Christopher Denman

Characteristics of a Good EFL Teacher: Omani EFL Teacher and Student Perspectives

Researchers have long been interested in the characteristics associated with “good” teaching. However, most relevant studies have been conducted in Western contexts. As cultural background has a strong influence on the way good teaching is perceived, it was considered important to explore this issue in the Arab Gulf. The current study sought to compare Omani school students’ and teachers’ perceptions of the characteristics of good English as a foreign language (EFL) teachers in the Omani context. To achieve this, 171 Omani students and 233 English teachers responded to a seven-category, 68-item questionnaire utilizing a 4-point Likert-type response key. Descriptive statistics and t tests were used to determine perceptions of good teacher characteristics and differences between students’ and teachers’ responses. Results indicate that Omani students and teachers generally agree about the importance of all characteristic categories, with those related to English language proficiency and treating students equally being of special importance. Participants also agreed that knowledge of Western culture/s and the use of technology were relatively unimportant. Implications of these findings for EFL teaching in Oman are discussed.

Vocabulary recognition skill as a screening tool in English-as-a-Lingua-Franca university settings

Research has shown that vocabulary recognition skill is a readily measured and relatively robust predictor of second language performance in university settings in English-speaking countries. This study builds on that research by developing an understanding of the relationship between word recognition skill and Academic English performance in English-medium instruction (EMI) university programs in English-as-a-lingua-franca (ELF) contexts. The use of a Timed Yes/No (TYN) test of vocabulary recognition skill was assessed as a screening tool in two EMI university foundation programs in an Arab Gulf State: in a metropolitan state university (N = 93) and a regional private institution (N = 71). Pearson correlation coefficients between the TYN test and performance on university placement and final test scores ranged between 0.3 and 0.6 across the two groups and by gender within those groups. This study indicates the TYN test measures have predictive value in university ELF settings for screening purposes. The trade-off between validity, reliability, usability and the cost-effectiveness of the TYN test in academic ELF settings are discussed with consideration of test-takers’ digital literacy levels.

Omani Parents’ Involvement in Their Children’s English Education:

High levels of parental/guardian involvement in their children’s education are often associated with a number of educational, social, and even psychological benefits. These include higher rates of school attendance, greater communication with the school or education provider, better social adjustment, and higher levels of academic achievement including in the development of literacy skills. However, despite this, research from the Arab world on the relationship between parental involvement and children’s development of English language literacy skills has tended to report mixed results, with this also being the case in the Sultanate of Oman. To explore this issue within the Omani context, the current study examined the potential benefits, challenges, and practices of Omani parents as these relate to their children’s English language studies. A two-section Likert-type response scale questionnaire was administered to 391 parents of students in the country’s public school system. The first questionnaire section related to participants’ attitudes about parental involvement in their children’s English studies while the second explored the frequency with which parents engaged in activities related to their children’s English classes. Results indicate that Omani parents are generally aware of the importance of their involvement in their children’s development and believe that they should be involved in a number of home- and school-based activities. However, despite this, their actual level of involvement in their children’s English language studies was somewhat limited.

English Language Proficiency and Communicative Competence in Oman: Implications for Employability and Sustainable Development

Within the Sultanate of Oman, English, as the country’s only official foreign language, is in great demand by the job market. The language is taught in the majority of government schools from the first grade and is the dominant medium of instruction at the tertiary level. However, despite the huge amount of human and financial resources the government channels into supporting English language instruction, this investment has apparently failed to deliver the expected gains with both secondary- and tertiary-level graduates often reported as being weak in the language and as having communication skills that are inadequate for the workforce. This lack of English proficiency and communicative competence is commonly cited as one of the major causes of the high levels of unemployment among Omani graduates. This paper examines a number of issues related to the ways in which English language proficiency and communicative competence are developed in Omani schools and universities, with a focus on the challenges that exist within the government education system. The implications of these challenges for graduate employability and sustainable development are explored, before recommendations for bridging the gap between graduates’ English language skills and the demands of the workforce in Oman are discussed.

Teachers’ Attitudes Toward Alternative Assessment in the English Language Foundation Program of an Omani University

Recent reforms to education systems around the Middle East and North Africa (MENA) region have resulted in the increased use of alternative forms of assessment across a number of subjects, including EFL/ESL. This is certainly the case in Oman, where alternative assessment assumes an important role in both the country’s Basic Education schools and in English language foundation programs at the tertiary level. However, despite their growing importance, as of yet very few studies have examined how these forms of assessment are implemented and the challenges associated with them in an Omani context. For these reasons, the current exploratory study examined attitudes toward, and practices of, alternative assessment in an English language foundation program in Oman’s Sultan Qaboos University (SQU). In order to do this, 10 English language instructors on SQU’s Language Centre (now the Centre for Preparatory Studies) foundation program were administered a questionnaire featuring 13 open-ended questions. Results indicate that participants hold mostly positive attitudes toward alternative assessment though express a number of concerns related to cheating/copying, time requirements, and subjective marking practices. Implications of these findings for alternative assessment within the Omani and MENA context are discussed.

An Exploration of the English-Language Reading Habits of Omani University Students

Despite the many advantages that developing reading skills can offer, countries in the Arab world, including Oman, are often characterized as not having well-developed reading cultures. This exploratory research aimed to gain a clearer picture of the reading habits of tertiary-level students in a public university in Oman. Ninety-five participants were administered a 5-item open-ended questionnaire eliciting information about various aspects of their English reading habits. Results indicate that around half of participants read sometimes and most claimed reading to be one of their hobbies. In addition, a majority of participants claimed to be aware of reading strategies that could enhance their reading skills, and also believed that it was important to develop their core language skills and vocabulary ranges, even though the influence of teachers in this was considered minimal. Implications of these findings for reading instruction in Oman and the Arab world are discussed.

Electronic Intervention Strategies in Dynamic Assessment in an Omani EFL Classroom

This paper explores the suitability of Dynamic Assessment (DA) as a method of formal testing when the intervention is both electronic and supported by face-to-face encounters. The principles of DA appear in Vygotsky’s socio-cultural theory (SCT) which postulates that cognitive development occurs when there is productive interaction. In DA, as opposed to psychometric tests, the learner is offered mediation during or after assessment. Performance with the assistance of the mediator helps the assessor to determine the learner’s progress in the “zone of proximal development” or ZPD. Vygotsky describes the ZPD as the distance between a learner’s actual level of development without mediation and their level of potential development when interacting with an able mediator. Participants in this study were a group of 12 EFL learners enrolled in the foundation programme of an Omani university that was designed to equip them with the language skills required for English-medium tertiary education. Students emailed pre-specified academic essays during the course of a semester to the first author who then offered them feedback using a word processor’s review function. Students were then assessed on their ability to incorporate the researcher’s feedback which ranged from implicit to explicit. A focus group interview with participants was held in addition to a series of observations to explore emergent trends associated with DA. Overall results suggest that electronic forms of DA involving mediation attuned to participants’ ZPD are more effective than pre-scripted prompts based on assessors’ guesses about the kinds of intervention learners may require during assessment. The paper concludes by suggesting that electronic forms of DA ensure students get the best possible mediation when they are undertaking important assessment processes and therefore may be of benefit in Omani EFL tertiary contexts.

Bridging the Gap between Education and Employment

and make necessary corrections, survey office space, and assist engineers with completion of CAD drawings. They may also prepare Excel/ Power Point tables / charts / presentations as needed and perform other related tasks. PSC interns work with industry standard graphic software to produce professional grade posters, books, invitations, signage, and presentations. Interns may handle form design and development requests from agencies, and solicit feedback and suggestions from staff on how to improve the design, content and information of forms. Proficiency in Quark Express, Photoshop, Illustrator and Indesign is frequently required. Many PSC interns work with Certified Public Accountants in city agency budget departments, performing journal entries to accounts payable/receivable. In some offices students are required to conduct internal and field audits. Interns are given opportunities to learn agency programs, services and funding needs. Additionally, interns may prepare rollover projections and create Excel spreadsheets. Through PSC’s America Reads program, interns work with preschool and school-age children in day care centers, libraries and after school programs throughout the five boroughs. Interns receive training in literacy methodology, child development and other relevant areas by their supervising teacher. They read stories, tutor children in basic skills and prepare students for upcoming examinations. During the summer months, interns may accompany teachers and children on field trips to libraries, museums and parks in addition to their classroom duties. PSC interns may work closely with professionals in one of the engineering branches (chemical, civil, mechanical, and electrical) and perform engineering work in the field or office. Interns help engineering and public certification units review proposed fire code changes, prepare public certification exams, and develop study materials. They also research technical information for acceptance of new proposals. Some interns prepare drawings using micro station (Auto CAD) submissions and shop drawings.

Introduction: Bridging the gap between education and employment through English language instruction in EFL contexts

and make necessary corrections, survey office space, and assist engineers with completion of CAD drawings. They may also prepare Excel/ Power Point tables / charts / presentations as needed and perform other related tasks. PSC interns work with industry standard graphic software to produce professional grade posters, books, invitations, signage, and presentations. Interns may handle form design and development requests from agencies, and solicit feedback and suggestions from staff on how to improve the design, content and information of forms. Proficiency in Quark Express, Photoshop, Illustrator and Indesign is frequently required. Many PSC interns work with Certified Public Accountants in city agency budget departments, performing journal entries to accounts payable/receivable. In some offices students are required to conduct internal and field audits. Interns are given opportunities to learn agency programs, services and funding needs. Additionally, interns may prepare rollover projections and create Excel spreadsheets. Through PSC’s America Reads program, interns work with preschool and school-age children in day care centers, libraries and after school programs throughout the five boroughs. Interns receive training in literacy methodology, child development and other relevant areas by their supervising teacher. They read stories, tutor children in basic skills and prepare students for upcoming examinations. During the summer months, interns may accompany teachers and children on field trips to libraries, museums and parks in addition to their classroom duties. PSC interns may work closely with professionals in one of the engineering branches (chemical, civil, mechanical, and electrical) and perform engineering work in the field or office. Interns help engineering and public certification units review proposed fire code changes, prepare public certification exams, and develop study materials. They also research technical information for acceptance of new proposals. Some interns prepare drawings using micro station (Auto CAD) submissions and shop drawings.

Bridging the gap between education and employment: English language instruction in EFL contexts

and make necessary corrections, survey office space, and assist engineers with completion of CAD drawings. They may also prepare Excel/ Power Point tables / charts / presentations as needed and perform other related tasks. PSC interns work with industry standard graphic software to produce professional grade posters, books, invitations, signage, and presentations. Interns may handle form design and development requests from agencies, and solicit feedback and suggestions from staff on how to improve the design, content and information of forms. Proficiency in Quark Express, Photoshop, Illustrator and Indesign is frequently required. Many PSC interns work with Certified Public Accountants in city agency budget departments, performing journal entries to accounts payable/receivable. In some offices students are required to conduct internal and field audits. Interns are given opportunities to learn agency programs, services and funding needs. Additionally, interns may prepare rollover projections and create Excel spreadsheets. Through PSC’s America Reads program, interns work with preschool and school-age children in day care centers, libraries and after school programs throughout the five boroughs. Interns receive training in literacy methodology, child development and other relevant areas by their supervising teacher. They read stories, tutor children in basic skills and prepare students for upcoming examinations. During the summer months, interns may accompany teachers and children on field trips to libraries, museums and parks in addition to their classroom duties. PSC interns may work closely with professionals in one of the engineering branches (chemical, civil, mechanical, and electrical) and perform engineering work in the field or office. Interns help engineering and public certification units review proposed fire code changes, prepare public certification exams, and develop study materials. They also research technical information for acceptance of new proposals. Some interns prepare drawings using micro station (Auto CAD) submissions and shop drawings.