Teaching Methods أساليب التدريس

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Analysis of Writing Errors Made by Palestinian EFL Learners in Jericho Governmental Schools
(AL-Quds University, 2011-05-10) زياد مصطفى محمود دهنون بريقع; Ziyyad Mustafa Mahmoud 'Dahnoun Breiq'; سمير رمال; Ahmad Jaber; Adnan Shehadeh
Attitudes of 10thGraders towards Learning English at public Schools in Bethlehem District and its Relation to their Speaking Difficulties
(Al-Quds University, 2024-07-22) Manar Maher Hasan Alwahsh; منار ماهر حسن الوحش
This study aims to investigate the 10th graders' perspectives toward learning English and it’s relation to their speaking difficulties at governmental schools in Bethlehem District. The researcher adopted the descriptive correlation method due to its suitability to conduct such study. The study population consisted of (3653) males and females students at governmental schools in Bethlehem District in the second semester of the academic year (2023/2024), while a cluster sample was chosen and composed of (91) males and (129) females constituting (6%) of Study population. In order to achieve the objectives of the study, the researcher developed two questionnaires. One of them was to measure the student’s attitudes toward learning English language of (20) items, and the other was to measure the language speaking difficulties of (23) items. The validity and reliability of the questionnaires were verified. The results of the study revealed that the English language speaking difficulties of 10th grade students in Bethlehem District were medium. Furthermore, The results show that there are significant differences in their means at (α≤ 0.05) in the attitudes to learn English among 10th grade students at governmental schools in Bethlehem District due to general academic average and gender in favor to males and students with high academic average. Moreover, there is no statistically significant difference at (α≤0.05) between the means in speaking difficulties among 10th grade students due to gender. In addition, there are significant differences in their means at (α≤ 0.05) in speaking difficulties among 10th grade students due to general academic average in favor to students with low average. The results show that there is a negative correlation at a significance level (α≤ 0.05)between the means of 10th graders in Bethlehem District in the attitudes towards English and language speaking difficulties
the attitudes of English majors in the Palestinian universities toward teaching and their relationship with their achievement
(Al-Quds University, 2003-01-14) احمد موسى الخطيب; ahmad mousa khaled khatib
Attitudes toward Using Audiovisual Aids among EFL High Basic School Teachers in Hebron
(Al-Quds University, 2019-12-21) Abeer Mohammed Abd-Alkareem Jawabreh; عبير محمد عبد الكريم جوابرة
This study aimed to investigate teachers’ attitude toward using audiovisual aids while teaching EFL classes to high basic school students in Hebron. The researcher used descriptive method because it is appropriate to achieve this aim. Population of the study consists of (501) male and female EFL teachers in high primary schools in Hebron (southern and northern and middle of Hebron). The study was conducted on a random sample consists of (140) teachers with a percentage of (28%). Two instruments were conducted for the study purposes, a 35-item questionnaire, and an interview of six questions was exposed on 15 teachers from the study sample, validity of the instruments were checked by exposing them to a group of qualified educational arbitrators. Reliability of the questionnaire was calculated using reliability co-efficient equation Cronbach alpha. Results of the study showed that the attitudes toward using audiovisual aids among EFL high basic school teachers in Hebron are High, with a mean score of (4.13) and a standard deviation of (0.441). Results showed that EFL teachers in Hebron use Audiovisual aids while teaching and that they like to use them. The results clarified that teachers are aware of the importance of using audiovisual aids and its effect on students and English class in general, and that appeared on their answers on the questionnaire items. They also showed that there are no apparent significance differences for EFL teachers’ attitudes toward using audiovisual aids while teaching due to Gender and years of experience, while there are apparent significance differences due to qualification In addition, results showed that teachers use mostly pictures and audio records for listening exercises and audiovisual aids like LCD projector that allows improving more than one skill at the same time. Depends on the results, the researcher recommends the curriculum designers to insert audiovisual aids in English book activities, and to train teachers to use them effectively
The Degree of Employing Active Learning Strategies among English Language Teachers in Bethlehem District
(Al-Quds University, 2020-01-06) Raid Khader Ibiedalla Bello; رائد خضر عبيد الله بلو
The current study aims at investigating the degree of employing active learning strategies among English language teachers in Bethlehem District. The population of the study consisted of all English language teachers at basic and secondary governmental schools in Bethlehem District during the first semester of the academic year 2019/2020. The researcher selected a cluster random sample, which represented (%65) of the population of the study. It consisted of (77) male teachers and (95) female teachers. The descriptive approach was adopted to achieve the goals of the study. A questionnaire and an interview were developed to collect the data of the study. Moreover, the collected data of the study was analyzed by the (SPSS) Statistical Package for the Social Sciences to answer the questions and hypotheses of the study. The results of the study showed that the degree of employing active learning strategies among English language teachers in Bethlehem District was low. Also, there were statistically significant differences in the degree of employing active learning strategies among English language teachers in Bethlehem District due to gender in favour of female teachers. In addition, there were no statistically significant differences in the degree of employing active learning strategies among English language teachers in Bethlehem District due to academic qualification and work experience. In the light of the findings, the researcher recommends English language teachers in Bethlehem and all Palestine to employ active learning strategies in teaching the four English language skills, supervisors to support teachers in doing that and Curriculum designers and decision makers to benefit from teachers‟ feedback about size and quality of textbooks. Finally, the researcher advises other researchers to conduct more studies on the same subject using different variables in other districts in Palestine. Keywords: Degree, Employing, Active Learning Strategies, Bethlehem District.
The Effect of Using "Six Thinking Hats Strategy" to Improve Eighth Graders’ Reading Comprehension Skills and Developing their Creative Thinking skills at UNRWA Schools
(Al-Quds University, 2020-01-04) Tamara Farid Sabri Al Masri; تمارا فريد صبري المصري
The present study aimed at investigating the effect of using the Six Thinking Hats Strategy on students' development in reading comprehension skills and creative thinking skills of eighth graders. The study has been applied on a sample of 8th graders in UNRWA schools, in Jericho district in the academic year 2019/2020. The population of the study was (256) students of 8th grade (124 male) and (132 female) from Aqbat jaber girls school, Aqbat jaber boys school and Ein El Sultan school. The sample included (82) female students divided into a control group of (41), which was taught by the normal method, and an experimental group (41), which was taught by using the six thinking hats strategy. A creative thinking test and reading comprehension test were prepared. Content validity and reliability was constructed for the instruments. It was (0.852) for the reading comprehension test and (0.976) for Torrance creative thinking test. The experimental lasted two months, a pre- test and a post-test were performed using the reading comprehension test and the creative thinking test to measure the effect of using the six thinking hats strategy. The means and standard deviation, (3-way ANCOVA) test, were used in the study. The findings of the study showed that there is statistically significant difference in the effectiveness of using the Six Thinking Hats strategy in improving the reading comprehension skills of 8th graders at UNRWA schools in Jericho due to the teaching method and in favor of the experimental group. In addition, there is statistically significant difference in the effectiveness of using the Six Thinking Hats strategy in developing creative thinking among eighth graders at UNRWA schools in the Jericho due to the teaching method and in favor of the experimental group. Based on those findings, activities and exercises depending on using the six thinking hats strategy should be prepared to enable students to comprehend and to think creatively, and not to be limited to iv those that focus on information and knowledge. Special training courses and workshops for teachers should be held to apply the six thinking hats strategy.
The Effect of Using Drama Techniques in TEFL on the Ninth Grade Student Achievement and Attitudes
(Al-Quds University, 2001-07-05) Khalid Ibraheem Hammad; خالد ابراهيم حماد
The effectiveness of proactive balance training program in prevention of falling among elderly in Golden Care Rehabilitation Center
(Al-Quds University, 2023-12-13) Ayda Raed Mahmmoud Hamdan; عايده رائد محمود حمدان
Elderly have a serious issue when their balance deteriorates due to physiological changes with aging, which increases their risk of falling. The purpose of the study was to assess how effectively a proactive balance training program works in preventing older adults from falling. Methods: a prospective cohort design was conducted with 42 patients from the Golden Care Rehabilitation Center. Data Collection Sheet, TUG, BBS, 10MWT, FES-I, and FRT were used to compare all balance abilities before beginning the rehabilitation program and after 8 weeks. Results: There was no association between improvement at any of the outcome measures with gender, prevalence of comorbidities, or association with any of the anthropometric variables, except for age which showed a negative correlation with improvement BBS and positive with TUG and FES. TUG,10MWT, BBS, and FES-I were statistically significant improved between the pre-post-tests (P<0.01). The main predictors of TUG improvement were age and pre-test TUG. The primary predictors of BBS improvement were age and the pre-BBS test. Pre-test FES, gender, and pre-test BBS were the main predictors of FRT improvement. The key predictors of FES progress were age and pre-FES. In correlation between the outcomes measures, A significant positive correlation between TUG and 10MWT, TUG and FES, FRT and BBS (P<0.05). A negative correlation between TUG and BBS, TUG and FRT, FRT and FES, BBS and FES (P <0.01). While, no significant correlation between 10MWT and FRT, 10MWT and BBS, or 10MWT and FES (P > 0.05).
The effects of culturally-loaded texts on EFL learners reading comprehension
(Al-Quds University, 2003-12-18) sahar Sami Sadeq sultan; سحر سامي صادق سلطان
English Speaking Difficulties that face Medical Students at Al-Quds University from their Perspectives
(Al-Quds University, 2022-01-09) Rana Mohammad Shaaban Atawneh; رنا محمد شعبان عطاونه
This study aims to investigate English language speaking difficulties that face medical profession students at Al-Quds University from their perspective. The researcher used the descriptive method. A questionnaire was distributed to (102) junior undergraduate students in Faculty of Public Health at Al-Quds University. The questionnaire includes 26 items divided into 4 domains(Psychological Domain, Instructor Domain, Social domain, and Linguistic Domain). The researcher has reached into results that justified the hypotheses. The results show that most speaking difficulties that face medical students are due for all the domains of speaking problems ,especially to social domain that attributed to the lack of opportunities in meeting native speakers of the English language , lack of a chance to speak in the English outside the classroom, Over -crowded classes and feeling afraid when speaking English. The results also indicate that there are statistically significant differences at level (α≤0.05) attributed to the variable of specialization, where pharmacy is mostly affected than other specialization in English language speaking skill. On the bass of the main findings the researcher stated a number of recommendations: Increasing students' confidence by having them participate in discussions and presentations in English, encouraging instructors to use a variety of methods, encouraging universities and health science colleges to form partnerships with overseas universities, increasing Intensive college English subjects that improve vocabulary and grammar, training instructors and encouraging them to reinforce pharmacy students to use English as a second language.
English teacher's attitudes toward teaching reading in Bethlehem District
(Al-Quds University, 2008-01-26) Ola Rishmawi; علا رشماوي
English Teachers' Perspectives about The Speaking Difficulties Facing 10th Graders in Hebron Governorate
(Al-Quds University, 2021-11-21) Raheeq nabeel Mohammad Attal; رحيق نبيل محمد العتال
The aim of the present study is to identify the perceptions of English teachers about the speaking difficulties facing 10th graders at the governmental schools in the southern Hebron governorate. Moreover, the study was applied during the second semester of the academic year (2020-2021) at the governmental schools in the southern Hebron Governorate. The researcher used the descriptive method for the purpose of the study. The researcher used the questionnaire as an instrument to collect the data. The questionnaire was handed in to the English teachers. Through the questionnaire, the data was collected and processed by using means, standard deviations, frequencies, percentages, t-test, one-way ANOVA, Person Correlation which was (.74), and Cronbach's Alpha by using SPSS (Statistical Package for Social Sciences). The population of the study consisted of all English language teachers in the southern Hebron Governorate, including (448) male and female teachers. The sample included 141 male and female teachers. The results of the study showed that there were no statistically significant differences between teachers' gender male and female, Also, there were no statistically significant differences between teachers due to the academic qualifications while, there were statistically significant differences between teachers due to the years of experiences for the sake of teachers with (5-10) years experiences and those with more than ten years experiences. الهدف من هذه الدراسة هو التعرف على تصورات معلمي اللغة الإنجليزية حول صعوبات المحادثة التي تواجه طلبة الصف العاشر في المدارس الحكومية في محافظة جنوب الخليل.علاوة على ذلك، تم تطبيق الدراسة خلال الفصل الدراسي الثاني من العام الدراسي (2020-2021) في المدارس الحكومية في محافظة جنوب الخليل.استخدمت الباحثة المنهج الوصفي لغرض الدراسة،و استخدمتواستخدمتايضاالاستبانةكأداةلجمعالبيانات. تمتسليمالاستبانة لمعلمي اللغة الإنجليزية. من خلال الاستبانة،تمجمعالبياناتومعالجتهاباستخدام الوسط الحسابي،والانحرافاتوالانحرافاتالمعيارية،والتكرارات، والنسب المئوية، واختبار t،وأنوفاالاحادي ,الاحادي،كرونباخألفا،ومعامل بيرسون الذي كان ( .(.74) باستخدامSPSS (الحزمة الإحصائية للعلومالاجتماعية). تكون مجتمع الدراسة من جميع معلمي اللغة الإنجليزية في محافظة جنوب الخليل، بما في ذلك (448) معلمًا ومعلمة. وشملت العينة 141 معلماً ومعلمة. أظهرت نتائج الدراسة عدم وجود فروق ذات دلالة إحصائية بين جنس المعلمين ذكر و أنثىوأنثى، كما لا توجد فروق ذات دلالة إحصائية بينالمعلمين تعزى للمؤهلات العلمية، بينما توجد فروق ذات دلالة إحصائية بين المعلمين تعزى إلى وجود فروق ذات دلالة إحصائية بين المعلمين الذين لديهم خبرة من (5-10) سنوات ومن لديهم خبرة تزيد عن عشر سنوات.
Evaluating English for Palestine Textbooks for Basic Stages in the Light of Criteria for Language Proficiency
(Al-Quds University, 2024-05-29) Bayan Abbas Abdel-Aziz Aburahma; بيان عباس عبدالعزيز أبورحمه
This study aimed to identify a list of standards that should be reflected in basic stage English for Palestine textbooks to meet students' language proficiency and identify availability of language proficiency standards in English for Palestine textbooks for the basic stage. To achieve the study objectives, the researcher used the descriptive analytical approach due to its appropriateness to the nature of the study. The standards include understanding spoken English and basic texts, speaking and writing about familiar topics, starting storytelling and writing simple texts, and using simple English in different situations. The standards were distributed according to the four language skills (listening, speaking, reading, writing) into three levels (basic, intermediate, advanced). The study population and sample are English for Palestine textbooks for the basic stage. Eight textbooks were analyzed, first grade, second grade, third grade and fourth grade, the first and second semesters of the academic year of 2023-2024. The researcher believes that the suitable instrument for this study is content analysis frame. Content analysis card was created by the researcher. The results showed that the content of the first and second grade textbooks includes listening and speaking standards significantly at the basic level, but these standards were not achieved at the intermediate and advanced levels. However, third and fourth grade textbooks includes listening and speaking standards significantly at all stages. The reading and writing standards appearance was minimal in non-existent at all grade textbooks. To achieve significant improvements in English language proficiency in Palestine, the researcher recommends making adjustments to curriculum development and research practices. This includes iv focusing on all four language skills across all levels, gradually developing writing skills, and conducting ongoing curriculum reviews and research to ensure that educational materials remain relevant and effective in meeting the desired language proficiency standards
Evaluation of English for Palestine Textbooks and English Language Examination in light of Common European framework of References for Languages (CEFRL)
(Al-Quds University, 2021-01-03) Haneen Mohammed Abd Khora; حنين محمد عبد الوهاب خورة
This study aimed at identifying the degree of alignment between English for Palestine textbook tasks, its intended objectives, and teachers’ exams in the light of (CEFRL). To achieve this purpose and to answer the research questions, the researcher adopted a descriptive analytical method and chose a sample consisted of 10th grade English for Palestine textbook. The sample consists of 55 midterm and final exams for 10th grade. A sample of 10 English language teachers was selected randomly to answer the structured interview. The researcher utilized two main instruments; a framework for the analysis of the tasks included in 10th grade English for Palestine textbook, and a structured interview. It has been applied to monitor the recurrence of task skills and objectives, and then calculates the alignment between the two elements using Porter’s alignment Index. To determine the reliability of the instruments, Holsti's Equation was used. Frequencies and Porter Alignment Index were used to analyze the collected data . The major findings of the study revealed that most textbook tasks were A2 level; the highest tasks were reading and writing tasks. Teachers’ exams were at the A2 level with high concentration on reading and writing skills. Results showed that most of exams excluded speaking and listening. There is a low alignment between 10th grade textbook tasks and the objectives intended to be achieved by the end of 10th grade. Moreover, there is moderate alignment between textbook tasks and exams. The application level of Bloom’s taxonomy has the highest percentage; however, the evaluation level does not achieve any score. Based on the previous findings, the study recommends that textbook designers should reconsider the nature of the tasks in the English language textbook to align them with the objectives of the textbook. They also need to design training courses for teachers on the development of exams so that they are aligned with the Common European Framework of References for Languages (CEFRL), and achieve a stated balanced distribution for each skill
The Impact of Using Role-Play Strategy on improving Listening and speaking Skills in English Language Among Eighth Graders in Palestine
(Al-Quds University, 2023-08-12) Rana Ali Abdelkareem Al-Badareen; رنا علي عبد الكريم البدارين
The purpose of this study was to identify the effect of role-play strategy on improving listening and speaking skills in English language subject among Eighth graders in Palestine. To achieve the study's purposes, the researcher adopted the quasi-experimental approach based on the design of two groups (experimental/control). The study population consisted of all Eighth graders in south of Hebron, during the second semester of 2022/2023 which is ( 2202) male students. In the purposive sampling , two divisions consisting of (62) students were selected at Jafar Ibn Abi Talib Primary School in Samou' and divided into two groups (experimental/control). Results of the study showed differences between Eighth graders' scores in English listening skills test, due to the teaching method in favor of the experimental group (role-play strategy), while it revealed differences attributed to the teaching method and the level of education interaction for the low and middle levels of the experimental group. The study also found differences between Eighth graders' scores in the English-speaking skills test, depending on the teaching method for the experimental group (role-play strategy), while it revealed differences attributed to the teaching method and the level of education interaction for all the three levels of the experimental group. In the light of the study's findings, the researcher recommends: Encouraging teachers to use the role-play strategy in teaching students the branches of English language. This is because of its clear impact on facilitating the understanding process, developing communication and thinking skills, and students' interaction and response to its steps, Including such a strategy in curricula, textbooks and teachers' guides.
The Inclusion of the 21st Century Skills in English Palestinian Textbooks for the Upper Primary Stage
(Al-Quds University, 2022-08-31) Naqa' Nasser Mohammad Nassar; نقاء ناصر محمد نصار
هدفت هذه الدراسة إلى التعرف على مدى تضمين مهارات القرن الحادي والعشرين في كتب اللغة الإنجليزية المدرسية للمرحلة الأساسية العليا في فلسطين، وتدرج مهارات القرن الحادي والعشرين في كتب اللغة الإنجليزية. إضافة الى معرفة تسلسل مهارات اللغة الإنجليزية الأربعة وفقاً لتمثيلها في الكتب المدرسية. استخدمت الباحثة المنهج الوصفي التحليلي. وتبنت إطارا لتحليل المحتوى وطورته بما يتناسب مع دراستها حيث تكون من (30) مؤشراً، مقسمة إلى (4) محاور رئيسية، وهي التفكير الإبداعي، والتفكير النقدي، والتواصل، والتعاون. تألف مجتمع الدراسة من كتب اللغة الإنجليزية المدرسية للمرحلة الأساسية العليا في فلسطين. وتكونت عينة الدراسة من كتب اللغة الإنجليزية المدرسية للصفوف الأساسية الخامس والسابع والتاسع بفصليهما الأول والثاني للعام الدراسي 2021-2022)). أظهرت نتائج الدراسة انخفاضاً في درجة تضمين مهارات القرن الحادي والعشرين في كتب اللغة الإنجليزية المدرسية في فلسطين. وأظهرت نتائج الدراسة أن مهارات الاتصال جاءت في المقدمة بنسبة %37.73، فيما احتلت مهارة التفكير الناقد المرتبة الثانية بنسبة 30.08 % وحصلت مهارة التعاون على المركز الثالث بنسبة 19.09%. واحتلت مهارة الإبداع المرتبة الأخيرة بنسبة %13.09. كما أظهرت النتائج أن النسب المئوية والتكرارات غير متدرجة في محتوى الصفوف الخامس والسابع والتاسع الأساسية. و أن مهارة المحادثة هي المهارة الأكثر هيمنة في عرض مهارات القرن الحادي والعشرين في كتب اللغة الإنجليزية للمرحلة الأساسية العليا في فلسطين، والكتابة تأتي في المرتبة الثانية، والاستماع يأتي في المرتبة الثالثة، والقراءة تأتي في المرتبة النهائية. أوصت الدراسة بأن تدرج وزارة التربية والتعليم مهارات القرن الحادي والعشرين في جميع مكونات كتب اللغة الإنجليزية للمرحلة الأساسية العليا في فلسطين. وضرورة عمل المعلمين على تعويض عدم الاتزان في مهارات القرن الحادي والعشرين المعروضة من خلال طرق التدريس المختلفة ووسائل التقويم الحقيقي. كما توصي الدراسة الدراسات المستقبلية في هذا المجال أن تولي تدرج مهارات القرن الحادي والعشرين في الكتب وطرق تطوير دمج هذه المهارات في المناهج الدراسية أهمية خاصة في البحث العلمي.
The Language Learning Styles of Palestinian Foreign Language Learners at the10 Grade
(Al-Quds University, 1999-06-19) Majida Mohammed Dajani; ماجدة محمد دجاني
PPU Business Learners' Degree of Satisfaction Toward Terminology in the English for Business Curriculum and the Difficulties they Encounter
(Al-Quds University, 2019-12-21) Raesa Ishaq Ibrahem Natsheh; رئيسة اسحق ابراهيم نتشة
This study aimed at investigating the PPU business learners' degree of satisfaction toward terminology in the English for Business Curriculum and the difficulties they encounter. The study also aimed to determine the role of the variables (gender, academic year, and achievement level) of students in the department of administrative science at PPU. The study adopted the descriptive method in order to achieve the aim of the study. The population of the study consisted of (212) students who completed the ‘English for Business’ course in the first semester of (2019/2020). It was applied to a random sample which included (108) students. The researcher prepared a student’s questionnaire and an interview. Validity and reliability were calculated for the two instruments. The validity of the instruments was evaluated by experts and professionals as well as their reliability using the calculation of the equation Cronbach alpha for the questionnaire in which the score of the first variable (0.93) was and the second variable (0.81). The reliability of the interview was applied by Cooper formula. Data were collected, analyzed, and interpreted by the means and standard deviations, One way ANOVA, Independent T-test and LSD. The results of the study revealed the importance of English business terminology for administrative science students in addition to their need for all language skills, especially effective conversation from their point of view. Also, the findings of the questionnaire showed that there were no statistically significant differences in the responses of students attributed to gender and achievement level variables. However, there were differences attributed to the academic year variable in favor of the second year. The results of the interview revealed the need to integrate the English business terminology with the four skills, grammar, and vocabulary in using the English language in the courses of administrative and business at the college. Based on those findings, the researcher recommended a two-part ESP approach for business that focuses on the practical use of vocabulary and makes successful conversation of the English language. The researcher recommended that more attention should be paid to the time allocated to the course in addition to providing several teaching strategies based on a variety of activities that integrate the four skills. The researcher also recommended that specialized courses to be proposed to improve the level of English language proficiency for business in use for students to communicate effectively and fluently in various situations.
Problems Facing EFL Students in Practicum Courses at Palestinian Universities
(Al-Quds University, 2019-12-23) Wessal Rasmi Shaheen Jaradat; وصال رسمي شاهين جرادات
This study aims at identifying problems facing EFL students in practicum courses at Palestinian universities. The population of the study consisted of all EFL students in practicum courses at Palestinian universities. The study adopted the descriptive method. It was applied on a proportional stratified random sample which consisted of EFL students in practicum courses in the second semester of the academic year (2018-2019) students' sample consisted of (25) male and (117) female. The researcher designed a questionnaire and a semi-structured interview. Validity and reliability were calculated for the two instruments of the study. The questionnaire consisted of six domains with (56) items. The selected five universities were Hebron university, Bethlehem university, AN-Najah national university, Birzeit University and Al-Quds Open University. The variables of the study were gender, cumulative average and university. The results of the study showed that the total degree of the problems facing EFL students during their practicum courses at Palestinian universities were medium. They also showed that there were no statistically significant differences between the mean scores of the subjects' responses on the problems facing EFL students in practicum courses at Palestinian universities due to gender, cumulative average or university. The results also showed that there were statically significant differences at (α≤ 0.05) in the mean scores of the problems facing EFL students in the practicum courses due to the university regarding problems related to the academic supervisor, so the H03 hypothesis of this domain is rejected. In light of the study results, the researcher has concluded some recommendations. Keywords: Academic supervisor, cooperative teacher, cooperating school, practicum, student teacher.
Reality of Secondary School English Language Teachers' Prectice of the 21st Century Skills in Teaching and the Obstacles they Encounter
(Al-Quds University, 2024-07-29) Areej Hamad Mohamad Abu Atwan; أريج حمد محمد أبو عطوان
Nowadays, it is no longer enough for teachers to teach students English using the traditional methods as they have a great responsibility in teaching through utilizing new skills like the 21st ones that allow students to be competitive and creative. The purpose of the current study is twofold. The first is to determine the use of 21st century skills by secondary school English language teachers at the Southern Hebron Governorate. Besides, it aims to reveal the obstacles facing English teachers in applying such skills within their classes. This study was applied during the second semester of the academic year of 2023-2024 at the governmental schools at Southern Hebron. To conduct this study, it was carried out using the descriptive method as it is the most convenient. Also, the researcher has used mixed qualitative and quantitative designs for data collection as the researcher has used both semi-structured interviews and questionnaires which were sent to the English teachers online. The population of the study consisted of all English language teachers at the Southern Hebron Directorate who were (400) male and female teachers while the sample included 32 male and 44 female teachers. The results of the study indicated that English teachers in the Southern-Hebron Directorate highly integrate the 21st century skills in their teaching process with a total mean of 3.92. Also, the results show that there are significant differences in the reality of secondary school English language teachers’ practices of 21st century skills in teaching due to their gender with a mean of 0.035 in favor of the female teachers. Besides, it is shown that there are significant differences in the reality of English language teachers' incorporating of the 21st century skills due to the grades they teach as the total mean was 0.032. Moreover, there are no significant differences in the reality of secondary school English language teachers’ practices of 21st century skills in teaching according to the years of experience as the total mean was 0.958. As for the obstacles facing the secondary English teachers in using the 21st century skills in their teaching process, the results were the class size, the general circumstances, students' different levels, lack of financial support and proper guidance, students' attitudes while the skills' implementation, students' demotivating, lack of needed resources, time constraints, classes numbers that teachers teach, lack of teachers' training, some students' inability to use the modern technology well, students' shyness, and most students don't have their own phones.

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