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Although EFL students learn English at schools and colleges, the time allotted for their English lessons per day is very limited. Setting up English Language Clinics at EFL colleges/institutes will help students improve and develop their language skills. This paper aims at helping EFL students develop their English language skills by opening English language clinics in schools and colleges. The paper presents the concept and scope of ELC and its usefulness. It also provides an overview of some of the English language clinics successfully run by various colleges in general and Jeddah community college in particular. Finally, it suggests various ways in which English language clinics can be established and implemented successfully for the benefit of students as well as teachers. It also provides some suggestions for extended tasks that can be carried out by the language clinic given enough administrative and financial support. The work is basically of descriptive-exploratory type that involved some English teachers’ responses from different colleges/universities and JCC teachers at King Abdulaziz University, Jeddah-KSA. The findings will be helpful in supporting the theory of establishing ELCs at English departments to cater to the needs of learners facing difficulties in learning specific aspects/skills of English language.
Although EFL students learn English at schools and colleges, the time allotted for their English lessons per day is very limited. Setting up English Language Clinics at EFL colleges/institutes will help students improve and develop their language skills. This paper aims at helping EFL students develop their English language skills by opening English language clinics in schools and colleges. The paper presents the concept and scope of ELC and its usefulness. It also provides an overview of some of the English language clinics successfully run by various colleges in general and Jeddah community college in particular. Finally, it suggests various ways in which English language clinics can be established and implemented successfully for the benefit of students as well as teachers. It also provides some suggestions for extended tasks that can be carried out by the language clinic given enough administrative and financial support. The work is basically of descriptive-exploratory type that involved some English teachers' responses from different colleges/universities and JCC teachers at King Abdulaziz University, Jeddah-KSA. The findings will be helpful in supporting the theory of establishing ELCs at English departments to cater to the needs of learners facing difficulties in learning specific aspects/skills of English language.
Learning English ideally consists of four skills. They are listening, speaking, reading, and writing. All of them are interrelated from one another. Someone who masters four skills of English will be able to communicate in oral or written easily. In fact, speaking English is not easy. Speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information. In this study, the researcher was interested in describing the problems in speaking faced by fourth semester students of English Department at Mulawarman University. Descriptive qualitative research was used as design of this study. The sample of this research consists of 24 students in the fourth semester. The data were obtained through the speaking test and questionnaire. Based on the speaking test and questionnaire, the students faced some problems related to pronunciation, fluency, grammar, and vocabulary. The questionnaire also showed additional findings where students faced other problems, namely not having self-confidence, shyness to speak, being afraid of making mistakes, feeling nervous, and having nothing to say. Next, there are some factors resulting problems of speaking to the students, firstly less of reading habit, uneven participation and English practice both inside and outside the classroom, and confusion on applying grammar rules.
Various attempts in developing English Language Learning program have been done by educational institutions in order to create better English language speakers from non English language background. This article proposes an alternative to more effective English Language Learning program for future EFL teachers in English Education Department IAIN Sunan Ampel Surabaya. The proposal strongly considers the multicultural and multilingual backgrounds of the students and offers an intensive six-month program to improve their academic English language ability. The context and main ideologies of the program will be described and explained, as well as the assessment used. The expected outcome of the program is that not only the students’ English Basic Interpersonal Communicative Skills (BICS) but also Cognitive/Academic Language Proficiency (CALP) will improve.
In the 20th and 21st centuries, English has become an indispensable part of educational curriculum in Iranian schools. Despite all the efforts and investments devoted to cultivate and popularize English among Iranian language learners, the resultant outcome could not live up to the authorities' expectations. Generally speaking, the process of teaching and learning English as a foreign language in Iran is not satisfactory. A great body of research has proved that different factors are involved in this process. The researcher made an attempt to examine all the possibly existing researches which investigated/focused on the problems of teaching/learning English in Iran to elicit these factors and to scrutinize the existing problems. It is also an attempt to highlight what can be done to improve the situation significantly. A classification of these factors was suggested and it was indicated that these factors are highly interrelated.
Participatory Educational Research
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Al-Lisan
Investigating The Approaches of English Teachers in Fostering EFL Students’ Language proficiencyThis research is qualitatively descriptive, intending to define the efforts of English teachers at Boarding school and hereinafter referred to as Pesantren (al-Fatah) to develop students’ English language proficiency. Subjects of this study are two English teachers and Students at Pesantren al-Falah. This study also investigates the way of English teaching methods or strategies in the classroom. There are two main instruments to collect data, those are Observation and interview guidelines. The result of the study indicates that the most teaching methods used are still a teacher-centered, direct method and habituation. This is due to the influence of the traditional Arabic learning model which is still largely focused on what is conveyed by the teacher in the classroom. But this Pesantren also implemented a communicative approach to develop the speaking skill of the students. One of the challenges faced is students' negative perceptions of English which assume that English is a w...
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