Searching for practical ways to improve students' English language skills is a real concern for all English teachers. There is a consensus among ELT practitioners regarding the significance of reading for learning new languages, since reading gives depth to language learning (Stern, 2001). Thus, teachers are obligated to provide their students with interesting and suitable texts to read. Real stories are by far more interesting and involving than scientific and historical texts. The present study aimed to investigate students' perceptions of reading true short stories and its benefits. The study data were collected through a survey and participant observation of 19 level D students in Oman. The study findings indicated that using stories during English class was an interesting experience and had good potential as a tool to improve English language skills. The meaningful context created by the true short stories made it much easier for the teacher to conduct and run the class.
Traditional ways of teaching were challenged by differentiated instruction which aims to embrace students’ variance. Teachers are expected to maximize the learning opportunities by meeting the diverse needs of their learners. English teachers in Omani schools are trained and instructed to modify the content to meet students’ different levels; however, teachers in higher education institutions are given more freedom in planning and conducting their classes. This research investigated teachers’ perceptions of differentiated instruction which is customised to meet the diversity of learning needs and interests of English as foreign language students in the University of Technology and Applied Sciences-Rustaq (UTAS-Rustaq). The study also sought to identify practices teachers follow to implement differentiated instruction. An exploratory, descriptive analysis and a survey were employed to obtain the necessary data, which indicated that teachers are aware of differentiating instruction and the related practices. Teachers also showed a good understanding of the type of knowledge needed to obtain before implementing differentiation and the assessment tools to attain them. However, the results also indicate an essential need for structural support, professional development, to meet the challenges identified by teachers to maintain the continuity of these practices.
Learner identity has always been a crucial aspect in shaping learners’ learning process. However, the unprecedented and inevitable shift to online learning increases the need to invest in learners’ digital identities. Virtual classes are a new learning context for many Omani students, including the University of Technology and Applied Sciences-Rustaq (UTAS-Rustaq) students, introducing them to new social norms and relatively new assigned roles. Despite students’ current presence in the virtual classes, they are not new to the virtual world; many are already part of social networks. The present study, therefore, aims to investigate learners’ participation in social media and whether such presence would have an impact on their acceptance and involvement in online learning. There is an urge to examine this area which remains unexplored in UTAS-Rustaq due to its past limited practices. A mixed-method approach was implemented to elicit data; the focus group interviews aimed to seek in-depth insights to illuminate the collected data from the survey. The participants were English language learners who have experienced online learning for almost a year. The results indicated a positive presence in the virtual world in contrast to a negative presence in the virtual classroom. Surprisingly, technical difficulties were not the reason for students’ resentment of online learning; on the contrary, students reported that they elevated their technical skills due to the current situation. Rather, negativity arose from a lack of relational connectedness with the new context, which students kept referring to as a temporary situation and lack of teachers’ support.
Traditional ways of teaching were challenged by differentiated instruction which aims to embrace students’ variance. Teachers are expected to maximize the learning opportunities by meeting the diverse needs of their learners. English teachers in Omani schools are trained and instructed to modify the content to meet students’ different levels; however, teachers in higher education institutions are given more freedom in planning and conducting their classes. This research investigated teachers’ perceptions of differentiated instruction which is customised to meet the diversity of learning needs and interests of English as foreign language students in the University of Technology and Applied Sciences-Rustaq (UTAS-Rustaq). The study also sought to identify practices teachers follow to implement differentiated instruction. An exploratory, descriptive analysis and a survey were employed to obtain the necessary data, which indicated that teachers are aware of differentiating instruction and the related practices. Teachers also showed a good understanding of the type of knowledge needed to obtain before implementing differentiation and the assessment tools to attain them. However, the results also indicate an essential need for structural support, professional development, to meet the challenges identified by teachers to maintain the continuity of these practices.
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