The Need for Change in Teacher Education in Yemen: The Beliefs of Prospective Language Teachers

Muthanna, Abdulghani; Karaman, A. Cendel

doi:10.1016/j.sbspro.2011.02.030

Cited by 19 publications

(16 citation statements)

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“…The excessive lack of 'clear-cut standards and program philosophy statements' (Muthanna and Karaman, 2011: 230) in higher education institutions in Yemen has led to the existence of many problems. These administrative and academic problems (Muthanna and Karaman, 2011), the absence of academic justice and use of personal power in academic institutions (Muthanna, 2013) have all also introduced other factors such as lack of respect and fairness among university instructors and instructors' dissatisfaction with their salaries. All of this compels Yemeni professors to travel abroad, where they might teach for the rest of their lives.…”

Section: Discussionmentioning

confidence: 99%

Quality education improvement: Yemen and the problem of the ‘brain drain’

Muthanna

2015

Policy Futures in Education

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This paper presents an overview of the problems that hinder improvement of the quality of education in Yemen, with a particular focus on higher education institutions. It discusses in particular the problem of the brain drain and why this phenomenon is occurring in Yemen. Semi-structured interviews with three professors at higher education institutions were conducted. Analysis identified two main factors that compel many Yemeni professors to leave the country. The first is associated with lack of fairness and respect among instructors in Yemeni universities; the second is concerned with the instructors' deep dissatisfaction with their financial income. It is argued that unless the university administrators and the government as a whole reconsider the salaries of those in both secondary and higher education institutions, and provide and impose rigorous rules for regulating academic life inside and outside the institutions, many other instructors will leave Yemen, their country of origin, action which will cause further weaknesses in the nation's higher education institutions.

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Section: Discussionmentioning

confidence: 99%

Quality education improvement: Yemen and the problem of the ‘brain drain’

Muthanna

2015

Policy Futures in Education

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“…8, No. 12;2015 reading English materials. Their positive attitudes were identified after they had experienced reading through the CAREY program.…”

Section: Discussionmentioning

confidence: 99%

“…8, No. 12;2015Tseng (2007 which highlighted the positive benefits of technology in teaching reading are supported by the study of Chem andLin (2009) andAbanomey (2013). In Abanomey's (2013) study he investigated the impact of online format on the performance of Saudi-English as foreign language (EFL) learners and compared it with the traditional papers.…”

Section: Review Of Previous Studiesmentioning

confidence: 99%

“…hand-outs) prescribed by university instructors for reading skill (David 2004;Tanyeli 2009;Biancarosa & Griffiths, 2012;Muthanna & Karaman 2011;Al-Sohbani & Muthanna 2013). However, appropriate reading materials for these university students are unavailable online.…”

Section: Have Gained the Confidence And The Motivation Because I Ammentioning

confidence: 99%

“…8, No. 12;2015 resulted due to their attendance to the class of reading via CAREY program on time from the induction week to week nine. However, the class of reading via CAREY program is full of all participants from the beginning of the experiment until the end.…”

Section: Have Gained the Confidence And The Motivation Because I Ammentioning

confidence: 99%

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The Effect of the CAREY Program on the Students’ Reading Attitude towards Reading English Materials

Al-Shawesh¹,

Hussin²

2015

ELT

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Reading is one of language learning skills which has a great significance for the role it plays in the second language acquisition (SLA) process. The aim of this paper was to examine the extent to which the CAREY (Computer-Assisted Reading Yemen) program affects the Yemeni EFL students' reading attitude towards reading English materials. To achieve this objective, the data was collected from pre-and post-questionnaires of reading attitude. Additionally, the data was collected based on an interview and an observation. 20 students selected purposively from level one of an English proficiency course, Department of English, Faculty of Arts, Ibb University, Yemen in this study. All participants answered the pre-and post-reading questionnaires, and five of them were further interviewed. The study used both quantitative and qualitative analyses of the data including descriptive statistics of the responses from the questionnaires and thematic analysis of responses from the interviews. The results revealed that all participants showed their positive attitudes toward reading English materials especially after they joined the class of reading via CAREY program. In addition, it was found that CAREY program positively affected the participants' attitudes towards reading English materials.

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