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This book explores an area that has been somewhat overlooked in the
literature to date - the current status and future trends of
English education in Oman. It offers a variety of theoretical and
methodological approaches to the subject and explores areas of
English education in Oman that have, until now, been little
investigated. It explores these issues from a variety of
perspectives: the professionalization of English teachers in the
country; the implementation of novel teaching methodologies,
curricula, and assessment approaches, into what are, in many ways,
still very traditional education settings; the integration of
learner identity into English language instruction; country- and
culture-specific concerns with conducting research with Omani
participants; the strategic demands of building stronger links
between education and workforce needs; and developing learner
autonomy and motivation.
This book examines acknowledged practices and demonstrates to
teachers how to make the most out of their assessment practices. It
also explores different assessment methods for skills such as
reading, writing, listening and speaking. Forecasting the future of
assessment and where concepts like alternative assessment and
dynamic assessment are heading, it also shows how relatively new
teaching methods such as communicative methodologies and
problem-based learning are reflected in assessment. This book
represents a forum where contributors have presented their research
and innovative ideas and practices on the important topic of
assessment and opened a fresh debate on it. It offers an excellent
reference guide for EFL teachers, practitioners, researchers and
testing and assessment specialists. Each chapter examines central
issues in assessment and their connection with teaching and
learning in EFL contexts.
This book explores an area that has been somewhat overlooked in the
literature to date - the current status and future trends of
English education in Oman. It offers a variety of theoretical and
methodological approaches to the subject and explores areas of
English education in Oman that have, until now, been little
investigated. It explores these issues from a variety of
perspectives: the professionalization of English teachers in the
country; the implementation of novel teaching methodologies,
curricula, and assessment approaches, into what are, in many ways,
still very traditional education settings; the integration of
learner identity into English language instruction; country- and
culture-specific concerns with conducting research with Omani
participants; the strategic demands of building stronger links
between education and workforce needs; and developing learner
autonomy and motivation.
This book examines acknowledged practices and demonstrates to
teachers how to make the most out of their assessment practices. It
also explores different assessment methods for skills such as
reading, writing, listening and speaking. Forecasting the future of
assessment and where concepts like alternative assessment and
dynamic assessment are heading, it also shows how relatively new
teaching methods such as communicative methodologies and
problem-based learning are reflected in assessment. This book
represents a forum where contributors have presented their research
and innovative ideas and practices on the important topic of
assessment and opened a fresh debate on it. It offers an excellent
reference guide for EFL teachers, practitioners, researchers and
testing and assessment specialists. Each chapter examines central
issues in assessment and their connection with teaching and
learning in EFL contexts.
This edited volume examines a number of topics related to the roles
of individual and contextual factors in English as second or
foreign language (ESL/EFL) settings by presenting chapters across
the three sections of theoretical and pedagogical approaches,
teacher and learner research, and research into the roles of
technology. The book has a focus on practical actions and
recommendations related to individual and contextual factors in
ESL/EFL, with a specific concern with issues of cognition,
metacognition, emotion, and identity, and offers perspectives from
a diverse range of international education settings. For
teachers of ESL/EFL, the effective recognition and integration of
individual and contextual factors into the classroom may represent
a significant challenge. This is often the case in those settings
where native English speaking teachers work in foreign language
contexts where they may have limited understanding of local
cultures and languages, or where language instructors have class
groups that are culturally and linguistically diverse. In these,
and similar, contexts, the types and extent of individual and
contextual factors impacting on language learning may challenge
both learner and instructor expectations of what an effective and
supportive classroom is. While such a situation offers numerous
opportunities for learners and teachers to expand their knowledge
of themselves and each other, it also presents the possibility for
ineffective teaching and learning to occur. It is within this
framework that the book presents the latest theoretical,
pedagogical, and research perspectives from around the world,
thereby providing a resource for all stakeholders with an interest
in the roles individual and contextual factors play in the English
learning process.
This edited volume examines a number of topics related to the roles
of individual and contextual factors in English as second or
foreign language (ESL/EFL) settings by presenting chapters across
the three sections of theoretical and pedagogical approaches,
teacher and learner research, and research into the roles of
technology. The book has a focus on practical actions and
recommendations related to individual and contextual factors in
ESL/EFL, with a specific concern with issues of cognition,
metacognition, emotion, and identity, and offers perspectives from
a diverse range of international education settings. For teachers
of ESL/EFL, the effective recognition and integration of individual
and contextual factors into the classroom may represent a
significant challenge. This is often the case in those settings
where native English speaking teachers work in foreign language
contexts where they may have limited understanding of local
cultures and languages, or where language instructors have class
groups that are culturally and linguistically diverse. In these,
and similar, contexts, the types and extent of individual and
contextual factors impacting on language learning may challenge
both learner and instructor expectations of what an effective and
supportive classroom is. While such a situation offers numerous
opportunities for learners and teachers to expand their knowledge
of themselves and each other, it also presents the possibility for
ineffective teaching and learning to occur. It is within this
framework that the book presents the latest theoretical,
pedagogical, and research perspectives from around the world,
thereby providing a resource for all stakeholders with an interest
in the roles individual and contextual factors play in the English
learning process.
Different regions of the world are making increasing demands for
educational reform, especially when institutions are dissatisfied
with the level of proficiency of their graduates. Since the
realization of how important English education is to global
success, reform to English education is becoming progressively
vital in societies all over the world. Curriculum Reform
Initiatives in English Education provides research exploring the
theoretical and practical aspects of a variety of areas related to
English education and reform, as well as applications within
curriculum development and instructional design. Featuring coverage
on a broad range of topics such as teachers' roles, teaching
methods, and professional development, this book is ideally
designed for researchers, educators, administrators, policymakers,
interpreters, translators, and linguists seeking current research
on the existing body of knowledge about curriculum reform in
English education in an international context.
Educators continue to strive for advanced teaching methods to
bridge the gap between native and non-native English speaking
students. Lessons on written forms of communication continue to be
a challenge recognized by educators who wish to improve student
comprehension and overall ability to write clearly and expressively
Methodologies for Effective Writing Instruction in EFL and ESL
Classrooms brings together research and practices for successful
written communication teaching among students of diverse linguistic
backgrounds. With technological advancements and resources,
educators are able to implement new tools into their lesson plans
for the benefit of their students. This publication is an essential
reference source for professionals, educators, and researchers
interested in techniques and practices for written communication in
English language teaching geared towards non-native English
speaking students.
Graduate employability is often put forth as a marker of the
success of a given institution or education system. High rates of
school and university graduates in jobs offer a number of potential
advantages for a country, including encouraging social mobility,
increasing citizen participation and social stability, and making
national economies more productive. The importance of achieving
these and many other associated outcomes has recently received
greater attention in many developing nations; this is especially
the case in those countries where English assumes an important role
as a mediator of educational and economic success. A number of
authors claim that the gap between education, training and
employment can be closed through the development of academic and
employment skills such as motivation, time management, literacy and
communication competence. This book explores the ways in which
communication and literacy skills can be developed through English
language instruction in EFL settings to help bring together the
aims and outcomes of education and employment.
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