scholarly journals Analyzing the Content of Reading Texts Questions in Flying High for Saudi Arabia

2020 ◽  
Vol 13 (6) ◽  
pp. 96
Author(s):  
Majed Barashid
Keyword(s):  
Saudi Arabia ◽  
Cognitive Skills ◽  
Thinking Skills ◽  
Cognitive Domain ◽  
Saudi Students ◽  
Cognitive Levels ◽  
Wh Questions ◽  
Shed Light ◽  
Reading Texts

This study aimed at analyzing the cognitive levels of the wh-questions following the reading texts in the Students’ Book of Flying High for Saudi Arabia One. A Checklist based on the revised cognitive domain of Bloom’s Taxonomy was the instrument used to categorize the cognitive levels of these questions and to determine to what extent they are included properly in the Student’s Book of Flying High for Saudi Arabia One. The main findings revealed that the wh-questions following the reading texts which are included in the textbook under analysis were not properly included. Also, the authors of the textbook overemphasized the lower thinking skills and neglected higher thinking skills. Such study is recommended to shed light upon the role of the other series of Flying High for Saudi Arabia in developing cognitive skills among secondary Saudi students.

scholarly journals Exploring the Unknown: The Autonomy of Saudi EFL Learners

2017 ◽  
Vol 10 (5) ◽  
pp. 222 ◽  
Author(s):  
Fakieh Alrabai
Keyword(s):  
Academic Achievement ◽  
Saudi Arabia ◽  
Foreign Language ◽  
Learner Autonomy ◽  
Vital Role ◽  
T Test ◽  
Efl Learners ◽  
Saudi Students ◽  
Standardized Achievement Tests

This study addresses a new area of research in Saudi Arabia. Using a sample of 630 Saudi students, it investigates learners’ level of autonomy and its relationship to academic achievement in English as a foreign language (EFL). Learners’ level of autonomy was measured by a survey, whereas their achievement was evaluated using standardized achievement tests. The data were analyzed using descriptive analyses and a t-test. The findings revealed that learners were non-autonomous, with a mean autonomy score of 2.35 out of 5; and also low language achievers (M = 66 out of 100). Gender had a significant effect on autonomy and achievement. These findings emphasize the vast lack of awareness of the vital role of learner autonomy in the Saudi EFL setting. The study suggests that Saudi learners and teachers alike require increased awareness of the importance of the concept of autonomy and that practical means to promote Saudi EFL learner autonomy should be sought and practiced.

scholarly journals Toward a Constructivist Approach in Saudi Education

2016 ◽  
Vol 9 (12) ◽  
pp. 104
Author(s):  
Sumayyah Alsulami
Keyword(s):  
Saudi Arabia ◽  
Educational System ◽  
Learning Process ◽  
Social Constructivism ◽  
Effective Theory ◽  
Constructivist Approach ◽  
Saudi Students ◽  
Real Change ◽  
Different Levels

<p>In the way to develop the educational system in Saudi Arabia, the emphasis was only on the materials with no more attention for the role of the learner and the teacher in the learning process or even the external factors around them. However, there are many theories and approaches that may help the Saudi students in different levels to understand the real aims of learning. Constructivism is one of the most influential theories in learning but not the only one. Constructivist approach has different versions that might be applied successfully in Saudi context. This article will introduce two versions of constructivism which are cognitive and social constructivism. This approach can make a real change in learners and teachers in the circle of learning process in Saudi Arabia. Constructivism will be presented as an effective theory of knowledge can improve the educational system of Saudi Arabia.</p>

scholarly journals Do Saudi EFL Teachers Promote Creativity in Their Classrooms?

2016 ◽  
Vol 9 (4) ◽  
pp. 11 ◽  
Author(s):  
Abdulaziz Ali Al-Qahtani
Keyword(s):  
Saudi Arabia ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Future Research ◽  
School Students ◽  
Public School Students ◽  
Saudi Students ◽  
Efl Teachers ◽  
Fostering Creativity ◽  
Language Classrooms

<p>Despite the efforts made by the Ministry of Education in Saudi Arabia, there is still much to be done in order to nourish creativity in schools. According to a number of studies, there is an urgent need to reconsider the role of creativity in the current educational programmes because there is an increasing gap between the reality of the classrooms and the expectations that students and others, such as parents, might have. Studies have shown that Saudi public school students lack the necessary creative thinking skills, especially in language classrooms. In fact, as claimed by some researchers, Saudi students’ low level of achievement in English is mainly a result of the approaches and methods practiced in schools that do not promote creativity. The current study explores whether or not EFL teachers promote creativity in their classrooms in Saudi Arabia, while also taking into consideration their own perceptions and attitudes towards this important concept.</p><p>The sample in this study included 45 Saudi EFL teachers and six EFL supervisors. After teachers responded to a creativity questionnaire that explored their attitudes and the extent to which they promote creativity in language classrooms, eight of the teachers and the six EFL supervisors were interviewed. The results revealed that most Saudi EFL teachers put little effort into fostering creativity in their teaching practices. Also, their attitudes towards creativity seem to be divided. The study identified a number of factors as being responsible for these results. They highlight the need to familiarize textbook designers, EFL supervisors, and teachers with the importance of creativity and its various applications. The study concludes with important practical recommendations and suggestions for future research.</p>

scholarly journals iPads for Cognitive Skills in EFL Primary Classrooms: A Case Study in Saudi Arabia

2020 ◽  
Vol 14 (1) ◽  
pp. 13
Author(s):  
Jawza Alshammari ◽  
Ruth Reynolds ◽  
Kate Ferguson-Patrck
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Technology Use ◽  
Cognitive Skills ◽  
New Technology ◽  
Thinking Skills ◽  
Innovative Technology ◽  
Significant Shift ◽  
Primary Classrooms ◽  
Teacher Student

This research study was designed to clarify the effectiveness of innovative technology use in order to develop cognitive skills in Saudi Arabia with particular focus on the use of iPads in English as a Foreign Language (EFL) classes. New technology approaches are continually being implemented in educational environments but there is often lagging analysis as to the effectiveness of these approaches. In the context under review the implementation of iPads represented a significant shift from using paper and pen to using a portable touchpad and digital pen. This qualitative study comprising observations, interviews and focus groups with teachers and students in four primary EFL primary classrooms in Saudi Arabia. It aimed to investigate any links between EFL teaching approaches, revised Bloom&rsquo;s Taxonomy of thinking skills and the use of iPads. The findings indicated an unevenness in the application of revised Bloom&rsquo;s Taxonomy in English instruction generally and most iPad teaching practices were represented at lower order thinking levels (Remember, Understand and Apply). Also, flexible use of iPads when teaching-learning EFL represented levels of revised Bloom&rsquo;s Taxonomy which aligns with specific roles of; teacher (T), teacher-student shared role (TS) and student (S) and plays a part in representing cognitive skills. These findings contribute to tablet devices use in language learning literature by highlighting the &lsquo;how&rsquo; of EFL instruction based on revised Bloom&rsquo;s Taxonomy.

scholarly journals Problems facing primary school teachers in the probation year in Arar, and the role of school principals in dealing with them: دور مديري المدارس في التعامل مع المشكلات التي تواجه المعلم في سنة التجربة في المرحلة الابتدائية في مدينة عرعر

2019 ◽  
Vol 3 (32) ◽  
Author(s):  
Fahd Eid Nazzal Al-Anzi
Keyword(s):  
Saudi Arabia ◽  
Standardized Test ◽  
Native Speakers ◽  
Meta Analysis ◽  
Faculty Members ◽  
Average Score ◽  
Preparation Programs ◽  
Primary School Teachers ◽  
Saudi Students

Although English, as a core school subject in Saudi Arabia, has been around for almost a century now, the EFL teachers' preparation programs in Saudi Arabia still fail to deliver, help or even set a plan for change as the English proficiency for Saudi students in schools and colleges has for long been low. The current study aimed to investigate some, and might be hidden, causes for the low English achievements for students in Saudi Arabia. Qualitative meta-analysis was used in which four faculty members were semi-structurally interviewed. The findings show that, 1) the average score of Saudi students in TOEFL, as an English standardized test, were low and below expectations especially in reading and writing, 2) there is a huge gap between what students in EFL programs learn and the demands of modern teaching, 3) many EFL programs lack adequate teaching courses and practices, 4) lack of interaction and exposure to native speakers is also problematic and caused shortcomings. The study recommends that more serious redemptions needed despite the recent efforts.

scholarly journals The Use of Constructivist Approach in Enhancing the Students’ Chemistry Achievement

1970 ◽  
Vol 3 (1) ◽  
pp. 9-17
Author(s):  
Maria Wendy M. Solomo
Keyword(s):  
Cognitive Skills ◽  
Teaching Method ◽  
Thinking Skills ◽  
Development Theory ◽  
Traditional Teaching ◽  
Constructivist Approach ◽  
Chemistry Achievement ◽  
Cognitive Levels ◽  
Quasi Experimental ◽  
Specific Factors

Anchored on the constructivist and social development theory, this study aimed to enhance the chemistry achievement of students in terms of the comprehension, application, and analysis cognitive levels. It also determined the specific factors in the constructivist approach that contributed significantly to students’ achievement and attitude. It employed quasi-experimental method, specifically the pretest – posttest two group design, utilizing both quantitative and qualitative techniques in collecting and analyzing the data. The use of the constructivist approach significantly enhanced the comprehension, application, and analysis cognitive skills. The group exposed to the constructivist approach performed better than the group exposed to the traditional teaching method. The constructivist strategies and students’ involvement have significant correlation on students’ achievement and attitude. Educators should develop students’ higher thinking skills using the constructivist approach in various disciplines. Some designed activities could be given after class hours, as project or assignment, to continue the processing of skill development.

scholarly journals The Role of Motivation in Second Language Learning in King Khalid University, Saudi Arabia

2020 ◽  
Vol 11 (6) ◽  
pp. 893
Author(s):  
Rafiq Shamiry ◽  
Mohammad Al Fuad
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Second Language Learning ◽  
Extrinsic Motivation ◽  
Tertiary Level ◽  
Saudi Students ◽  
Life Long Learning ◽  
Set Up ◽  
Shed Light

This paper attempts to shed light on Saudi college students’ internal motivational set up and how it negatively impacts their learning outcomes at the tertiary level at King Khalid University. To investigate that, a questionnaire that consists of ten questions was conducted on 90 (ninety) students selected from level four and eight in the Department of English of the same university. The responses of the learners indicate that the majority of the respondents are not highly motivated and chose English as a major- for their B.A. course- against their will as there were no other alternatives for several reasons. The results show- not surprisingly though- that most of the students are driven by extrinsic motivation to study English in order to get good jobs.The statistics obtained from the Department, of deprived and withdrawn students are quite high and that confirm the researchers' hypothesis of students' demotivation in the Department of English. Finally, researchers have suggested some remedial academic initiatives to help these undergraduate Saudi students in the Department of English at King Khalid University to overcome the difficulties and problems resulting from extrinsic motivation and showing ways of attaining positive (intrinsic) motivational make up that initiates true, life-long learning.

scholarly journals ROLE OF ONLINE DISCUSSION FORUMS IN ENHANCING USERS’ COGNITIVE SKILLS

2021 ◽  
pp. 307
Author(s):  
Charles Ononiwu
Keyword(s):  
Learning Process ◽  
Cognitive Skills ◽  
Online Discussion ◽  
Qualitative Content Analysis ◽  
Classroom Interaction ◽  
Thinking Skills ◽  
Metacognitive Skills ◽  
Discussion Forums ◽  
Online Discussion Forums

The study examines the role of online discussion forums (ODFs) in the learning process, using Garrison, Anderson and Archer's (2000) Community of Inquiry (CoI) model, particularly on the development of metacognitive skills, higher-order thinking skills and collaborative learning, all of which provide the impetus for workplace skills, such as analytical skills and teamwork. To achieve that, the study adopts the qualitative content analysis method to examine learners’ text submissions in the ODF. An ODF was set up on www.easyclass.com (an online learning management system), and students were invited to post their submissions in the forum bi-weekly for three months. A series of prompts from the course instructor were given to the learners in the ODF bi-weekly after the f2f classroom interaction. The prompts were designed to elicit students' responses, which would provide evidence of students’ learning, such as application of theory to practice, the abstraction of major ideas from a text, appropriate inferences and synthesis of ideas, etc. The analysis of the findings demonstrated evidence of metacognitive awareness, which was facilitated by the asynchronous nature of the discussion forum, as it gives learners sufficient time to engage in thorough research and careful thought before posting their submission. The findings also demonstrated that peer-to-peer knowledge dissemination is best stimulated using the ODF, as it gives learners opportunities to participate actively and to collaborate with their peers in the learning process.

scholarly journals A Content Analysis of the WH-Questions in the EFL Textbook of That's Right

2020 ◽  
Vol 7 (3) ◽  
pp. 220-243
Author(s):  
Abdul Kareem Igbaria ◽  
Asmaa Ghanayem
Keyword(s):  
Content Analysis ◽  
Lower Order ◽  
Cognitive Skills ◽  
English Education ◽  
Bloom's Taxonomy ◽  
Thinking Skills ◽  
High Order ◽  
Bloom’S Taxonomy ◽  
Wh Questions ◽  
High Order Thinking

In the current study, the researchers analyzed the units of the textbook “That’s Right” for 10th grade students for English teaching in Israel. The study examined the WH- questions found in the textbook according to the various cognitive levels of Bloom’s Taxonomy.  By using Bloom's taxonomy, the researchers attempted to understand whether WH-questions used in the textbook emphasize high-level thinking and cognitive skills development. The question of this study is: To what extent do the WH-questions in the textbook “That’s Right” emphasize higher order thinking skills? Content analysis was performed for the questions for five study units in the textbook. The question served as the unit of analysis for this research. A WH-question is defined as a question beginning with a WH-word and ending with a question mark. The questions were collected, listed, and analyzed according to Bloom's taxonomy, according to which thinking skills are divided into low and high orders. Low order thinking skills are knowledge, comprehension, and application. High order thinking skills are: analysis, synthesis, and evaluation. Percentages and frequencies of each cognition level were calculated for each book unit separately and for all the units combined. Validation and reliability checks were performed to validate this study. The results showed that 245 out of the 324 questions emphasized cognition levels that develop lower order thinking skills, while only 79 questions emphasized the three levels that use high order thinking skills. The textbook "That’s Right" questions place most emphasis on comprehension and knowledge, which are both connected to lower order thinking skills. This may result in lower cognitive abilities among students and should be further investigated to create better language skills in future generations. Additional studies of English textbooks at various age levels using content analysis are recommended.  These studies will show which cognitive skills are developed in English materials and will improve future English education in Israel.

The Role of Zinc in Thyroid Hormones Metabolism

2019 ◽  
Vol 89 (1-2) ◽  
pp. 80-88 ◽  
Author(s):  
Juliana Soares Severo ◽  
Jennifer Beatriz Silva Morais ◽  
Taynáh Emannuelle Coelho de Freitas ◽  
Ana Letícia Pereira Andrade ◽  
Mayara Monte Feitosa ◽  
...  
Keyword(s):  
Thyroid Hormones ◽  
Scientific Evidence ◽  
Thyroid Stimulating Hormone ◽  
Zinc Transporters ◽  
Serum Concentrations ◽  
Metabolic Adaptations ◽  
Serum T3 ◽  
Regulatory Effects ◽  
Shed Light

Abstract. Thyroid hormones play an important role in body homeostasis by facilitating metabolism of lipids and glucose, regulating metabolic adaptations, responding to changes in energy intake, and controlling thermogenesis. Proper metabolism and action of these hormones requires the participation of various nutrients. Among them is zinc, whose interaction with thyroid hormones is complex. It is known to regulate both the synthesis and mechanism of action of these hormones. In the present review, we aim to shed light on the regulatory effects of zinc on thyroid hormones. Scientific evidence shows that zinc plays a key role in the metabolism of thyroid hormones, specifically by regulating deiodinases enzymes activity, thyrotropin releasing hormone (TRH) and thyroid stimulating hormone (TSH) synthesis, as well as by modulating the structures of essential transcription factors involved in the synthesis of thyroid hormones. Serum concentrations of zinc also appear to influence the levels of serum T3, T4 and TSH. In addition, studies have shown that Zinc transporters (ZnTs) are present in the hypothalamus, pituitary and thyroid, but their functions remain unknown. Therefore, it is important to further investigate the roles of zinc in regulation of thyroid hormones metabolism, and their importance in the treatment of several diseases associated with thyroid gland dysfunction.

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