Evaluation of an ESP Course of Qur’anic Sciences and Tradition

Salehi, Hadi; Davari, Ameneh; Yunus, Melor Md

doi:10.5539/ies.v8n1p29

Cited by 7 publications

(8 citation statements)

References 14 publications

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“…clearly illustrates that all aspects of the teaching process, ranging from learning resources and contents to teaching resources, methods and approaches, are being evaluated by students. The results are consistent with the similar ones done by Lesiak-Bielawska (2014), Salehi, Davari and Yunus (2015), Yeraldin Acosta Salazar, Brenes Burgos and Castro Murillo (2015), Manoochehri and Nemati (2016) and Celik (2018).…”

Section: Discussionsupporting

confidence: 92%

Examining Pedagogical Content Knowledge of Esp Teachers

Lenard

Lenard²

2019

ESPEAP

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A prerequisite for successful knowledge transfer is for a teacher to have sound pedagogical content knowledge, i.e. to have understanding of students’ learning abilities, educational context, content and to employ appropriate instructional techniques. The aim of this paper was to study English for Specific Purposes (ESP) teachers’ teaching experience. For that purpose, 47 ESP teachers working at 7 Croatian universities voluntarily participated in an anonymous survey whose results were processed in SPSS. The results indicated that the teachers compile their teaching materials consulting various available resources, but rarely cooperate with their specialized course colleagues despite recognizing the importance and fruitfulness of such cooperation. In spite of feeling less confident about content knowledge, the teachers prepare thoroughly and present content in an appealing and interesting way. Finally, the teachers carry out course evaluations implementing students’ suggestions into their courses, all of which point to the teachers’ carefully considering all elements of the teaching process constantly aiming to improve both their own and students’ performance.

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Section: Discussionsupporting

confidence: 92%

Examining Pedagogical Content Knowledge of Esp Teachers

Lenard

Lenard²

2019

ESPEAP

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“…First, it is imperative to take note of teachers' voices as they are at the forefront of education in which the success of educational reform lies in their hands. Second, it is of paramount importance to constantly monitor the quality of the programme so that any arising problems can be averted and resolved immediately (Salehi, Davari, & Yunus, 2015). Equally important is continued support from all walks of life that should be made available to raise the bar for English education system in Malaysia in general and English teaching profession in particular.…”

Section: Resultsmentioning

confidence: 99%

Looking through the Lenses of Non-Native English Teachers: Native English Trainers in the Pro-ELT Programme

Sukri¹,

Yunus²

2018

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The world has held a strong predisposition towards native English-speaking teacher trainers in an endeavour to leapfrog the competencies of non-native English-speaking teachers. In the Malaysian context, realizing the acute decline in English proficiency among English teachers, the Ministry of Education recruited native English-speaking trainers through the implementation of an in-service training programme or better known as Pro-ELT (Professional Up-skilling for English language teachers). However, there have always been mixed results in regard to the outcomes of the Pro-ELT Programme. To this view, the study employed individual semi-structured interviews which were conducted with 5 Pro-ELT programme participants. The findings illuminated that all the study participants held positive perceptions of their native English-speaking trainers in the Pro-ELT Programme mainly because of their competencies, exemplary qualities and the confidence that they cultivated in the participants to communicate in English. Nevertheless, there is clamour for the recruitment of local trainers to better optimize the impact of the Pro-ELT Programme. Implications of the study and suggestions for future research are also discussed.

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“…It is not appropriate for the field experiences to be the only basis to which we can invoke. Establishing a scientific basis will also facilitate the evaluation and improvement of these activities, especially when we consider these experiences as one of the pillars of the curriculum in its modern concept (Salehi, Davari, & Yunus, 2015;Yahya et al, 2017). The problem arises from the following question: To what extent are the criteria of educational activities applicable to the Hadith activities for the first intermediate grade?.…”

Section: Introductionmentioning

confidence: 99%

Educational Activity in Islamic Education: Evaluation of Hadith Course for First Intermediate Grade in Kingdom of Saudi Arabia

2018

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The objective of this research is to determine how far the general objectives of teaching the subject of Hadith for the first intermediate grade have been achieved. The main question of this study is how adequate the educational activities in achieving the general objectives of teaching the subject of Hadith for the first intermediate grade. The study has used analytical descriptive approach to answer the questions of research. The tool of research is an analysis card which contains 52 educational activities; the sample of research. The study came to results which are: 1) the criteria laid down for the study were highly verified and the average was (3.50), 2) achieving the axis of the study that represented the tool was arranged by the criteria related to the form of knowledge which highly verified and the average was (3.87) and the criteria related to the general objectives of teaching the subject of Hadith which highly verified and the average was (3.43), and 3) The criteria related to the activities and their general ways were highly verified and the average was (3.13). Some of the most important recommendations of the study are to increase the quorum of Hadith to two classes per week, to care of educating students about the concept of activity and the difference between it and the content and the benefit of each of them to students, in a language that can be understood simply by the students, to differentiate between activities of male students and female students after uniting the content which is better that the activities become to each sex according to what is suitable to nature and characteristic, and to form special committees or appointing educational supervisors whose first task is to follow up educational activities in the Islamic religious courses, and evaluating them, and then help the teacher and students to pass everything can be difficult to achieve these activities.

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Evaluation of an ESP Course of Qur’anic Sciences and Tradition

Cited by 7 publications

References 14 publications

Examining Pedagogical Content Knowledge of Esp Teachers

Examining Pedagogical Content Knowledge of Esp Teachers

Looking through the Lenses of Non-Native English Teachers: Native English Trainers in the Pro-ELT Programme

Educational Activity in Islamic Education: Evaluation of Hadith Course for First Intermediate Grade in Kingdom of Saudi Arabia

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