Abstract. For making teaching and learning more visible, classroom observation plays a central role. It provides teachers with constructive critical feedback in order to improve their classroom management and instructional techniques. For teachers it is important to observe the interaction between teacher-learner within the classroom because it can determine the learning opportunities that students get. Not only that, classroom observation encourages colleagues to collaborate to improve teacher practice and student learning. Feedback from classroom observations is an effective way for providing teachers with the information they need about their classroom behavior, and it can help them in their continuous professional development (CPD). This paper is based upon a practical approach to professional development among teachers through classroom
PurposeThe purpose of this study is mainly to find out the EFL learners' attitude towards corrective feedback. This paper also investigates types of learners who prefer the online or offline corrective feedback, and how feedback should be tailored to the needs of the learners.Design/methodology/approachThe study was conducted on sixty female participants who were students of levels 7 and 8 of the B. A. program (English) at King Khalid University, Saudi Arabia. They were administered a questionnaire comprising eight questions about corrective feedback from teachers individually and independently so that they could identify their own choices without any influence from other participants. The items in the questionnaire were closed items.FindingsIt was found that both types of feedbacks are essential to enhance learners' linguistic accuracy. Learners have shown their positive attitude towards teachers' corrective feedback because they consider it a motivating learning tool. Not only that the learners have expressed the view that corrective feedback is very useful in enhancing the learning process for EFL learners. On the other hand, some of the learners are not serious about going through corrective feedback given by teachers because sometimes they are unable to differentiate between what helps or hampers progress towards language learning. However, they preferred both online (immediate/automated) feedback and offline (delayed) feedback. In general, the results state that the learners have expressed the view that corrective feedback is very useful in enhancing the learning process for EFL learners.Research limitations/implicationsThis study has some limitations. The first one is the sample size. Only students from levels 7 and 8 (undergraduates) were taken into consideration. The second limitation is that the researchers focused on only one university in Saudi Arabia. The third limitation is that no male students participated in this study. The results might be different if the male students participated as well.Originality/valueOne vital point in employing CF in the language classrooms is timing. Considering the timing of corrective feedback, teachers face the problem of whether CF should be immediate (online) or delayed (offline).
This paper investigates the attitude of teachers and students towards the teaching and learning of grammar for online classes. The current study aims to identify the difficulties that the students face when learning grammar through online sessions. The paper also gives an insight from teachers’ perspectives who had conducted grammar classes online. For this, 20 male and female teachers and 80 female undergraduate students of a public university in Saudi Arabia were chosen as participants to carry out the study. To find out the benefits of this shift from face-to-face classes to online classes, the instruments used were questionnaires distributed to the teachers and students who experienced online sessions for almost two semesters. Based on the findings of the results of the study, the paper concludes and gives some recommendations on how both teachers and students can cope with the challenges faced during online classes while teaching and learning grammar.
This paper attempts to show the importance of elicitation in language classrooms for teachers and learners as well. Elicitation helps in motivating English language learners. Most of the teachers think that applying elicitation in language classrooms promotes interest among students, set a stress free environment, and increases students' participation. However, all teachers do not share the same attitude towards elicitation because of some drawbacks. Therefore, this paper discusses the effectiveness of using elicitation as a powerful diagnostic tool for actively involving learners in the language classrooms, the merits and demerits of elicitation, necessity of language teachers to focus on this technique in a skilled way that helps the learners develop their English language skills, and some factors affecting the teachers in using the elicitation techniques. For this purpose, a mini-research was conducted where 30 undergraduate students and 15 non-native language teachers of a university in Saudi Arabia were chosen as participants in carrying out the study. This paper also offers some suggestions for both experienced and novice teachers to focus on some criteria for applying elicitation techniques for motivating students and having variety in the language class.
<p><em>It is known that vocabulary is a must in teaching English Language because without a sound knowledge of vocabulary students are not able to understand others or express their own ideas. Although vocabulary deals with words, yet vocabulary is much more than just single words. Therefore, vocabulary can be defined as</em><em> “</em><em>the words of a language, including single items and phrases or chunks of several words which convey a particular meaning, the way individual words do</em><em>”.</em><em> Vocabulary is so important that Wilkins (1972</em><em>, p.</em><em> 111) said:</em><em> </em><em>“Without grammar very little can be conveyed; without vocabulary nothing can be conveyed</em><em>”.</em></p><em>Innumerable ways of presenting and teaching vocabulary are there, but this paper is going to focus on the ways briefly without any detailed explanation of those ways because most of the ESL/EFL teachers are already aware of those strategies. What our paper aims to focus is that selection of vocabulary is very important for the learners if a useful vocabulary is to be built up quickly. As teachers of vocabulary, we know, or we must know why we should teach certain items to our learners and not others. In teaching vocabulary to learners there are two general criteria: usefulness and learnability which this paper is going to discuss in detail, and it will also show why selecting what to teach, based on usefulness and learnability, according to the needs of the students, is essential.</em>
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