Most preparatory students studying at the universities of technology and applied sciences in Oman demonstrate a low proficiency in academic reading. As a result, most students stop their studies at the certificate level without pursuing a higher qualification. Given this issue, this study was conducted to promote level three preparatory students’ academic reading proficiency. This study may inspire reading instructors who teach in EFL contexts and depend on commercially produced materials to develop in-house materials appropriate for their students. The research question this study attempted to answer was whether the application of in-house materials helps tertiary-level EFL students to perform better in a standardized reading test (Cambridge Reading B2 First). The study consisted of two treatments and two comparison groups (N = 84), instructed using in-house materials (treatment groups) and the prescribed textbook (comparison groups) for one semester. At the end of the intervention, the data were analyzed using descriptive and paired-sample t-tests to determine whether the intervention affected the performance of the treatment groups in the post-test than the comparison groups. The findings indicated a statistically significant (p < .001) difference in B2 First Cambridge English Reading Test between the pre-test and the post-test for the treatment group showing a significant improvement in reading proficiency. Based on the findings, it can be concluded that in-house materials are more effective in helping English Foreign Language tertiary level students improve their reading proficiency than commercially produced textbooks in EFL programs in Omani technological education
Most preparatory students studying at the universities of technology and applied sciences in Oman demonstrate a low proficiency in academic reading. As a result, most students stop their studies at the certificate level without pursuing a higher qualification. Given this issue, this study was conducted to promote level three preparatory students’ academic reading proficiency. This study may inspire reading instructors who teach in EFL contexts and depend on commercially produced materials to develop in-house materials appropriate for their students. The research question this study attempted to answer was whether the application of in-house materials helps tertiary-level EFL students to perform better in a standardized reading test (Cambridge Reading B2 First). The study consisted of two treatments and two comparison groups (N = 84), instructed using in-house materials (treatment groups) and the prescribed textbook (comparison groups) for one semester. At the end of the intervention, the data were analyzed using descriptive and paired-sample t-tests to determine whether the intervention affected the performance of the treatment groups in the post-test than the comparison groups. The findings indicated a statistically significant (p < .001) difference in B2 First Cambridge English Reading Test between the pre-test and the post-test for the treatment group showing a significant improvement in reading proficiency. Based on the findings, it can be concluded that in-house materials are more effective in helping English Foreign Language tertiary level students improve their reading proficiency than commercially produced textbooks in EFL programs in Omani technological education.
Acquisition of an additional language is assumed to involve several internal and external factors for the learner. Among external factors, instructional procedures and materials are vital in helping learners master L2 skills. This study investigates how the instructor’s instructional variables and in-house materials influence tertiary-level Omani students’ academic writing proficiency in Omani technological education. The study used a quasi-experimental research design in which two treatment (N = 60) and comparison (N = 60) groups and two instructors were included. The researchers selected participants for the current study using a random purposive sampling technique. The treatment groups received writing instruction via in-house materials, while the comparison groups were instructed using the prescribed textbook by two instructors for two semesters. The study employed four research instruments (a pretest, mid-semester, final exam, and intervention instrument) to gather data, which were analyzed using descriptive and non-parametric tests (Mann-Whitney U test). The results of an MNOVA test that comprised three components (class, instructor, and comparison or treatment group) revealed statistically significant effects on all three factors; class (F = 6.18, p =.001), instructor (F = 2.83, p =.001), and group (F =1. 15, p =.001), indicating that an instructor’s effective instructional procedures and in-house materials, influenced the study groups’ outcomes. Given the findings, it can be concluded that different instructional strategies and in-house materials can affect students’ academic writing proficiency differently.
The purpose of the current study was to investigate the effects of reading habits among college-level foundation Omani students and their impact on the participants’ performance in tests. The study used a qualitative and quantitative research method in which 70 participants from the foundation level were included. A survey questionnaire was used to collect qualitative data, while two college-based reading tests were used to collect quantitative data from the college-based tests. The main research question this study attempted to answer was whether foundation-level students have positive reading habits and attitudes towards books. At the end of the study, the data were analyzed quantitatively, using descriptive and inferential statistics to ascertain whether there was a correlation between positive reading habits in English and the participants’ performance in an examination setting. The results indicated that positive reading habits correlated positively with the participants’ test scores on two consecutive tests. Given the positive effects that emerged from the current study, the researchers would like to recommend that English reading teachers guide and encourage their learners to engage in reading as much as possible, as such habits will help them improve all aspects of literacy and succeed in achieving their educational and life goals with ease.
The purpose of the current study was to investigate the effects of reading habits among college-level foundation Omani students and their impact on the participants’ performance in tests. The study used a qualitative and quantitative research method in which 70 participants from the foundation level were included. A survey questionnaire was used to collect qualitative data, while two college-based reading tests were used to collect quantitative data from the college-based tests. The main research question this study attempted to answer was whether foundation-level students have positive reading habits and attitudes towards books. At the end of the study, the data were analyzed quantitatively, using descriptive and inferential statistics to ascertain whether there was a correlation between positive reading habits in English and the participants’ performance in an examination setting. The results indicated that positive reading habits correlated positively with the participants’ test scores on two consecutive tests. Given the positive effects that emerged from the current study, the researchers would like to recommend that English reading teachers guide and encourage their learners to engage in reading as much as possible, as such habits will help them improve all aspects of literacy and succeed in achieving their educational and life goals with ease.
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