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All Journal Journal of Education and Learning (EduLearn)
Nazim, Mohd
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Humanities Education Library & Information Science Social Sciences Other

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Identifying English as a foreign language students’ attitude to improving speaking skills through collaboration Alzubi, Ali Abbas Falah; Nazim, Mohd; Ahmad, Jalal
Journal of Education and Learning (EduLearn) Vol 19, No 1: February 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i1.21333

Abstract

Speaking skills, being an essential part of effective communication, are significant for English as a foreign language (EFL) students in today’s globalized world, and collaborative learning, being heterogeneous, assists them with more possibilities for enhancing and practicing the skills through a supportive environment, constructive feedback, and opportunities for real-world conversations. Therefore, this study aimed to identify EFL students’ attitudes toward enhancing speaking skills in a collaborative learning environment. The researchers, to achieve the study objective, used the descriptive survey method to collect the data from a sample of 360 participants in the Preparatory Year (PY) at Najran University. The study's instruments included a closed-ended questionnaire and a semi-structured interview. The results showed students having positive attitudes toward a collaborative learning environment can highly enhance their speaking skills. In addition, the respondents’ study level did not impact their responses to enhancing speaking skills in a collaborative learning environment; however, male students showed higher attitudes than their female counterparts. Finally, the interview analysis showed that students' speaking skills can be improved in a collaborative learning environment in many ways including a supportive environment, interesting activities, and technology use. Based on the findings, the study recommends incorporating collaborative learning strategies to strengthen other language skills.
EFL teachers’ student-centered pedagogy and assessment practices: challenges and solutions Nazim, Mohd; Alzubi, Ali Abbas Falah; Fakih, Abdul-Hafeed
Journal of Education and Learning (EduLearn) Vol 18, No 1: February 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i1.21142

Abstract

The fact that English teachers encounter challenges while employing student-centered pedagogy and assessment practices is beyond argument. Empirical evidence indicates that, particularly in the context of Najran University, relatively little attention has been paid to researching the issue and offering solutions to coping with it. Consequently, this study examined English as a foreign language (EFL) teachers’ employment of student-centered pedagogy and assessment practices in the Saudi EFL context concerning execution, challenges, and solutions. Also, it correlated the respondents’ answers with their gender, experience, degree, and specialization. The descriptive survey design was used to achieve the study objectives. The study tools, a questionnaire and a semi-structured interview were applied to a convenient sample of (73) faculty members. The results showed that the study sample highly employs pedagogy and assessment practices focused on students. In addition, the demographic variables of gender, experience, degree, and specialization did not have any significant role in affecting the responses to employing pedagogy and assessment practices. Finally, the content analysis of the semi-structured interview revealed the challenges and solutions to employing pedagogy and assessment practices. In light of the current results, the researchers proposed recommendations and implications.
Co-Authors Ahmad, Jalal Alzubi, Ali Abbas Falah Fakih, Abdul-Hafeed