Dictionary is an acknowledged learning tool which has a tremendous role in acquiring a language. It has proved to be helpful in learning vocabulary and developing language proficiency. The use of monolingual dictionaries is thought to be very fruitful for learning vocabulary. The present study used survey method to gain the perception of the students about the use of monolingual dictionaries for learning EFL. The study also used interviews of EFL teachers to support the findings of the study by eliciting their perceptions about the use of dictionaries by students. A questionnaire was administered in two governmental secondary schools of Zulfi, Saudi Arabia. It was sent to 99 students but a number 92 students responded. Internal reliability of the questionnaire was.81. Descriptive statistical methods were used for analyzing the quantitative data. Additional interviews with 9 teachers were also conducted to support the findings of the questionnaire. Collective thematic analysis of all interviews was conducted to analyze the qualitative data. The results showed that students have positive views about the use of dictionaries for learning EFL; they prefer to use monolingual dictionaries, but they cannot truly use them because bilingual dictionaries are easier and more helpful for them in translation as well as their process of learning English language due to their low proficiency levels. The paper puts forth some recommendations and suggestions that will be helpful for using monolingual dictionaries. It concludes by focussing on the problems in handling monolingual dictionaries.
This research investigates the efficiency of applying creative writing multi-tasks in developing level 4 female English major students' creative writing competence. The study conducted for 12 weeks in 2018-2019 academic year, in Zulfi College of Education, Majmaah University, Kingdom of Saudi Arabia (KSA). The sample consists of 64 female students divided equally into two groups: experimental and control groups. The experimental group studied an advanced college writing course supported by the creative writing multitasks designed by the researcher. A group of pre and posttest design was applied in the study. When the pre and posttest's scores of the experimental group were analyzed and compared, it was detected that there was a statistically considerable difference in the pre-and posttest scores, in favor of posttest's score. Also, it shows that there was a significant difference in the mean scores of the experimental and control group posttest's scores, favoring the experimental group posttest's score. These results prove the main research hypothesis: Creative writing multi-tasks have a significant impact on developing the experimental group's creative writing competence, compared to the control group. The findings indicate that using creative writing multitasks has a positive effect on developing the students' creative writing competence in both fiction and nonfiction essays. It is recommended for English language teachers to adopt similar creative writing multitasks when teaching writing skill.
The current qualitative and quantitative study methods intend to investigate the quality of electronic examinations and the obstacles of changing the examinations’ process from the participants’ experiences and perspectives. The study generates feedback to enhance the adoption and improvement of the e. examination process. Due to the COVID-19 pandemic, electronic exams help much during the education interruption. The study employed two tools to answer the study’scentraln question: “To what extent did teachers and students reflect on the quality of electronic examinations’ criteria? They Were distributed among (n=165) undergraduates and (n=24) faculty members during 2020/2021. Findings from the e. questionnaire’s SPSS and interview’s content analyses indicated that most participants were satisfied with the e. exams’ flexibility, ease of use, clarity, fairness in grading, and feasibility in time, efforts, and money. Concerning challenges, few undergraduates complained about the Network problems, e. cheating, and the number of attempts to answer e. exams. Few faculty members have complained that some questions require different preparation methods, e. exams increase students’ scores without much effort. On the other hand, it opened the door for malpractices. To conclude, the results revealed that E. examinations are of high quality; they were responsible for undergraduates’ high performance, saved effort and time more than the in-class exams. The study recommends future research exploring families, especially parents, about their experience with kids regarding the quality of online examinations during the COVID- 19 pandemic. Moreover, research is needed to address how teachers deal with the validity and reliability of the electronic exams
This research investigates the efficiency of applying creative writing multi-tasks in developing level 4 female English major students’ creative writing competence. The study conducted for 12 weeks in 2018- 2019 academic year, in Zulfi College of Education, Majmaah University, Kingdom of Saudi Arabia (KSA). The sample consists of 64 female students divided equally into two groups: experimental and control groups. The experimental group studied an advanced college writing course supported by the creative writing multitasks designed by the researcher. A group of pre and posttest design was applied in the study. When the pre and posttest’s scores of the experimental group were analyzed and compared, it was detected that there was a statistically considerable difference in the pre- and posttest scores, in favor of posttest’s score. Also, it shows that there was a significant difference in the mean scores of the experimental and control group posttest’s scores, favoring the experimental group posttest’s score. These results prove the main research hypothesis: Creative writing multi-tasks have a significant impact on developing the experimental group’s creative writing competence, compared to the control group. The findings indicate that using creative writing multitasks has a positive effect on developing the students’ creative writing competence in both fiction and nonfiction essays. It is recommended for English language teachers to adopt similar creative writing multitasks when teaching writing skill.
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