Projects for Teaching English to Speakers of Other Languages (TESOL)

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    SOLO Taxonomy in a Visible Learning School: A Quasi-Experimental Design to Study the Effect of SOLO Taxonomy on Student Metacognitive Ability SOLO Taxonomy as a Framework of Designing Comprehension Strategies
    (The British University in Dubai (BUiD), 2020-03) Bader, Soha
    Perspectives on the components of effective literacy learning have moved far from reading alone; however, effective literacy instructions address students’ growth through linguistic, cognitive, and text-specific processes (Conner et al., 2014). This study highlights the issue of how metacognitive thinking skills has become a strong foundation in literacy learning transformation where the goal is to prepare students to be able to function effectively in the real world as effective thinkers, problem-solvers and decision makers. However, there are several limitations to the implementation of metacognitive thinking skills in education that can hamper the effort of transforming the education. Therefore, this study seeks to identify a better approach in teaching thinking skills specifically in reading by exploring the feasibility of SOLO taxonomy as a questioning method which can facilitate students’ development of metacognitive thinking skills in ESL reading. In an American school in Sharjah, the central influence of this study is that it is the first to explicitly introduce a pioneering way consolidating the application of metacognitive thinking skills in the U.A.E schools. This study recommended the expansion of this approach to every school in the U.A.E where teachers and learners are obliged to focus on SOLO literacy instructions and recognize that learning has to occur at the surface, deep, and transfer levels (Fisher, Frey, & Hattie, 2016). This indicates the importance this study that seeks to identify a better approach in teaching thinking skills specifically in reading by exploring the feasibility of SOLO taxonomy as a questioning method which can facilitate students’ development of metacognitive thinking skills in ESL reading.
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    A study on Teaching French as a Foreign Language in Oman: An Exploration of Students' Perceptions about Learning French
    (The British University in Dubai (BUiD), 2014-12) Al-musallami, Thikraiat
    The current study intended to identify the perceptions of grade 11th Omani students towards learning French as a foreign language (FFL) at Sohar Secondary School in Sohar, the Sultanate of Oman. The researcher attempts to find out the difficulties encountered by the learners regard learning French as a foreign language by exploring their opinions and where these difficulties lie. Furthermore, teachers of French language in the school were involved in this study where the researcher tries to recognize these difficulties from the teachers' point of view. The sample was selected randomly and was consisted of (6) male students of grade 11th. A questionnaire was developed after reviewing the educational literature related to the language learning difficulties especially French language. Students' responses were analyzed and tabulated. Evidenced by the results from this study that most of the students generally showed positive attitude towards learning of French regardless the difficulties they encountered. From the teachers' point of view, the high level of learning difficulties was related to the student. This study will be beneficial for teachers' training sessions and curriculum development.
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    A Study on Teaching English through Literature: Teachers’ Knowledge, Attitudes and Classroom Practices
    (The British University in Dubai (BUiD), 2013-04) Almuhairi, Amena Ghanem Adhed Ghanem
    This study is an attempt to investigate teaching English language through literature, which is of increasing importance in the context of learning English as a second language. In the United Arab Emirates, teaching English in government secondary schools mainly aims at preparing students for Higher Education. However, teaching English through literature seems not to be given a priority. To explore its importance, the study reviews the relationship between English language and literature and reports the findings of studies on English language teachers’ knowledge, attitudes and practices for teaching English through literature in a number of countries. This study, therefore, attempts to examine teachers’ literary knowledge, attitudes and classroom practices in regard to this teaching strategy at a government secondary school in Dubai. A qualitative research design was employed to collect data through semi-structured interviews. The sample consisted of three female English language teachers and they constituted the case studies of this research project. The results show that teaching literary texts is an optional activity and marginalised because of the concentration on teaching English language skills, which students struggle to master. The study also reveals that teachers possess knowledge of literature and positive attitudes towards teaching English through literature. They use the communicative approach, student-centered techniques and technological tools in teaching literary texts. Nevertheless, the syllabus, work load and students’ low language level restrict them from employing this teaching strategy. Among the implications of this study, it is necessary to teach both English language and literature to ESL learners by integrating literature into the English language curriculum in the same way as the Arabic language curriculum in the UAE government schools. It also emphasises that literature is a rich resource for enhancing second language acquisition and developing learners’ critical thinking skills, which are required for Higher Education.