The present study aimed to reveal the role of scenario-based learning (SBL) approach in enhancing elementary stage student- teachers' TEFL practices in inclusive education classes. The researchers followed a quasi-experimental research design and used the SBL approach with a group of 24 elementary stage student-teachers from Al-Azhar University-Gaza who were enrolled in inclusive education for Grades 1_4 course. The experiment was conducted during the second semester of the academic year 2018_2019 and consisted of 8-hr a week of training for 2 weeks. The participants tackled a set of scenarios and related questions delivered to them. Students had to work in groups of three or four to treat the scenarios that focused on the three main TEFL practices of inclusive education classes: organising class environment, organising special needs students and organising teaching evaluation activities. The researchers designed a test for TEFL practices in inclusive education classes and presented it to student-teachers before and after the experiment. The test was divided into two parts. The theoretical part included 30 TEFL practices in inclusive education classes, and each item included five options for students to choose one. The practical part included two classroom situations and invited students to write a scenario for each one. Results indicate that there are some fundamental bases to be considered when using the SBL, which showed a positive effect on enhancing AL-Azhar University-Gaza student-teachers' TEFL practices in inclusive education classes. Moreover, the participants made some suggestions for improving the use of SBL in teaching.
وانًعزفخ نهقزاءح انًصزٌخ انجًعٍخ نهًعزفخ انذونٍخ انجًعٍخ عضى ILA 01 the regular method while the experimental group members were taught the activities of the same course using the morphological awareness strategy. The researcher adopted and adapted an inferential comprehension pre/posttests and used it as a main tool in this study. The test was rated twice; by the researcher and another colleague from the university, and the mean of the two scores were granted as a final score of the participants of the study on the pre/posttests. Results revealed that morphological awareness training has a large positive effect on developing the inferential comprehension of Palestine University EFL high and low achievers.
This study aimed at investigating the effect of synonym generation and inferred word meaning on vocabulary recognition and writing quality of English majors at the Faculty of Education, University of Palestine-Gaza. The participants of the study , totaling (41) first year EFL male and female students , were randomly selected and divided into two groups, i.e. the ﺍﻟﻌﺩﺩ ﺍﻷﺯﻫﺭ، ﺠﺎﻤﻌﺔ ﺍﻟﺘﺭﺒﻴﺔ، ﻜﻠﻴﺔ ﻤﺠﻠﺔ) : ١٨٢ ﺍﻷﻭل ﺍﻟﺠﺯﺀ ، (ﻟﺴﻨﺔ ﺃﺒﺭﻴل ٢٠١٩ ﻡ-٨٠٦-experimental group and the control group during the second semester of the academic year 2017-2018. The experimental group included (24) students; (21) females and (3) males while the control group included (17) students; (4) males and (13 females). The control group members were taught the activities of Writing (1) course using the regular method while the experimental group members were taught the activities of the same course using the synonym generation and inferred word meaning strategy. The instruments required for the study were a word recognition and a writing quality pre/posttests. The two tests were corrected two times; by the researcher and another colleague from the university, and the means of the two scores were granted as a final score of the participants of the study on the pre/posttests. Results revealed that synonym generation and inferred word meaning strategy have large positive effects on enhancing the vocabulary recognition and writing quality of Palestinian university English majors.
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