Covid-19 pandemic made a sudden shift of all ages to online learning and distance learning instructions. However, there is a paucity of research to address the possible impacts of the pedagogical shift integrated into new online platforms on learning, interaction, and assessment, especially in higher education settings from the vantage point of EFL students. Framed in a descriptive quantitative study, the main objective of this study includes two folds: a) to identify the possible effects of online learning via Microsoft TEAMS platform during the COVID-19 pandemic on assessment, interaction, and learning English as a foreign language from EFL students’ perception and b) to reveal the possible significant correlation between learning, interaction and online assessment via Microsoft TEAMs. Data were collected using a developed questionnaire consisting of 30 items focusing on three dimensions: interaction, learning, and assessment among 440 EFL students whose major was English at the College of Basic Education in Kuwait. At the significance level of 0.01, the results revealed the effect of online learning via Microsoft TEAMS during the COVID-19 pandemic on learning of English skills, students’ interaction and achievement assessment as perceived by the EFL students in the English Language Department in the CBE was rather high, moderate and moderate and moderate respectively. There is a strong/high statistically significant correlation between Interaction and Assessing (r = 0.538), interaction and Learning (r = 0.747). There is a statistically significant moderate correlation between Assessing and Learning (r = 0.467). This study is of some pedagogical and assessment ramifications for EFL contexts in the pandemic era.
Metacognitive reading strategies play an essential role in improving reading comprehension. This study explores the effects of English metacognitive reading strategies and reading comprehension in Kuwaiti primary school students as foreign language learners; this experimental study tries to find a relationship between students' metacognitive strategies, metacognitive strategies, and students' reading performance. Participants were fifth grade EFL students in Kuwait primary education government public schools. The students' reading comprehension was evaluated. Comprehension tracking strategies were measured using Metacognitive strategies (K-W-L Plus). While the experimental groups (B) received instructions according to (K-W-L Plus) techniques, the control (A) group was trained with the traditional teaching approach based on the Kuwait national curriculum school textbooks. A questionnaire investigating the use of English and perceived English proficiency was also conducted. The results revealed that Perceived proficiency in English was not determined by the early or late pre-school age of second language acquisition. Also, bilingual students with perceived proficiency in English had better meta-cognitive reading skills than low perceived proficiency in English. Comprehension monitoring and (K-W-L) strategy was adequate and the most important predictor of reading comprehension among all students in the research sample.
The current study is a quantitative research that examined the mean differences of the students' attitude towards reading, based upon several demographic variables (such as gender, grade level and social media devices usage)The researchers used the Students' Reading Attitude Survey (SRAS) as the dependent variable; the sample consisted of 812 young elementary students (from the 5th and 6th grade) randomly selected from public schools.The research findings revealed that Kuwaiti students possess favorable attitudes toward both leisure and academic reading. Girls showed more positive attitudes toward reading than boys did. Younger students from the 5 th grade showed more positive attitude toward reading than those of the 6 th grade. Nevertheless, the results indicated that having an account in Instagram, Snap chat, or YouTube, or possessing a smart device had a negative effect on attitudes towards reading.This study is expected to help curriculum designers, education policy makers, and English teachers to promote independent reading amongst school students and enable them to move beyond traditional books by encouraging them to form a community of life-long readers in the Arab world.
Reading is important for students by contributing significantly to success in their studies and their career development. A questionnaire-based survey was conducted in the English Department of the College of Basic Education, Public Authority for Applied Education and Training (PAAET), in Kuwait. Based on 410 responses of EFL college students in Kuwait on their reading practices, it was found that students read mainly for entertainment, and reading does not appear to be a popular activity among students. Fiction, fashion, and best sellers were the three main types of reading, indicating that academic reading was not a priority. Only a small proportion of students used e-books. Most students perceived such features of e-books as their portability and ability to store more information as likely to attract more students to e-reading, and indicated that they would be attracted to reading e-books themselves if circumstances change. This indicates a good potential to promote e-reading among students if steps are taken to make e-books and e-readers available to them through libraries and academic institutions. E-reading is also expected to become more popular among students if it could be linked to academic reading, particularly to the availability of text books in e-format. Libraries in Kuwait should start more proactive program to promote e-books and e-reading among college and university students.
The main goal of this research was to investigate the readiness level of student-teachers in CBE in implementing E-learning. This study adopted a survey research design. The readiness of E-learning of the participants was assessed by a 39-item adopted survey. The study sample was 559 female undergraduate fall-time students majoring in teaching English as Foreign language (EFL). The analysis of the results found that the students have high levels of readiness towards E-learning that is due to the training they received online by their college. Additionally, no significant relationship was found between age and the level of readiness of the participants.
In March 2020, with the increasing confirmed cases of COVID-19 pandemic in the State of Kuwait, the Kuwaiti Cabinet decided to suspend face-to-face teaching in all schools and universities. The following month the Ministry of Education and Higher Education adopted Online instruction in both public and private educational institutions. The current quantitive research aims at examining the implementation of social media by Kuwait University students and potential implementation of high-tech facilities in language learning. About 400 male and female students from the English Department were surveyed. The researcher used SPSS to analyze students’ responses of the questionnaire. The findings demonstrated a substantial increase in the use of SM because of COVID-19. Questionnaire respondents illustrated positive attitude towards the implementation of SM. The future of SM in Kuwait is promising. The study recommends that education institutions, public and private, adopt various SM platforms to sustain and develop the teaching process.
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