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Enhancing EFL Learners’ Communicative Competence through Interactive Activities: A Case Study of Grade Four Students at an Educational Complex in Fujairah
No full text.Abstract
The attainment of communicative competence stands as a basic goal for learners of the English language. Interaction and communication play significant roles in the language development of English as a Foreign Language (EFL) students. Interactive activities provide opportunities for students to engage in meaningful interactions, practise language in a communicative setting, negotiate meaning, and develop their fluency and accuracy in English. This study aims to uncover the connection between interactive activities in the classroom and the communicative competence of primary school EFL students. Many such students encounter difficulties in language learning, whether related to acquiring a second language or experiencing challenges in communication. Exploring communicative competence allows for the identification of the specific challenges faced by young learners, facilitating the creation of targeted interventions or instructional approaches to improve their language development. Integrating interactive activities in the EFL context emerged as a promising solution. This study sought to investigate the impact of incorporating interactive activities on the communicative competence of primary EFL students. These activities were grounded in principles aimed at enhancing students' communicative competence. This qualitative research involved 30 participants (10 males and 20 females), all fourth-grade students at an educational complex in Fujairah during the 2023/2024 academic year. Various interactive activities, including role-playing, pair-work, discussions, and online vocabulary games, were designed and implemented in the classroom to foster the development of the students' communicative competence. Data were collected through classroom observations and reflections, with qualitative data being analysed based on the observations.
The findings demonstrated a significant enhancement in the communicative competence of the students participating in the interactive activities. Enhancing language skills is of greater significance during the elementary school years. Therefore, examining how children develop their communicative competence in this context provides insights into language acquisition and enhancement. The findings of this research offer valuable guidance for EFL educators and curriculum developers, highlighting the benefits and challenges associated with integrating interactive tasks into language instruction aimed at improving communicative abilities.Non
The Effects of Integrating Technologies in The Construction Dispute Resolution
No full textThis research paper is about the effects be it positive or negative of technologies being implemented in the construction dispute resolution field. The technologies of interest are Online dispute resolution, Artificial intelligence, and blockchain technology, with the use of primary, secondary, and empirical research it was found that these technologies have their benefits and challenges some waying in more with benefits more than challenges and the opposite is true. ODR provided accessibility to proceedings and document circulation while imposing a challenge for cost saving. AI inflected a benefit of providing precise decision making while imposing a challenge of the lack of human touch in verdicts. Blockchain provided the benefit of having the records immune to tampering and alteration with a challenge of integrating such complex technology. These technologies provide improvement to such complex field nonetheless continues development and implementation is required to fill in the gaps and reduce the challenges it imposes
The Impact of Peer Support (Buddy System) Intervention on the Academic Achievement and Social Development of Elementary School Students in Inclusive Classrooms in UAE
No full textThis study examined the efficacy of a peer support intervention (buddy system) in inclusive classrooms at a government school in Fujairah, UAE. Specifically, it focused on how the intervention influenced the academic performance and social development of elementary school students. This study used a semi-experimental approach which allowed insight into a real-world example of the use of peer support intervention in an inclusive classroom. A mixed-methods approach to data collection was also employed, integrating quantitative evaluations of academic performance on standardised tests, survey data from questionnaires and qualitative data about social development from interviews with students. Descriptive statistics and t-tests were used for quantitative data analysis, while thematic analysis was used for qualitative data analysis. The findings showed a notable beneficial effect of the buddy system on academic performance and social development. The findings also revealed the development of strong peer relationships, better communication skills, and improved teamwork abilities in students participating in the buddy system. These findings highlight the efficacy of the buddy system, in promoting holistic growth among diverse student populations and the need for utilising cooperative and inclusive methods to enhance academic success and social development for students in Government schools
Student Engagement in Technology Education Classes: Perspectives of High School Teachers and Students in Abu Dhabi’s International Private Schools
No full textIn the last 20 years, technology has advanced ubiquitously around the world finding its way into education. While it is assumed that technology can engage the digital natives, literature review from first-year computer science university students worldwide shows otherwise. This study used a mixed method approach to look at the perspectives of 500 high school students and 12 technology education teachers from private schools in Abu Dhabi in order to explore student engagement in technology education lessons. The major findings show that although these students are quite adept in using technology informally, they display varied engagement when learning about technology at schools and there are many factors that contribute to their engagement in these lessons which include the students’ as well as the teachers’ attitudes, the significance of technology education as a subject in the school and the subject curriculum, the learning environment and the school technology education infrastructure. Further studies that investigate teachers’ qualifications, their professional experiences and also perspectives from public schools are recommended to get a better understanding of what engages high school students in technology education lessons
Editorial
No full textThis special issue carries selected papers presented at the virtual conference hosted by
the British University in Dubai on 3rd June, 2023. The conference aimed to explore and take
account of the voices of researchers and practitioners on ‘emerging challenges in educational
management and leadership’. The conference was also keen on engaging voices, thoughts,
reflections and practices of leaders, policy makers, practitioners and researchers in education.
The notion that managing and leading education as an art as well as a science is often contested.
It is argued that the ever-changing world, the growing demands for quality in education,
resources constraints, political wills and other similar prevailing realities continue to pose
challenges for managers and leaders in education to rise to the occasion and deliver effectively
(Abukari & David, 2022)
Theoretical Estimation of the Dispersion Curves in an Orthotropic Composite Plate
No full textIn this work, root-finding using the bisection algorithm is proposed to solve the transcendental dispersion relations and evaluate the dispersion curves of ultrasonic-guided waves propagating in an orthotropic composite plate. The implementation of the dispersion relations are accomplished via a coding scheme conducted in the MATLAB software. The obtained phase and group velocity dispersion curves from MATLAB using the in-house developed code are validated with a freely available Dispersion software and found to be in good agreement. Further, qualitative, and quantitative analysis is conducted considering different layers and fiber direction of the composite plate to verify the of accuracy of the obtained results
Instructor Social Presence in Digital Education at Higher Education Institutions in the UAE
No full textThe radical changes in educational pedagogies has been a driving force behind writing this thesis. With the ever evolving landscape of digital education, understanding the role of instructor social presence in online education is of paramount importance. The study explores the role of instructor social presence and its impact on student engagement in the context of UAE. Using a mixed-methods explanatory sequential design, in the first phase quantitative data was collected by surveying instructors in different educational institutions in the UAE. The survey consisted of Likert-scale questions and was distributed to 100 participants using random sampling. The second phase of the study included in-depth interviews from faculty (N=10) using purposeful sampling. The study is grounded in Community of Inquiry as the theoretical framework which stems from Vygotsky’s social constructivist theory. Through careful and intensive investigation, it was found that instructor social presence is a good predictor for student behavioural, cognitive and psychological engagement. While applying Cresswell’s inductive approach to qualitative data, several themes were reveled which primarily focused on the importance and inclusion of instructor social presence. This study is geographically specific and yielded the results only in the UAE. Further studies need to be carried out with a larger population using longitudinal study designs. To conclude, it is important to note that technology and artificial intelligence is shaping the future of education. Therefore, as teachers, we need to keep abreast of all upcoming technologies to impart education that can engage and bring life-long learning skills to the GenZ
The Influence of Transformational Leadership on Teacher Job Satisfaction and Retention in American Schools in Sharjah
No full textThis study explores how transformational leadership affects teacher job satisfaction and retention in American schools in Sharjah using a mixed-methods approach. A survey of 29 teachers measured perceptions of leadership practices, satisfaction, and retention intentions, while semi-structured interviews with an academic head, vice-principal, and principal provided deeper insights.
Results showed that emotional support, professional development opportunities, and ethical leadership strongly predicted teacher retention. Quantitative data revealed a positive correlation between transformational leadership and job satisfaction, while qualitative findings highlighted leadership behaviors—such as individualized support and clear communication—that foster positive work environments and reduce turnover.
By situating these findings within Sharjah’s unique cultural and organizational context, the study deepens understanding of leadership dynamics in international schools and offers practical strategies to enhance teacher satisfaction and retention.This study examines the influence of transformational leadership on teacher job satisfaction and retention in American schools in Sharjah by using a mixed-methods research methodology to capture both broad statistical patterns and detailed qualitative insights. A survey examining 29 teachers' opinions of transformational leadership methods, work satisfaction, and retention intentions was conducted in a variety of American schools in Sharjah as part of the quantitative component. Semi-structured interviews with school leaders, namely an academic head, vice-principal, and principal, were used for the qualitative component to learn more about their opinions on transformational leadership techniques and how they affect teachers. Key elements like emotional support, opportunities for professional development, and ethical leadership emerged as significant predictors of retention, and the quantitative data showed a strong positive correlation between transformational leadership practices and teacher job satisfaction. In addition, the qualitative data highlighted particular leadership behaviours that were thought to be crucial for creating a happy work environment and lowering turnover intentions. Collectively, these results highlight how important transformational leadership is in fostering welcoming, encouraging, and inspiring school environments that raise teacher commitment and satisfaction. This study adds to a better understanding of leadership dynamics in various educational settings by placing leadership strategies within the distinctive organisational and cultural context of Sharjah. It also provides useful suggestions for promoting teacher retention and job satisfaction
The Effect of Outdoor Educational Activities on Developing the Social-Emotional Learning Skills and Behaviour of Primary School Students in Fujairah
No full textThis research explored the impact of outdoor educational activities on the development of social-emotional skills and behaviours in fourth-grade primary school pupils in Fujairah. The research focused on the activities and strategies that are best suited for this specific age group. The study used a qualitative research methodology, using observation data and focus group interviews with students and teachers. This research employed a semi-experimental methodology, enabling an investigation of practical examples of outdoor educational activities. The results indicated a significant positive impact of outdoor activities on social, emotional, and behavioural development. The qualitative results indicated the enhancement of social skills, including verbal and non-verbal communication, cooperation, interaction, peer bonding, and increased teamwork abilities, in students engaged in outdoor activities. The students demonstrated a considerable improvement in emotional abilities, exhibiting empathy towards classmates in difficulty and providing mutual assistance to reduce frustration. This research revealed student behaviours that demonstrated significant improvement. The dissertation highlighted the need to use hands-on experiential outdoor activities to enhance social-emotional and behavioural development for all primary school pupils in Fujairah
The Impact of Divorce on Students’ Interactions, Social Relationships, and Academic Engagement in Ajman Cycle One Schools: Perspectives of Teachers and School Well-Being Staff
No full textThis study explores the impact of parental divorce on students’ interactions, social relationships, and academic engagement in Ajman Cycle One schools, drawing on the perspectives of teachers, and school well-being staff. A mixed-methods approach was employed, combining a survey with teachers and interviews with social workers to ensure methodological triangulation. The quantitative and qualitative findings revealed significant difficulties among students from divorced families in interacting with peers and teachers, characterised by social withdrawal, reduced engagement, and reluctance to seek help, in addition to emotional dependence, aggression, and lack of social skills, emphasising the role of parental presence in a student’s life. The study aligns with prior research on the emotional and psychological effects of divorce, while also identifying context-specific challenges. Recommendations include targeted academic support, social skills workshops, counselling, and school-based interventions to foster resilience and improve the social and academic outcomes for affected students. These findings highlight the critical role of schools in mitigating divorce’s impact