International Journal of Education

Journal Information
EISSN : 1948-5476
Current Publisher: Macrothink Institute, Inc. (10.5296)
Total articles ≅ 486
Archived in
SHERPA/ROMEO
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Latest articles in this journal

Christian Atabong Nchindia, Elizabeth Bennett
International Journal of Education, Volume 13, pp 52-67; doi:10.5296/ije.v13i1.18289

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International Journal of Education, Volume 13, pp 16-30; doi:10.5296/ije.v13i1.18145

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Sara Mubarak Joma’A Mahboub Mubarak
International Journal of Education, Volume 13, pp 31-51; doi:10.5296/ije.v13i1.18460

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Noor Hanim Rahmat, Haeza Haron
International Journal of Education, Volume 13, pp 87-104; doi:10.5296/ije.v13i1.17779

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Noor Hanim Rahmat, Mok Soon Sim, Lau Suk Khin, Ling Tek Soon
International Journal of Education, Volume 13, pp 1-15; doi:10.5296/ije.v13i1.18399

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Bernard Wasilwa Wanyama, Daniel N. Sifuna, Maurice I. Makatiani
International Journal of Education, Volume 13, pp 68-86; doi:10.5296/ije.v13i1.18480

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Sylvia Chong, Theresa Lu
International Journal of Education, Volume 12, pp 132-150; doi:10.5296/ije.v12i4.18053

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, Miriam Alkubaidi
International Journal of Education, Volume 12; doi:10.5296/ije.v12i4.17652

Abstract:
The use of English as a Foreign Language (EFL) in Saudi Arabia does not appear to continue in the coming years on account of its strong commitment towards the 2030 vision that aims to reformulate and restructure the foundations of the social and economic fabric of the Saudi society. The Arabic language holds its significance in the society due to being a religious language. The current review has analyzed the paradigm shifts from EFL to ESL in higher education in The Kingdom of Saudi Arabia and predicted the future of English in Saudi Arabia. The major challenge that policymakers may encounter would be how to localize education of English language to meet the Saudi norms and standards of learning while at the same time modernize and internationalize the higher education through western theoretical knowledge and the English language. Suggestions regarding these aspects may direct individuals involved in language planning in Saudi Arabia.
International Journal of Education, Volume 12, pp 1-11; doi:10.5296/ije.v12i4.17898

Abstract:
This paper aims at presenting an interactive approach that was implemented on Arab Open University (AOU) students to enrich their productive skills namely speaking, oral presentation and writing skills. The researcher aimed at establishing a community of practice through a blended learning environment which considers non-traditional multicultural leaner. This community of practice presents a combination of face-to-face facilitated learning, e-learning and self-study. The researcher applied “Present to Learn” approach on AOU students employing Johari Windows Model to develop the identified productive skills and break the students’ stage fright through collaboration in groups. An observation checklist was developed to check the students’ oral presentation and writing prompts. In addition, a questionnaire was developed to measure the students’ satisfaction towards the applied interactive approach and their assessment of the whole experiment. It was observed that cooperative work especially with having critical partners has improved the students’ performance achievement through learning from each other in one group and competing with other groups. The collected feedback from the questionnaire was in favour of applying this approach on more groups which was implemented across three consecutive academic semesters. Moreover, the students’ end results were statistically analysed and a correlation between high performance achievement and active participation inside and outside the class was drawn. The results have shown that students who participated by giving presentations reflecting their group work obtained higher grades than those who failed to work with others or did not give any presentations.
Weifang Yang, Haowen Yan
International Journal of Education, Volume 12, pp 151-162; doi:10.5296/ije.v12i4.18252

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