Voice And Dialogue In Teaching Reading/Writing To Qatari Students

Golkowska, Krystyna U.

doi:10.19030/jier.v9i4.8085

Cited by 1 publication

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“…More than 85% of the students could not meet the curriculum standards benchmarked level in English for most of the grade levels (GSDP, 2011). Also, Qatari students studying abroad were reported struggling with English due to their lack of reading and writing abilities (Golkowska, 2013). Furthermore, employers in Qatar showed concerns about Qatari graduates' poor English skills (Ahmed, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Students' low reading achievement indicates problems with the reading comprehension-strategy instruction and, consequently, the learning of reading in English (Nasser, 2017). Several studies asserted the ineffective comprehension instruction in Qatar government schools over the past few decades (Ahmed, 2019;Al-Khwaiter, 2001;Brewer et al, 2007;Golkowska, 2013;Nasser, 2013;Palmer et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…According to Nasser (2013), reading teachers contributed little to students' language acquisition, reading-comprehension strategies, and word knowledge during an extracurricular reading intervention conducted in Qatar governmental schools. Besides, Golkowska (2013) reported that Qatari university students studying abroad had not received effective reading-comprehension strategy instruction during secondary education and, thus, became struggling readers at the university level. Though one of the main objectives of the education reform in Qatar is to change teachers' instructional practices into student-centred learning (Brewer et al, 2007), which is at the heart of effective reading comprehension instruction (McLaughlin, 2012), skills needed to implement this approach may not have been acquired yet by teachers and students (Palmer et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Do EFL Teachers Reduce the Reading Gap in Qatar? A Study of Strategy Instruction in Government Schools

Morsy

Romanowski

2021

IJLTER

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Teachers’ instructional practices are crucial to students’ achievement in reading comprehension. Students’ low English reading competence in Qatar’s government schools raises concerns about not only reading comprehension strategy instruction, but also, subsequently, learning as a natural outcome of teachers’ praxis. This quantitative survey investigated English as a foreign language (EFL) reading comprehension strategy instruction of a broad cross-sectional sample of (1-12) EFL teachers (n=754) of government schools in Qatar. The study examines teachers’ most frequently used strategies and explicit strategy instruction. To relate the findings of an exploratory data analysis, descriptive statistics, including means, standard deviations, and frequencies, were calculated for each 5-point Likert scale questionnaire item using the Statistical Package for the Social Sciences (SPSS-Version 24) statistics software. Results revealed that participant teachers reported a generally moderate and high frequency of using comprehension strategies (lowest mean 3.56 and highest mean 4.52). The seven most used strategies (mean score ≥4) were: Identify main ideas, set purpose for reading, predictions, preview text, monitor comprehension, prior knowledge activation, and handle unfamiliar words. Conversely, the five strategies reported a comparatively lower use frequency (mean score ˂4) were: Text structure, questioning, visualizing, summarizing, and think aloud. The major findings on explicit strategy instruction indicated that teachers ignored the gradual release of responsibility to students. The implications of these findings suggest that EFL teachers demonstrate moderate use of reading comprehension strategy instruction. Further recommendations for the Ministry of Education, school principals, and teachers are offered.

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Section: Introductionmentioning

confidence: 99%