Assessment of EFL Writing in Some Arab World University Contexts: Issues and Challenges

Ahmed, Abdelhamid

doi:10.1007/978-3-319-64104-1_1

Cited by 5 publications

(6 citation statements)

References 20 publications

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“…As Ahmed (2018) puts it, the growing number of students per group and the limited hours allocated to teaching the writing module at Algerian universities are some of the reasons behind teachers' inability to provide sufficient assessment, and, thus, feedback. For this reason, the feedback file that we provided on the platform sought to cater to students' individual needs, and propose an adequate remedial solution.…”

Section: Discussionmentioning

confidence: 99%

“…After that, they have to attend a compulsory writing module at the university for three years in a row. Yet, despite the many years spent studying English, their writing proficiency is considered, according to Ahmed (2018), to be low intermediate level. This author's review of writing assessment in the Algerian EFL classroom reveals what Algerian scholars deem to be the main reasons for learners' low writing proficiency, as shown below:…”

Section: Introductionmentioning

confidence: 99%

“…Although we believe that students' writing problems at the English department at Tlemcen University (Algeria) are of diverse origins and factors, we have tackled only one aspect: Ahmed's (2018) last point, which is assessment. Because this has always depended on traditional paper-based evaluation in the writing module, we wished to investigate what would happen if it were changed.…”

Section: Introductionmentioning

confidence: 99%

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Towards a Moodle-based assessment of Algerian EFL students’ writing performance

Ghouali

Cecilia

2021

PortaLin

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The present study examines the effect of a technology-based assessment on the writing performance of Algerian English Foreign Language (EFL) students. Forty-two first-year EFL at the English Department at Tlemcen University (Algeria) took part in the experiment. They were divided into an experimental group (n = 21) and a control group (n = 21). A pre-test and a post-test were used as research instruments before and after the administration of the treatment, respectively. The data were analysed quantitatively using IBM SPSS (20.0). The results revealed that the Moodle-based e-assessment had a significant effect on the performance of the experimental group. We argue that the proposed type of assessment had some pedagogical, practical, and emotional attributes that explained students’ improved scores. We also believe that the e-assessment acted as pedagogical teaching support to traditional evaluation.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Towards a Moodle-based assessment of Algerian EFL students’ writing performance

Ghouali

Cecilia

2021

PortaLin

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“…Previous studies have explored the challenges and difficulties encountered by Arab learners (including Saudis) and their teachers in EFL classrooms (Ahmed, 2018; Massri, 2019; Obeid, 2017). Arab learners who lack the basics of grammar find writing particularly difficult when it requires them to think in English and to perform a writing task (Doushaq, 1986; Javid and Umer, 2014; Mohammad and Hazarika, 2016).…”

Section: Emotion Emotional Capital and Emotion(al) Labor Efforts Tomentioning

confidence: 99%

Emotion labor and affect in transnational encounters: Insights from Western-trained TESOL professionals in Saudi Arabia

Alshakhi

Hà

2020

Research in Comparative and International Education

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Informed by an ethnographic qualitative research study conducted with expatriate teachers of English in Saudi Arabia, we examine emotion(al) labor in the context of transnational mobilities with regards to cultural and institutional tensions. Engaged with wide-ranging interdisciplinary literature on emotion and affect, we discuss the place of transnational emotion(al) labor in four inter-related manifestations: (a) struggles and efforts to interact and communicate with students; (b) internalization and resentment of privilege and deficiency underlying discourses of native speakers; (c) responses to challenges from social, religious, and cultural difference; and (d) prolonged endurance, frustration, helplessness, and resistance to prescribed curriculum, testing, and top-down policy and practice. We also incorporate our reflections and emotion(al) labor as transnationally trained academics as we engage with the participants’ accounts. We show how our study could inspire dialogues with the self and conversations among researchers for support and solidarity beyond constructed boundaries of race, language, religion, ethnicity, and nationality.

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“…Illiteracy of the Internet generation has become of interest for many researchers (Ahmed, 2018;Assaggaf & Bamahra, 2016;Bouziane, 2017;Kanyakorn, Jiraporn, & Rattaneekorn, 2017;Mohammad & Hazarika, 2016), who suggest their own understanding of this notion. Some say that illiteracy should be understood as one of the major components of human competence no matter what professional field an individual belongs to.…”

mentioning

confidence: 99%