Oral presentation skills are considered one of the most important proficiencies needed for higher education and future careers. Thus, the present study is interested in eliciting English as a Foreign Language (EFL) college students' perceptions of the difficulties they face in oral presentation as a form of assessment. Participants were 500 female EFL college students from different grade levels enrolled in a four-year pre-service teacher education program at the College of Basic Education (CBE) in Kuwait City, Kuwait. A five-point Likert Scale questionnaire was used and divided into three main sections: personal traits, oral presentation skills, and instructor and audience. Independent variables measured were students' ages, year at college, Grade Point Average (GPA), and nationality. In addition, a structured interview to solicit instructors' opinions was carried out. Results showed students' perceptions of the difficulties they experienced at a medium level (M=3.10). However, significant differences in the results were found when students' nationalities and GPAs were taken into account.

The use of group work in classroom activities is a method used for motivating learning and increasing the idea of pleasure through learning. The current study investigates the advantages of group work in exams in the English department, in the College of Basic Education. 40 students in two classes of "The Introduction of Phonetics and Phonology" participated in the study. They performed six tasks; two prior to group work, two done in group work (by one group only) and two after group work. The tasks were all practical, and they were based on phonetic transcription. One of the groups participated in group work while the other did not. This was done enable to compare the results. In addition to exam results, a five-open-questions questionnaire on the students' perception of group work was distributed to the participants. Throughout the application of the study, the instructor took notes of her observation of the formation of and participation in group work. It was found that the students who worked in groups did not improve. However, most students reported that they enjoyed the tasks and would like to work in a group more often. The method of forming a group also seemed to affect learning. It was found that social and academic variables of age and GPA affected the formation, engagement and results of group work.

Teachers perform an important job by encouraging creativity in their lessons and among their pupils. Thus, the present study aims to examine primary school EFL teachers' attitudes towards creative thinking and their perceptions of what goes on in the classroom. Participants were 434 female primary school EFL teachers, chosen randomly, teaching all grade levels from six educational zones in Kuwait, namely Al-Asema, Hawalli. Al-Farwaniyah, Mubarak Al-Kabeer, Al-Ahmadi and Al-Jahra for the year 2014-2015. The study used a descriptive survey research design using Likert's five-point scale distributed into three categories: demographic information, teachers' attitudes towards creative thinking and teachers' perceptions of their practice. To triangulate the data, a focus group interview was employed along with an analysis of samples of exam papers. Independent variables measured were age, nationality, degree, major, educational zone, teaching experience and in-service training. Results showed teachers' attitudes and perceptions were high. Significant differences were shown for age, major, educational zone, teaching experience and in-service training. Implications as well as recommendations for future research were discussed.

The study investigated female EFL primary school teachers' attitudes as well as teachers' knowledge and skills in alternative assessment. Data was collected via a questionnaire from 335 EFL primary school teachers randomly selected from six educational zones. An interview with principals and head teachers and a focus group interview with EFL primary school teachers were conducted along with document analysis of ongoing assessment obtained from the ELT General Supervision at the Ministry of Education (MOE). Descriptive statistics were employed including a t-test and a one-way ANOVA Test. Results showed that teachers perceived themselves knowledgeable and skillful in alternative assessment. Nonetheless, some reported the need for workshops and training courses on alternative assessment. Teachers further expressed their preference for traditional written tests over alternative assessment. Teachers' attitudes, however, were found to be at a medium level. They reported that alternative assessment is time-consuming and ignores pupil writing skills. Significant differences were found in teachers' knowledge and skills in relation to their age, undergraduate major, and experience. Significant differences were further found in teachers' attitudes in relation to their educational zone and experience. Limitations of the study as well as recommendations were further discussed.

This paper presents a research study designed to investigate the characteristics of effective teachers of English and the uniqueness of Teachers of English as a Foreign Language (EFL). The research is based on four general categories: English language proficiency, educational perception, organization and communication skills, social and emotional skills. These general categories will be viewed in the light of students' perception, the students of English Language at the Faculty of Basic Education in the State Kuwait. The sample was chosen randomly from students of the English Department to measure independent variables Academy in correlation with academic variables. For example, English language courses taken, years of schooling, and levels of English proficiency. The researchers based their research on data collected through a questionnaire based on Lickert's five-point rating distributed to 150 students. It is expected that the results reveal students' belief in the importance of the categories listed above with emphasis on the uniqueness of EFL teachers in comparison with teachers of other disciplines. This study contributes to the understanding of what students expect from EFL teachers; in addition, it will enable the understating of what students believe is required from them as teachers of English in the future. It is expected that this study will contribute to the field of EFL in the College of Basic Education and the Department of Education in Kuwait University, as it would reflect what the English Departments in these colleges need in order to increase students' awareness of the importance and role of EFL teachers.