Methods of Teaching English
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- ItemThe Effect of Cooperative Learning in English Language on the Ninth Grade Student's Attitudes and Academic Achievement at UNRWA Schools in Nablus District(1996) Samar Deeb Jabr; Dr. Mohammed Salem AmlehThis study aims at investigating the effect of cooperative learning method in English language on the ninth grade students' (boys and girls) attitudes and academic achievement as compared to the traditional method . The sample of the study consisted of (138) male and female students in the ninth grade at two schools: Askar Basic Boys School No. 1, and Askar Basic Girls School No.1 which belong to UNRWA in Nablus Area during the scholastic year (1995-1996). The sample of the study was systematically randomly selected as follows: 1. (75)male students were distributed into two sections (A & B ) at Askar Basic Boys School No. I: one section was taught by the cooperative learning method to represent the experimental group, the other one taught by the traditional method to represent the controlled group. 2. ( 63 )female students were distributed into two sections (A&B) at Askar Basic Girls School No. I: one section was taught by the cooperative learning method to represent the experimental group and the other one taught by the traditional method to represent the control group. Before carrying out the experiment, the equivalence of both sections was tested by counting the means and Standard Deviation (SD) of student scores (males and females) in English Language in the second midyear exam in (1995 - 1996 ) . The instruments which were used the Achievement Test in English. and the other was the attitude inventory which was adapted by AL. Kilanv (1976) on the basis of Brown and Holtsman's inventory (1967). One way analysis of variance and two way analysis of variance (ANOVA) were used to examine the effect of the treatment on the dependent variables. One way analysis of variance and Repeated Measures Design (R.M .D) were used to measure the differences between the pre-and post tests in the students' attitudes. The findings showed that First: There were significant differences in the students' achievement (males and females) of English due to the teaching method for the benefit of experimental group. Second: There were significant differences in the boy’s achievement and girls achievement. Third: The findings also showed that there were no significant differences in the students' attitudes in English for both boys and girls due to the teaching method. Fourth: There were no significant differences between the pre-and post attitudes test for the experimental group . Fifth: There were no significant differences between the pre-and post attitude test for control group. The findings of both groups didn't show significant differences of pre-and post attitudes inventory. Based on the results of this study, it is recommended to encourage teachers to adopt the cooperative learning method for its effectiveness in improving. Students' academic achievement.
- ItemThe Errors that Arabic-Speaking Palestinians Make in Forming the English Relative Clause(1997) Ahmed A. Mahmoud; Dr. Rami Hamdallah; Dr. Suzan ArafatThe purpose of this study is to investigate the errors that Arab Palestinian learners make in formation of the relative clauses, especially in written English . To achieve this , the researcher gathered all kinds of errors made by the pupils through the free different compositions (narrative , analytical and descriptive) . The free compositions were given to 400 pupils (males and females) in the 11th grade in Jenin District schools . The researcher chose 10 schools randomly from the whole district The researcher divided the sample into two groups (controlled and experimental). The two groups were given the same free compositions. Besides, the researcher gave the same instructions and time for the two groups. The researcher explained the basic features of English and Arabic relative clauses and supplied these features to the learners of the expert- mental group . The other learners of the controlled group were taught traditionally, according to the school textbooks and instructions. The researcher did so in order to find out how the native language of the learners can influence their output of English. This does not mean that the researcher neglected other important causes which could be ascribed to positive transfer and other strategies that the Arab learners follow when dealing with the English relative clauses and which will surely affect their output of English . The next step was classification of errors into types according to their frequency.After thorough examination of errors, the researcher found out that Arab Palestinian learners in the 11th grade make a lot of errors when forming the English relative clauses . Transfer (negative transfer from Arabic and positive transfer who is related to English itself) forms the biggest source of errors whereas other sources of errors are less frequent. Hamdallah (1990), Tushyeh (1988) , Kharma (1987) and Mukattash (1986) dealt with errors that are due to transfer as a strategy which affects the Arab learners' output of English . What is new in this study is that it is limited to a lower level of schooling ( basic and secondary) .The researcher found out a new source of errors which up to his knowledge , was not mentioned by other researchers . The 11th-grade learners showed positive and negative transfer in their output of English in the same examples. Although this type of errors is not frequent , it is worth giving further attention and research . Another important phenomenon which the researcher noticed, and which as far as the researcher knows , was not dealt with by other scholars , is the wrong substitution of 'where' and 'when'. Although this type of errors is not frequent, it deserves further research. In addition to negative transfer, there are other minor sources of errors which deserve further study and attention by everyone concerned with teaching English relative clause to Arab learners. Among these less frequent errors are: Pupils in the 11th grade misunderstand the use of restrictive and non -restrictive relative clauses , the use of prepositions with clauses that contain 'when' and 'where' , the use of 'who' , 'when' and 'which' to replace 'whose' and the use of 'all what' to replace 'all that' . The causes of these errors could be attributed to lack of knowledge in the target language on the pupils' part; besides, the school textbooks do not concentrate on these topics. Moreover, over generalization and simplification strategies were less frequent than both negative and positive transfer strategies.
- ItemThe Role of English Language Supervisor as Perceived by the Principals and English Language Teachers of Jenin District Public Secondary Schools(1999) Rif'at Abdel-Qader Issa; Dr. Fawaz AqelThe main purpose of this study was to assess the factual role played by the English language supervisor in Jenin district public secondary schools based on the perceptions of English language teachers and principals of these schools. The study tried also to investigate the effect of the respondents' gender, qualification, experience and profession on their perception of the English language supervisor's role. This study attempted to answer the following questions: 1. What is the factual role played by the English language supervisor in Jenin district public secondary schools as perceived by the English language teachers (males and females) of these schools? 2. Is the English language teacher's perception of the factual role played by the English language supervisor in Jenin district public secondary schools affected by the teacher's gender? 3. Is the English language teacher's perception of the factual role played by the English language supervisor in Jenin district public secondary schools affected by the teacher's qualification? 4. Is the English language teacher's perception of the factual role played by the English language supervisor in Jenin district public secondary schools affected by the teacher's experience? 5. What is the factual role played by the English language supervisor in Jenin district public secondary schools as perceived by the principals of these schools? 6. Is the principal's perception of the factual role played by the English language supervisor in Jenin district public secondary schools affected by the principal's gender? 7. Is the principal's perception of the factual role played by the English language supervisor in Jenin district public secondary schools affected by the principal's qualification? 8. Is the principal's perception of the factual role played by the English language supervisor in Jenin district public secondary schools affected by the principal's experience? 9. Is the principal's perception of the factual role played by the English language supervisor in Jenin district public secondary schools affected by the respondent's profession? The study sample consisted of the whole population of male and female English language teachers and the school principals of Jenin district public secondary schools for the scholastic year 1998/1999. The number of English language teachers who responded to the questionnaire was (70) and the number of school principals was (51). The researcher developed a questionnaire (based on Al-Heijawy; 1993) for the purpose of this study. The questionnaire consists of (58) items distributed on the following seven main supervisory domains:- 1. Supervisory tasks, 2. Supervisory practices, 3. Supervisory objectives, 4. Techniques, teaching aids and activities, 5. Professional development, 6. Communication and relation with the fellows and finally, 7. Evaluation. There were two versions of the questionnaire; the Arabic one was directed to the principals and the English one was directed to the English language teachers. The validity of the instrument was established to each of the seven domains by referring it to a jury of professional educational experts. The reliability of the instrument was tested using Chronbach Alpha Formula which revealed that the instrument reliability ranged between 0.71 and 0.88 for the supervisory domains and the reliability of the total domain was 0.94 for teachers and 0.95 for the principals. This was considered sufficient for the purposes of this study. In answering the questions of the study, the means, standard deviations and percentages of the responses were calculated and analyzed. The study finding indicate: 1. The English language teachers ranked the role level of the English language supervisor as "middle" on all the domains and on the total domain as well. However there were differences within the teachers' perceptions as follows: a- differences due to gender in favour of the female teachers. b- differences due to qualification in favour of the holders of B. A. ( or a higher) qualification. c- differences due to experience in favour of teachers of ten years experience or more. 2. The school principals' perceptions of the English language supervisors role were slightly better than those of the teachers in the sense that the role level of the supervisor was ranked by them as "good" on the total domain and on two of the seven supervisory domains. Similarly, there were differences within their perceptions due to their gender in favour of the females, due to qualification in favour of the holders of B. A. (or a lower) qualification, and finally due to experience in favour of principals with less than (10) years experience. Based on these results, the study recommends: - - Seminars and workshops should be arranged for and attended by the English language teachers, principals and English language supervisors to discuss the teachers' and principals' supervisory needs and their remarks on the supervisor's performance. - The Palestinian Ministry of Education is invited to increase the number of English language supervisors in each directorate of education, start pre-service training and condense and upgrade the in-service training programs for the supervisors so as to prepare them well to cope with the serious demands of their career. - Other studies are recommended in order to: - a- specifically determine the factors behind the low level satisfaction of English language teachers with the role of the English language supervisor. b- find out if English language teachers in other directorates of education in Palestine have similar perceptions. c- Investigate the English language teachers' perceptions of the desired role of the English language supervisor.
- ItemPerception of The First Secondary Students Towards English Language Classroom Environment in Improving EFL Learning in Nablus District(2000) Oraib Abed Samad Aker; Dr. Fawaz AqelThis study aimed at investigating the perceptions of the English language students toward their classroom environment in improving EFL learning in Nablus district , perceptions of their teachers, their classmates and themselves, and their reported interpersonal behavior . It also aimed at investigating the effect of gender ,and specialty area, in scientific and literary stream toward classroom environment. Furthermore, this study investigated the effect of the place of study in city and village, as variables, on the students ' perception toward classroom environment. Finally this study examined the effect of the students' grades on classroom environment especially in English. To achieve the aims of this study, the researcher used the "Classroom Environment Questionnaire" to measure students' perceptions toward their classroom environment. The sample of this study consisted of (711) students in the first secondary class belonging to the scientific and literary streams .The sample represented (23.6%) of the total number of the population , who were chosen randomly from first secondary class in Nablus district schools. The data was collected, coded out and analyzed by using means and percentages, independent T. test, alpha formula ,one way analysis of variance (ANOVA ),and LSD post hoc test for comparisons between means. The findings of the study revealed that :- 1- The perception of English language students toward their classroom environment was positive in the domains of affiliation interaction, cooperation, task orientation, individualization and teacher control. 2- The result of the first hypothesis showed that there was a significant difference at (α=0.05)in the students' perception in the domains of teacher control, affiliation, and individualization in favor of male students. The differences in the domain of cooperation were in favor of female students. On the other hand, the result of the study showed that there was no significant difference at (α=0.05 )in the students' perception toward classroom environment in the domains of task orientation and interaction due to the gender variable . 3- The result of the second hypothesis showed that there was a significant difference at (α=0.05) in the students' perception toward their classroom environment in the domains of interaction, cooperation, and teacher control in favor of the literary stream more than the scientific stream. On the other hand, the result of the study showed that there was no significant difference in the students' perception at (α=0.05) toward their classroom environment in the domains of affiliation ,task orientation, and individualization due to the specialty area variable . 4- The result of the third hypothesis showed that there was a significant difference at (α=0.05) in the students' perception toward their classroom environment in the domain of cooperation and task orientation in favor of students who studied in the city of Nablus ,and there was also a difference in the domain of teacher control in favor of students who studied in the city of Nablus . On the other hand, the result of the study shows that there was no significant difference at (α=0.05)in domains of affiliation, individualization, and interaction due to the variable of place of study . 5- The result of the fourth hypothesis showed that there was no significant difference at (α=0.05) in the students' perception toward their classroom environment in the domains of affiliation, interaction, cooperation, individualization, and teacher control due to the variable of grade level of the students in English . On the other hand, the results of the study showed a significant difference at (a=0.05)in the students' perception toward their classroom environments in the domain of task orientation due to the grade level and in favor of students who got (90%,8o%, and less than 50`%)in English exams . Finally, the researcher stresses the importance of creating positive classroom environment which includes social, psychological ,and emotional aspects. In addition, the researcher recommends providing schools with modern learning facilities, modern methods of teaching , qualified experienced teachers, and up-to-date syllabus that helps students to orient themselves and keep up with their classroom environment taking into consideration that useful classroom environment correlates and improves significantly the students ' outputs.
- ItemThe Effect of Using ESP Texts Based on Secretarial Content on The General English Reading Comprehension of The First Year Female Secretarial Students at The College Level(2000) Sa'id Ali Sa'id Hamed; Dr. Fawaz AqelThe study attempted to investigate the effect of using ESP texts based on secretarial content on the general English reading comprehension of the first year female secretarial students at the college level. Basically, the study aimed at answering two questions: 1. Is there any statistically significant difference at the level (α= 0.05) between the mean scores of the experimental group who read ESP texts and the control group who read GE texts on the general English reading comprehension test? 2. Is there any statistically significant difference at the level (α= 0.05) between the mean scores of the experimental and the control group on each individual component of reading comprehension? The population of the study ( n = 258) consisted of all first year female collegians majoring in Management and Office Automation in the academic year 1999/2000. The sample of the study consisted of two sections, (42) students, at Ramallah Women's Training Center (Al-Tireh College). Three ESP units and a general English reading comprehension test were produced by the researcher . The test was used as a pre-test and post-test . The results of the test were then computed and analyzed using a series of t-tests. The findings of the study were as follows: 1- There was a statistically significant difference between the mean scores of the experimental group and the control group on the general English reading comprehension test for the benefit of the experimental group. 2- There was a statistically significant difference between the mean scores of the experimental group and the control group on each of the four tested components of reading comprehension for the benefit of the experimental group. 3- All the students in the experimental group scored over twenty (the passing score) expect one whereas only seven students in the control group scored over that passing score. 4- The students in the experimental group achieved the highest adequacy level on the lexical component. 5- Both groups achieved the lowest adequacy level on the grammatical component. 6- Both groups had the same achievement order on two components, the discoursal knowledge and grammat-ical knowledge. In the light of the results of the study, the researcher recommended that teachers provide their students with ESP texts and make use of such texts to enrich students' lexical knowledge. The researcher further recommended that course-designers devise ESP course books pertinent to students' needs for each field of specialization and include such course books at early stages of students' study at college. Moreover, the researcher recommended that the Palestinian Ministry of Higher Education replace GE courses offered to first year college students with ESP courses and work in co-ordination with the Ministry of Education to include ESP texts in the schooling stage. Finally, the researcher recommended that other researchers conduct similar studies on other fields of specialization at other levels, examine the effectiveness of the ESP material on skills other than reading comprehension and conduct studies on identifying the specific English needs of college students.
- ItemThe Ninth Grade Student's Expectations Towards their English Teachers in Nablus District(2000) Ihsan Sari Sulaiman Sulaiman; Dr. Suzanne ArafatThis study aimed at: 1. Exploring the 9th grade students' expectations toward their English teachers in Nablus district. 2. Investigating the effect of the gender, location, and achievement level variables on the 9th grade students' expectations toward their English teachers in Nablus district. Four research questions and three hypotheses were constructed for the purposes of the study. The questions were as follows: 1. What is the degree of the 9th grade students' expectations toward their English teachers in Nablus district? 2. Is there a significant difference in the ninth grade male and female students' expectations toward their English teachers in Nablus district due to gender variable? 3. Is there a significant difference in the ninth grade male and female students' expectations toward their English teachers in Nablus district due to location variable? 4. Is there a significant difference in the ninth grade male and female student's expectations toward their English teachers in Nablus district due to achievement level variable'? The sample of the study consisted of 445 ninth grade students: 241 were male students and 204 female students, in the scholastic year (1928-1999).They were all attending government schools in Nablus district. The " Allen Students' Expectation Scale" was used. It was used to assess the students' attitudes and expectations toward their teachers. The 22- item scale was constructed to find out: a. Students' attitudes and expectation. b. Students' behavior. T-test One Way (ANOVA) and the (LSD) post hoc tests were used to test the hypotheses. Results of the study revealed that there was a high degree of expectations, by the students, toward their English teachers in Nablus district. The percentage of responses was between 70.6%- 72.2%. There was a significant difference at (α=0.05) in the 9th grade students' expectations toward their English teachers in favor of females. There was no significant difference in the 9th grade students' expectation variable. There was a significant difference in the students' expectations toward their teachers in the attitude domain and the total score of expectations due to achievement level variable. However, no significant difference was found in behavioral domain. The findings of the study led to the conclusion that teachers had a great effect on their students' achievement. Teachers should take the students' feelings into consideration, and not judge them haphazardly. In the light of these findings, the researcher arrived at the following recommendations: 1. Attitudes and expectations affect learning and achievement. Therefore, teachers should take care of their slow learners and draw their attention during the lesson by making the class as pleasant as possible. 2. Teachers should create a relaxed atmosphere by avoiding criticism of students' performance in front of the class. Teachers should give students suitable opportunities to express themselves. 3. Teachers must be fair in their treatment of mistakes inside classroom. 4. Teachers usually orient their own behavior according to their students' behavior. For this reason, it is very dangerous if teachers build very bad expectations. The behavior exhibited towards the students informs them how they are expected to behave and perform. 5. Students' expectations must be taken into consideration in training teachers. 6. Experimental studies should be conducted in co-educational classes to find out the effect of sex variable on the teachers' expectations.
- ItemLevels of Burnout Among the Teachers of English as a Foreign Language in the Northern Governorates of Palestine and their Relationship with Some Demographic Variables(2000) Firas Ibrahim Mahmoud Al-Mahmoud; Dr. Fawaz AqelThe purpose of this study was to investigate the levels of burnout among the teachers of English in the Northern Governorates of Palestine (NGP), and to recognize their relationship with a number of demographic variables 'including age, gender, education level, years of teaching experience,' marital status, and place of residence. To determine the degree to which burnout is spread among the teachers in the NGP the researcher put the following question: To what extent is burnout spread among the teachers of English as a foreign language in the NGP? Also, the researcher put six null hypotheses to determine the effect of the independent variables on burnout. The population of the study consisted of all male and female teachers in the state schools of the NGP for the first semester of the scholastic year 1999-2000,excluding teachers in the directorates of South Hebron and Suburbs of Jerusalem. The population was (1,498). The random sample of the study was (400) teachers. It represents 26.7% of the population. The researcher used Maslach Burnout Inventory (MBI) after approving its validity and calculating its reliability. The MBI measures the three dimensions of burnout: emotional exhaustion, (EE), depersonalization (DE), and lack of personal accomplishment (LPA). After the statistical treatment, the researcher came up with the following results: - The teachers of English have reported a high level of burnout as regards EE, whereas they have reported a moderate level of burnout as regards DE and LPA. - There are significant differences attributed to the age variable as regards the three dimensions of burnout in favor of the older teachers who have demonstrated lesser degrees of burnout. There are significant differences .attributed to the gender variable as regards DE and LPA in favor of the females who have reported lesser degrees of burnout. While no significant difference was found between males and females as regards EE. - There were significant differences attributed to the education level. The differences were in favor of the Secondary and Diploma, and BA groups. As the education level decreases, burnout decreases too. - There were significant differences attributed to the years of experience in teaching variable. Less experienced teachers have revealed greater degrees of burnout. - There were significant differences attributed to the marital status variable in favor of the married group. They have reported lesser degrees of burnout than the teachers under different categories. - There were significant differences attributed to the place residence variable in favor of the teachers who live in villages. They havereported lesser degrees of burnout than residents of camps and cities. In the light of the results of this study, the researcher suggested recommendations for teachers and the educational authorities.
- ItemReading Comprehension Strategies of Literature Texts Employed by English Language & Literature Majors at An-Najah National University(2000) Khuloud Ahmad Isma'el Al-Asmar; Dr. Suzanne ArafatThis study aimed at examining the reading comprehension strategies that are employed by the English majors at An-Najah National University while reading literature texts. The population of the study consisted of all third year students registered in "Eighteenth Century Literature" course at AN-Najah National University. The sample of the study consisted of (57) students: (13) males, (44) females. This investigation into the thoughtful process of comprehension aimed at exploring the way students comprehend literary texts, the type of strategies that are used and contribute more to comprehension, types of problems they encounter, and the effect of gender and specialization in school on the usage of strategies. In addition, the research aimed at investigating the effect of participation in the Think-aloud Protocol, gender and specialization in school On comprehension of literary texts. Basically, the study attempted to answer the following questions 1. What arc the reading comprehension strategies of Literature texts that sic used by the English Majors at AN-Najah National University, and to what extent do these learners, acquire them'? 2. Which category of strategies, contributes more to the reading comprehension of the subjects of the research, and its relation to students' gender and specialization at school? 3. Is the their any statistically significant effect on the students’ performance in the cloze test. due to their participation in the interview (Think aloud Protocols), related to specialization at school and their gender? 4. What are the major difficulties that face students while reading literature'? To answer these questions, the Think-aloud Protocol experiment was carried out on individual basis. Students' thinking-aloud was recorded by a tape—recorder. Protocols were analyzed using the Strategy Model Sheet developed by the researcher. The results were also analyzed with respect to participants' gender and specialization at school. A Cloze test was also used to assess the students' attainment in the reading comprehension strategies. The test was validated, and the reliability coefficient was (0.75), using test-retest technique. A Two-way Univariate (T-Test) Analysis of variance was employed in analyzing the data obtained, using the program of statistical package .for social sciences (SPSS). The results showed that: 1. The strategies employed by English majors do not reflect specialization in reading comprehension process. 2. The most widely used strategy for the reading comprehension was the vocal one that is employed during the reading comprehension process with (87.95%). The least one used was the post-reading strategy with (1.78%). However, Pre-reading strategy was used a little better with (10.26%). 3. There is a significant difference at (α = 0.05) between participants' gender and their usage of reading comprehension strategies on the level of Non-Vocal Strategies in favor of male participants. 4. There is no significant difference at (α = 0.05) between participants' specialization and their usage of reading comprehension strategies; and their performance in the cloze test. 5. There is significant difference at (α = 0.05) between participants and non-participants in the interview concerning then performance in the cloze test in favor of the participants in the interview. In the light of the findings of the study, it was recommended that English majors should he given the opportunity to choose between two major specializations -- literature or language. it was also recommended that English Department hold a compulsory reading course for those who want to go dining!) With English literature as a major specialization. it was also recommended that a language laboratory, should be established by the university administration. The researcher also recommended that other studies be carried out to assess the reading comprehension strategies taught at preliminary stages at school, detect the effect of achievement level on the reading comprehension process and detect the effect of students specialization and their use of strategies.
- ItemThe Effect of Literature-Based Reading instruction on Tenth-Grade Students' Attitudes Toward Reading(2000) Tawfiq Mohammed Tawfiq Omar; Dr. Suzanne ArafatThe purpose of this study was to investigate the effect of whole language literature-based reading instruction on students' attitudes toward reading. More specifically, this study aimed at answering the following questions: 1. Is there a significant difference in the tenth-grade students' reading attitudes due to the whole language ,literature-based reading instruction? 2. Is there a significant difference between the mean scores of the males' and females' attitudinal tests clue to the whole language, literature-based reading instruction? 3. Is there a significant difference in the tenth-grade students' attitudes toward reading due to the interaction between the students' gender and their group? The population of the study consisted of the tenth grade students' in the public schools of Nablus Directorate of Education in the scholastic year 1999/2000. The sample of the study consisted of (156) tenth grade students divided into two treatment groups, an experimental group with (78) students (41 females and 37 males), and a control group with (78) students (43 females and 35 males). The Elementary Reading Attitude Survey was administered three days before the beginning of the treatment period_ The analysis of the data obtained showed that the two groups were not equivalent in the attitudinal mean scores. Then the experimental groups were taught many texts representing different literary genres using the literature-based reading instruction, while the control groups were taught many reading comprehension passages from their basal readers using the traditional method of teaching reading. Three classroom periods for four weeks were allotted for each class. At the end of the four-week treatment period, students were given the elementary Reading Attitude Survey again to measure the change in their attitude toward reading. The data were analyzed using two-way analysis of variance (ANNOVA), t- test (paired t-test), and two way analysis of covariance (ANCOVA). The findings of the study were: 1. There was a statistically significant difference between the mean scores of the tenth-grade students' pre and post reading attitudinal tests of the experimental and control groups in favor of the experimental group due to the effect of literature-based reading instruction. 2. There was no statistically significant difference in the mean scores of the tenth-grade students' pre and post reading attitudinal tests of the experimental and control groups due to gender. 3. There was no statistically significant difference in the mean scores of the pupils' post reading attitudinal tests of the two groups due to the interaction between gender and method of instruction. In the light of these findings, it is recommended that the basal reading approach should be replaced with a literature-based reading approach. It was also recommended that the Ministry of Education should train the teachers in literature-based reading instruction. Another important recommendation is that teachers should give special attention to the importance of the students' attitudes in developing proficient readers. Finally, the researcher recommended that further experimental and longitudinal studies should be conducted to find the long range effect of the whole language, literature-based reading program on students' attitudes toward and their achievement in reading and the correlation between these two variables.
- ItemThe Strategies Used by the English Language Teachers of The 11th Grade and their Attitudes Toward Teaching the Different Literary Texts in the Northern Districts of Palestine(2000) Suhad Odeh; Dr. Suzan ArafatThe purpose of this study was to investigate the main strategies that English Language teachers of the 11th grade use in teaching the different literary works. It also aimed at determining the teachers attitudes toward teaching literature, the effect of teaching literature on the students use of language , and the approach mostly used in teaching the different literary texts. The study addressed the following questions: What are the English language teachers' attitudes toward teaching English literature as part of teaching English language for the 11th grade? What is the effect of teaching literature on the students' use of language from the teachers' view point? What Approach is mostly used in teaching the different literary texts (Student-centered or teacher-centered)? What strategies are mostly used by English language teachers of 11th grade in teaching poetry? Novel or short story? Play ? What is the order of all the sub-domains? Is there a significant difference in the teachers' attitudes toward teaching literature, the effect of teaching literature on the students' use of language, the approach mostly used in teaching literature, and the strategies mostly used in teaching poetry, novel or short story, and play due to the teachers gender? Qualification? Participation in in-service training courses? Experience? The main findings of the study are: Teachers have positive attitude toward teaching English literature as part of teaching English language. Teachers believe that teaching literature has positive effect on the students use of language. The approach mostly used in teaching the different literary texts is a student-centered one. Teachers' generally use high positive strategies in teaching poetry, novel, short story, and play. In light of these findings, the study recommends: Teachers should use various strategies that proved to be effective in teaching the different literary texts. Curriculum designers should modify the goals of teaching literature, to include more effective practical goals. The time allocated to teaching anthology should be increased to enable the teachers to use more effective strategies. Teachers should be given specialized training courses in teaching the different genres of literature. Other researchers should conduct experimental studies to investigate the effectiveness of some strategies. Conduct other studies by using other variables as the teachers' knowledge of strategies, and the degree of using these strategies. Conduct other experimental studies on the students to find what strategies they use while reading literature . A study is recommended to investigate the students linguistic achievement in a literary text after using a certain strategy of teaching
- ItemThe Use of Grice's Maxims in Providing Content-Feedback for the Student Writers of An-Najah National University(2000) Khadija Ibrahim Abdulqader Fattash; Dr. Suzanne ArafatThe purpose of this study was to investigate the effect of providing content-feedback by utilizing Grice's Maxims on the writing performance of the students of writing of An —Najah National University, and their attitudes towards this kind of feedback. This study attempted to answer the following questions: 1. Is there any significant difference in the writing performance of the student writers who are provided with content-feedback between the pre¬test and the post-test? 2. Is there any significant difference in the writing performance of the student writers who are provided with form-feedback between the pre¬test and the post-test? 3. What are the attitudes of the students who are provided with content-feedback towards such feedback? To achieve the objectives of the study, the researcher conducted an experimental study on a sample consisting of students from An-Najah National University. A questionnaire was distributed among the students of the experimental group to investigate their attitudes towards content-feedback. For the data analysis, the researcher used Independent T-Test, Paired T-Test, T-Test, and Repeated MANOVA by using Wilk's Lambda. The study yielded the following results: • Providing content-feedback by utilizing Grice's Maxims had a positive effect on the performance of the student writers at the part of coherence, while it had no effect on the improvement of the use of mechanics in writing. • Student writers have positive attitudes towards content-feedback by utilizing Grice's Maxims. Finally, depending on these results the researcher recommended the following: 1. Teachers are advised to provide their students with content-feedback by utilizing Grice' Maxims in order to help them revise their ideas and the intended message they want to convey to their readers. 2. Teachers are advised not to grade the preliminary draft written by the students because, when the students receive their papers graded, they will not pay attention to the comments written on them. This in turn will not help them revise their ideas. 3. Researchers are recommended to conduct studies on the use of Grice's Maxims as a tool for providing content-feedback to students' writing by using different samples.
- ItemFactors Influencing English Majors' Achievement at An-Najah University as Perceived by Students(2000) Waleed Mohammed Al-Hasan; Dr. Suzan ArafatThe purpose of this study was to investigate the relative influence of socio-economic status, test anxiety, study habits and gender on achievement in English of the English Department students at An-Najah National University in Nablus- Palestine, during the academic year 1999 - 2000. The sample of the study comprised (94) students - 25 males and 69 females. The instruments used for data collection were: "A" test anxiety Inventory (Alpha = 0.84) b) Study Habits Scale and c) Socio - economic status questionnaire . Data analysis showed statistically insignificant correlations between the dependent variable - achievement - on the one hand and each of the four independent variables - "socio-economic status; test anxiety, study habits and gender on the other. The only significant difference was shown between mother education, a domain of Socio-economic Status - and students' achievement. Scheffe' Post-hoc test showed that the difference was in favor of students whose mothers got low and moderate education (illiterate, elementary, preparatory, secondary),the mean of those students a achievement was (75.7); whereas the mean of achievement scores for students whose mothers got university education was (59.4). Sex differences between domains of study habits: a-delay avoidance; b.work method c. education acceptance d-teacher approval, and domains of test anxiety -.emotionality and worry" -were investigated. But results of Independent T-test showed no significant difference at (α = 0.05) The computed T-test values for achievement variable and Test Anxiety domains for both males and females were respectively: (-0.53, - 0.32, 0.09, and - 0.12) which are less than the critical T-value (1.98). Results also indicated that the computed T-test values for Study Habits domains were respectively: (-1.43, -0.24, -0.09, -0.22, and -0.81) which are again less than the Critical T-value (1.98). However, results showed significant correlation at (α = 0.05) between Anxiety domains - Emotionality and Worry - on the one hand and the total score of anxiety. The magnitudes of these significant correlations where respectively: (0.95, 0.94) which are too close to the total score of anxiety "1". Findings of this study also showed significant correlations at (α =0.05) between study habits domains and the total score of study habits. The magnitudes of these correlations were respectively (0.78, 0.71, 0.65, and 0.73) for DA, WM, EA and TA. The results of this study seem to be different from the findings reported by a number of previous studies in this field. Finally, these findings were discussed and some recommendations were suggested. It was suggested that students should be trained on the effective study habits. In addition, teachers should develop tests that allow each examinee to perform up to his/her potential. The researcher suggested these recommendations which are included in chapter five.
- ItemThe Effect of Applying the Stylistic Approach to the Teaching of Poetry on the 11th Grade Students' Achievement and Attitudes(2000) In'am Abdel-Aziz Hammad; Dr. Susan ArafatThe main aim of this study was to investigate the effect of applying the stylistic approach to the teaching of English poetry on the 11th grade students' achievement and attitudes towards this poetry and the method of instruction. It also aimed at revealing the students' attitudes towards English language and poetry in comparison with their attitudes towards other school subjects and Arabic poetry. In addition to this, the study aimed at documenting the English language teachers' attitudes towards 11th grade Anthology syllabus, the method currently implemented in teaching poetry and the role of poetry in TEFL. In other words, the study attempted to answer the following questions: 1) What are the teachers' attitudes towards. a. the English literary syllabus of the 11th grade. b. the method currently implemented in teaching poetry. c. the role of poetry in TEFL? 2) Is there statistically significant difference between students' attitudes towards a. English language and literature and other school subjects; b. English poetry and Arabic poetry? 3) Does applying the stylistic approach to the teaching of English poetry affect students' attitudes towards English poetry and the method of instruction? 4) Does applying the stylistic approach to the teaching of English poetry affect students' achievement in this poetry? To answer these questions, the researcher has conducted a (5) week experiment with a sample of (89) 11th grade students from two secondary public girls' schools in Qabatia District (Tammoun Secondary Girls' School and Maithaloun Secondary Girls' School). The schools were divided into two groups: an experimental one with (46) students (20 scientific and 26 literary), and a control group with (43) students (20scientific and 23 literary). This study was an experimental one in which the four poems prescribed by the 11th grade Anthology syllabus were taught for both groups using the stylistic approach and the traditional method. (3) classroom periods, (45) minutes each, a week for (5) weeks were allotted for the experiment during the first semester of the scholastic year 1999-2000. Participants' attitudes were assessed by an attitudinal questionnaire (SQ) developed by the researcher to measure the effect of applying the two methods on students' attitudes towards English poetry and the method of instruction. An achievement test developed by the researcher was also used to measure the students' achievement in English poetry. The results were statistically analyzed using two-way analysis of variance (ANNOVA), ANCOVA, dependent t- test, means and percentages. Statistical analysis revealed the following results for the study: 1- Applying the stylistic approach to the teaching of English poetry did improve both scientific and literary students' achievement on comprehension and linguistic levels. 2- Applying the stylistic approach did lead to significantly positive attitudes towards English poetry and the method of instruction. 3- Students showed significantly better attitudes towards other school subjects than English language and literature, and towards Arabic poetry than English one. 4- The method currently used in teaching literature in general and poetry in particular doesn't have a clear methodological framework and theoretical bases. In the light of these results, the researcher stated a number of recommendations, some of which are the following: There is a need for a serious research in which researchers, curricula designers and language teachers co-operate to define clear methodology, objectives and ways of assessment that reformulate the teaching of literature as part of the Palestinian TEFL curriculum. Besides, English language teachers necessarily need to attend in-service courses about the role of literature in TEFL, the most up- to-date improvements in methodology of teaching literature, suitable classroom strategies, and ways of assessing literature.
- ItemThe Effects of Prereading Activities on The Tenth-Graders Achievement in Reading Comprehension in Tulkarem District(2001) Saleem Mahmoud Salem Mahmoud; Dr. Fawaz AqelThe main purpose of this study was to investigate the effects of prereading activities on Tenth Graders' reading comprehension in Tulkarem district. The population of the study consisted of all the Tenth Graders in the public schools of Tulkarem Directorate of Education in the academic year 1999/2000. The sample of the study which was selected according to pre-determined criteria consisted of (294) students divided into 4 male and 4 female sections. Three male and three female sections were assigned to the three experimental groups, while the remaining two male and female sections were assigned to the control group. This study attempted to answer the following questions: 1- Is there any significant differences at (α = 0.05) in the students' achievement between first and second applications for the verbal, previewing and the graphic activities groups? 2- Is there any significant differences at (α = 0.05) in the students' achievement between first and second applications for the control group? 3- Is there any significant differences at (α = 0.05) in the students' achievement on the first application due to gender, group and interaction between gender and group? 4- Is there any significant differences at (α = 0.05) in the students' achievement on the second application due to gender, group and interaction between gender and group? To answer the questions of the study, the researcher selected an appropriate reading passage, prepared the required prereading activities, and constructed a reading comprehension achievement test after reviewing several studies and adopted the positive points from them. Each experimental group was taught according to one of the three prereading activities (verbal, previewing and graphic) while the control group was taught without using any prereading activities. Afterwards, students in all groups were asked to answer the questions of the reading achievement test. The results were analyzed using two way analysis of variance, paired t-test, and Sheffee Post-Hoc test. The findings of the study indicated significant differences in favor of the experimental groups taught using the prereading activities, and also indicated that there is stability of achievement between the first and second application. The findings also revealed significant differences in the reading achievement test scores attributed to sex and no significant differences attributed to the interaction of sex with activity. In the light of the findings, the researcher recommended that teachers should give more attention to the prereading stage by using appropriate prereading activities. He also recommended further research to investigate the effects of other prereading activities on the students' reading comprehension skill.
- ItemHardiness Behavior of English Teachers in The Northern Districts of Palestine(2001) Hussam Ahmed Salih Qadumi; Dr. Fawaz AqelAs one may notice teachers are under pressure , stress , and conflict of what they teach .The degree of their commitment , their acceptance of challenge as change , and their feelings of control over the teaching environment are vital for coping with problems and increasing their productivity and motivation toward teachin (Christopher ,1996) .Against this background, this study aimed at determining the level of hardiness behavior of English teachers in the Northern Districts of Palestine .Also it aimed at examining the effect of gender , marital status , experience, qualifications , number of students in class , and salary on English teachers' hardiness behavior level . This study was conducted on English Teachers in the Northern Districts of Palestine. The researcher used a random sample which was consisted of 271 teachers (136 males and 135 females ) .The sample 27 % of the original population . The study attempted to answer the following questions : 1. What is the level of hardiness behavior of English teachers in the Northern Districts of Palestine? 2. 1s there any significant difference at (α =0.05 ) in English teachers hardiness behavior in the Northern Districts of Palestine due to marital status variable ? 3. Is there any significant difference at (α =0.05 ) in English Teachers hardiness behavior in the Northern Districts of Palestine due to gender variable ? 4. Is there any significant difference at (α =0.05 ) in English teachers hardiness behavior in the Northern Districts of Palestine due to qualification variable ? 5. Is there any significant difference at (α =0.05 ) in English teachers hardiness behavior in the Northern Districts of Palestine due to salary variable ? 6. Is there any significant difference at (α =0.05 ) in English teachers hardiness behavior in the Northern Districts of Palestine due to class size variable ? 7. Is there any significant difference at (α =0.05 ) in English teachers hardiness behavior in the Northern Districts of Palestine due to experience variable ? For data collection the researcher used the Hardiness Inventory (HI) ( Maddi & Kobasa , 1984 ). This was the latest inventory for the purpose of the study . Results revealed that English teachers had a high degree of hardiness behavior domains and the total score in general was high . Results also indicated that there were significant differences in commitment domain due to gender variable in favor of female teachers.However, there were no significant differences in hardiness behavior of English teachers in the Northern Districts of Palestine due to salary , experience , marital status , qualifications, and class size variables . Based on the results of the study , the researcher recommended that English teachers ,namely males, ought to be given job satisfaction by increasing their incomes to create motivation and commitment toward work so they can perform more effectively. Additionally, the researcher recommended avoiding routine by introducing changes and activities in classes every while. Also ,there should be clear differences in salaries specialties between the MA holders and .BA holders so they-MA and BA holders- pay more effort and feel committed toward teaching. For the future studies the researcher recommended studying the hardiness behavior as a coping strategy in relation to stress .
- ItemAttitudes of Tenth Grade Students Towards Speaking English as a Foreign Language in Salfeet District(2001) Fatima Omar Deeb Hassan; Dr. Suzan ArafatThe purpose of this study was to investigate the attitudes of the tenth grade students towards speaking English as a foreign language in government schools in Sal feet. District. Also it aimed at determining the effect of the independent variables, students' gender, fathers educations, mother's education ,place of living and students' level of achievement in English on their attitudes towards speaking English as a foreign language. This study attempted to answer the following questions : What are the attitudes of the tenth grade students toward speaking English as a foreign language ? Are there any significant differences in students' attitudes towards speaking English as a foreign language due to the students' gender place of living ,parents' education , level of achievement variables'? A questionnaire was developed to the purpose of the study and to answer the above mentioned questions It included 67 items distributed on the five domains of the study : 30 items of the questionnaire were developed through the following questionnaires, l3ustami (1999); Young (1990) ; Hussein (1995) ;Shakhshir (1996).The remaining 37 items were designed by the researcher . The population of this study was the tenth grade students in the government schools in Salfeet District The size of the proposed population was (877) students .They were distributed among 29 government schools .The sample was chosen randomly :416 students 192 males, 224 females. Different statistical techniques were used to analyze the outcome or the results of the study .These included means, and percentages to determine the students' attitudes, One Way Analysis of Variance ANOVA and Scheffe's post hoc test to determine the effect of the study variables on the attitudes of the students, and independent T—test to determine the effect of the study variables on the attitudes of the students. Data analysis showed that the students' attitudes towards speaking English as a foreign language was positive in all the domains. Independent T-Test results showed significant differences at (α = 0.05 )on the students' perception towards speaking English as a foreign language and evaluation and feedback domains between males and females in favor of males .1 However, there were no significant differences at (α = 0.05) in the students' attitude toward speaking English as a foreign language due to place of living variable . ANOVA results showed significant differences at (α =0.05) on students' self efficacy domain due to students' father education variable .However, There were no significant differences at (α =0.05) in the students' altitudes toward speaking English due to the students' mother education variable. There were significant differences at (α =0.05) in the students' attitudes toward speaking English due to students' level of achievement variable Scheffe's Post Hoc Test results showed that there was a significant difference at (α =0.05) in the students' attitude on self efficacy domain between the students whose father's education was preparatory and less and secondary in favor of the students whose father's education was preparatory and less .The other differences among other levels were not significant. Significant differences were found due to differences in the students' level of achievement in all the domains in favor of the students whose level of achievement was 70-79 ; 80-89 and 90 and more . Repeated MANOVA results showed significant differences at (α =0.05) among the domains of attitudes . To determine among which domains the difference existed .Sidak Post Hoc Test was used . These findings were discussed and some recommendations were suggested .One recommendation is to introduce the speaking skill in the final examination .Another is to familiarize the foreign English teachers with the oral proficiency tests and supervise implementing them .Further, there is a need to conduct similar studies to investigate the effect of using language laboratories in improving the speaking skill in schools and other studies to investigate the reasons behind the weakness in the speaking skill among the ninth and the tenth graders in different districts of Palestine .
- ItemAn Investigation of UNRWA EFL Teachers' Perception of their Current English Skills and their Pre-Service Teacher Education(2001) Adel A. Karim Zawawi; Dr. Fawaz AqelThis study investigated EFL UNRWA teachers' perceptions of their communicative skills and their perceptions of college preparation . The population of the study consisted of all the English teachers who were employed to teach English as a foreign language at UNRWA schools in the West Bank ,during the year 2000/2001. The population of the study was taken wholly because of the relatively small number of the study , which was (182) teachers (97 females, and 85 males ). A questionnaire was used to collect data for this research . The original one was developed by an educator called (Unyakat,1991) The copies of the questionnaire were distributed to EFL teachers , who completed and returned the questionnaires ,the return rate was 100%.To convert the responses to a numerical value , Likert scale of 4 options was used . Reliability of the questionnaire was calculated using Cronbach's Coefficient Alpha formula of reliability, which gave a total value of .902 which fitted the study. The researcher used the means ,standard deviations and percentages to answer the questions of the study, Pearson Coefficient Correlation was conducted to find whether there was any relationship between sets of perceptions ; perceptions concerning current English language skills and perceptions regarding pre- service education. These steps were done by the computer, and the data was analyzed using the program of statistical package for social sciences (SPSS). The results of the study were as follows: 1)EFL teachers did not receive enough preparation in sociolinguistics, psycholinguistics , Non- verbal communication, English culture, and language acquisition theory and research in foreign teaching. 2)Teachers were not satisfied with emphasis placed on the conversational programs. 3)Another concern of teachers was found that teachers criticize the great emphasis placed on theory teaching. 4)Prospective teachers think they aren't familiarized with their future environment, the actual realities they encounter at schools. 5)Teachers claimed that their oral proficiency is sufficient at school, but not outside the school when communicating with native speakers. 6)Teachers complained about their crowded classrooms in college. 7)Teachers protested about their limited access to computer and language labs, and libraries in their colleges. Based on the findings of this research it was recommended to replicate this study on a larger number of teachers throughout the country. Another study was recommended to evaluate the textbooks used in ELT departments according to their relevance to the communicative approach and up-to-dateless. A third study may be conducted to investigate the resources available to teachers to improve themselves professionally (in- service seminars, conferences , handouts and publications
- ItemTeacher's Opinions of English Language Supervisors(2001) Maher Sobhi Salem; Dr. Fawaz AqelThis study aimed at assessing teachers' opinions of English language supervisors in the northern districts of Palestine. The study tried also to investigate the effect of the respondents' gender, qualification, experience and district on their opinions of English language supervisors. Furthermore, the study attempted to answer the major question of the study which asks "what are the opinions of English language teachers about English language supervisors in the northern districts of West Bank?" To investigate the major question of the study and the other null hypotheses, data were gathered from 151 teachers who represented the sample of the study. The subjects of the study responded to a questionnaire of the researcher's design which included the following domains: relations with teachers, supervisory practices, training sessions, curriculum and evaluation. After analyzing the related data by using the SPSS program, the results revealed that teachers' opinions of English language supervisors were almost negative on the five domains of the study which means that English language supervisors did not follow satisfactory methods in English language supervision. The results also revealed that teachers' opinions of English language supervisors were not affected by the respondents' gender, qualification and experience. However, teachers' opinions were affected by the district variable and Qalqiyah district received the best opinions over the other four districts concerning the afore- mentioned domains. Based on the results of this study, the researcher suggested that the recent supervisory practices be improved and modified by the English language supervisors. Finally, the researcher recommended that similar studies be conducted in other districts of West Bank.
- ItemThe Effect of Listening Skill On Improving English Grade Students' Written Performance(2001) Amineh Rasheed Mohammad Hamid; Dr. Fawaz AqelThe main purpose of this study was to investigate the effect of listening comprehension on eighth grade students, performance in writing. This study attempted to answer the following questions: - What is the effect of listening skill on the written performance of eighth grade pupils? - Is there any significant difference in the effect of listening on the written performance of eighth grade pupils due to dictation? - Is there any significant difference in the effect of listening on the written performance of eighth grade pupils due to sounds? - Is there any significant difference in the effect of listening on the written performance of eighth grade pupils due to composition? In an attempt to answer the research questions of this study, the researcher conducted a (ten) week experimental investigation with a sample of 112 eighth grade students belonging to four government schools in Qalqilia district: Kufur Laqif Primary School, I-labia Secondary School for Boys, Kufur Thulth Secondary School for Boy, and Saniria Secondary School for Boys. The students of the sample were randomly divided into two treatment groups, an experimental group with 45 students (11 females and 34 boys), and a control group with a total of' 67 students (all were boys). Two pretests administered revealed that the two groups were equivalent in listening comprehension achievement. Then , both groups were taught by the English teachers the listening comprehension passages included in the second semester of the eighth grade syllabus of English by using two different methods of instruction. The experimental group was taught by the use of the communicative method of instruction , whereas the control group was taught by the use of the traditional method of instruction. Two classroom periods, 45 minutes each, for 10 weeks were allotted for each class during the second semester of the scholastic year 2000/2001. At the end o the 10-week treatment period, the subjects of the study were assessed by using a post listening comprehension test developed by the researcher to measure the pupils' performance in writing. The results were analyzed using paired T-test, independent T- test, and Pearson Correlation Coefficient (P.C.C.). The results showed that listening did improve the pupils' performance in writing. In the light of these results, it is recommended that teachers be acquainted with all the new developments in the field of teaching listening comprehension texts. Teacher training sessions should be held for teachers to introduce them to the most recent techniques used in teaching students how to listen. Another important recommendation is to provide teachers of English, regularly, with printed materials which display techniques and teaching strategies used in teaching English as a second/ foreign language. Lastly, the researcher recommends that furthers research to investigate the effect of listening on the oral performance.
- ItemSome Syntactic Features Typical of Spoken English in The Senior English Majors' Writing at An-Najah National University(2001) Malek Rasheed Saleh Nassrallah; Dr. Fawaz Aqel; Dr. Hanna TushyehThe present study attempted to identify some syntactic features of spoken English in the senior English majors' writing at An-Najah National University. Specifically, it aimed at answering the following questions: 1. Do English seniors apply syntactic features typical of spoken English in their writing? 2. What are the most syntactic features of the spoken phase of English in their writing? 3. What are the major sources of English spoken features in the senior English majors' writing? The population of the study (n=51) consisted of all English seniors at An-Najah National University in the academic year 1999/2000. The sample of the study consisted of forty-five students who were attending an advanced English course, Research Methodology. Guided by the survey of previous research , criteria consisting of 18 items divided into three domains were developed by the researcher by which English seniors' essays, based on Hughes's " As I grew older", were syntactically analyzed, using means and percentages. The findings of the study were as follows: 1. Great occurrences of coordinated constructions, simple sentences, active voice constructions, simple present tense, parallel constructions, sentence fragments, self-references, and demonstrative modifiers. 2. Few occurrences of wh-interrogatives, reduced participles, and nominalizations, passive voice constructions, subordinated constructions, complex sentences, and compound complex sentences. On the basis of the results, the researcher recommended that further research on other different syntactic and lexical .features of spoken English would reveal more about the language used by English majors. Also, the researcher recommended that further courses in writing and , in particular, in spoken and written English would improve the writing skill of English majors as a process including pre-writing, writing, and revision.