This study took place at a medical college with 57 Arabic first-year students taking an intensive English course. The aim was to address the problems that learners experience when using the English tenses properly. The didactic model was developed and implemented in the study group only (27 students). Pre, mid-, and post-tests were administered to study and control groups at three points in time. The model is a selection of aspects from different methods combined aiming to lead participants to a higher level of linguistic competence in terms of language awareness, reading and writing skills, and vocubulary building. The results indicated statistically significant differences in the post-test between the two groups over time regarding the level of linguistic competence.Key words: Arabic, didactic, language awareness, model, reading, vocabulary, writing.Este estudio se llevó a cabo con 57 estudiantes universitarios árabes que participaban en un curso de inglés intensivo. El objetivo era resolver los problemas que se evidencian en los estudiantes al momento de usar los tiempos verbales del inglés. Se desarrolló y aplicó un modelo didáctico con el grupo experimental (27 estudiantes). Se aplicaron pruebas previas, medias y finales a los dos grupos en tres momentos. El modelo era una selección de aspectos de diversos métodos que se combinaron con el propósito de permitir a los participantes alcanzar una mayor competencia lingüística en términos de conciencia lingüística, habilidades de lectoescritura y construcción de vocabulario. Los resultados muestars diferencias estadísticamente significativas en la prueba final entre los dos grupos en relación con el nivel de competencia
The study was inspired by the need to help the female Saudi nursing students become effective contributors to the health taskforce and get them ready for their future role in the community. The aim is achieved through training them on delivering a speech and increasing their language proficiency in English.A quasi-experimental, three-phase design was used. A placement test then a survey was done to collect background information from the participants: experience with public speaking and language level. The Tiebreaking Judge's Guide and Ballot (TJGB) from the Toastmasters International (TI) (2011) were used on three different occasions to measure the public speaking skill of the subjects-content, language and delivery. Data was collected over a period of two months. Sampling was from 70 female Saudi nursing students in KSA. Using descriptive statistics and ANOVA, there was considerable improvement in language output, content and delivery as evidenced in the results of the mid-test and posttest vs. the pre-test. The students overcame their fear of speaking publicly to a mixed audience and their language improved significantly. The study highly recommends the university curriculum designers to incorporate training on public speaking in all university departments and to bring awareness of its importance.
The proper use of tenses is one problem facing Arabic-speaking learners of English when they are taught them and their uses. One of the reasons is the traditional method through which students were taught grammar. The aim of the study is to implement an eclectic approach for teaching the English tenses to Arabic-speaking learners of English.
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