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All Journal INTERNATIONAL JOURNAL ON LANGUAGE, RESEARCH AND EDUCATION STUDIES Studies in English Language and Education Studies in English Language and Education
Wagdi Rashad Ali Bin-Hady
Hadhramout University
Education Languange, Linguistic, Communication & Media

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A STUDY OF NOVICE TEACHERS' CHALLENGES AT THEIR PRACTICAL TEACHING PHASE Wagdi Rashad Ali Bin-Hady
INTERNATIONAL JOURNAL ON LANGUAGE, RESEARCH AND EDUCATION STUDIES Vol 2, No 3 (2018): Language, Research, Education
Publisher : State Islamic University of North Sumatra Indonesia

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Abstract

Starting the teaching profession can be considered as challenging for novice teachers (Dickson et.al., 2014). Thus, this study aims to explore the linguistic difficulties that novice teachers encounter and the major defects that such teachers have in their lesson planning while demonstrating the lesson steps to their pupils. The sample of this study is nine of the fourth level students at the English department, college of education, Al-Mahra, Hadhramout university, for the academic year 2017-2018. The researcher uses qualitative research design. The data were collected using classroom observation and novice teachers' lesson plans. The study found that the majority of the Yemeni novice teachers have problems in pronunciations which if not amended will be transferred into the learners. Overuses of Arabic is also the second major problem that the novice teachers had. Moreover, time is not organized effectively during the lesson steps.   No enough activities are used in each lesson, and assessment is hardly done.  The study also revealed that the novice teachers have problems in preparing their lesson plans. Such problems start from the fogy teaching objectives and the warming up activities are minimized to just ask the class about the time and date of the day. Similarly, the activities are not enough to achieve the lesson objectives and finally the time of each lesson step is not set and assessment is not mentioned.
Exploring the use of technology-mediated peer learning: EFL instructors’ perspective Wagdi Rashad Ali Bin-Hady; Abduljalil Nasr Hazaea; Amal Abdelsattar Metwally; Jamal Kaid Mohammad Ali; Mohammad Abdullah Alhammad
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1090

Abstract

As digital technologies reshape educational practices, peer learning has gained renewed attention for its potential to promote collaboration, autonomy, and language development. Peer learning is recognized as an innovative learning strategy for its ability to enhance student learning outcomes, foster autonomy, and promote collaboration. This study responded to the rapid influx of digital technologies by introducing a pedagogical model, Technology-Mediated Peer Learning (TMPL), designed to foster peer interaction among students learning English as a Foreign Language (EFL). Using a qualitative approach, this study examined how EFL instructors used educational technologies in diverse global contexts to facilitate peer-based learning. More specifically, the study addresses two research objectives: (a) to identify the types of learning technologies (LTs) that EFL instructors can employ to enhance peer learning, and (b) to explore the mechanisms through which educational technologies facilitate peer learning among EFL students. Data were collected from 30 EFL instructors across different countries through an online discussion initiated on ResearchGate and LinkedIn. The data were thematically analyzed, revealing four core strategies EFL instructors employ to promote TMPL: using digital platforms, leveraging online resources, integrating multimedia tools, and designing collaborative activities. The analysis further demonstrates that these strategies can be operationalized through several educational technology functions, namely facilitating student interaction, fostering collaboration, enhancing communication, and developing language skills. Collectively, the study introduces TMPL as a unified model that functions as a dynamic mechanism for promoting student-centered learning, effectively bridging peer learning theory and digital technology. The study encourages EFL instructors to use technology as an active mediator of peer interaction, facilitate collaborative meaning-making, and enhance language skills through sustained, technology-mediated peer engagement in authentic learning contexts.
Gauging the reception of Arab translators to the subtitles of taboo language in Hollywood movies Yousef Sahari,; Wagdi Rashad Ali Bin-Hady
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

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This investigation analyzes the appropriateness of Arabic equivalences of English taboo words according to the perceptions of the Arab translators. It also detects if there is a difference in the perceptions of the male and female translators in the subtitle of such taboo words according to the strategy used in the subtitling of taboos. The study asked translators to suggest their translations to the unacceptable sentences. A self-prepared scale of 16 sentences containing taboos was demonstrated with Arab translators. Sixty translators responded to the scale. The results showed that Arab translators moderately (M= 3.38) accept the translation of the taboo language. Results also showed that males (M=3.41) accept the rendering of taboos higher than females (M=3.31), however, the difference was not significant (Sig. =.831). Male translators prefer omission, cultural substation and reformation higher than female while female translators prefer direct translation over men. Findings also showed that translators provide some translations depending on using cultural substation to the taboo expression, followed by reformation. Omission was also preferred by some translations especially where direct subtitling was adopted. This study concludes that subtitling taboo expressions poses difficulties to translators which may not be easily worked on. This study recommends subtitling companies to balance between euphemising the offensive of taboo expressions and preserving the intended meaning provided.
Co-Authors Abduljalil Nasr Hazaea Amal Abdelsattar Metwally Jamal Kaid Mohammad Ali Mohammad Abdullah Alhammad Yousef Sahari,