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All Journal English Review: Journal of English Education
Soada Idris Khan
Najran University
Arts Humanities Education Languange, Linguistic, Communication & Media

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ASSESSING TEACHERS’ PERCEPTION ON THE EFFICIENCY (SUCCESS) OF INDUCTIVE APPROACH IN AN ESL/EFL CLASSROOM: GRAMMAR IN CONTEXT Taj Mohammad; Soada Idris Khan
English Review: Journal of English Education Vol 5, No 2 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v5i2.535

Abstract

The present research attempts to assess teachers' perception on the success of using inductive approach in the classroom at Preparatory Year Program, Najran University. It also inquires the difficulties that are usually faced by students (in teachers' opinion) in a grammar class. In order to collect data, 20 teachers were requested to fill in a questionnaire consisting of ten statements (based on key elements of inductive teaching). The questionnaires were analyzed by using 5-Point Likert-scales of agreement. Besides, the researcher also personally interviewed the teachers by using a set of certain questions covering the same theme. The study is divided into two parts; the first part contains detailed analysis and discussion on the statements of the questionnaire and the second part comprises a detailed analysis and discussion on the responses of interview. As results, it is revealed that a majority of teachers supported the use of inductive approach in the classroom because of its learner-centred nature. Inductive methods help students acquire the critical thinking and self-directed learning skills (Prince Felder, 2007).  However, some teachers (with a negligible percentage) were not so enthusiastic about using inductive approach. Keywords: teachers' perceptions, descriptive and prescriptive grammar, inductive approach
TEACHERS’ ATTITUDE TOWARDS PEER OBSERVATION AT NAJRAN UNIVERSITY: A CASE STUDY Soada Idris Khan
English Review: Journal of English Education Vol 8 No 1 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i1.2350

Abstract

The present research paper aims to analyze teachers’ attitude towards peer-observation and suggest remedies to improve practice of peer-observation. As part of the methodology, the researcher selected twenty questionnaires as a sample of this study. Twenty teachers involved in peer-observation (as observer and participants) were also interviewed and their suggestions and opinions were taken into consideration to improve practice of peer-observation at PYP, Najran University. The analysis of data showed that teachers do not whole-heartedly support peer-observation. The study also found that most of the teachers are not well familiar with the concept and application of peer-observation. They often consider evaluation as an excuse to termination. The study accomplishes that a teachers’ performance/ability cannot be judged in 20-30 minutes. Therefore, the study recommends that there must be many peer-observations for the same class and the best one must be assessed. The study also suggests organizing seminars and workshops to orient teachers to the process and advantages of peer-observation.
Co-Authors Taj Mohammad