The effects and usefulness of blending asynchronous online discussion with face-to-face classes on students’ reading comprehension, participation and learning at first year of secondary school in Saudi Arabia

This study examined the effects and usefulness of blending asynchronous online discussion (AOD) with face-to-face (FTF) reading classes on first-year Saudi Arabian secondary school students’ Arabic reading comprehension, participation, interaction and learning processes. A sequential mixed methodology approach was applied, including quantitative and qualitative research data collection and analysis. Two teachers and 64 students participated. The first part involved a quasi-experimental quantitative design with two groups to examine the impact of BL on students’ comprehension scores. In the control group, 32 students participated in traditional FTF learning only. In contrast, 32 students in the experimental group participated in both FTF and AOD learning via 12 online group discussions over six weeks. Both groups were given the same pre-and post-comprehension tests. The second part involved qualitative semi-structured interviews with 16 students from the experimental, blended group and the two teachers. The third part involved quantitative and qualitative analysis of the AODs. The main finding of this study was that students in the experimental BL group did not improve significantly more than those in the FTF group in overall comprehension post-test scores, or literal, inferential and evaluative comprehension sub-levels. However a comparison within groups revealed that the experimental BL group demonstrated a significant improvement in test scores for overall and all sub-levels of comprehension while students in the control, FTF group only improved significantly in overall and literal comprehension. Overall, this study concludes that although there was no significant effect of blending AOD with FTF reading classes in terms of students’ reading comprehension compared to FTF learning, the integration of AOD design has the potential to benefit students’ participation, learning about comprehension strategies, and interaction. However, there were some challenges that must be considered. A number of recommendations are provided for designing effective AOD activities to support teaching and learning in Arabic reading classes

THE IMPLEMENTATION OF SCAFFOLDING READING EXPERIENCE STRATEGY IN INCREASING STUDENTS’ COMPREHENSION

The aim of this research is to find out whether there is a significant difference in achievement between students who were thought reading comprehension by using SRE strategy and those who are not, and to examine the students’ responses toward the SRE strategy used in teaching reading comprehension. The method used in this study was experimental design in which classified into experimental and control groups. The population of the study was the first-grade students of State Vocational School 1 Nisam, North Aceh. The data were collected through a reading comprehension test and a set of questionnaires. The finding showed significant differences between the pre-test and post-test score. The result showed that the means of pre-test for both class of experimental was M=46, 79, SD = 14, 15) to post test (M = 75, 36, SD = 12, 01), t (27) = -11, 92, p < .001 (two-tailed). The data squared statistics (.84) indicated a large effect size. The mean increase from the test illustrated significant difference between pre-test and post-test, hence the hypothesis was accepted. Furthermore, the result of data analysis from the questionnaire showed that most of the students responded positively

Investigating Reading Challenges Faced by EFL Learners at Elementary Level

It is hard to ignore the importance of reading skills for desired proficiency in foreign languages. Reading can be beneficial for learners to immerse themselves in the target language and learn it efficiently. In EFL contexts like Saudi Arabia, learners face many challenges in reading skills. The main purpose of this research was to explore reading problems of elementary level students and causes of the readings skills inabilities. Following random and convenience sampling techniques; this mixed-method research obtained quantitative data from 290 elementary level students and qualitative data from nine teachers and supervisors. The analysis of quantitative data from the reading test and checklist and qualitative data retrieved from interviews suggests that students considerably perform relatively low in reading skills, and the main reasons are poor vocabulary, incorrect pronunciation, wrong spellings, slow reading pace, and flawed grammar. These five areas account for more than 90% of the challenges faced by learners in reading skills. Based on evidence from this research, we suggest that policymakers, teachers, and students should focus on these five areas for solving the issues related to reading skills. Although other avenues are essential, these items demand special attention to develop the reading skills of EFL learners in Saudi Arabia and elsewhere in the world.Keywords: Reading skill, Elementary level, Reading Pace, EFL  

Exploring the impact of the COVID-19 safety measures on learner-centred teaching in rural English FAL classrooms

The Coronavirus (COVID-19) has disrupted the process of teaching and learning in unprecedented ways. There has been a shift in the way lesson presentation takes place in many classrooms. In particular, the COVID-19 safety measures (social distancing and wearing of masks) threaten learner-centred teaching in rural English First Additional Language (FAL) classrooms. As a result, there is a need to explore the impact of the COVID-19 safety measures on learner-centred teaching in rural English FAL classrooms. To achieve this aim, the study raises these questions: how do COVID- 19 safety measures disrupt learner-centred teaching in rural English FAL classrooms? How do rural English FAL teachers implement learner-centred teaching while adhering to the COVID-19 safety measures? The study adopts a qualitative research design and uses Document Analysis and Online interviews to generate data from eleven participants.Following thematic analysis, data revealed that the COVID-19 safety measures negatively impact learner-centred teaching in rural English FAL classrooms. The challenges include ineffective monitoring and scaffolding, difficulty engaging in concrete and cooperative learning, limited opportunities for creativity, and distorted communication.In response, the paper recommends various strategies to lessen the impact of the COVID-19 safety measures on learner-centred teaching in rural English FAL classrooms. These include: strengthening the home-school connection, creating a supportive classroom environment, incorporating fun activities in collaborative learning activities, and providing activities that encourage independent learning

Exploring the impact of the COVID-19 safety measures on learner-centred teaching in rural English FAL classrooms

The Coronavirus (COVID-19) has disrupted the process of teaching and learning in unprecedented ways.  There has been a shift in the way lesson presentation takes place in many classrooms. In particular, the COVID-19 safety measures (social distancing and wearing of masks) threaten learner-centred teaching in rural English FAL classrooms.  As a result, there is a need to explore the impact of the COVID-19 safety measures on learner-centred teaching in rural English FAL classrooms. To achieve this aim, the study raises these questions: how do COVID- 19 safety measures disrupt learner-centred teaching in rural English FAL classrooms? How do rural English FAL teachers implement learner-centred teaching while adhering to the COVID-19 safety measures? The study adopts a qualitative research design and uses Document Analysis and Online interviews to generate data from eleven participants. Following thematic analysis, data revealed that the COVID-19 safety measures negatively impact learner-centred teaching in rural English FAL classrooms. The challenges include: ineffective monitoring and scaffolding, difficulty engaging in concrete and cooperative learning, limited opportunities for creativity, and distorted communication. In response, the paper recommends various strategies to lessen the impact of the COVID-19 safety measures on learner-centred teaching in rural English FAL classrooms. These include: strengthening the home-school connection, creating a  supportive classroom environment, incorporating fun activities in collaborative learning activities, and providing activities that encourage independent learning

Scaffolding Strategy and Customized Instruction Efficiency in Teaching English as a Foreign Language in the Context of Saudi Arabia

This study investigates how to teach English in optimal way using scaffolding, consideration of the learners’ needs and preference in the context of Saudi Arabia. The study entails the role of scaffolding strategy, personification, differentiation, individualization and customization in maximizing teaching English’s quality and facilitation of learning process. The study is based on descriptive approach and the researchers use a questionnaire as an instrument of data collection. The findings of the study have revealed that using scaffolding and implementing customized instructions in teaching English in Saudi Arabia context maximizes teaching’s quality, grasp learners’ awareness and interactivity. The study recommends that customized instruction and customized syllabus should be implemented in English class in Saudi Arabia, Keywords: customization, differentiation, personification, individualization, scaffolding, efficiency DOI: 10.7176/JLLL/77-05 Publication date:March 31st 202

READERS’ THEATRE TECHNIQUE; RELEVANCE OF NATURE OF CLASS FOR ENHANCING READING SKILLS IN SECONDARY SCHOOLS IN KISUMU COUNTY, KENYA

Learners in secondary schools ought to be provided with a learning environment which results in effective reading skills. Nature of class facilitates achievement in reading skills through group work, scaffold, motivation and enacting scripts. This study adopted social constructivism in a quasi-experimental design to establish influence of nature of class on achievement in reading skills in secondary schools. Data was collected from learners, n=205 (experimental groups), n=221 (control groups) and 19 teachers for a period of 8 weeks. Reading skills assessment tests, questionnaires, interviews, focus group discussions were used to collect data. The findings revealed a statistically significant relationship between nature of class and achievement in reading skills with p=0.00. The findings in regard to statistical analysis revealed nature of class had a significant impact on achievement in reading skills and interactive classroom environment would be valuable in the teaching and learning of reading skills.  Article visualizations

The Effects of the COVID-19 Pandemic on the Digital Competence of Educators

The Covid-19 pandemic is having an undeniable impact on all the statements of society. Regarding teaching and learning activities, most educational institutions suspended in-person instruction and moved to remote learning during the lockdown of March and April 2020. Although nowadays many countries have progressively re-opened their educational systems, blended learning is a common practice aimed to reduce the spread of the Covid-19 disease. This disruption has supposed an unprecedented acceleration to the digitalization of teaching and learning. Teaching professionals have been forced to develop their digital competence in a short amount of time, getting mastery in the management of information, the creation of audiovisual contents, and the use of technology to keep their students connected. This Special Issue presents contributions regarding the adoption of distance learning strategies, experiences, or lessons learned in this domain

Redefining Literacy: The Realities of Digital Literacy for Students with Disabilities in K-12

Technology has shaped the definition of literacy from the traditional meaning of having the ability to read and write to being a social practice that enables individuals to learn and interact with the world. With this notion of literacy, technology has become a tool to motivate and engage all learners through broad practices and platforms that could effectively strengthen a student’s learning experience. The shifting from printed content to digital form is a transfer point of the traditional understanding of literacy to a new and modern meaning. This has led to a new term known as digital literacy, whereby perceiving information, gaining knowledge, and expressing understanding for the purposes of learning are delivered through a digital format. Therefore, this study has comprehensively reviewed implementing technology into digital learning for K–12 students with disabilities. Moreover, the study has investigated special and general education teachers (n = 682) through open-ended questions to have a better understanding of the integration of learning and digital literacy. The results of the study have been interpreted to enhance the practice and research of the future of technology through digital literacy. Keywords: Digital literacy, students with disabilities, K-12, special education, general education, technolog