The Effectiveness of Gallery Run Technique on Saudi EFL Upper-Intermediate Students’ Speaking Skill: Learners’ Attitudes in Focus

Gallery Run (GR) is a classroom-based dynamic learning technique that promotes higher-order thinking and co-operative learning. This research study examined the influence of GR strategy on Saudi upper-intermediate English as a foreign language(EFL) learners’ oral skills. First off, 62 upper-intermediate EFL learners from a language school in Riyadh were opted and randomly sectioned into an experimental group and a control group. Then, the participants in the two groups were given a speaking pretest. The experiment group applied the GR technique in their classroom, whereas the control group received no treatment and continued with an ordinary classroom program. After two-month classes, a speaking posttest was given to the two groups. To analyze the data collected, Independent and Paired Samples T-tests were conducted. The results showed that the experimental group excelled and outperformed the control group. The results also showed that 25.8% and 48.3% of the participants agreed and strongly agreed respectively that the GR technique enhanced their self-dependence. Furthermore, 45% of the participants reported that the ambiance was delightful, which conduced to the amelioration of their speaking competence. Another significant result was that 61.2% and 19.3% of the learners strongly agreed and agreed respectively that GR reduced the levels of loneliness and social anxiety. Furthermore, 58.1% strongly agreed that the GR technique did not put them under any kind of stress, nor did it encourage social loafing. A final finding reported by the 48.4 % of the learners was that GR reduced their alexithymia, social anxiety, and self-monitoring.

Trening kompetencji międzykulturowej na podstawie analizy podręcznika do nauki języka szwedzkiego dla uczniów na poziomie średniozaawansowanym Rivstart B1+ B2

The aim of the article is to reflect upon the conveying of cultural content in the foreign language classroom that contributes to the development of intercultural competence. It has been attempted to systematize the multitude of aspects which characterizes the use of cultural studies in language classes. It has been done by drawing attention to reasons for taking into consideration this sort of knowledge while preparing the lessons and teaching methods that are in favour of an insightful contact with a cultural content. Attention has been primarily drawn to the coursebook Rivstart B1 +B2 that is intended for intermediate students of Swedish language. The coursebook has been subjected to a comprehensive analysis with regard to the cultural learning.

The Effectiveness of Gallery Run Technique on Saudi EFL Upper-Intermediate Students’ Speaking Skill: Learners’ Attitudes in Focus

Gallery Run (GR) is a classroom-based dynamic learning technique that promotes higher-order thinking and co-operative learning. This research study examined the influence of GR strategy on Saudi upper-intermediate English as a foreign language(EFL) learners’ oral skills. First off, 62 upper-intermediate EFL learners from a language school in Riyadh were opted and randomly sectioned into an experimental group and a control group. Then, the participants in the two groups were given a speaking pretest. The experiment group applied the GR technique in their classroom, whereas the control group received no treatment and continued with an ordinary classroom program. After two-month classes, a speaking posttest was given to the two groups. To analyze the data collected, Independent and Paired Samples T-tests were conducted. The results showed that the experimental group excelled and outperformed the control group. The results also showed that 25.8% and 48.3% of the participants agreed and strongly agreed respectively that the GR technique enhanced their self-dependence. Furthermore, 45% of the participants reported that the ambiance was delightful, which conduced to the amelioration of their speaking competence. Another significant result was that 61.2% and 19.3% of the learners strongly agreed and agreed respectively that GR reduced the levels of loneliness and social anxiety. Furthermore, 58.1% strongly agreed that the GR technique did not put them under any kind of stress, nor did it encourage social loafing. A final finding reported by the 48.4 % of the learners was that GR reduced their alexithymia, social anxiety, and self-monitoring.

ENGAGE Model as an Innovation in Teaching Speaking: A Case of Cognitively More and Less Active EFL Learners

This study investigated the effect of using the ENGAGE Model on the speaking performance of cognitively more and less active EFL learners. The participants of the study were 60 intermediate level male EFL learners who were non-randomly selected from a pool of intermediate students (N=80) based on their performance on a standard version of Preliminary English Test (PET). The selected participants were assigned to the two groups of the ENGAGE Model and Task-based Language Teaching (TBLT). They were also specified in terms of their cognitive ability as cognitively more or less active learners based on their answers to a validated cognitive profile questionnaire. The results revealed that learners in the ENGAGE Model group outperformed students in the TBLT group in terms of their L2 speaking, regardless of whether they belonged to the cognitively less or more active group. It was also concluded students with a cognitively more active profile benefit more from the ENGAGE Model. Keywords: Cognition, ENGAGE Model, Speaking Performance, TBLT, EFL Learners.

The effect of using the distinctive triple strategy on the achievement of first-grade intermediate students in the subject of social studies

The current research aims to know (the effect of using the distinctive triple strategy on the achievement of first-grade intermediate students in the subject of social studies )To verify the objective of the research, the researcher formulated the following null hypothesis: 1- There is no statistically significant difference between the average scores of the students of the experimental group who studies social sciences using the (distinctive triple) strategy, and the average scores of the students of the control group who studies the same subject according to the traditional method in the post-achievement test.. The researcher chose an experimental design with two groups, one experimental and the other control. The two research groups (experimental - control) were rewarded in the following variables : .(Chronological age in months, previous year scores, intelligence test) The current research was limited to first-grade intermediate students in (Al-Hamza Intermediate School for Boys), which is one of the schools affiliated to the city of Baghdad / Karkh Third Education Directorate. Its students (31) students, and the second represented the control group who study the same subject in the traditional way, and their number is (31) students. Thus, the number of the research sample members reached (62) students. 2019 – 2020 To measure the level of students' achievement, the researcher prepared a post-achievement test consisting of a multiple-choice type, which was presented to a group of experts and arbitrators. : The search results showed 1-The students of the experimental group who study the social subject according to the distinguished triple strategy outperformed the students of the control group who study the social subject in the traditional way in the achievement test. The researcher came out with a set of recommendations and suggestions

Appropriate Grammatical Concepts for First-grade Intermediate Students in Kingdom of Saudi Arabia: المفاهيم النحوية الملائمة لطالبات الصف الأول المتوسط في المملكة العربية السعودية

This current research aimed at enumerate and define the grammatical concepts necessary for female students of the first intermediate grade in the intermediate stage, and the research adopted the descriptive survey approach, and the research community consisted of faculty members specialized in Arabic language curricula and its teaching in Saudi universities, and the researchers chose a sample representative of the community in a random way that reached They numbered (13) academically from all Saudi universities, and the researchers prepared a list that included the appropriate grammatical concepts for female students of the first intermediate grade, and the research reached determining the grammatical concepts necessary for female students of the first intermediate grade, and in light of this the researchers recommend an inventory of the grammatical concepts and objectives formulated for each concept, from the current study And other studies related to the link, the formation and control of these concepts, and the training of teachers on them, and enlightening them of the best ways to achieve the goals of each concept. And the necessity of building grammatical concepts hierarchically, so that the relevance of the sub-concepts to the main concept becomes clear, and the necessity of training Arabic language teachers to employ modern strategies to develop grammatical concepts among learners.

The effect of gender and language proficiency on the metaphor use in the writing of TEFL students

The ubiquitous nature of metaphor in everyday life and its significance in second language learning has triggered plethoric research on the relationship between metaphor and language learning. To contribute to the still growing literature, the current study explore the effect of learner variables, namely gender and proficiency, on metaphor use in TEFL students’ writing. To achieve that objective, 27 intermediate and 23 upper-intermediate Iranian TEFL students were asked to write on an IELTS Writing Task 2 topic. Fifty essays were analyzed for metaphor use through Metaphor Identification Procedure (Pragglejaz Group in Metaphor Symb 22(1):1–39, 2007) and Vehicle Identification Procedure (Cameron in Metaphor in educational discourse, Continuum, London, 2003). The data analyzed through t-test and multiple regression analysis revealed the advantage of upper-intermediate students over intermediate students concerning metaphor use in their writing. Gender, on the other hand, did not play an influential role in the students’ metaphor use. The findings of this research and the implications they might have for the field of English language teaching will be discussed.

ACADEMIC STRESS AMONG INTERMEDIATE STUDENTS

An attempt was made in the present investigation is Academic Stres Aim: Objective: s among intermediate students. To study the differences between gender (male & female), type of management (government & private) and locality (rural & urban) on Academic Stress among intermediate students. The sample of the pre Sample: sent investigation was selected 1200 intermediate students in Guttur, Prakasam and Nellore districts of Andhra Pradesh State of India. The subjects were in the age group from 15 to 18 years and using systematic random sampling technique Students Academic Stress Sca Tool: le was developed and standardized by Kumar Reddy and Srinivas (1999) was administered. (1). Females are experienced more Academic Conclusions: Stress (Personal Inadequacy, Fear of Failure, Teacher/Pupil Relationship/Teaching Methods and Inadequate Study Facilities) than male. (2). There is no signicant difference between male and female in component of academic stress (Interpersonal difculties with Teachers). (3) Private colleges students are experience more Academic Stress (Personal Inadequacy, Fear of Failure, Interpersonal difculties with Teachers, Teacher/Pupil Relationship/Teaching Methods and Inadequate Study Facilities) than government college students. (4) Students of urban areas are experienced more Academic Stress (Fear of Failure and Teacher/Pupil Relationship/Teaching Methods) than students of rural areas. (5). There is no signicant difference between rural and urban areas in the components of academic stress (Personal Inadequacy, Interpersonal difculties with Teachers and Inadequate Study Facilities).

University students’ perception toward the use of the mother tongue in the EFL classrooms

This study identified learners’ perceptions toward using the mother tongue and analyzed the function or occasions of its use in the EFL classroom. A mixed-methods design, employing classroom observation, questionnaire, and semi-structured interview as data collection methods, was used to pursue this study. The questionnaire items gained the students’ opinion on two categories, namely: students’ preference and occasion of mother tongue use. Twenty undergraduate students who took the Speaking course at a private university in Aceh were involved as the participant of the observation and questionnaire. Meanwhile, only three of them were chosen as the interviewee. The questionnaire data were analyzed quantitatively. In contrast, the observation and interview data were analyzed qualitatively. The results indicated that the use of mother tongue brought positive and negative impacts regarding the students’ perception based on their various English proficiency levels. The low level of English proficiency and intermediate students revealed a higher preference toward the mother tongue to understand the instructions, explain unfamiliar vocabularies, and understand the differences or similarities of English pronunciation and idioms. At the same time, the advanced students indicated a negative perception of mother tongue use. They chose to avoid using their mother tongue to improve their skill through maximum exposure to English as the target language in the speaking classroom atmosphere.

EMOTIONAL INTELLIGENCE AMONG INTERMEDIATE STUDENTS

An attempt was made in the present investigation is Aim: Emotional Intelligence among intermediate students. Objectives: To study the inuence of gender, type of management and locality among intermediate students. Sample: The sample of the present investigation was selected 1200 intermediate students in Guttur, Prakasam and Nellore districts of Andhra Pradesh State of India. The subjects were in the age group from 15 to 18 years and using systematic random sampling technique. Tool: Emotional Intelligence Scale developed by Nutankumar Thingujam, and Usha Ram (1999) was used. Research Design: As there are three independent variables i.e., gender (male & female), type of management (government & private) and locality (rural & urban), each is divided in to two categories, a 2×2×2 factorial design was employed in the present study. Statistical Analysis: Means, SDs and Analysis of Variance (ANOVA) were used. Results: Results revealed signicant impact of gender, type of management and locality with regard to Emotional Intelligence. Conclusions: Females have high Emotional Intelligence than males; private college students have high Emotional Intelligence than government colleges and students of urban areas have high Emotional Intelligence than students of rural areas.