8 research outputs found
LANGUAGE MATERIALS OBSERVATION: PROFESSIONAL DEVELOPMENT TRAINING
No full textThe language classroom is an important site of research for investigations in the field of applied linguistics (Dörnyei, 2007), and the effectiveness of language theories and materials can be examined in a real-world setting in a systematic approach. Furthermore, materials development is the most effective way in field of linguistics and applied linguistics because the theories of language teaching and learning can be made meaningful and relevant by reference to practical procedures (Tomlinson, 2003). Observing the materials in the classrooms is one of the qualitative research methods for evaluating and developing language materials and reflecting on language theories which are explicitly or implicitly embedded in the activities of the materials (Alkhaldi, 2014). This study focuses on classroom observation of language materials which are rarely investigated in the field of applied linguistics taking into consideration that there is possibly a contradiction between what is one’s espoused theory and one’s theory-in-use, that is, what is done in reality. Therefore, this study analyzes the following aspects of observations of materials-in-use: reasons and purposes for materials observations, the environment, and the importance of materials observation study. It also discusses the methods and types of materials observation, observational schedules, the materials observer’s role, and a sample case study. Finally, it provides insights for teachers and researchers to reflect on language teaching and learning theories and develop their own practices towards effective language materials development and professional development training. Article visualizations
Once Upon A Time: A Framework for Developing Creative Writing in ESP and EAP
No full textCreativity is useful for enriching the quality of learning (Maley, 2015). Using English for creative learning purposes is essential for studying on various university degree courses. Writing is potentially considered as the most important skill although it is a difficult skill for Second Language (SL) learners to master (Nunan, 1999). One of the possible reasons for this is that it has not been well-emphasized and developed in English language materials (Alkhaldi, 2014; Tomlinson, 2015). This study focuses on writing, particularly, creative writing in English for Specific Purposes (ESP) and English for Academic Purposes (EAP) courses. The main purpose of an ESP course and EAP course is to improve traditional and technical writing skills for students, and this might be at the expense of creative writing. This study explores creative writing and its possible challenges. It also discusses the significance of creativity, creativity and the language learner, creativity and motivation, creative writing, and the role of creative writing in ESP/EAP. Finally, it elaborates and recommends a systematic, principled framework based on a review of the related literature for developing creative writing in ESP/EAP courses
An Analysis of English Language Theories: A Case Study
No full textLanguage is implicated in daily lives, and there are a large and open-ended number of activities (Cook, 2003), which involve language theories (Alkhaldi, 2011). This research analyses the language theories which are involved in the activities of Jordanian language materials. The researchers have chosen a sample from language materials used to teach English at Jordanian public high schools since 2015. An analysis checklist has been adapted and used, focusing on the analysis of language theories. The findings show that the students’ role is responsive rather than proactive. The dominant source of content is the materials, and the teachers’ role is overlooked in providing useful language content. Furthermore, the mental operations have not been taken to the deepest level to promote students’ creative and critical thinking skills. The findings also reveal that the materials have a sentence-based content, that is, the content provided as input to learners and content expected as output from the learners comprise individual words, phrases and sentences, and there are few opportunities for extended written and oral discourse. Consequently, it is recommended that teachers, researchers and materials developers should take into consideration such challenging findings to bridge the gap between theory and practice and to develop language materials effectively. In other words, the materials should continuously be analysed, evaluated, and developed in a systematic and rigorous way to have insights into the materials and the process of analysis for professional development purposes, and to help students improve their language learning process
HOW TO DEVELOP WRITING SKILLS IN A FOREIGN LANGUAGE?
No full textWriting is potentially to be the most difficult skill for Foreign Language (FL) learners to master (Nunan 1999). It motivates thinking, that is, it can help learners to organise their ideas, and develop their critical thinking skills to summarise, analyse, and criticize (Rao, 2007). In this paper, the authors analyze the role of reading in the process of developing writing skills. Literature review shows that there is a close interconnection between the two skills. The relationship has been discussed since a long time, and the beneficial mutual influence of the two skills has been revealed. These interrelations between reading and writing are significant to understand in order to develop these skills effectively. The authors then analyse how a reading passage can be exploited to boost writing skills. In particular, reading passage can be used as a model, as a source of ideas, as a sample of language use, which eventually advances writing skills. Finally, the authors studied several coursebooks to find out how reading is used in the process of teaching writing. Observations and recommendations are shared at the end of the article. Namely, the authors confirmed that the idea of integration is widely exploited by the textbook writers. Moreover, every single reading passage is looked at from different perspectives and is used for several purposes
Developing a Principled Framework for Materials Evaluation: Some Considerations
No full textPublished language materials are widely used around the world, but many Foreign Language (FL) and/or Second Language (SL) learners still fail to develop their communicative competence satisfactorily and they are still not happy with their language materials (Tomlinson 1998). Furthermore, materials design has recently been characterized by two important developments: firstly, published materials are now used more widely than ever before; secondly, and it is this which makes the spread of published materials very significant, materials themselves have evolved into much more complex objects (Littlejohn 1998). Therefore, there is a need to develop a principled framework for evaluating and developing the language materials in a comprehensive approach. In this article, I start the discussion with the importance of English language materials and the process of materials evaluation. After that I will elaborate on a potential design for developing a principled framework for materials evaluation. Implications of the framework and its contribution to the field of applied linguistics have been also elaborated
Language Theories Donation through Materials Development A case study in Jordan
No full textMaterials development assists the teachers to understand and apply language learning theories and achieve professional development (Tomlinson, 2001) which this research has shown. This research aims to find out to what extent theories match the actual practice of materials and to help ‘theorists’ reflect upon language theories which are implicitly or explicitly embedded in the materials. It also aims to reveal the teachers’ and learners’ contributions in determining the practical theories. The sample of this research was purposive, that is, it was selected for a specific purpose to collect qualitative data and cover as wide a range as possible. The researcher interviewed thirty Jordanian teachers and students using qualitative research methods. The findings revealed some key principles donated by the participants, for example, 1) the materials should provide the learners with a variety of useful samples of discourse to enable them to use the language communicatively and meaningfully; 2) the materials should encourage the teachers’ and learners’ creativity; 3) the materials should take into account the teachers’ and learners’ preferences; and 4) the materials should take into consideration the specific and sensitive cultural aspects. Insightful implications and recommendations were suggested for future research.
Impediments of Using E-Learning Platforms for Teaching English: A Case Study in Jordan
No full textE-learning platforms are essential tools used widely for teaching and learning English, especially since the COVID-19 pandemic. They are also used to communicate and interact with students, assess progress, evaluate assignments, and provide feedback. However, teachers of English face potential barriers when they use such platforms. This study examines the use of e-learning platforms in teaching English as a foreign language in Jordan. The study employed a quantitative research method. The findings revealed that using e-learning platforms for educational purposes is beneficial regarding accessibility when attending courses. E-learning enabled the students to practise more and to be more engaged in the learning process, which improved their language skills. Effective e-learning platform strategies significantly broaden students' perceptions and increase the opportunity to exchange information with their classmates. Nonetheless, several impediments may hinder the application of e-learning platforms, including teacher-related, technical, and technological factors. The study recommends that teachers use interactive methods, including images, sounds, videos, and multimedia, to engage learners with various needs and abilities. The study also suggests building codified standards when designing e-learning to develop students' skills at all levels and training teachers on using modern technological strategies in e-learning
Positive communication for decreasing burnout in intensive-care-unit staff: a cluster-randomized trial.
No full textPurpose: Occupational burnout is common among intensive-care-unit (ICU) staff and adversely affects staff well-being and patient care. We hypothesized that a multicomponent intervention based on organizational support and workplace climate improvement would reduce burnout. Methods: The 1:1 cluster-randomized Hello trial involved 370 ICUs from sixty countries allocated to either the intervention or usual care. The four-week intervention designed to promote a positive workplace culture and within-team support used posters, email nudges, greetings during morning meetings, role modeling, and positive messages in boxes and on noticeboards. The primary endpoint was burnout prevalence, measured using the Maslach Burnout Inventory. Secondary outcomes included MBI subscale scores, well-being, job satisfaction, ethical climate, intention to leave, work safety, and professional conflicts. Results: Before the intervention, burnout prevalence was 59.4% (95% CI, 58.6-60.5), with no difference between arms. After the intervention, 4966 intervention-arm and 4602 control-arm healthcare professionals completed the MBI. Burnout prevalence was significantly lower in the intervention arm relative to controls (52.2% vs. 63.3%; adjusted odds ratio, 0.56; 95%CI 0.46-0.68; P < 0.001). Among MBI sub-scales scores, emotional exhaustion and depersonalization were lower, and personal accomplishment was higher in the intervention arm. Staff in the intervention arm reported better job satisfaction, workplace safety, ethical climate, and patient- and family-centered care; they were less often considering a job change. Conclusions: The Hello intervention reduced burnout and improved workplace culture among ICU staff. Given the pragmatic design, the intervention tested may have broad applicability. Trial registration: The trial was registered on ClinicalTrials.gov on June 18, 2024 (NCT06453616)
