scholarly journals Approaches to Crafting English as a Second Language on Social Media: An Ethnographic Case Study from Saudi Arabia

2019 ◽  
Author(s):  
Nada Bin Dahmash
Keyword(s):  
Social Media ◽  
Saudi Arabia ◽  
Second Language ◽  
Research Question ◽  
Ethnographic Case Study ◽  
Structured Interviews ◽  
English Grammar ◽  
Material Resources ◽  
English Spelling

Saudi female undergraduates perform various activities in English, their second language (L2), on social media. They engage in different types of writing and reading on social media in everyday life. But little is known about the material resources and concrete activities they drew on as they read and write in English on their preferred social media. This ethnographic case study aims to examine the material resources and concrete activities of a group of Saudi female undergraduates majoring in English Translation in a university in Saudi Arabia as they use English on social media. This study particularly aims to answer this research question: What material resources and concrete activities do Saudi female undergraduates employ as they read and write in English on social media? A total of eleven female Saudi undergraduates took part in this research. Online observation, focus group interviewing, semi-structured interviews, informal conversations and online logbook of English usage were employed over a three-months period to collect data. This study draws on Literacy Studies (LS), that understand literacies as social practices involving more than technical skills. Analysing the data thematically revealed that these undergraduates drew on three main approaches: English-spelling checking approaches, English grammar-checking approaches and English-meaning checking approaches. The study recommends that language learners are encouraged to use Google app, Google Translate app, Dictionary apps and the COCA website to correct, craft and improve their English. They are also encouraged to utilise the built-in smartphone technologies that supports English spelling.

scholarly journals Uncovering New Paths to Adaptation: A Case Study of Malaysian English as a Second Language Pre-service Teachers

2021 ◽  
Author(s):  
Taghreed El Masry ◽  
Eman I Alzaanin
Keyword(s):  
Second Language ◽  
Professional Identity ◽  
Research Question ◽  
Adaptation Strategies ◽  
Kuala Lumpur ◽  
Structured Interviews ◽  
Teaching Practicum ◽  
Class Context ◽  
Adaptation Processes

This study aims to explore how English as a Second Language ESL Pre-Service Teachers (PSTs) employ adaptation strategies in response to the surrounding constraining context to develop their professional identities. The research question is “How do pre-service teachers (PSTs) employ adaptation strategies to develop their professional identity (PI) during their simulated teaching class and practicum?”. Qualitative data were collected using semi-structured interviews and classroom observation from PSTs in a Malaysian university and public secondary schools in Kuala Lumpur. Findings showed that the positive notions of belonging to a Community of Practice (CoP) proved to be applicable in the simulated teaching class context, so PSTs used their adaptation process of observation-experimentation and evaluation to attempt different teaching practices. Nonetheless, the positive notions of the CoP were inapplicable in the teaching practicum context. Hence, PSTs struggled to construct their Professional Identity (PI) and had to alter their adaptation strategies to negotiate PI construction. The study concludes with some recommendations for further use. Program designers need to consider social interaction and integration within the professional context. That could enable adaptation processes to enhance PSTs’ PI development.

scholarly journals Uncovering New Paths to Adaptation: A Case Study of Malaysian English as a Second Language Pre-service Teachers

2021 ◽  
Vol 12 (1) ◽  
pp. 421-442
Author(s):  
Taghreed El Masry ◽  
Eman I Alzaanin
Keyword(s):  
Second Language ◽  
Professional Identity ◽  
Research Question ◽  
Adaptation Strategies ◽  
Kuala Lumpur ◽  
Structured Interviews ◽  
Teaching Practicum ◽  
Class Context ◽  
Adaptation Processes

This study aims to explore how English as a Second Language ESL Pre-Service Teachers (PSTs) employ adaptation strategies in response to the surrounding constraining context to develop their professional identities. The research question is “How do pre-service teachers (PSTs) employ adaptation strategies to develop their professional identity (PI) during their simulated teaching class and practicum?”. Qualitative data were collected using semi-structured interviews and classroom observation from PSTs in a Malaysian university and public secondary schools in Kuala Lumpur. Findings showed that the positive notions of belonging to a Community of Practice (CoP) proved to be applicable in the simulated teaching class context, so PSTs used their adaptation process of observation-experimentation and evaluation to attempt different teaching practices. Nonetheless, the positive notions of the CoP were inapplicable in the teaching practicum context. Hence, PSTs struggled to construct their Professional Identity (PI) and had to alter their adaptation strategies to negotiate PI construction. The study concludes with some recommendations for further use. Program designers need to consider social interaction and integration within the professional context. That could enable adaptation processes to enhance PSTs’ PI development.

scholarly journals Factors that Encourage Student Engagement: Insights from a Case Study of ‘First Time’ Students in a New Zealand University.

2011 ◽  
Vol 8 (1) ◽  
pp. 81-96
Author(s):  
Barbara Russell ◽  
◽  
Gloria R L Slater ◽  
Keyword(s):  
New Zealand ◽  
Student Engagement ◽  
Conceptual Model ◽  
Tertiary Education ◽  
Research Question ◽  
Education Programme ◽  
Active Citizenship ◽  
Structured Interviews ◽  
First Time

This case study reports on the findings from one of nine tertiary institutions that took part in a project funded by the Teaching and Learning Research Initiative (TLRI) in New Zealand. The research question explored how institutional and non institutional learning environments influence student engagement with learning in a higher education, university setting. Data was collected initially by means of a questionnaire; subsequently more in-depth data was gathered through semi-structured interviews with students randomly selected from those who indicated, on the questionnaire, that they were willing to be interviewed. Respondents were enrolled for the first time in this institution, but not necessarily for the first time in a tertiary education programme. A conceptual model with four strands: motivation and agency; transactional engagement; institutional support and active citizenship was used to organise the data. Findings were analysed against a synthesis of current literature and suggest that factors identified in the first three strands of the conceptual model played a significant role in student engagement with learning; active citizenship, however, did not feature highly in student responses and is an aspect of engagement that could benefit from further research.

scholarly journals Managing English Language Classroom for Meaningful Teaching and Learning: A Case Study for Hochland High School in Windhoek

2021 ◽  
Vol 4 (4) ◽  
pp. p1
Author(s):  
Martha Hakaya ◽  
Nchindo Richardson Mbukusa ◽  
Earle Sinvula Mudabeti
Keyword(s):  
Second Language ◽  
Classroom Management ◽  
Time Management ◽  
Teaching And Learning ◽  
English Language ◽  
Structured Interviews ◽  
Case Study Design ◽  
Language Classroom ◽  
Professional Teaching

Total management of overcrowded classrooms have across-the-board effects for English as a Second Language teaching and learning environments as in any subject. Greater attainment and achievements in schools depend on the choices made with regard to teacher-learner ratios that consider of classroom management. Recruitment of learners and teachers should ensure that classrooms are enabled to meet the demands of professional teaching challenges, amongst other, inidvidualised teaching and learning. The aim of the research was to explore the challenges and related matters in managing English as a Second Language overcrowded classrooms. A qualitative approach, steered by a case study design, purposively guided the study. It was deemed fit in order to understand the phenomena with deeper understanding of beliefs and situated lived experiences. Semi-structured interviews and nonparticipant observations were used as methods to generate data for analysis. The research exposed that copious problems were experienced by teachers and leaners who were subjected to overcrowded classrooms. Amongst many, noise and unruly behaviour, poor time management and teaching approaches result in such classes. Guiding principles regarding sound teacher-learner ratios should be put in place by policymakers and schools in order to support both teachers and learners for the success of teaching and learning.

scholarly journals PERCEPTIONS OF MRSM ENGLISH TEACHERS ON PROFESSIONAL DEVELOPMENT AND THEIR EXPECTATIONS ON IN-SERVICE TRAINING

2021 ◽  
Vol 6 (42) ◽  
pp. 155-167
Author(s):  
Faizahani Ab Rahman ◽  
Nurul Afrahah Hussin ◽  
Sutha Sugumaran
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Research Question ◽  
English Teachers ◽  
Training And Development ◽  
Structured Interviews ◽  
Proficiency Level ◽  
Group Methods ◽  
Service Training

This paper looks at the perceptions of MRSM (Majlis Amanah Rakyat or also known as People’s Trust Council) English teachers on their current professional development and their expectations on in-service training. As teachers, they are often expected to act as a source of motivation to their students apart from being accountable in providing instructions, knowledge, and skills in their respective academic subjects. However, very often, teachers are not provided with sufficient and appropriate training that would prepare them to be the kind of teacher that they are required and expected to be. This prompts this study that determines whether the in-service training provided is sufficient and aptly to help the teachers produce academically excellent students. This case study used a qualitative approach with purposive sampling of seven English teachers at Maktab Rendah Sains MARA, Beseri in Perlis with teaching experiences between 10 to 30 years. Semi-structured interviews and focus group methods were used to answer the research question which dwells on the MRSM English teachers’ expectations of professional development teacher training of their students’ achievement. The findings of the study revealed that teachers expect to have more professional development in terms of pedagogy, proficiency level, technology integration, and stress management. They also believe that improvement in professional development can positively affect their students’ achievement as teaching and learning processes can be done more effectively. It is therefore recommended that MARA should highlight its current in-service training and development policy to be consistent with the needs of teachers.

scholarly journals Understanding Multiculturalism in Saudi Education: A Case Study of Two Schools in Mecca

2020 ◽  
Author(s):  
◽  
Mohammed Alharbi
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Multicultural Education ◽  
Cultural Diversity ◽  
Research Question ◽  
Arabic Language ◽  
Western World ◽  
Equity In Education ◽  
Different Levels

Problem This research investigated the understanding and perceptions of Saudi educators toward multiculturalism and multicultural education in Saudi Arabia. The research had three broad questions. The first question was, "What are Saudi educators’ conceptions of culture and multicultural education?" The second research question was, "What practices do educators employ concerning multicultural education?” The third research question was, "How do educators implement multicultural education for their students at schools with different levels of cultural diversity?" Method In this study, I used the qualitative multiple case study research design to explore the understanding and the attitudes of Saudi educators regarding multiculturalism and multicultural education. The study was applied in the Holy city of Mecca in Saudi Arabia, which is one of the most highly diverse cities in the whole country. The participants of this study were selected from two elementary schools with different levels of cultural diversity. The participants were varied in their school positions, teaching subjects, and levels of education. To collect the data of the study, I developed the interview protocol and conducted semi-structured interviews for teachers and administrators to understand Saudi educators' attitudes and perceptions regarding multicultural education. Interpretations The findings of the study were categorized into four themes. First, culture was defended into three different ways: a gained knowledge, customs and traditions, and an integrated life system. Second, the relationship between culture and education was seen from three different perspectives: the cultural background influences students' learning, the family's background influences students’ learning, and the school’s culture influences students’ learning. Third, participants' perspectives regarding multiculturalism and multicultural education were divided into three viewpoints: multiculturalism empowers the community and it improves students’ achievements at schools, multiculturalism empowers the teacher's performance in the classroom, and multiculturalism and multicultural education participate in losing the Islamic and Arabic identities for Saudi students. The fourth theme was related to teachers’ professional development. All participants agreed that training programs provided form the Educational Training Department did not reach their desired needs. Implications of the Study The findings of this research have implications regarding multiculturalism and multicultural education in Saudi Arabia. First, the meaning of multicultural education used in the western world was not compatible with the culture of Islamic societies, including Saudi people. Therefore, there is a need for developing a multicultural education philosophy for Arab and Muslim societies that take into account the Arabic and Islamic identities. Second, equity in education is the backbone of the education system in Saudi Arabia. However, Saudi teachers need to be informed about equity in education and students' rights to empower all students to succeed. Third, there is a need for developing an Arabic language learning program for non-Arabic speakers. The fourth implication is that teacher professional development programs need to be developed to prepare teachers to participate in building the future of the country.

Losing a Friend

2021 ◽  
pp. 1158-1174
Author(s):  
Tamara L. Wandel
Keyword(s):  
Social Media ◽  
Children And Adolescents ◽  
Media Consumption ◽  
Depth Information ◽  
Older Children ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Study Methodology

This chapter focuses on the role of social media consumption on older children and adolescents during the bereavement process of a childhood friend. Using case study methodology surrounding an 11-year-old girl's tragic death, surveys were administered to peers and semi-structured interviews with peers, counselors, and the deceased's mother were conducted in order to collect in-depth information on the opinions and feelings of those utilizing social media as they cope with loss, specifically the loss of a friend. The idea of virtual mourning is significant to explore as social media is ubiquitous for most older children and adolescents.

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