Preparing Palestinian Reflective English Language Teachers through Classroom Based Action Research

Dajani, Majida Mohammed Yousef

doi:10.14221/ajte.2014v40n3.8

Cited by 10 publications

(5 citation statements)

References 30 publications

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“…Palestinian teachers face many problems and obstacles related to educational quality, low salaries, lack of administrative and supervisory support, poor work conditions, lack of resources, and increased workloads (Khaldi & Wahbeh, 2002;Kouhail, 2004). Moreover, teachers are not well trained in teaching as a whole, nor are they trained or supported to use different methods and techniques to teach the Palestinian curriculum (Dajani, 2015).…”

Section: Background Of the Studymentioning

confidence: 99%

Using Thinking Routines as a Pedagogy for Teaching English as a Second Language in Palestine

Dajani

2016

JERAP

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This study examined the results of promoting Palestinian students’ engagement and fostering their understanding in addition to their inquiry skills through the application of thinking routines. Six teachers teaching fourth and fifth grades participated voluntarily in this action research project during the school year 2014–2015. The researcher videotaped a number of classes, collected and discussed teachers’ and students' reflections, and analyzed classroom observation reports. During the data collection process, the researcher depicted and narrated common themes and issues retrieved from the different sources that were used to collect data. Results revealed that the implementation of visible thinking routines in English language classrooms was a challenge for both the learners and the teachers. For the learners, the challenges were their limited abilities to express themselves using English language, and for the teachers, the challenges were the extra effort that they needed to exert because it was their first experience in implementing such routines. Teachers sometimes found it difficult to decide which thinking routine is appropriate to the activities they wanted to implement. However, teachers asserted that positive changes occurred in English language classrooms and in students’ learning and interaction. Teachers expressed their admiration of how students were more engaged to explore, connect ideas, and delve deeper for better understanding of topics discussed. Classroom activities became more enjoyable, more learning directed and more learners centered. In the light of the research results, Palestinian teachers were recommended to use thinking routines to promote students’ engagement and foster their understanding.

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Section: Background Of the Studymentioning

confidence: 99%

Using Thinking Routines as a Pedagogy for Teaching English as a Second Language in Palestine

Dajani

2016

JERAP

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“…In the mid-1990s, the Palestinian authorities made a strategic decision to introduce English as a foundational subject starting in the first grade (age 6), rather than delaying its introduction until the fifth grade (age 11) as was previously practiced. As put by (Dajani & McLaughlin, 2009):…”

Section: Introductionmentioning

confidence: 99%

“…Students should be offered opportunities to actively speak EFL and listen to authentic material (Aby Alyan, 2013), engage with a variety of writing tasks and materials that build on their previous experiences (Abu Shawish and Abdelraheem, 2010), and participate in intensive reading programs (Saleem, 2010). The successful acquisition of language skills requires both the competent instruction from teachers and instructors and learners' committed practice (Dajani, & McLaughlin, 2009).…”

Section: Introductionmentioning

confidence: 99%

First-Year Palestinian English Majors’ Attitudes and Expectations towards EFL Learning: A Mixed-Methods Study

Jabali,

Hamamra,

Saadeh

et al. 2023

Preprint

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The increasing enrollments in the English Departments at Palestinian universities highlight the need to understand the attitudes and expectations of students, as these factors can significantly impact their motivation and proficiency in learning English as a foreign language (EFL). This study aimed to explore the attitudes and expectations of Palestinian first-year English majors in relation to EFL learning. A total of 244 students participated in the study, completing a questionnaire and participating in interviews to provide a comprehensive understanding of their perspectives. The results revealed a high level of enthusiasm among the students towards EFL, as evidenced by their strong attitudes and exceptionally high expectations. Moreover, the study identified specific student characteristics, including gender and the required hours dedicated to English learning, as well as the experience of studying abroad, which served as predictive factors for their attitudes and expectations. The findings emphasize the importance of regularly assessing the attitudes and expectations of learners in English departments to effectively cater to their needs and attract more students. By understanding the motivating factors and aligning instructional strategies accordingly, English departments can create a more engaging and tailored learning environment for students pursuing English as a foreign language.

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“…If the teacher's active scaffolding processes can be applied at the early stage of the learning cycle students' confidence level can be increased and positive attitude towards writing can also be observed. Action research in cross-school and collaborative classroom-based EFL teaching study were developed in Korea and concluded that AR can be sustainable by making English teachers as researchers [8] implementation of action research projects among forty English language teachers of thirty Palestinian schools were proposed that aimed to study the outcomes of action research among teachers [9]. It was revealed that action research was a powerful, inquiry and exploratory tool that impacted teachers' classroom practices.…”

Section: Introductionmentioning

confidence: 99%

An Action Research on the Effective English Phonetic Learning for College Students

Kuo¹

2021

Advances in Social Science, Education and Humanities Research

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One of the key issues for effective English learning is to make students easily read and speak in English. Although most college students can pass the testing of English writing and/or reading in Taiwan, they still fail or afraid to speak in English. The Kenyon and Knott phonetic transcription, KK phonetic transcription, is wildly applied as the basic learning tool for most students in Taiwan. This research is aimed to improve the learning effectiveness by firstly developing a set of easy-understanding learning guide about phonetic and phonic rules, and followed by the motivational strategy of action learning that outreach the course learning to their families or friends to learn KK phonetic symbols. The process of this research was divided into 4 cycles of planning, implementing the efficient textbook learning and ask students to teach their families or friends, observations of the students' teaching materials and their teaching process by video, and students' share and reflection. The results show that motivational strategies of asking students to teach the KK Phonetic Transcription to someone that is close to them do have positive effects in improving the confidence of speaking English.

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Preparing Palestinian Reflective English Language Teachers through Classroom Based Action Research

Cited by 10 publications

References 30 publications

Using Thinking Routines as a Pedagogy for Teaching English as a Second Language in Palestine

Using Thinking Routines as a Pedagogy for Teaching English as a Second Language in Palestine

First-Year Palestinian English Majors’ Attitudes and Expectations towards EFL Learning: A Mixed-Methods Study

An Action Research on the Effective English Phonetic Learning for College Students

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