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Those demands need to be taken into consideration when teaching ELLs so as to provide them with the best knowledge. Hence, the number of English language learners is growing in Saudi Arabia (Al Fadda, 2020). Yet, their academic proficiency level is showing no progress (Al Fadda, 2020).…”

Section: The Learning Needs Of Ellsmentioning

confidence: 99%

“…Hence, the number of English language learners is growing in Saudi Arabia (Al Fadda, 2020). Yet, their academic proficiency level is showing no progress (Al Fadda, 2020). It is suggested that the usage of the SIOP model will significantly enhance the ELLs academic performance (McIntyre et al, 2010).…”

Section: The Learning Needs Of Ellsmentioning

confidence: 99%

“…Lesson preparation focuses on how to direct the classroom instruction (Inceli, 2015). Building background concentrates on the connection the teacher makes to the student background experiences and prior learning in addition to focusing on the students' academic vocabulary (Al Fadda, 2020). Echevarria & Vogt (2010) contended that comprehensible input focuses on the importance of the teachers' role to deliver a clear speech, an understandable variety of academic activities and examples to increase students' comprehension.…”

Section: The Siop Model Overviewmentioning

confidence: 99%

See 2 more Smart Citations

The Implementation of Sheltered Instructional Observation Protocol (SIOP) Model in Saudi Schools: A Study of EFL Teachers’ Perspectives

Aldakhil¹,

Alfadda²

2021

ELT

View full text Add to dashboard Cite

The Sheltered Instructional Observation Protocol SIOP is a model designed to assist teachers in organizing and planning the lessons delivery through different stages. This model is also useful in enhancing the students’ achievement and minimizing any chance of educational failure. However, EFL teachers need to be trained in order to guarantee successful implementation of this model. This study examined the implementation of the SIOP model from teachers’ perspectives after they attended an introductory workshop in a private school in Riyadh city, Saudi Arabia. The study adopted the qualitative approach for collecting and analyzing the data. The sample of the study consisted of seven English language teachers (4 females & 3 males). Two data collection instruments were used, namely, observational sessions and a semi-structured interview. Most of the researcher interaction with the sample was done online due to the outbreak of Covid-19 pandemic. The workshop and the interviews were done through Zoom video communication. The central findings of this study reveal that the majority of the teachers have covered all SIOP components during their lessons. Moreover, it was found that there is a relationship between the implementation of the SIOP model and the students' learning motivation. Furthermore, the results showed that the SIOP implementation might help in enhancing the teachers’ proficiency. Besides, it was revealed that most of the teachers had a positive attitude towards the implementation of the SIOP model. However, they claimed that time and place might hinder any future implementation of the SIOP model. This study recommends a larger sample size, longtime study application and a life sample workshop to guarantee better results. It also provides significant implications which might be useful for EFL teachers, policy makers and interested researchers. 

show abstract

Section: The Learning Needs Of Ellsmentioning

confidence: 99%

Section: The Learning Needs Of Ellsmentioning

confidence: 99%

Section: The Siop Model Overviewmentioning

confidence: 99%

See 1 more Smart Citation

The Implementation of Sheltered Instructional Observation Protocol (SIOP) Model in Saudi Schools: A Study of EFL Teachers’ Perspectives

Aldakhil¹,

Alfadda²

2021

ELT

View full text Add to dashboard Cite

show abstract

Designing Literacy E-Coaching Model for English Language Teachers of Junior High Schools in Indonesia

Mayuni

Leiliyanti

Palupi

et al. 2022

TEFLIN

View full text Add to dashboard Cite

This multi-year study which took place in 2019-2021 aims to design a literacy e-coaching model for EFL Junior High School teachers in Indonesia in support of the government-initiated school-based literacy movement program. The study involved 150 English as a Foreign Language (EFL) teachers from 16 provinces in Indonesia in the need analysis part, 12 teachers in the module development part and 41 teachers in the implementation part. Two kinds of modules were developed during the study, namely: (1) a literacy enrichment module to reinforce the participants’ literacy content knowledge; and (2) a literacy learning module to enhance the participants’ competence in teaching literacy. Afterwards, two coaching cycles using the modules were implemented. The coaching cycles were designed by adapting the coaching models from Rogers and Rogers (2007) and Trinh et al. (2011), as well as adopting the Sheltered Instruction Observation Protocol (2017) model. Data was collected from questionnaires, tests, observations, videos, expert judgment, and discussion groups and analyzed using model validation, descriptive and inferential statistics. The study found that the literacy e-coaching model enhanced the participants’ competences in literacy teaching, as the results demonstrated the amalgamation of the models to be effective.

show abstract

Eliminating Barriers for Non-Traditional Minority Adult Learners (NMALs) in Online Spaces

Kramer-Gordon

Bradley

2023

Motivation and Momentum in Adult Online Education

View full text Add to dashboard Cite

With the rising cost of inflation, adults are considering returning to school. Yet, the family-work balance, cost of living, and prices of education create barriers for most, especially diverse adults in low-socioeconomic areas, English language learners (ELLs), and those labeled with a disability. As education has taken the lead in online spaces, barriers still have been overlooked to provide equitable and accessible educational platforms for adults. As motivation for a promising future drives non-traditional minority adult learners (NMALs) to return to school, education must be convenient, cost-effective, and inclusive. Furthermore, advancing technology and digital tools leave both educators and adult learners at a disadvantage. By incorporating professional development, fair access to technology, and WOW practices into online learning environments, barriers will be eliminated for NMALs allowing for systemic equity in online learning platforms.

show abstract

Implementation of the Sheltered Instructional Observation Protocol (SIOP) Model in the Saudi Classroom: EFL Teachers’ Perspectives

Cited by 3 publications

References 9 publications

The Implementation of Sheltered Instructional Observation Protocol (SIOP) Model in Saudi Schools: A Study of EFL Teachers’ Perspectives

The Implementation of Sheltered Instructional Observation Protocol (SIOP) Model in Saudi Schools: A Study of EFL Teachers’ Perspectives

Designing Literacy E-Coaching Model for English Language Teachers of Junior High Schools in Indonesia

Eliminating Barriers for Non-Traditional Minority Adult Learners (NMALs) in Online Spaces

Contact Info

Product

Resources

About