An-Najah National University 

Faculty of Graduate Studies 
 

 

 

 

 

 

 

 

Evaluating the Implicit Meaning of Upper 

Basic Stage Students from Teachers’ 

Perspectives in Qalqilia Governorate 
 

 

 

 

 

By 

Sima Farid AlAbed 
 

 
 

Supervisor 

Dr. Suzanne Arafat 
 

Co-Supervisor 

Dr. Nidal Jayousi 

 

 
 

This Thesis is Submitted in Partial Fulfillment of the 

Requirements in Master Degree of Methods of Teaching 

English Language, Faculty of Graduate Studies, An-Najah 

National University, Nablus, Palestine. 

2020 





iii 
 

Dedication 

This humble effort is dedicated to: 

  My loving and great parents, whose love, words of encouragement 

and support make me able to get such success. They were the ones who 

really matter the most at the end of the day.   

My children for their patience and sweet wishing to finish this work 

successfully and as quick as possible! 

My beloved brothers, sisters, relatives and friends for your 

encouragement, trust and great love. 

The soul of my grandparents whom I have always been blessed by 

their prayers and wishes, may God have mercy on them.  

And last but not least for me for being eager, for having that degree 

of challenge to overcome any obstacle, being enthusiastic and full of 

willpower. 

I dedicate this research.  



iv 
 

Acknowledgement 

            First and foremost, my greatest grateful and limitless thanks is 

due to Allah (SWT) for his help and bless. This work would not have been 

possible without his guidance. 

Moreover, there are many people to thank for their nice wishes from 

the beginning till the completion of the present research. I would like to 

express my gratitude and to say thanks to my supervisors Dr. Suzanne 

Arafat and Dr. Nidal Jayousi who have been generous with their efforts, 

support, encouragements, and guidance by providing me with their endless 

advice and help.  

And I also really appreciate  the support, backing up and fruitful 

adjustments that the internal and external examiners have overwhelmed me 

with .Special thanks to them : Dr. Fawaz Aqel (internal examiner) and Dr. 

Prof. Usama Abu Baha ( external examiner). 

       Finally, my wholehearted thanks to my friends and family members, 

especially mum, dad, sisters, brothers, and my children for their 

unconditional love and prayers. I hope in one way or another I have also 

convinced them that learning is a privilege and something to pursue 

through all of life. 

 





vi 
 

Table of Contents 

Subject Page 

Defense Committee Members ii 

Dedication iii 

Acknowledgment iv 

Declaration v 

Table of contents vi 

List of Tables viii 

List of Figures ix 

List of Appendices  x 

Abstract  xi 

Chapter One: Introduction and Theoretical Background 

1.1 Introduction  2 

1.2 Theoretical Background 3 

1.3 Statement of the Problem 7 

1.4 Purpose of the Study 8 

1.5 Questions of the Study 8 

1.6 Hypotheses of the Study 19 

1.7 Significance of the Study 9 

1.8 Definition of terms 10 

1.9 Limitations of the Study 12 

1.10 Summary 13 

Chapter two: Theoretical Framework and Related Studies 

2.1 Introduction 15 

2.2 Teaching Methods 16 

2.2.1 The concept of teaching methods 16 

2.2.2 The characteristics of teaching methods 18 

2.2.3 Methods of teaching English language 19 

2.3. Evaluation Methods 24 

2.3.1 The concept of evaluation 24 

2.3.2 Teaching methods evaluation tools 27 

2.4. Methods of Teaching and Evaluating the Implicit Meaning 28 

2.4.1 The concept of implicit meaning 28 

2.4.2 The importance of teaching the implicit meaning 30 

2.4.3 Methods of teaching implicit meaning 34 

2.5 Related Studies 38 

2.6 Summary 44 



vii 
 

Subject Page 

Chapter Three: Research Methodology 

3.1 Introduction 46 

3.2 Research Design  46 

3.3 Data Collection Tools  47 

3.4 Sample of the Study 49 

3.4.1 Research Population 49 

3.4.2 Research Sample 49 

3.5 Instrument of the Study 53 

3.5.1 Validity 53 

3.5.2 Reliability 54 

3.6 Statistical Analysis 55 

3.7 Summary 55 

Chapter Four: Results of the study 
4.1. Introduction 57 

4.2. Descriptive Analysis 57 

4.3. Statistical Differences among Research Domains 58 

4.3.1 Results related to the first Question 58 

4.3.2 Results related to the Second Question 63 

4.4 Statistical Differences among Survey Respondents 63 

4.4.1 Results Related to the first study Hypotheses 63 

4.4.2 Results Related to the second study Hypotheses 64 

4.4.3 Results Related to the third study Hypotheses 66 

4.5 Summary 67 

Chapter Five: Discussion Results & Recommendations 

5.1 Discussion 70 

5.2 The Discussion of the Results of the First Research Question 70 

5.3 The Discussion of the Results of the Second  Research 

Question 
73 

5.4 The discussion of the Results Related to the Research 

Hypotheses 
74 

5.4.1  Teachers' Gender  74 

5.4.2  Teachers' Experience  74 

5.4.3  Teachers' academic qualification  75 

5.5 Conclusion 75 

5.6 Recommendations 76 

References 78 

Appendices  87 

 ب الولخص



viii 
 

List of Tables 

Table No. Title Page 

Table (3-1) Distribution of study sample according to Gender 50 

Table (3-2) 
Distribution of study sample according Experience 

Years 
51 

Table (3-3) 
Distribution of Academic of study sample according 

Qualification 
52 

Table (3-4) Cronbach alpha test 54 

Table (3-5) Cronbach alpha Internal Consistence 55 

Table (4-1) 
English language teachers' perception for domains 

and the total degree 
58 

Table (4-2) 
English language teachers' the methods of teaching 

the Implicit Meaning 
59 

Table (4-3) 
English language teachers' perception for evaluation 

of teaching the implicit meaning 
61 

Table (4.4) 

T-test for Independent Samples of teachers' 

perceptions towards the methods of teaching the 

implicit meaning and its evaluation attributed  to the 

gender attributed  to teachers' gender 

64 

Table (4-5) 

Means and standard deviations of teachers' 

perceptions towards the methods of teaching the 

implicit meaning and its evaluation attributed to the 

gender attributed to teachers' years of experience 

65 

Table (4-6) 

One Way ANOVA for of teachers' perceptions 

towards the methods of teaching the implicit 

meaning and its evaluation attributed to the gender 

attributed to teachers' years of experience 

65 

Table (4-7) 

Means and standard deviations of teachers' 

perceptions towards the methods of teaching the 

implicit meaning and its evaluation attributed  to the 

gender attributed  to teachers' academic qualification 

66 

Table (4-8) 

One Way ANOVA for of teachers' perceptions 

towards the methods of teaching the implicit 

meaning and its evaluation attributed to the gender 

attributed to teachers' years of experience 

67 

 

 



ix 
 

List of Figures 

Figure No. Title Page 

Figure (3-1) Distribution of study sample according Gender 50 

Figure (3-2) 
Distribution of study sample according Experience 

Years 
51 

Figure (3-3) 
Distribution of Academic of study sample 

according Qualification 
52 

 

 

 



x 
 

List of Appendices  

Appendix No. Title Page 

Appendix A Questionnaire 88 

Appendix B List of Names of Arbitrators 93 

 



xi 
 

Evaluating the Implicit Meaning of Upper Basic Stage  

Students from Teachers’ Perspectives in Qalqilia Governorate 

By  

Sima Farid AlAbed 

Supervisor 

Dr. Suzanne Arafat 

Co-Supervisor 

Dr. Nidal Jayousi 

Abstract 

This study aimed to identify English language teachers' perspectives 

towards evaluating the implicit meaning of upper basic stage students in 

Qalqilia Governorate. Also it aims at identifying the effects of study 

variables such as Gender, experience and qualification. For achieving the 

study purpose, a descriptive method by using a questionnaire which has 

been distributed among 50 teachers. Data was collected and statically 

analyzed by using the statistical package of the social science (SPSS). The 

study showed a high degree on the question about evaluating the implicit 

meaning of upper basic stage students in Qalqilia Governorate Also, it 

showed that there are no statically significant differences at  (α  > 0.05) 

about the evaluating the implicit meaning of upper basic stage students in 

Qalqilia Governorate attributed  to the variables of gender, experience and 

qualification. Several recommendations has been suggested among them 

are Teachers should develop a comprehensive approach for the methods of 

teaching the implicit meaning and they should be accountable for their 

performance and progress in their careers. 



1 
 

Chapter One 

Introduction and Theoretical Background 

1.1 Introduction  

1.2 Theoretical Background 

1.3 Statement of the Problem 

1.4 Purpose of the Study 

1.5 Questions of the Study 

1.6 Hypotheses of the Study 

1.7 Significance of the Study 

1.8 Definitions of the study 

1.9 Limitations of the Study 

1.10 Summary 

 



2 
 

Chapter One 

Introduction and Theoretical Background 

1.1 Introduction  

Communication is one of the basic functions in any language that 

focuses on what people requires to transmit their implicit or explicit 

meanings that reflects their intentions. Communicative meaning is very 

crucial because it has plenty of informative situation as it is nearly 

impossible to be linked with others and be the significant part of a 

conversation. Students' owning certain amounts of words and expressions 

can built their competent ability to exchange information, express their 

thoughts and feelings in a meaningful situation. Learning vocabulary has a 

fundamental role in both developing students' knowledge and 

communicating meaning in any urgent situation. Therefore, the need for 

obtaining vocabulary precedes learning of grammar when acquiring the 

first language. The structure of grammatical rules is not importantly 

perceived during learning of a foreign language, but it is necessary to learn 

a wide range of vocabulary so as not to have any consequent impact on 

interaction. Unfortunately, learners usually have shortage in the amount of 

memorizing vocabulary. Therefore, learners need to get certain methods 

that enable them to learn vocabulary and use them in an implicit or explicit 

conversational situation. Teaching vocabulary should be emphasized 

(Yaghoubi & Seyyedi, 2017).  



3 
 

The current study is based on evaluating the basic role that cultural 

knowledge plays in determining students' capacity to process relationships 

that are explicitly, implicitly and fully specified in a text in comparison to 

the same text and how the cultural background affects students' 

understanding. Students who don‟t have grammatical knowledge, the 

meaning is comprehended in very small amounts, but those who don't have 

vocabulary knowledge nothing could be understood. Therefore, the 

previous statement indicates that learning English vocabulary must come 

first and any other methods must come in for application according to 

students' level (Subon, 2013).  

1.2 Theoretical Background 

In the early 20
th

 century, learning vocabulary became very important 

because a word is considered to be a tool for thinking about the meaning 

which it expresses, and since then, there has been an increasing concern for 

learning vocabulary. At certain times, interest in teaching vocabulary has 

been high and focused on, but in other times, it is of low interest and been 

ignored sometimes. Fortunately, there are many various learning styles, 

techniques and methods that can be used to assist learners keep enhancing 

new vocabulary in the mind. In this process, the researchers select to 

differentiate two kinds of vocabulary teaching: teaching and learning 

explicit vocabulary versus teaching and learning implicit vocabulary 

(Berne and Blachowicz, 2008). 



4 
 

Moreover, the aim of this research is to examine the following 

questions: 1) Does explicit teaching-learning of vocabulary affect students' 

ability to from complete and meaningful sentences? 2) How does implicit 

teaching-learning of vocabulary impact students' ability to from complete 

and meaningful sentences?. Therefore, the current study examined the 

impacts of explicit and implicit use of three presentation techniques 

(glossing, semantic mapping, and imagery) on students' vocabulary 

comprehension and production EFL (English as a foreign language) (Cook, 

2001). 

There should be different strategies used to teach vocabulary with 

focusing on the implementation of more useful approaches, techniques and 

strategies for the teaching it. Such strategies involve the use of repetition, 

dictionaries and guessing from text. These include making inferences from 

the vocabulary form, connected to previous students' knowledge. Laufer 

(2010) has indicated that students should pay attention to take notes from 

the text according to what they have understood from the task and they 

should learn how to guess the implicit as well as the explicit meaning of 

words used in the text by referring to the dictionary. 

Gu (2003) demonstrated that students, instructors, and curriculum 

designers deal with vocabulary through the semantic mapping technique 

which would be more entertaining, enjoyable and meaningful for students 

because it moves learners away from boring process of searching words in 

a dictionary. Furthermore, it is a fruitful way for improving students‟ 



5 
 

knowledge of vocabulary in the shortest potential period. Once students are 

aware of the positive effects of this strategy, they will have strong trend 

toward self-study. Teachers can also get benefits from these outcomes by 

encouraging their students to make use of certain effective techniques. It is 

recommended that curriculum designers and textbook writers develop 

materials for vocabulary learning. Now, they can manage to introduce new 

words for different scientific fields for society and improve both 

comprehension and production of these words. 

         There is no doubt that learning and mastering the language is one of 

the skills that must be developed. It performs many functions, including: 

the social function as a communication and understanding tool between the 

individual members of one community, the mental function as a tool for 

forming concepts, and the psychological function as a tool for expressing 

oneself emotions, trends, and aesthetic function in expressing aesthetic 

taste and aesthetic sense. Hence, mastering the various language skills is a 

necessity of social life and a way to express the needs of individuals and a 

tool for communication and understanding and the development of ideas 

and experiences (Awad & Barakat, 2012). 

Given that language is a means of communication and social 

interaction, it is necessary to take into account the implicit meaning in the 

mechanism of interaction between humans, as the implication relates to 

spoken dialogues and the functional use of language in social contexts, it 

relates to communication efficiency, accurate understanding of 



6 
 

communicative language, and the production of meaning through context 

(Taguchi, 2005). 

There are stages through the education process where teaching 

methods are evaluated and how well they consider the needs of students, 

and assess the needs and aspirations of the local community through them, 

then philosophy and goals to be achieved in the first stage, and in the 

second stage, teaching methods are developed, and planning to develop the 

school program with all its components, and finally the procedures for 

developing teaching methods, then the stage of evaluating the results 

(Hariri, 2011). 

The evaluation is also an integral part of the curriculum 

improvement process, by revealing the aspects of development and 

deficiencies therein. Therefore, evaluation is a necessary and continuous 

process before, during and after the curriculum planning, implementation 

and development processes (Al-Obaidat, 2010). 

With regard to English language curriculum in Palestine, some 

studies have addressed the evaluation of this curriculum in its various 

phases, and among these studies one that aimed to reveal the level of the 

contents of both the Arabic reading book and English reading one for the 

first grade in Palestine, with the aims of bilingual education among the 

findings was writing skills in the English reading book ranked first, and 

reading skills ranked second, while conversation skills got late. Therefore, 

prevailing situation of the level of English for our students in Palestinian 



7 
 

schools is worth studying, to find out when those reasons led to this low 

level, which made the attempt to study the causes of this weakness and find 

solutions to it a priority for researchers. The study recommended a 

comprehensive review of the English language courses to make them pay 

more attention to the skills of listening and writing, and to continue their 

interest in reading and speaking skills (Al-Harbi's, 2012). 

1.3 Statement of the Problem 

    After reviewing the relevant literature to the subject of the study, the 

researcher found a lack of knowledge of the subject. Therefore the 

researcher will attempt to evaluate the best techniques for teaching and 

learning vocabulary from teacher‟s perspectives in order to be considered 

in identifying the evaluation of implicit meaning of upper basic stage 

students from teacher‟s perspectives in Qalqilia Government.      

Since learners usually have shortage in the amount of memorizing 

vocabulary. Therefore, learners need to get certain methods that enable 

them to learn vocabulary and use them in an implicit or explicit 

conversational situation. Teaching vocabulary should be emphasized by 

teachers so that students will be able to understand multiple meanings of 

vocabs .The study tried to figure out the appropriate method of teaching 

and evaluating the implicit meaning according to teacher‟s point of view 

for the upper basic stage students. 

 



8 
 

1.4 Purpose of the Study 

The study attempts to: 

1-   Highlight the methods of teaching the implicit meaning and evaluate 

it according to Palestinian English language curriculum for the upper 

basic stage in the Palestinian Ministry of Education. 

2-   Find out the point of view of teachers' of English when teaching 

vocabulary particularly at the basic stage in the schools of Qalqilia 

governorate.  

3-  Examine the effect of teachers' demographic variables (gender, 

experience, educational qualification) in their point of views on 

methods of teaching the implicit meaning and evaluating it in the 

English language. 

1.5 Questions of the Study 

The study answered the following questions:  

1.   What is the degree of evaluation of methods of teaching implicit 

meaning of English language teachers for the ninth grade in Qalqilia 

governorate? 

2.  How do teacher‟s, gender, experience, and qualifications, affect 

evaluation of English language teachers for the ninth grade in 

Qalqilia governorate for teaching implicit meaning? 



9 
 

1.6 Hypotheses of the Study 

1-  There are no statistically significant differences between English 

language teachers' perceptions in the upper basic stage in Qalqilia 

governorate schools and the methods of teaching the implicit 

meaning and its evaluation due to the gender. 

2-   There are no statistically significant differences between English 

language teachers' perceptions   in the upper basic stage in Qalqilia 

governorate schools and the methods of teaching the implicit 

meaning and its evaluation due  to the years of experience. 

3-  There are no statistically significant differences between English 

language teachers' perceptions   in the upper basic stage in Qalqilia 

governorate schools and the methods of teaching the implicit 

meaning and its evaluation due to the academic qualification. 

1.7 Significance of the Study 

      The importance of the study lies in identifying teachers' of English 

perception towards the ways they teach implicit meaning and how they 

evaluate them, and then provide perceptions and a database about the 

degree of interest of the Palestinian curriculum in understanding the 

implication and teaching it to students as being a necessary skill to develop 

other English language skills, especially listening, speaking, and reading 

comprehension. Practically, the results of the study could be considered by 

those who are responsible for the educational process (Ministry of 



11 
 

Education officers) in developing curriculum to perceive the implicit 

meaning through developing training methods and good means of 

evaluation. 

         Speaking and writing English as a second language requires at least 

1000-2000 words. Learning explicit meaningful words mean direct learning 

whereas when words are not practiced well they will be forgotten. Explicit 

vocabulary teaching-learning can include word lists or handbooks to 

increase the amount of graded vocabulary from elementary levels to 

advance ones. Explicit meaning occurs when learners learn to employ the 

structure of the learning environment. But implicit teaching-learning is 

extensive and doesn't occur via deliberate strategies. The core of implicit 

learning is mirrored when students get knowledge or information from the 

environment without being aware of the certain process (Hunt & Beglar, 

2005). 

1.8 Definition of terms  

Implicit meaning 

Tsutagawa (2013: 6) defined the implicit meaning as: “A meaning 

acquired by the word or sentence in addition to its abstract meaning, 

derived from the method of pronouncing the sounds of a word, and the 

related tune in tone of voice from descending and ascending.” 

And the researcher defines it procedurally as: the perceived meaning 

in the English language among the ninth grade students in Qalqilya 



11 
 

governorate in the context of the difference in the tone and pronunciation 

of words. 

Explicit  meaning 

Longurst (2013) defined explicit meaning as a way of learning 

vocabulary in a clearly defined and intentional .The researcher defines it as 

the simplest way of teaching vocabulary in a context without referring to 

any clues or indications. 

Teaching methods 

Darwazah (2000: 176) defined the teaching method as: “The 

approach the teacher takes in communicating the knowledge, information, 

and activities of the learner in the curriculum easily and conveniently”. 

The researcher defines it procedurally as: the way the ninth grade 

teachers in Qalqilya governorate use to the skill of understanding the 

implicit meaning in contexts. 

Evaluation 

Al-Ashqar (2015: 7) defined the evaluation as: “A process or group 

of operations, carried out by the teacher, to collect information about the 

extent to which educational goals are achieved, desired by the curriculum, 

and know the strengths and weaknesses in the method of teaching and 

strategies used, and enables the teacher‟s evaluation to make a big 

decision”. 



12 
 

The researcher defines it procedurally as: The process that English 

language teachers undertake to collect information about the extent of 

awareness of the implication of the ninth grade students in Qalqilya 

Governorate. 

Upper Basic Stage 

Ismail (2020) defined the upper basic stage as: “The empowerment 

level which includes grades from fifth to tenth according to the educational 

system in Palestine. It is between the preparation level which includes 

grades from first to fourth and the secondary level (eleven to twelve)”.  

The researcher defines it procedurally as: The intermediate stage 

between the lower basic stage and the secondary stage in the educational 

level at schools, where the ages of students range from 10  to 14 years, and 

of grades 5 to 9. 

1.9 Limitations of the Study 

The study has the following limitations: 

Locative limitation: Palestinian public schools in Qalqilya Governorate 

that has the ninth grade. 

Temporal limitation: Scholastic year 2019-2020. 

Human limitation: Teachers of English for the ninth grade in the Qalqilya 

Governorate during the scholastic year 2019-2020. 



13 
 

Topical limitation: It is limited to identify the importance of teaching 

implied meaning and it‟s evaluation in our curricula for grade nine students 

in Qalqilya governorate from teacher‟ perspectives. 

1.10 Summary 

In this chapter, the researcher presented the main components of the 

thesis starting from the introduction to the summary of the study. 

According to the results of previous studies that dealt with evaluating the 

Palestinian curriculum in the English language, and given the importance 

of teaching methods in presenting the educational material, facilitating 

understanding to students and the importance of the implicit meaning in 

developing speaking, listening and understanding comprehension skills in 

the English language, the current study comes to study the methods of 

teaching implicit meaning and its evaluation for upper basic students in 

Qalqilia schools. 



14 
 

Chapter Two 

Theoretical Framework and Related Studies 

2.1 Introduction 

2.2 Teaching Methods  

2.3 Evaluation Methods 

2.4 Methods of Teaching and Evaluating the Implicit Meaning 

2.5 Summary 

2.6 Related Studies 



15 
 

Chapter Two 

Theoretical Framework and Related Studies 

2.1 Introduction 

This chapter contains different subjects related to the literature 

review and related studies, which clarify the concept of teaching methods 

and evaluation methods and other related subjects. 

Determining the appropriate method in modern teaching has become 

a necessity of the educational process and its success for these reasons:  

teachers can address the shortcomings in the curriculum, and identify the 

difficulties of the textbook, the weaknesses and strengths. In addition, 

teachers should motivate students towards the educational subjects, and 

attract them to raise their motivation towards learning, taking into 

consideration the individual differences between the students (Shamekh, 

2018). 

The concept of explicit teaching and implicit teaching was firstly 

proposed based on finite state experiment in 1967. Explicit teaching refers 

to learning the vocabulary and grammar in language materials by dominant 

means, such as memory, grammar analysis, which is a conscious and 

controlled process. In this process, the students know the composition of 

the learning process and can fully express the knowledge that has learned. 

On the other hand, implicit teaching is a kind of unconscious behavior, 



16 
 

namely, the students do not know the content they are taught  in the process 

of learning, also do not know what is learned (Başöz, 2014). 

Several studies like Mtunda (2007), Al-Ashkar (2015), Al-Shaibani 

(2018) have revealed that the English language proficiency of second 

language learners in great measure correlates with their vocabulary 

learning. Hence, learning a second language largely means learning its 

vocabulary as vocabulary skills make a significant contribution to almost 

all aspects of second language proficiency. 

2.2 Teaching Methods  

2.2.1 The concept of teaching methods  

Teaching is a set of events, outside the learners, which is designed to 

support internal process of learning. The teaching methods relate to the 

teachers steps to deliver the largest possible amount of study materials to 

the students, by developing and implementing suitable teaching plans in the 

classroom where learning is carried out, and it grows with the teachers 

directions and directives, intended by the external learning conditions, 

using appropriate educational methods to achieve the goals (Arvind, 2016). 

Teaching methods are defined as the purposeful and studied attempts 

by the teachers in the classroom environment in the education process, to 

achieve the desired goals at the level of the class or at the level of the 

school year (Oxford, 2017). In addition, teaching methods are also defined 

as a set of steps, practices, procedures, and activities the teachers performs 



17 
 

with students to achieve specific educational goals, in the easiest ways, 

with the least effort, in the least time and expense, and is often a reflection 

of an educational or psychological theory (Taha, 2010). 

Method refers to the procedure within an approach, the teachers use 

methods depends on a scientific approach and has systematic procedure to 

solve problem. It is nothing but a scientific way of presenting the subject 

keeping in mind the psychology and physical requirements needed by the 

students, it is a process or a procedure whose successful completion results 

in learning or as a means through which teaching becomes effective, and it 

is the formal structure of the sequence of acts. The term method covers 

both strategy and techniques of teaching, different strategies adopted in 

following a method. In addition, method related to the nature of content of 

a subject to be taught, and it is the practical realization of an approach 

through a procedure in a system (Mtunda, 2007). 

Moreover, teaching methods is the term of pedagogy; the focus is on 

effective presentation of subject matter to have mastery over it, ant it is 

systematic scientific way of presenting the subject matter, which is related 

to the overall plan for systematic presentation based on a selected 

approach. On the other hands, teaching method is what kind of activity we 

use in order to teach, and it is a style of presentation of content in 

classroom, and it refers to the formal structure of the sequence of acts 

commonly denoted by instructions, which involves the choice of what is to 

be taught and in which order is to be presented (Arvind, 2016). 



18 
 

In additions, teaching method is defined as the steps that teachers 

take to communicate as much of the study material as possible it is a way to 

develop plans and implement them, so that the class is part of life in which 

learning takes place, and it grows with the guidance of the teacher, it means 

the external conditions of learning, using educational methods appropriate 

to achieve the goals (Maroun, 2008). 

2.2.2 The characteristics of teaching methods  

The characteristics of the teaching methods can be illustrated through 

achieving interaction between students and developing good relationships 

between them, developing the ability to think creatively, encourage 

students to think, analyze and conclude. Also through instill good social 

relations such as cooperation and respect for opinion and good 

communication. 

In addition, the characteristics of the teaching methods take into 

account the progress witnessed in the era especially technical progress, 

which is based on the principle of sharing learning and activating active 

learning, and takes into account the use of available materials, references 

and tools. It also saves time, effort and cost in the learning process, and 

focuses on the simplification and progression in student learning, and the 

psychological state of students and the individual differences between 

them, and the diversity of the desired educational goals (Halabi, 2015). 



19 
 

According to the criteria of teaching method, it is directly related to 

the desired educational goals of the curriculum, it should be sensitive to 

urge students to think well and to draw results, and thus the ability to 

explain, interpret, and represent them. In addition, it is related to the social 

aspect of the student‟s life. Moreover, it should combine the theoretical and 

practical aspects of the curriculum, and invest students inclinations, 

abilities, attitudes, and their motivation to learn (Jaber, 2005). 

2.2.3 Methods of teaching English language 

The methods used for teaching English language has changed over 

the years because of the different and continuous changes in the society. 

The attention of students have also changed at the same time, in order to 

learn anything, they need things to be presented in an interesting manner. 

Instead of using traditional methods, teachers have to find new ways of 

submitting curriculum to the students. 

Students are no longer interested in attending traditional classes where 

information is presented as a lecture where their only duty is to listen and 

take notes and just keep them. They are attracted to the modern classes that 

depend on the interactive ways, which challenge them continuously and 

making them skip their own limits. These are a few reasons why methods 

changed and they continue to change because nowadays children have 

access to all types of information and by not finding something new to be 

taught, they lose their interest in learning. 



21 
 

English language like any other languages need specific teaching 

methods suitable for teaching human languages, and may differ with some 

teaching methods in which other scientific subjects are taught, or share 

some of them in terms of positive impact, many researches have addressed 

specific teaching methods it specializes in teaching English language, and 

examined its impact on student achievement.  

Some of teaching methods, according to previous studies, have 

proven their efficacy and importance, and some have proven the opposite. 

In this requirement, the researcher refers to some modern and 

unconventional teaching methods used in teaching English language as 

spoken explanation method (narration) requires the lecturer to transfer 

knowledge to others through spoken words by explaining, elaborating, 

narrating, describing, arguing and guiding the mental activities of the 

participants in front of a group of participants. 

 The conversation method (discourse) or dialogue method takes place 

as bilateral communication between teachers and education participants 

(students) and between students themselves. This method entails the first 

form of the least challenging type of activity pursued by education 

participants, attended by all the participants, and the leader of the education 

process (Jarvis, 2004). 

  The discussion method enables teachers direct contact with the 

education participants, enables them to guide their thinking and encourage 



21 
 

their mental activities, enables creative collaboration, positive enforcement 

and contributes to shaping the whole group.  

In addition, lecture is a form, which entails transferring knowledge 

of one person (the lecturer) to others (hearers) in the traditional frontal 

form. A lecture could be described as a meeting of a larger group of people 

where the lecturer speaks to the participants about a topic that had been 

unfamiliar to the up to that point, followed by participants further delving 

into the topic and mastering it through individual study and learning. 

The method of written and graphic production which is used 

primarily in indirect lessons, in which education participants work more or 

less solitary following precise instructions or just basic guidelines, is 

suitable in technical activities for vocational work, as it requires the 

education of learning sketching, technical drawing and other types of 

graphical depictions, and describe work methods and finished products. 

Also, the method of using audio-visual media enables the teacher to 

utilize audio-visual media which convey information audibly and visually, 

as to expand the limited opportunities in illustrating and demonstrating 

subjects, phenomena and processes. Modern teaching technology enables a 

multimedia approach which allows to present life processes and 

technological process in various fields of natural science through pictures 

and motion (Percy, 2013). 



22 
 

The laboratory method is an active method characterized by the fact 

that it enables a significant change of the status of education participants in 

education, as it relies largely on their activity and autonomy, enabling them 

to be directly acquainted with real-life situations and processes. It is 

important to develop curiosity, a work culture and mutual collaboration 

(Jarvis, 2004). 

The demonstration method implements the demonstrability principle, 

facilitates perception and memorization and livens up the educational 

process and participants' interest in education. Adult education values 

demonstration and makes use of all of its possibilities – demonstration of 

pictures, schemes, models; demonstration of phenomena; pictures, movies 

and audio clips enrich demonstrability; depiction of relationships (on film 

or through role play) can give a much clearer idea; showing motions and 

operations is the basis for emulating them in the course of hand-on work 

(Percy, 2013). 

In addition, with the problem method, the starting point for the 

activities is the problem at hand. It is based on psychological theories of 

learning through problem solving. As a rule, it applies to problem 

situations, which consist of either a small-scale finished problem or a 

partial problem of a bigger problem. The education participants solve 

problems in order to gain specific knowledge and develop cognitive and 

creative competences (Jarvis, 2004). 



23 
 

The case method entails the development of capabilities and traits in 

participants. The general premise of the method is represented by real-life 

or specifically simulated cases of particular situations, which are discussed 

by the leader of the educational process with the education participants. It 

is aimed at training and is well suited for advanced professional training in 

adult education. 

The role-play method requires education participants to play out 

various roles from real-life situations. Didactically, this method is more 

suitable and effective when working with smaller groups of participants, in 

which roles can be given to everyone. The method can be applied for 

professions in catering, retail and similar, where communication skills are 

required. 

Moreover, the project method requires individual participants or a 

group of participants in the education to carry out an assignment or product 

from start to end, i.e. from the planning stage and preparation to the 

manufacture and product control stage. It allows laying down and solve 

complex assignments and problems, and implement the principle of 

integrating theory and practice. It is suited for specialist education and 

allows laying down and solve complex assignments and problems, and 

implement the principle of integrating theory and practice (Percy, 2013). 



24 
 

2.3 Evaluation Teaching Methods 

2.3.1 The concept of teaching methods evaluation 

Evaluation has a long history, which ultimately lead to the use of 

various evaluation models by curriculum specialists. Evaluation models 

differ greatly with regard to curriculum evaluation approaches. The 

underlying reasons behind this variety of classifications are generally 

related to evaluators‟ diverse philosophical ideologies, cognitive styles, 

methodological preferences, values and practical perspectives. Due to this 

diversity in curriculum evaluation, it is not possible to come up with only 

one single model. As Djoub (2017) stated, researchers can choose the most 

appropriate model in terms of their purposes and conditions during their 

curriculum evaluation models or they can develop a new one making use of 

the existing ones. 

The evaluation tools involve all tools and metrics that the teacher 

uses to collect data and information about the learning outcomes of 

students, to know what has changed in the results as a result of their 

learning of specific content, which leads in the end to a judgment on the 

effectiveness of that content in achieving educational goals (Al-Ashkar, 

2015). 

Ornstein and Hunkins (1998) identified evaluation to be a process 

that is performed to obtain data that could bring about changes, make 

amendment, additions and/or subtractions from the curriculum. In order to 



25 
 

make projection for the future, a continuous and systematic evaluation is 

required. This continuous evaluation suggests that acceptable revision of all 

of the components of the curriculum should be made. Different Models 

have been used in different countries to evaluate the effectiveness or 

otherwise of different subjects‟ curriculum in various countries. 

The evaluation is defined as the process or group of operations, 

carried out by the teacher, to collect information about the extent to which 

educational goals are achieved, desired by the curriculum, and know the 

strengths and weaknesses in the teaching method and the methods and 

strategies used, and enables the evaluation of the teacher to make a decision 

(Al-Ashkar, 2015). 

Dams (2018) defined the evaluation of teaching methods as a way to 

know the extent of what has been achieved in the educational goals, by 

identifying strengths and weaknesses, and diagnosing obstacles that prevent 

achieving the desired goals and then clarifying solutions and proposals that 

will correct the educational scientific path. 

           Sanders and Worthen (1998) classified the evaluation approaches 

under the categories of objectives oriented evaluation approach, 

management oriented evaluation approach, consumer oriented evaluation 

approach, expertise oriented evaluation approach, adversary oriented 

evaluation approach and participant oriented evaluation approach.  



26 
 

The Objectives-Oriented Evaluation Approaches: 

The distinguishing feature of an objectives-oriented evaluation 

approach is that the purposes of some activity are specified and then 

evaluation focuses on the extent to which those purposes are achieved. 

The Management- Oriented Evaluation Approaches: 

Its rationale is that evaluative information is an essential part of good 

decision-making and that the evaluator can be most effective by serving 

administrators, policy makers, boards, practitioners, and others who need 

good evaluative information. 

The Consumer-Oriented Evaluation Approaches: 

Independent agencies or individuals who take responsibility to gather 

information on educational or other human services products, or assist 

others in doing so, support the consumer-oriented evaluation approach. 

These products generally include: curriculum packages, workshops, 

instructional media, in-service training opportunities, staff evaluation forms 

or procedures, new technology, software and equipment, educational 

materials and supplies, and even services to agencies.  

The Expertise-Oriented Evaluation Approaches: 

The expertise-Oriented Evaluation Approach depends primarily upon 

professional expertise to judge an institution, program, product or activity.  



27 
 

The Adversary-Oriented Evaluation Approaches: 

The adversary-Oriented Evaluation Approach in its broad sense 

refers to all evaluations in which there is a planned opposition in the points 

of view of different evaluators or evaluation teams. 

The Participant-Oriented Evaluation Approaches: 

The participant-Oriented Evaluation Approach aims at observing and 

identifying all of the concerns, issues and consequences integral to human 

services enterprise.  

2.3.2 Teaching methods evaluation tools 

In order to achieve a good evaluation, the teacher must choose the 

appropriate evaluation tool, through which the features of a good 

evaluation can be noted. Among these features: the evaluation and its tools 

are consistent with the goals of the educational process, teaching methods 

and means, that the evaluation tools measure all elements of the 

educational process affecting the student‟s achievement (Al-Shaibani, 

2014). 

In recent times, teachers have started to expand the scope of their 

assessment so that it is not limited only to the results of student learning at 

the end of a specific period to determine who successfully or fails to 

succeed in the educational stage, but rather it has become one of its primary 

goals to enhance student learning by the elements of the educational 

process, and to improve the quality of teaching (Robino, 2010). 



28 
 

Al-Shaibani (2014) explained in her study some of the modern 

evaluation tools that can be relied on in assessing the student's level and the 

degree of his achievement, and among these tools are these  

-  Monitoring List: it is a list of actions and behaviors that the teacher 

monitors in carrying out educational tasks, and focuses on assessing 

the students skills. 

-  Grade Scale: a tool that measures the student‟s skill in carrying out a 

specific task, or measures the amount of what he gained from this 

skill by measuring the extent of his success or failure in it. 

-  A record describing the course of learning: a record in which the 

learner takes notes on the educational process during the class 

session in a subject, upon which the teacher relies on obtaining the 

feedback, by collecting these records every period, or at each stage 

of the annual evaluation, thus helping the teacher In collecting 

perceptions about the level of students, and knowing their strengths 

and weaknesses. 

2.4 Methods of Teaching and Evaluating the Implicit Meaning 

2.4.1 The concept of implicit meaning 

The definition of implicit meaning  is a meaning acquired by the 

word or sentence in addition to its abstract meaning, derived from the 

method of pronouncing the sounds of a word, and the related tune in tone 

of voice from descending and ascending (Tsutagawa, 2013). 



29 
 

There is an implicit meaning in the sentence that is not expressed in 

words that are abstract from the textual contexts and the audio hints 

presented by the speaker. That one sentence has more than one meaning, 

each one understands each of these meanings according to the indications 

provided by the speaker in reading the sentence (Asher and Ido, 2014). 

In addition, the implicit meaning is related to the phenomena of 

accent and toning in the English language, which is related to the word by 

toning in its sounds, and the rise and fall in the degrees of its utterance, 

affecting the diversity of semantics of a single word, giving it in the context 

contained in it a new meaning other than the original meaning for which it 

was developed (Grice, 2019). 

The implicit meaning also expresses the pragmatic connotations of 

language, that add to the meaning of the word or sentence in the linguistic 

context, and this indication is due to the social context contained therein, 

and to the practical or functional practice of the language, and the position 

of society from it, and also due to the intentions of the lover, and the 

relationship between the sender and the receiver, and the cultural 

backgrounds exchanged between them (Allan, 2007). 

The implicit meaning is not limited to the teachers perception of 

from a pragmatic point of view of what the teachers is speaking of verbal 

tunes or non-verbal signs, but also requires the practical competence of the 

students in identifying the teachers intention conveyed by a variety of 



31 
 

implicit and explicit forms and making accurate conclusions about specific 

communication goals (Roever, 2001). 

Some researchers consider the implicit meaning an important part of 

the reading skill, because reading has a process of extracting the meaning 

and building it through the interaction of the reader with the written text. 

Thus, this concept includes three basic elements: the reader, the text, and 

the activity in which the understanding is included, so reading has a variety 

of factors such as cognitive, social and cultural capabilities, as well as 

influenced by metacognitive reading. In recent times, metacognition has 

become a common term in research on the topic of reading, as it shows 

how readers achieve reading comprehension, and it develops students' 

ability to read, and strategies to predict, mental perception to understand 

the text, right and his consciousness (Awad and Barakat, 2012). 

2.4.2 The importance of teaching the implicit meaning 

According to the importance of reading in the students success in his 

academic life, and given its importance in being a means of communication 

between individuals and cultures, many researchers recommend the need to 

teach reading strategies to improve reading comprehension skills, as well as 

the use of reading strategies and awareness of their content increases 

confidence in the readers ability to analyze text, and an understanding of its 

significance (Ghonsooly, 2012). 



31 
 

Modern teaching attitudes are concerned with the importance of 

perceiving phonological information in linguistic communication in 

identifying the meaning contained in the spoken word, by recognizing the 

auditory properties of speech and the motor commands associated with 

speech production, and it is necessary to understand how the sensory 

system changes dynamically, in order to allow listeners to process inputs 

changing, and the resulting new words, that they face constantly (Diehl, 

Lotto and  Holt, 2004). 

The importance of realizing the implicit meaning in the language 

stems from the importance of using the language, as it is a skill, and the 

individual must learn this skill and master it like any other skills, and it is 

the duty of those responsible for education and development to provide 

him/her with the opportunity to acquire this skill, the more varied his/her 

linguistic experiences and the more he/she deals with things and ideas. The 

more he/she increased his/her understanding of the world around him/ her 

(Awad and Barakat, 2012). 

The significance of teaching the implicit meaning lies in the 

importance of getting rid of the difficulties of understanding the reader, 

which is part of the difficulties of learning the skill of reading and mastery 

among English language learners from students. The study of Bani Abdel-

Rahman & Al-Shumaimeri (2013) indicated that most students of English 

as a foreign language suffer from one of the difficulties in comprehending 

the test, even though they had been learning English for several years. 



32 
 

The social aspect of language verifies that language is behavior and a 

facet of human activity, so it is worth noting that language teachers deal 

with language separately from human activity, and far from being part of 

the social system, and its psychological and emotional dimensions 

(Atrophy, 2013). 

The implication also relates in a direct way to what is called in 

modern pedagogies with creative reading, which includes four main 

features, which are (Al-Qarni, 2009): 

- Fluency: which means the learner's ability to generate alternatives, 

ideas, synonyms, or uses when responding to or reading the 

linguistic text, and interacting with him according to the context, and 

according to the way in which it is presented, and the circumstances 

surrounding the sender and receiver. 

- Flexibility: which means the learner‟s ability to change the mental 

state by changing the situation, and here the position is the tone and 

context in which the text is presented, and the mental state varies 

according to the way in which one phrase is presented, and the 

change of mental state follows the diversity of ideas, the diversity of 

understanding, and the diversity of interpretation, As this feature is 

based on directing or transforming the thinking path with the change 

of stimulus or changing the requirements of the situation. 



33 
 

- Details: which refers to the ability of the learner to combine a group 

of different parts into one unit neatly. Here, understanding does not 

depend on the meaning of the word, but rather its pronouncement 

and its construction and the context contained therein, and the 

occasion expressed by it, and the social status of the receiver and 

receiver, etc. The conditions and factors at which it meets generate 

the underlying meaning of a read or written text message. 

- Authenticity: which means what the learner is characterized by 

novelty and uniqueness from others in ideas, so his understanding of 

the text will be different from what others understood, and this 

requires awareness of the parts of the text, and awareness of the 

relationship between them, in order to reach the meaning that it 

contains, instead of the abstract lexical meaning. 

Many studies have revealed the importance of the implicit meaning 

in mastering, understanding and practicing the English language as a social 

communicative language, and among these studies that have addressed the 

implicit meaning as a reading skill study of (Taguchi, 2005) which 

examined whether proficiency in the second language affects practical 

understanding, that is, the ability to understand the tacit meaning in the 

spoken dialogues in terms of accuracy and speed of understanding and the 

results revealed that understanding the tacit meaning affects the accuracy of 

understanding. 

 



34 
 

2.4.3 Methods of teaching implicit meaning 

Oxford (1996) indicated that implicit teaching refers to the teaching 

methods emphasizing students must be naturally acquired through 

situational scene when learning English language. Implicit teaching is also 

known as suggestive method, mainly adopting the inductive thinking 

method, and inducing the grammar rules through communicative use of the 

language. Learners contact with English mainly through scenes. This 

teaching method makes communicative teaching method as representation, 

emphasizing the unconsciousness, abstractness, and automaticity of 

language study. 

Explicit meaning teaching, which makes teachers as the center in 

classroom teaching, is too fancy language and forms the teaching mode 

whose center is meaning activity. With this teaching method, most of the 

students can make correct sentences, and use English for simple daily 

communication. For this, it requires teachers to combine the language form 

with language meaning and language function organically. Implicit 

meaning teaching can let learners gain a better understanding of the 

relationship between the semantics and function and context by 

incorporating the discourse into the context. 

Learning a foreign language, or the second language, lies in the place 

where this language is learned, and in the social and communication 

functions that it performs in this place. Learners of the language learn it in 

order to employ it in communication processes, whether in conversation, 



35 
 

listening, or reading, and this means the need to pay attention to methods 

And the strategies that this language presents to its learners, to provide the 

learner with what is known as the communicative competence . 

Moreover, Oxford (1996) set dimensions for achieving 

communication competence in the acquired language, namely: 

- Grammatical competence: which means mastering the basic 

principles of language, and includes vocabulary, grammar, 

pronunciation, spelling, word building and syntax. 

- Social competence: which it means the level at which the learner has 

an appropriate understanding or use of expressions in many social 

situations. 

- Conversational competence: which means the ability to link ideas, to 

achieve consistency in form, to overcome the stage of 

communicative competence with one sentence. 

- Strategic Efficiency: which means the learner's ability to use 

strategies that help him limit the aspect of knowledge of the 

language, such as using gestures and signs to express a word that he 

does not know, until the listener understands what the speaker wants, 

or the reader understands what the writer wants. 

Therefore, the methods of teaching the English language at all levels 

should consider teaching what is called implicit learning, and that is in 



36 
 

ways that differ from the traditional teaching of the English language, and 

from these methods: assigning students to class and non-class activities, 

based on communication between them, or communication with others who 

are proficient in the language English as a conversation language, and not 

only a syntax and grammar language, among which students also watch 

films shown in English, reading books and novels in the language of 

understanding the content, summarizing them, expressing their 

personalities and events, and one way to achieve tacit learning in the 

classroom may be to pair students and make them speak but rather concern 

about what they did yesterday, it is the students' use of the language in a 

practical way and communication is a good way to increase fluency and 

retention as a tacit communication, not as a mere (Posey, 2019). 

In additions, many studies presents a set of instruction and teaching 

methods that he called implicit instructions and that would focus on the 

implicit meaning of grammar and vocabulary, including: 

- Exploration: the teacher according to this method is concerned with 

exploration instead of interpretation, it is not necessarily that the 

interpretation of vocabulary or the interpretation of the rule leads to a 

full understanding of the content of the phrase, but it is better to 

allow students to obtain the rules and meanings of the vocabulary 

themselves, and in this way the teacher makes the student an active 

thinker, gives him the starting point and then allows the student to 

explore the meaning of the word through context, and infer the 



37 
 

mechanism of installation and work with it, by linking it to the 

context of the phrase, its significance, and explanation the synthesis 

mechanism through assumption and conclusion, rather than giving 

students a set of exemplary examples of repetition and drilling, it 

would be wise to give them the opportunity to explore examples 

through observation, hypothesis development, and drawing 

conclusions about forms of language, which in turn leads to raising 

awareness about grammar an effective understanding of its rules. 

- Making the English language a habitual language and not a language 

of memorization and repetition: the teacher is keen to form a habit 

that the expression of meaning becomes the goal of using the 

language, so the student is used to employ the language and its rules 

and synthesize them in the service of the implicit meaning, instead of 

an artificial language that is based on mere exemplary representation 

on the vocabulary of grammar and grammatical rules. 

On the other hand, many researchers, (Rahimi, 2015) and (Atrophy, 

2013), pointed the importance of the listening skill in grasping the implicit 

meaning as listening is an interactive process of grasping and 

understanding what is spoken, because the listening process is a complex 

process and there is a difference between what is heard and understanding 

what is heard and what is intended of it, and in listening should take into 

account the phonetic features and lexical features of the operative in order 

for the process of understanding to be carried out accurately. Among the 



38 
 

phonological features is the suspension or separation, the way the word is 

spoken (intonation), and other sound that affects the meaning of the 

abstract word (Rahimi, 2015). 

2.5 Related Studies 

Al-Ahmed and Al-gamdi (2018) investigated the effective methods 

of context drills, word-on-board games, flash-card games, mini-

presentations and role playing, dictionary use and blended learning-to 

develop ESL learners‟ vocabulary acquisition for teaching English 

vocabulary to Saudi female students. The control group was taught 

vocabulary using the traditional didactic teaching method. The study‟s 

sample consisted of 248 first-year students enrolled in the Faculty of 

Education and the Deanship of the Preparatory Year at the University of 

Dammam. English instructors with similar qualifications and experience 

taught the students. Vocabulary pre- and post-tests were given to groups at 

the beginning and at the end of the class. Data collected from the tests were 

then documented and statistically analyzed. The findings reveal that 

students taught using the new methods of instruction had better vocabulary 

test scores than those taught using the traditional method. These methods 

have proven to be effective in improving students‟ vocabulary acquisition. 

Naser Rashidi and Amir Ganbari Adivi (2010) investigated the 

correlation between vocabulary learning and the reading of specific short 

stories. One particularly interesting observation was also made by the 

authors regarding learner‟s purpose and vocabulary gain. The research 



39 
 

involved 40 Iranian EFL learners divided into two groups. The students in 

the experimental group were assigned to read five short stories for the 

purpose of comprehension while those in the control group were explicitly 

taught the target words. Both groups were homogeneous in terms of their 

proficiency in the English language. 

Webb (2009) investigated the effects of receptive and productive 

learning of word pairs on vocabulary knowledge on a group of Japanese 

native speakers. Learning word pairs involves memorizing foreign 

vocabulary items together with their synonyms or translations and is very 

mucha conventional method of vocabulary learning. Receptive learning of 

word pairs means first knowing a decontextualized L2 vocabulary article 

and then attempting to recall its L1 meaning. On the other hand, productive 

learning of word pairs refers to first knowing a decontextualised L1 article 

and then attempting to recall its L2 form. The subjects of the study were 62 

first year undergraduates attending EFL classes at a university in Japan and 

all of them had studied English for at least six years. The results of the 

study showed that the quantity as well as the type of vocabulary knowledge 

gained is considerably by the direction learning took place. Productive 

learning resulted in superior gains in productive knowledge of meaning, 

syntax and grammatical functions, and in productive as well as receptive 

knowledge of orthography. 

Rosszell’s (2007) contribution deals with the matter of vocabulary 

teaching and learning through extensive reading. More precisely, he 



41 
 

described a two-condition extensive reading program conducted for 40 EFL 

students of a Japanese university which led him to conclude that an 

approach which couples extensive reading with intensive vocabulary study 

represents an option that is both more viable and effective for L2 learners. 

The samples in Dana’s study (2006) are students of pre-intermediate 

level, were subjected to three 45-minute lessons followed by a vocabulary 

test. The theme of the lessons was food and on grammar, the researcher 

focused on regular and irregular verbs. The students were tested on their 

productive vocabulary knowledge as well as their ability to recall and place 

acquired vocabulary into context. An attempt was made to strike a balance 

between validity, reliability and practicality. In the experiment, the students 

first took turns to read the text aloud which they later translated using a 

bilingual vocabulary list. It was then joined to the text. Then, they were 

drilled item by item, based on the vocabulary and phrase pattern list. After 

that, the teacher would read aloud some of the words and the students 

would then translate them aloud in class. The lesson would then continue 

with the students‟ attention drawn to the grammar part where they would 

be drilled further on the irregular verbs. Students would then work in pairs, 

testing each other‟s memory. Finally, they would be asked to go back to the 

text, find and underline the new irregular verbs and then answered the 

questions asked in the text. The researcher came up with several 

conclusions. Firstly, she found that although the Grammar-Translation 

Method helped students at this level to analyze a particular language area, 

the range of vocabulary knowledge covered was too narrow although the 



41 
 

students‟ knowledge of target vocabulary was excellent. Also, students 

faced problems integrating the words within context-conscious learning of 

rules. They were able to produce a base form of any word from the list but 

they tended to encounter difficulties when it came to putting the items into 

the correct form within a context, unless they were provided with fitting 

sentence structures. Students tended to regard language as an anthology of 

words that are independent and isolated – to be linked together to form a 

sentence. The researcher also found that the students tended to disregard 

the content but were overly concerned with linguistic details. They were 

able to recall words in familiar sentence patterns but not so if those familiar 

words were to be presented in unfamiliar contexts. 

McCarthy and Wigglesworth (2001) questioned in their study how 

effective extensive reading really is. According to them, extensive reading 

will probably be the main opportunity for many learners to encounter a 

wide range of new words. 

Huckin and Coady (1999) emphasized in their study that many 

studies seem to indicate that except for the first few thousand common 

words, vocabulary learning largely transpires through extensive reading 

with the learner guessing at the meaning of unfamiliar words. 

The previous studies investigated the effective methods for teaching 

vocabulary. Al-Ahmed and Al-gamdi (2018) investigated the effective 

methods of context drills, word-on-board games, flash-card games, mini-

presentations and role playing, dictionary use and blended learning-to 



42 
 

develop ESL learners‟ vocabulary acquisition for teaching English 

vocabulary to Saudi female students, Naser Rashidi and Amir Ganbari 

Adivi (2010) investigated the correlation between vocabulary learning and 

the reading of specific short stories, Webb (2009) investigated the effects 

of receptive and productive learning of word pairs on vocabulary 

knowledge on a group of Japanese native speakers, Rosszell‟s (2007) 

contribution deals with the matter of vocabulary teaching and learning 

through extensive reading, Dana‟s study (2006) tested students for 

productive vocabulary knowledge as well as their ability to recall and place 

acquired vocabulary into context, McCarthy and Wigglesworth (2001) 

questioned in their study  how effective extensive reading for learning 

vocabulary and  Huckin and Coady (1999) emphasized in their study that 

many studies seem to indicate that except for the first few thousand 

common words, vocabulary learning largely transpires through extensive 

reading. 

The recent study is in line with the previous studies in aim which is 

the methods for teaching implicit meaning among upper basic stage 

students from teachers' perspective in the Palestinian Qalqilia governorate, 

particularly with Al-Ahmed and Al-gamdi (2018). On the other hand, it 

differs with the previous studies in that they focused on one technique 

which is extensive reading.   

 

 



43 
 

Comments on previous studies 

The study results are in line with the studies of Rashidi and Amir 

Adivi (2010) which indicated that gaining vocabulary is by reading stories, 

Al-Ahmed and Al-gamdi (2018) which revealed that students taught using 

the new methods of instruction had better vocabulary test scores than those 

taught using the traditional method. These methods have proven to be 

effective in improving students‟ vocabulary acquisition, Webb (2009)  

showed that the quantity as well as the type of vocabulary knowledge 

(quality) gained is considerable. Rosszell‟s (2007) which revealed that 

vocabulary teaching and learning through extensive reading is effective. 

McCarthy and Wigglesworth (2001) showed that effective extensive 

reading is an essential part in teaching vocabulary and  Huckin and Coady 

(1999) showed that vocabulary learning largely transpires through 

extensive reading with the learner guessing at the meaning of unfamiliar 

words. The study goes with what Posy (2019) and Al-Ahmad and Al- 

Gamdi (2018) introduced. They explained the modern techniques of 

teaching the implicit meaning and learners are more motivated when using 

such techniques. Also, the finding of the study is in line with Rhalmi's 

(2012) which showed that exemplary representation on the vocabulary of 

grammar and grammatical rules is a good method for teaching implicit 

vocabulary. But the study doesn‟t go with what McCarthy and 

Wigglesworth (2001) questioned. They tried to say that extensive reading is 

effective in understanding Implicit Meaning and in gaining a wide range of 

new vocabulary.   



44 
 

2.5 Summary 

This chapter includes different subjects related to the literature 

review and related studies, which clarify the concept of teaching methods 

and evaluation methods Related studies are also included in chapter two, 

they are modern subjects revolving around the study subject and arranged 

according time, the most important are Naser Rashidi and Amir Ganbari 

Adivi (2010), Webb (2009), Rosszell‟s (2007) and Dana‟s. 

 



45 
 

Chapter Three 

Research Methodology 

3.1 Introduction 

3.2 Research Design  

3.3 Data Collection Tools  

3.4 Sample of the Study 

3.5 Instrument of the Study 

3.6 Statistical Analysis 

3.7 Summary 



46 
 

Chapter Three 

Research Methodology 

3.1 Introduction 

This chapter discusses the nature of the research methodology 

within which the research process was conducted. The aim of this chapter 

is to determine English language teachers' perspectives towards evaluating 

the implicit meaning of upper basic stage students in Qalqilia Governorate 

in order to achieve the aims of the study and answer its questions. 

Therefore, this chapter firstly reviews different research approaches and 

strategies and then justifies the most appropriate ones for this research.   

3.2 Research Design  

           In this study, the researcher used a descriptive analytical approach  

which focused on collecting  the information about the methods of teaching 

the implicit meaning and evaluating it according to Palestinian English 

language curriculum for the upper basic stage in the schools of Palestinian 

Ministry of Education, and describe the viewpoints of English language 

teachers when teaching vocabulary particularly at the basic stage in 

Qalqilia governorate schools to solve the research problem and answering  

the research questions, so the descriptive methodology is the most 

appropriate .  



47 
 

3.3 Data Collection Tools  

The researcher depended on two basic types of data (primary and 

secondary date): 

1. Primary Data: in this research, the primary data obtained from a 

structural questionnaire, which focused on evaluating the impact of 

implicit versus explicit vocabulary teaching learning on the amount 

of the vocabulary learnt by the students through using a 

computerized questionnaire disturbed among teachers of English via 

social media sites in Palestine. This computerized questionnaire dealt 

with two different ways of vocabulary practiced so as to rate the 

impact of each method on Palestinian students. Since this research 

aimed to describe and analyze English language teachers' 

perspectives, the distributed questionnaires were collected and 

analyzed by using SPSS computer software. 

2. Secondary Data: this data used to introduce the related study of the 

research, which obtained from several sources, for example books, 

journals, reports, internet websites, and many other resources and 

references that were available and related to the research problem. 

Literature review was introduced to help in preparing the research 

and classifying its purpose, which described the methods of teaching 

the implicit meaning and evaluating. 



48 
 

The researcher designed a questionnaire of two parts. The researcher 

used the questionnaire to gather and acquire the primary data that were 

analyzed to achieve the research goals. Research questionnaire was 

amended two times before getting the final design. The first adjustment 

was upon the supervisor request. The second was upon the experts' 

opinions. 

The questionnaire consisted of three main parts: 

1. Part One: This part of questionnaire included a description of the 

research objective and the purpose of research. Also, this part 

assured participants of the confidentiality of the information, and 

encouraged them to answer the questionnaire. 

2. Part Two: This part designed to collect demographic information 

about respondents which included (gender, years of experience, 

academic qualification). 

3. Part Three: This part consisted of (43) items constructed in close-

ended statements based on the five- Likert scale (5= always, 4= 

mostly, 3= neutral, 2= sometimes, 1= never). The items were 

classified into two domains: 

- Methods of teaching the implicit meaning: which consisted of 

(20) items. 

- Evaluation of the implicit meaning: which consisted of (23) 

items. 



49 
 

3.4 Study Sample  

3.4.1 Research Population 

The research population includes all teachers of English language for 

the ninth grade in the Qalqilya Governorate during the scholastic year 

2019-2020. According to the Palestinian ministry of education report, the 

number of teachers of English who teaches the upper basic stage students 

in Qalqilia Governorate was (164). 

3.4.2 Sample of the Study 

 The researcher targeted Qalqilia governorate schools and focused on 

Palestinian public ninth grades schools in Qalqilia Governorate. The 

research covered (64) schools which are properly had teachers of English 

for the ninth grade. 

       The researcher used an internet web site to help her in reaching the 

acceptance sample size, which is (50). 



51 
 

 Gender 

According to Table (3-1), the sample included 13 Male who form 

26% of the participants, and 37 female who form 74% of the participants, 

and figure (3-1) shows the gender distribution in this research. 

Table (3-1): Distribution of study sample according to Gender 

Variable Characteristics of the Variable Frequencies Percentage 

Gender 

Male 13 26% 

Female 37 74% 

Total 50 100% 

 

 

Figure (3-1): Distribution of study sample according Gender. 

 

 



51 
 

 Years of Experience  

Experience years was divided into four period intervals. Table (3-2) 

and Figure (3-2) show the details of the participants' work of years of 

experience. 

Table (3-2): Distribution of study sample according Experience 

Variable 
Characteristics of the 

Variable 
Frequencies Percentage 

Years of 

Experience  

Less than 5 years 13 26% 

6- 10 years 8 16% 

11- 15 years 9 18% 

More than 15 years 20 40% 

Total 50 100% 

 

 

Figure (3-2): Distribution of study sample according Experience Years. 

 



52 
 

 Academic Qualification: 

Academic qualification was divided into four intervals. Table (3-3) 

and Figure (3-3) show the details of the participants' academic 

qualification. 

Table (3-3): Distribution of Academic of study sample according 

Qualification 

Variable Characteristics of the 

Variable 

Frequencies Percentage 

Academic 

Qualification 

Diploma 1 2% 

Bachelor 35 70% 

Master 14 28% 

Ph.D. 0 0 

Total 50 100% 

 

 

Figure (3-3): Distribution of Academic of study sample according Qualification. 

 



53 
 

The results of analyzing the personal information data showed the 

following facts: 

1. The highest percentage of participants is females who form 74% of 

English teachers respondents. 

2. The highest percentage of participants in work experience field is 

(more than 15 years), and their percentage in participation is 40%. 

3. The highest percentage of participants in academic qualification field 

is bachelor, and their percentage in participation is 70%. 

3.5 Instrument of the Study 

In this study, the researcher designed a questionnaire to collect data 

from the participants and this questionnaire consisted of 43 items which 

was distributed among 9
th
. Grade teachers via social media sites in 

Palestine. This computerized questionnaire dealt in two different ways of 

vocabulary practiced so as to rate the impact of each method on Palestinian 

students. 

The researcher adopted purposeful sample to collect the data from 

the Palestinian public schools that has the ninth grade, which located in 

Qalqilia Governorate. 

3.5.1 Validity 

To check the validity of questions, it was given to 7 juries to get their 

opinions about the appropriateness of the questions for the purpose of the 



54 
 

study .All their comments and recommendations were taken into 

consideration.  

3.5.2 Reliability 

To ensure the reliability of the research questionnaire, the researcher 

used Cronbach coefficient alpha method, which is one of the most popular 

reliability statistics, that determines the internal consistency or average 

correlation of items in a survey instrument to test its reliability (Reynaldo 

& Santos, 1999).  

Table (3-4) shows that the results of Cronbach alpha test which 

ranges from (88.7%) for the domains of (Methods of teaching the implicit 

meaning) to (91.0%) for the domain of (Evaluation of the implicit 

meaning). The total degree for the entire questionnaire is (94.1%) and the 

entire questionnaire variables are above 70%,  thus it has high reliability. 

Therefore, the questionnaire is reliable and could be redistributed. 

Table (3-4): Cronbach alpha test 

NO. Domain No. of Statements Cronbach Alpha 

1 
Methods of teaching the 

implicit meaning 
20 88.7% 

2 
Evaluation of the implicit 

meaning 
23 91% 

Total 1.49% 

These values are excellent and acceptable for the purpose of the 

study. In order to evaluate the results of Cronbach Alpha, the following 

scale is used and the following table shows the details:  



55 
 

Table (3.5): Cronbach alpha Internal Consistency 

 Cronbach alpha  Internal Consistency 

α ≥ 0.9 Excellent 

0.7≤ α < 0.9 Good 

0.6≤ α < 0.7 Acceptable 

Source: (Tavakol and Dennick, 2011). 

3.6 Statistical Analysis 

Statistical Package for social Science (SPSS) version 20 was used for 

data analysis. The researcher used the following statistical methods: 

1. Means, frequencies, standard deviations, and percentages in order to 

estimate the relative percentage of every item. 

2. Independent Samples T-tests for Independent Samples to test the 

assumptions related gender. 

3. One-Way Analysis of Variance (ANOVA) to test (experience and 

academic qualification variables). 

4. Cronbach Alpha is used to test the consistency of the items in the 

questionnaire. 

3.7 Summary 

This chapter introduced the research approach and the data collection 

process used in this study, and discusses the population, sample, and 

research tool design. Moreover, the researcher introduced validity, 

reliability, and statistical analysis methods. 



56 
 

Chapter Four 

Results of the study 

4.1 Introduction 

4.2 Descriptive Analysis 

4.3 Results Related to the Research Questions 

4.4 Results Related to the Research Hypotheses 

4.5 Summary 

 

 



57 
 

Chapter Four 

Results of the study 

4.1 Introduction 

This chapter presents the results of data analysis collected and 

discusses the results that are obtained via the questionnaire, and it shows 

the results of descriptive statistics and hypotheses testing derived from the 

Statistical Package for Social Science (SPSS) software, in order to 

determine the methods of teaching the implicit meaning and evaluation of 

the implicit meaning. Furthermore, this chapter presents teachers of English 

point of view about the methods of teaching the implicit meaning and 

evaluating it according to Palestinian English language curriculum for the 

upper basic stage in the Palestinian Ministry of Education particularly at 

the schools of Qalqilya Governorate. 

4.2 Descriptive Analysis 

According to the design of questionnaire, respondents have different 

personal information; these differences introduce different responses 

towards teacher perspectives about the evaluation of implicit meaning of 

upper basic stage students. The following results shows these differences. 

In order to answer the questions of the study, means and standard 

deviations of the items of the study have been calculated. The researcher 

approved the following scale to estimate the level of the methods of 



58 
 

teaching the Implicit Meaning according to English language teachers for 

the ninth grades  in Qalqilia governorate formulated as follows:  

Estimation level = (highest value-lowest value) / (5) = 5-1/5=0.8  

4.21 - 5 :Very High    3.41 – 4.20  :High     2.61–3.40    moderate                                                 

1.81- 2.60   Low                         less than 1.81   : Very Low 

Furthermore, the results were as follows: 

4.3 Results Related to the Research Questions 

4.3.1 Results Related to the first Study Question 

To answer this question “What is the degree of evaluation of the 

teachers English language for the ninth grade in Qalqilya governorate 

for teaching implicit meaning”? Means, standard deviations and 

estimation levels are calculated as shown in the table below 

Table (4-1): Means, standard deviations, percentages and estimation 

level of English language teachers' perception for domains and the 

total degree 

No. Domain Mean SD Percentages Estimation level 

1 
Methods of teaching the 

implicit meaning 
3.52 0.63 70.4 High 

2 
Evaluation of teaching the 

implicit meaning 
3.85 0.59 77.0 High 

Total degree 3.86 0.86 77.2 High 

Table (4.1) illustrates that the total degree of teachers' responses on 

evaluating the implicit meaning of upper basic stage students from 

teachers‟ perspectives in Qalqilia Governorate was (3.68) which entails a 



59 
 

high level of perception. The highest mean was given to the domain   

“Evaluation of teaching the implicit meaning” which scored (3.85). On the 

other hand, the lowest mean was given to the domain “Methods of teaching 

the implicit meaning” which scored (3.48). 

The results of the domains are illustrated in the tables below:  

Table (4-2): Means, standard deviations, percentages and estimation 

level of English language teachers' point of view of methods of teaching 

the Implicit Meaning  

No. Item Mean S SD % Estimation level 

1 

I assign students non-

classroom activities based on 

communication with each 

other 

3.42 1.18 68.4 High 

2 

I create communication 

dialogues among students to 

discuss a specific topic in the 

classroom 

3.70 1.11 74 High 

3 

I create dialogues and 

communication activities 

between students and native 

speakers of English through 

media programs 

2.26 1.32 45.2 Low 

4 

I instruct students to translate 

some scenes from Arabic 

novels into English. 

2.80 1.27 56.0 Moderate 

5 

I assign students listening 

texts and ask them to express 

what they understand 

3.76 1.22 75.2 High 

6 

I show students translated 

films to help them learn new 

phrases. 

2.58 1.32 51.6 Low 

7 

I focus on the meaning of 

grammar and the significance 

of composition in explaining 

grammatical rules 

3.68 1.25 73.6 High 

8 
I use grammar tenses to 

express life situations 
4.02 1.09 80.4 High 

9 

I encourage students to 

identify the meaning of words 

in context through 

investigation 

4.12 0.79 82.4 High 



61 
 

No. Item Mean S SD % Estimation level 

10 

I give students an opportunity 

to explain the structure of the 

sentence and the significance 

of its context 

3.74 1.02 74.8 High 

11 
I use grammatical rules when 

discussing implicit meaning 
3.40 1.16 68.0 Moderate 

12 

I use the inferential or 

guesswork strategy to 

overcome the difficulty of 

understanding the text 

3.52 1.05 70.4 High 

13 

I assign certain acting 

situations to assure students‟ 

understanding 

3.52 1.16 70.4 High 

14 

I focus on oral expressions to 

develop students' ability to 

grasp the implicit meaning 

3.66 1.15 73.2 High 

15 

I focus on conversations to   

develop students' ability to 

grasp the implicit meaning 

3.74 1.00 74.8 High 

16 

I focus on the listening skill to   

develop students' ability to 

perceive the implicit meaning 

3.54 1.14 70.8 High 

17 

I focus on the reading skill to 

develop students' ability to 

grasp the implicit meaning 

4.12 0.98 82.4 High 

18 

I consider cooperative 

education, which is based on 

the interaction between 

students on one hand, and 

between students and the 

teacher on the other hand, in 

the classroom environment 

4.12 0.77 82.4 High 

19 

I use videos to teach the 

implicit meaning of 

interactive dialogues 

3.22 1.25 64.4 Moderate 

20 

I use blended learning that 

combines e-learning and 

traditional education 

3.44 1.16 68.8 High 

Total 3.52 0.63 70.4 High 

Table (4.2) illustrates that the total degree of teachers' responses on 

methods of teaching the Implicit Meaning (themes) was (3.52) which 

suggests a high level of perception. The highest mean was given to the 

themes “I encourage students to identify the meaning of words in context 



61 
 

through investigation, I focus on the reading skill to develop students' 

ability to grasp the implicit meaning. and I consider cooperative education, 

which is based on the interaction between students on one hand, and 

between students and the teacher on the other hand, in the classroom 

environment.” which scored (4.12). On the other hand, the lowest mean 

was given to the theme “I create dialogues and communication activities 

between students and native speakers of English through media programs” 

which scored (2.26). 

Table (4-3): Means, standard deviations, percentages and estimation 

level of English language teachers' perception for evaluation of 

teaching the implicit meaning 

No. Item Mean SD % Estimation level 

21 
I consider questions that follow 

the text 
4.56 0.61 91.2 Very High 

22 
I consider students‟ ability of 

oral expression 
4.10 0.95 82 High 

23 
 I consider students‟ ability to 

practice written expression 
3.90 0.99 78 High 

24 

I consider students‟ ability to 

summarize texts in a 

meaningful way 

3.58 1.09 71.6 High 

25 
I consider students‟ ability to 

think creatively 
4.00 0.99 80.0 High 

26 
I consider  students‟ ability to 

think critically 
3.70 1.14 74.0 High 

27 
I consider students‟ ability to 

infer and guess 
3.98 0.86 79.6 High 

28 
 I consider students‟ ability to 

relate 
3.92 1.00 78.4 High 

29 
I consider students‟ ability to 

analyze. 
3.80 0.96 76.0 High 

30 
I consider students‟ ability to 

explain 
4.08 0.92 81.6 High 

31 
I consider students‟ scores in 

academic tests 
3.96 1.00 79.2 High 

32 

I consider students‟ 

participation in class and home 

activities 

4.24 0.87 84.8 Very High 



62 
 

No. Item Mean SD % Estimation level 

33 

 I consider students‟ 

participation in extracurricular 

activities 

3.48 1.14 69.6 High 

34 

I consider the listening skill in 

assessing the awareness of 

implied meaning 

3.56 1.07 71.2 High 

35 

I consider the speaking skill 

when assessing students' 

awareness of implied meaning 

3.62 1.06 72.4 High 

36 

I consider the reading skill in 

assessing students‟ awareness 

of implied meaning 

3.82 1.15 76.4 High 

37 
I use daily notes to assess 

students' work 
3.88 1.23 77.6 High 

38 
I use graded scales to assess 

students' implicit meaning 
3.66 1.17 73.2 High 

39 

I use learning progression 

record to evaluate students‟ 

understanding 

3.64 1.19 72.8 High 

40 

I use formative evaluation to 

assess the awareness of implicit 

meaning 

3.62 1.08 72.4 High 

41 

I use different types of 

incentives to encourage 

students‟ participation 

4.12 0.87 82.4 High 

42 
I use solving problem method 

to teach the implicit meaning 
3.72 1.03 74.4 High 

43 

I use dramatization method to 

enhance the implied meaning 

skill 

3.58 1.01 71.6 High 

Total 3.85 .59 77.0 High 

Table (4.3) illustrates that the total degree of teachers' responses on 

evaluation of teaching the implicit meaning was (3.85) which suggests a 

high level of perception. The highest mean was given to the themes “I 

consider questions that follow the text which scored (4.56). On the other 

hand, the lowest mean was given to the theme “I consider students‟ 

participation in extracurricular activities” which scored (3.48). 



63 
 

4.3.2 Results Related to the second Study Question 

To answer the  question "How do teacher’s, gender, experience, and  

qualifications, affect evaluation of the English language teachers for the 

ninth grade in Qalqilya governorate for teaching implicit meaning?” T-

tests for Independent Samples, One-Way Analysis of Variance (ANOVA) 

and post hoc tests have been used and the results are illustrated in results 

related to the research hypotheses as the following: 

4.4 Results Related to the Research Hypotheses 

To analyze the study hypotheses, T-tests for Independent Samples, 

and One-Way Analysis of Variance (ANOVA) and post hoc tests have 

been used and the following tables show the results as thus: 

4.4.1 Results Related to the first study Hypotheses 

To analyze the first study hypotheses: " There are no statistically 

significant differences among English language teachers' perceptions   for 

ninth grade in Qalqilia governorate schools about the methods of teaching 

the implicit meaning and its evaluation attributed  to the gender variable" 

Independent Samples T-tests was used  and the results are illustrated in the 

table (4.4) : 



64 
 

Table (4.4): Independent Samples T-test of teachers' perceptions 

towards the methods of teaching the implicit meaning and its evaluation 

attributed to the gender attributed to teachers' gender 

Methods of teaching the 

implicit meaning 
Gender N Mean S. D t Sig.* 

Methods of teaching the 

implicit meaning 

Male 13 3.63 0.80 
0.763 0.155 

Female 37 3.48 0.57 

Evaluation of teaching the 

implicit meaning 

Male 13 3.83 0.78 
0.130 0.061 

Female 37 3.86 0.52 

Total 
Male 13 3.73 0.74 

-0.157 0.137 
Female 37 3.67 0.52 

*The mean difference is significant at the 0.05 level. 

Table (4.4) illustrates no statistical significant differences at 

(α=0.05) on the total degree of among English language teachers' 

perceptions in the upper basic stage in Qalqilia governorate schools about 

the methods of teaching the implicit meaning and its evaluation attributed  

to the gender The significant level is (0.137) which is more than (0.05). So, 

we accept the Null hypothesis. 

4.4.2 Results Related to the second study Hypotheses 

To analyze the second study hypotheses: "There are no statistically 

significant differences among English language teachers' perceptions   in 

the upper basic stage in Qalqilia governorate schools about the methods of 

teaching the implicit meaning and its evaluation attributed  to the years of 

experience  variable" One-Way Analysis of Variance (ANOVA) was used 

and the results are illustrated in the following tables: 



65 
 

Table (4-5): Means and standard deviations of teachers' perceptions 

towards the methods of teaching the implicit meaning and its evaluation 

attributed to the gender attributed to teachers' years of experience 

Methods of teaching the 

implicit meaning 

Teachers' 

experience 
N Mean S.D 

Methods of teaching the 

implicit meaning 

Less than 5 years 13 3.69 0.409 

6-10 years 8 3.24 0.847 

11- 15 years 9 3.52 0.602 

More than 15 years 20 3.51 0.689 

Total 50 3.52 0.638 

Evaluation of teaching the 

implicit meaning 

Less than 5 years 13 4.07 0.475 

6-10 years 8 3.51 0.724 

11- 15 years 9 3.94 0.351 

More than 15 years 20 3.80 0.665 

Total 50 3.85 0.597 

Total 

Less than 5 years 13 3.88 0.374 

6-10 years 8 3.38 0.769 

11- 15 years 9 3.73 0.450 

More than 15 years 20 3.66 0.641 

Total 50 3.68 0.581 

Table (4-6): One Way ANOVA for of teachers' perceptions towards 

the methods of teaching the implicit meaning and its evaluation 

attributed to the gender attributed to teachers' years of experience 

Methods of 

teaching the 

implicit meaning 

Source of 

variance 

Sum of 

Squares 
df 

Mean 

Square 
F Sig. 

Methods of 

teaching the 

implicit meaning 

Between Groups .997 3 0.332 
0.807 

 
0.497 Within Groups 18.956 46 0.412 

 Total 19.954 49 

Evaluation of 

teaching the 

implicit meaning 

Between Groups 1.693 3 0.564 
1.645 

 
0.192 Within Groups 15.775 46 0.343 

 Total 17.468 49 

Total 

Between Groups 1.302 3 0.434 

1.309 0.283 Within Groups 15.257 46 0.332 

 Total 16.559 49 

* The mean difference is significant at the 0.05 level. 

Table (4.5) illustrates no statistical significant differences at 

(α=0.05) on the total degree of among English language teachers' 

perceptions in the upper basic stage in Qalqilia governorate schools about 

the methods of teaching the implicit meaning and its evaluation attributed 



66 
 

to the years of experience  The significant level is (0.283) which is more 

than (0.05). Also, no statistical significant differences in the two domains 

of the study. So, we accept the Null hypothesis. 

4.4.3 Results Related to the third study Hypotheses 

To analyze the third study hypotheses: " There are no statistically 

significant differences among English language teachers' perceptions   in 

the upper basic stage in Qalqilia governorate schools about the methods of 

teaching the implicit meaning and its evaluation attributed  to the academic 

qualification variable" One-Way Analysis of Variance (ANOVA) was used 

and the results are illustrated in the following tables: 

Table (4-7): Means and standard deviations of teachers' perceptions 

towards the methods of teaching the implicit meaning and its evaluation 

attributed to the gender attributed to teachers' academic qualification 

Methods of teaching the 

implicit meaning 

Teachers' 

qualification 
N Mean S.D 

Methods of teaching the 

implicit meaning 

Diploma 1 3.40 0 

Bachelor 35 3.50 0.604 

Master 14 3.56 0.760 

Total 50 3.52 0.638 

Evaluation of teaching the 

implicit meaning 

Diploma 1 3.96 0 

Bachelor 35 3.84 0.546 

Master 14 3.87 0.750 

Total 50 3.85 0.597 

Total 

Diploma 1 3.68 0 

Bachelor 35 3.67 0.530 

Master 14 3.72 0.734 

Total 50 3.68 0.581 

 



67 
 

Table (4-8): One Way ANOVA for of teachers' perceptions towards 

the methods of teaching the implicit meaning and its evaluation 

attributed to the gender attributed to teachers' years of experience 

Methods of teaching 

the implicit meaning 

Source of 

variance 

Sum of 

Squares 
df 

Mean 

Square 
F Sig. 

Methods of 

teaching the 

implicit meaning 

Between Groups 0.052 2 0.026 

0.061 0.941 Within Groups 19.902 47 
0.423 

Total 19.954 49 

Evaluation of 

teaching the 

implicit meaning 

Between Groups 0.025 2 0.013 

0.034 0.967 Within Groups 17.443 47 
0.371 

Total 17.468 49 

Total 

Between Groups 0.024 2 0.012 

0.034 0.966 Within Groups 16.535 47 
0.352 

Total 16.559 49 

* The mean difference is significant at the 0.05 level. 

Table (4-8) illustrates no statistical significant differences at 

(α=0.05) on the total degree of among English language teachers' 

perceptions in the upper basic stage in Qalqilia governorate schools about 

the methods of teaching the implicit meaning and its evaluation attributed  

to the academic qualification   The significant level is (0.966) which is 

more than (0.05). Also, no statistical significant differences in the two 

domains of the study. So, we accept the Null hypothesis. 

4.5 Summary  

This chapter introduces the descriptive analysis of the respondents‟ 

personal information (gender, experience and academic qualification). 

It emphasizes that there are no statistically significant differences 

among English language teachers' perceptions   in the upper basic stage in 

Qalqilia governorate schools about the methods of teaching the implicit 

meaning and its evaluation attributed to gender, experience and academic 

qualification variables.  



68 
 

The chapter  also describes the degree of questionnaires respondents 

about the research domains. Relating to the methods which evaluate the 

implicit meaning of upper basic stage students from teachers‟ perspectives 

in Qalqilia Governorate. The results show that the items of evaluation of 

teaching the implicit meaning and methods of teaching the implicit 

meaning has  high levels.  Teachers encourage students to identify the 

meaning of words in context through investigation, focus on the reading 

skill to develop students' ability to grasp the implicit meaning, and the 

teachers cooperative education, which is based on the interaction between 

students have high level. But, the item : "teachers create dialogues and 

communication activities between students and native speakers of English 

through media programs"  has  low level.   

According to the evaluation of implicit meaning, the results  show 

that teachers consider questions that follow the text in high level. On the 

other hand, the lowest item was that teachers consider students‟ 

participation in extracurricular activities in high level.     

 



69 
 

Chapter Five 

 Discussions, Conclusion & Recommendations 

5.1 Discussion 

5.2 The Discussion of the Results of the First Research 

Question 

5.3 The Discussion of the Results of the Second  Research 

Question 

5.4 The discussion of the Results Related to the Research 

Hypotheses 

5.5 Conclusion  

5.6 Recommendations 



71 
 

Chapter Five 

Conclusion & Recommendations 

5.1 Discussion 

This chapter discusses evaluating the implicit meaning of upper basic 

stage students from teachers‟ perspectives in Qalqilia governorate based on 

the findings of the study. It is followed by a detailed discussion of the 

success factors of evaluating the implicit meaning of upper basic stage 

students from teachers‟ perspectives in Qalqilia governorate each item in 

the questionnaire. Finally, the last chapter proposes recommendations 

concerning the implementation of evaluating the implicit meaning of upper 

basic stage students from teachers‟ perspectives in Qalqilia governorate 

among them. 

5.2 The Discussion of the Results of the First Research Question 

It is noticed that evaluating the implicit meaning of upper basic 

stage students from teachers‟ perspectives in Qalqilia Governorate was 

“high”. Evaluation of teaching the implicit meaning was high and Methods 

of teaching the implicit meaning was "high". Teachers live in the age of 

training and gaining new teaching techniques either in their high studies at 

the universities or during teaching at schools by taking training sessions 

about new teaching methods. 



71 
 

In methods of teaching the Implicit Meaning domain, the teachers 

encourage students to ide