- Mohammed Abdel Hakim Farrah, Associate Professor of English Language Studies, graduated with a BA from Hebron Univer... moreMohammed Abdel Hakim Farrah, Associate Professor of English Language Studies, graduated with a BA from Hebron University in 1994 in English Language and Literature, MA in TESOL from International Islamic University in Malaysia in 1999, Ph.D. in English Language Studies in 2006 from International Islamic University in Malaysia. There are a number of publications in the field of online learning and online communication and collaborative learning and peer feedback in writing and types of feedback. He supervised 8 MA theses at Hebron University and was an examiner for 10 MA theses. Administrative positions included Chair of the English Department from 2009 until 2013, Editorial Secretary of Hebron University Research Journal from 2007 until the present time, and presented a number of papers in local and international conferences. He is on the Advisory Board of Arab World English Journal (AWEJ), Executive Board of the Arab Society of English Language Studies (ASELS), and an active member in the APETAU Association. In the Erasmus plus project (2015-2018), I am the coordinator of Work Package 4: Capacity Building in Higher Education Pedagogy, and a team member of Work Package 1: BA Primary Education Degree Programmes. As part of the Language Arts Pre-service Teacher Education Development Program (2009-2012), I worked as a consultant for the World Bank and on the development of the Program outputs (curriculum framework, intended learning outcomes, course descriptions, teaching strategies manuals, ICT materials, Quality Assurance Plan for the project).edit
Research Interests:
This study aimed to elicit students' perspectives towards benefits and challenges of fully online classes at Hebron University. The researchers examined both advantages and challenges of online classes from students' point of view. Also,... more
This study aimed to elicit students' perspectives towards benefits and challenges of fully online classes at Hebron University. The researchers examined both advantages and challenges of online classes from students' point of view. Also, they explored some suggestions for improving online classes which could play an important role in improving the online learning and teaching process. The researchers employed quantitative research methods. They distributed a questionnaire to collect data. Eighty two students from two different English intensive courses were asked to fill a 5 point Likert scale questionnaire and answer four open-ended questions. The researchers used the surveyplanet app to facilitate the process of distributing and collecting data. The finding of this study showed that students faced some challenges with online learning; they preferred face to face classes. The disadvantages of online classes from their perspectives are more than the advantages. The weak internet connectivity, poor interaction, less motivation, less participation and less understanding are the most challenges of online learning. However, they find online classes easy to access, convenient and easy to be reviewed for exams.
Research Interests:
The purpose of this research is to identify few common pronunciation mistakes among Palestinian English major students in Hebron University and the factors that cause these problems. The paper discusses selected phonetic and phonological... more
The purpose of this research is to identify few common pronunciation mistakes among Palestinian English major students in Hebron University and the factors that cause these problems. The paper discusses selected phonetic and phonological problems related to specific consonants and vowels besides problems related to pronunciation of consonant sequences. The participants of this study were 120 English major students from Hebron University. The researchers used a questionnaire and a recorded pronunciation test to collect the data. In addition to the previous instruments, interviews were conducted with eight students and two instructors. The findings of the study revealed that Hebron University English major students have difficulties in pronouncing English consonants that are not part vowels that have more than one pronunciation. During the interviews, the interviewees pointed various reasons for their errors and suggested some solutions to some of these pronunciation problems. Among the mispronunciation reasons mentioned are: interference from Arabic and the lack of correct models, exposure to native speakers, and practice. The researchers concluded that learners' errors are caused by several linguistic factors, such as the disparity between Arabic and English sound systems, the effect of spelling on pronunciation, the influence of the first language (L1) on the second language (L2), and English vowel inconsistency. Finally, ideas to overcome some of the pronunciation problems are suggested.
Research Interests:
This quantitative and qualitative study aims to scrutinize the effectiveness of utilizing interactive task-based activities to teach English writing in Bethlehem Secondary School for Girls. The experiment was conducted at the second... more
This quantitative and qualitative study aims to scrutinize the effectiveness of utilizing interactive task-based activities to teach English writing in Bethlehem Secondary School for Girls. The experiment was conducted at the second semester of the academic year 2016/2017. Two scientific sections from the 11th grade participated in the study; section B was the control group and section C was the experimental one. The former group practiced writing traditionally. The students in the latter group were enrolled in two online platforms, ―Facebook‖ and ―PBworks‖, to practice the target skillelectronically. A questionnaire, pre/posttests, online platforms, a text content analyzer tool and self-reports were administered to investigate the participants’ achievement and attitudes. With regard to the writing skill, the results indicated that the experimental group outperformed the control one. Also, the former manifested more positive attitudes towards e-learning than the other one.
Research Interests:
The aim of the study is to examine the ninth grade teachers' perceptions towards task-based learning (TBL) method and analyze the tasks and activities in the textbook of English for Palestine-Ninth Grade. In addition, this study aims at... more
The aim of the study is to examine the ninth grade teachers' perceptions towards task-based learning (TBL) method and analyze the tasks and activities in the textbook of English for Palestine-Ninth Grade. In addition, this study aims at evaluating the appropriateness and the effectiveness of TBL in the classroom. The researcher used four methods to collect data, namely questionnaire, classroom observation, interview, and content-analysis checklist. The sample of the study consisted of 185 teachers (males & females) from the government and UNRWA schools in Hebron District. The overall findings of the study revealed that the teachers' perceptions towards TBL were positive and highly acceptable; they supported the effectiveness of communicative language teaching (CLT) and TBL in EFL classrooms. Then, the results of observational data showed that some teachers use new communicative methods for teaching language skills while others use the traditional ones. Meanwhile, the results of interviews indicated that the challenges of task-based learning were big-sized classes, length of material, lack of time, and lack of technological tools. The study ended with recommendations for syllabus designers, teachers, and students. It is recommended that the teaching and learning of English language skills at the Palestinian schools should be enhanced by the use of new flexible methods, such as TBL and communicative language teaching.
Research Interests:
This study aimed at investigating the effectiveness of utilizing flipped classrooms on seventh graders' English language skills (reading comprehension, writing, listening, and speaking) and areas (grammar and vocabulary) at Farahat... more
This study aimed at investigating the effectiveness of utilizing flipped classrooms on seventh graders' English language skills (reading comprehension, writing, listening, and speaking) and areas (grammar and vocabulary) at Farahat Secondary Girls' School. The researchers chose two 7 th classes for the study, and then the flipped learning was implemented with the experimental group, while the control group had traditional learning. According to data collection, the researchers used a pretest and a posttest to measure the students' achievements after 9 weeks of flipping the classrooms, which were executed on 36 female students. Then, a semi-structured interview was conducted to draw a clear picture of flipped learning. The major findings of the study revealed that there were significant differences in English language skills and areas between both groups. The experimental group achieved higher scores than the control one, and the most prominent improved skills are listening, speaking, and communication.
Research Interests:
This study attempts to examine the perceptions of EFL students in Palestinian universities about online learning advantages, challenges, and solutions during Corona pandemic. Moreover, it aims to highlight the efficiency of online... more
This study attempts to examine the perceptions of EFL students in Palestinian universities about
online learning advantages, challenges, and solutions during Corona pandemic. Moreover, it aims to
highlight the efficiency of online learning as an educational system which can be relied on to achieve goals
of high educational institutions. The researchers investigated the current s ituation of online learning in
Palestinian universities during the COVID-19 pandemic using a questionnaire. In the questionnaire, the
participants were 191 students (161 females and 30 males), and all of the participants have tried the online
learning experience during this pandemic. 33% of them took online courses before, while 67% did not. The
questionnaire was posted on 6 English clubs’ websites of 6 Palestinian universities: Birzet Univers ity, AnNajah National University, Bethlehem University, Hebron University, Al-Quds University, and Pales tine
Ahliya University. The investigation was concerned in pointing out the challenges facing the students during
their online courses, in addition to finding out solutions in terms of involving students in the assessment
process. The findings confirmed the need to conduct changes and improvements regarding the
implementation of e-learning in the educational process in order to help high ministries of education achieve
more real success in spreading knowledge. The researchers concluded that there should be massive efforts in
improving the technological infrastructure besides holding good training programs for both students and
teachers.
online learning advantages, challenges, and solutions during Corona pandemic. Moreover, it aims to
highlight the efficiency of online learning as an educational system which can be relied on to achieve goals
of high educational institutions. The researchers investigated the current s ituation of online learning in
Palestinian universities during the COVID-19 pandemic using a questionnaire. In the questionnaire, the
participants were 191 students (161 females and 30 males), and all of the participants have tried the online
learning experience during this pandemic. 33% of them took online courses before, while 67% did not. The
questionnaire was posted on 6 English clubs’ websites of 6 Palestinian universities: Birzet Univers ity, AnNajah National University, Bethlehem University, Hebron University, Al-Quds University, and Pales tine
Ahliya University. The investigation was concerned in pointing out the challenges facing the students during
their online courses, in addition to finding out solutions in terms of involving students in the assessment
process. The findings confirmed the need to conduct changes and improvements regarding the
implementation of e-learning in the educational process in order to help high ministries of education achieve
more real success in spreading knowledge. The researchers concluded that there should be massive efforts in
improving the technological infrastructure besides holding good training programs for both students and
teachers.
Research Interests:
One of the important issues in learning is quality standards. Recently, many studies discussed the importance of meeting the 21st century skills to ensure the quality of the teaching and learning process. A few studies have used 21st... more
One of the important issues in learning is quality standards. Recently, many
studies discussed the importance of meeting the 21st century skills to ensure
the quality of the teaching and learning process. A few studies have used
21st century skills to evaluate their courses. This study looks at the extent to
which a Teaching English for Young Learners course offered by the English
Department at Hebron University, Palestine, met the 21st century skills.
Studies on language courses using the 21st century skills are hardly known,
as evidenced in the literature review. This study marks the first time such
skills have been used to evaluate a language course. A quantitative research
methodology was employed. Data was obtained through a questionnaire. It
was completed by 38 students who attended the Teaching English for
Young Learners course. 21st century skills were: (a) critical thinking skills;
(b) creativity and innovation skills; (c) communication skills; (d)
collaboration skills; (e) self-direction skills; (f) global connection; (g) local
connections, and (h) the use of information communication technology
(ICT). According to the participants, the course met the 21st century skills in
varying degrees; the use of information communication technology (ICT)
(M=4.62); collaboration skills (M=4.42); communication skills (M=4.38);
Critical thinking skills (M=4.22); self-direction skills (M=4.08); Creativity
and innovation skills (M=3.98); global connection (M=3.96; and local
connections (M=3.85) respectively. The results obtained from the open ended part of the questionnaire showed that the students felt that the aspects
studies discussed the importance of meeting the 21st century skills to ensure
the quality of the teaching and learning process. A few studies have used
21st century skills to evaluate their courses. This study looks at the extent to
which a Teaching English for Young Learners course offered by the English
Department at Hebron University, Palestine, met the 21st century skills.
Studies on language courses using the 21st century skills are hardly known,
as evidenced in the literature review. This study marks the first time such
skills have been used to evaluate a language course. A quantitative research
methodology was employed. Data was obtained through a questionnaire. It
was completed by 38 students who attended the Teaching English for
Young Learners course. 21st century skills were: (a) critical thinking skills;
(b) creativity and innovation skills; (c) communication skills; (d)
collaboration skills; (e) self-direction skills; (f) global connection; (g) local
connections, and (h) the use of information communication technology
(ICT). According to the participants, the course met the 21st century skills in
varying degrees; the use of information communication technology (ICT)
(M=4.62); collaboration skills (M=4.42); communication skills (M=4.38);
Critical thinking skills (M=4.22); self-direction skills (M=4.08); Creativity
and innovation skills (M=3.98); global connection (M=3.96; and local
connections (M=3.85) respectively. The results obtained from the open ended part of the questionnaire showed that the students felt that the aspects
Research Interests:
This study mainly aimed at investigating the impact of teaching the asking for clarification and circumlocution speaking strategies on enhancing students' speaking ability. In addition, it investigated the impact of teaching asking for... more
This study mainly aimed at investigating the impact of teaching the asking for clarification and circumlocution speaking strategies on enhancing students' speaking ability. In addition, it investigated the impact of teaching asking for clarification and circumlocution speaking strategies on students' use of other speaking strategies. Finally, it aimed at finding the correlation between language proficiency and students' use of the taught speaking strategies. Sixty-two 10 th graders at Noba Secondary School for Girls, a government high school, Palestine, participated in the study. Their native language is Arabic. They were divided into an experimental group comprised of thirty-one students and a control group consisted of thirty-one students. The experimental group had training on using two speaking strategies, namely asking for clarification and circumlocution which lasted over a semester. The quantitative and qualitative analysis of the data which were collected through pre and post questionnaires and pre and post tests showed that the use of asking for clarification strategy enhanced students' speaking skill. However, students' speaking skill was not enhanced through the use of circumlocution strategy. In addition, there were no significant differences between the experimental and control group in their use of different speaking strategies after teaching asking for clarification and circumlocution speaking strategies. However, message reduction and alteration strategies and social-affective strategies were reported to be the most significantly used strategies by the experimental group. Furthermore, the results showed that there was a strong correlation between learners' proficiency level and their strategy use. Finally, the study came with a number of recommendations.
This study aimed at investigating the effect of using children's songs in developing the elementary graders' vocabulary and pronunciation. It aimed also to investigate teachers' attitudes towards the use of songs in their English classes.... more
This study aimed at investigating the effect of using children's songs in developing the elementary graders' vocabulary and pronunciation. It aimed also to investigate teachers' attitudes towards the use of songs in their English classes. The participants were 123 EFL students of the fourth grade; 72 females and 51 males. Arabic is their native language. Both groups are from four private schools in Jerusalem; two groups for boys, and two groups for girls. One boys' school and one girls' school were chosen to be the experimental group consisting of 58 participants, while the other boys' and girls' schools were chosen to be the control group consisting of 65 participants. Study data were collected via students' pre and post tests and teachers' questionnaire. Exams results showed that students have improved their vocabulary and pronunciation due to the use of songs in learning. Questionnaire results showed that teachers have positive attitudes towards the use of songs in their classes as songs have positive effects in increasing students' achievement, interest and motivation. Finally, results revealed that students' achievements were not affected by gender.
This study aims to investigate the most frequent punctuation and capitalization errors made by EFL learners and to find out whether there were significant differences in the frequency of such errors due to the learners' academic level,... more
This study aims to investigate the most frequent punctuation and capitalization errors made by EFL learners and to find out whether there were significant differences in the frequency of such errors due to the learners' academic level, major, and / or gender. The sample consisted of 157 students from the English Department of Hebron University/ Palestine in the academic year 2014/2015. Specially designed test was administered whereby the students were asked to fill in necessary punctuation marks and to correct capitalization errors. The results revealed that the most frequent errors were made in capitalization, comma, semicolon, period, quotation, hyphen, apostrophe, and the question mark respectively from the highest to the lowest occurrence. Unexpectedly, there were no significant differences in the frequency of the punctuation and capitalization errors made by the students due to their academic level, major, or gender.
The aim of this quantitative study is to examine the teachers' perspectives towards the reading comprehension questions in the 8 th grade English student's textbook. The study also addresses the extent of comprehension questions based on... more
The aim of this quantitative study is to examine the teachers' perspectives towards the reading comprehension questions in the 8 th grade English student's textbook. The study also addresses the extent of comprehension questions based on Barrett's Taxonomy. The researchers used a questionnaire to collect their data and answer the research questions. The sample of the study included 92 teachers (males & females) from the government, private, and UNRWA schools in Hebron District. SPSS (Statitical Package for Social Science) has been used to analyse the data. The results regarding the general attitudes of the 8 th grade teachers towards the textbook and the comprehension questions revealed that the teachers' views towards the textbook shape, objective, content, and teaching aids are positive and highly acceptable. However, the results regarding the extent of the availability of the reading comprehension questions in reference to Barrett's Taxonomy clearly show that the questions in English for Palestine-Eighth Grade, generally test literal comprehension, which means that students were frequently asked to recognize and recall ideas, and facts clearly identified in the texts. The researchers concluded that the higher order thinking skills in Barrett Taxonomy
This quantitative and qualitative paper investigated the use of novels in the EFL classroom. It examined students' attitudes towards using novels in the EFL classroom; evaluated the advantages of using novels and whether they motivate... more
This quantitative and qualitative paper investigated the use of novels in the EFL classroom. It examined students' attitudes towards using novels in the EFL classroom; evaluated the advantages of using novels and whether they motivate students, develop their linguistic level, and enrich their cultural knowledge. Moreover, it identified certain problems that students may face in the process of learning novels in the EFL classroom. A total of 56 students participated in this study and responded to the questionnaire in the fall semester of 2015/2016 at Hebron University, Palestine. In addition, the researchers interviewed three instructors teaching at the English department. The findings of the questionnaire showed that students held positive attitudes towards using novels in the EFL classes. Mainly, they agree that novels have a number of advantages. For example, novels can motivate them, enrich their cultural knowledge, and improve their language ability. The interview with instructors revealed advantages of using novels and some challenge. Finally, researchers recommend that teachers keep using literature in the language classrooms and students keep reading novels due to their benefits.
This quantitative and qualitative study aims to scrutinize the effectiveness of utilizing interactive task-based activities to teach English writing in Bethlehem Secondary School for Girls. The experiment was conducted at the second... more
This quantitative and qualitative study aims to scrutinize the effectiveness of utilizing interactive task-based activities to teach English writing in Bethlehem Secondary School for Girls. The experiment was conducted at the second semester of the academic year 2016/2017. Two scientific sections from the 11th grade participated in the study; section B was the control group and section C was the experimental one. The former group practiced writing traditionally. The students in the latter group were enrolled in two online platforms,-Facebook‖ and-PBworks‖, to practice the target skill electronically. A questionnaire, pre/posttests, online platforms, a text content analyzer tool and self-reports were administered to investigate the participants' achievement and attitudes. With regard to the writing skill, the results indicated that the experimental group outperformed the control one. Also, the former manifested more positive attitudes towards e-learning than the other one.
This quantitative, qualitative study investigates the usage of mobile phone applications in teaching and learning processes. The study aims to identify the benefits, difficulties, and resolutions of using mobile phone applications. The... more
This quantitative, qualitative study investigates the usage of mobile phone applications in teaching and learning processes. The study aims to identify the benefits, difficulties, and resolutions of using mobile phone applications. The study was conducted in the English Department at Hebron University at the second semester of the academic years 2015/2016. The study focuses on the Business English course. A questionnaire was used to show the general attitudes of the students towards the effects of using mobile phone applications in the classroom. Interviews were administered to reveal the general attitudes of the students and instructors towards the difficulties and the solutions. The results showed that most students responded positively to using mobile applications in teaching and learning processes. In addition, all students had smart phones, and they used varied brands applications in the learning process. Moreover, the results indicated that students understand and learn better through using the applications.
Learning English has become a necessity during this century. Consequently, it is utilized in different institutions in Palestine such as schools, universities, hospitals, etc. Therefore, it is taught in schools by using different methods.... more
Learning English has become a necessity during this century. Consequently, it is utilized in different institutions in Palestine such as schools, universities, hospitals, etc. Therefore, it is taught in schools by using different methods. Thus, in order to comprehend the language efficiently, it has to be taught in creative and interesting methods and using games inside the classroom in one of these methods. The study aims to figure out the efficiency of using games inside classrooms and to answer the research questions. The study was conducted during the first semester of 2018/2019, in which 20 participants were enrolled. The researchers collected data using pretest; posttest and class observation. The study continued for two months. In that, students were introduced to unfamiliar vocabulary through games. The findings of the research revealed the efficiency of utilizing games in the educational process. Accordingly, games help students to retain unfamiliar vocabulary, to associate new information with their surroundings and to develop their language and communicative skills.
Decision-making process is one of the most difficult steps during academic life. Sometimes, students find it difficult to decide on choosing the appropriate course. This paper investigates the different factors that students take into... more
Decision-making process is one of the most difficult steps during academic life. Sometimes, students find it difficult to decide on choosing the appropriate course. This paper investigates the different factors that students take into account when selecting certain language courses during the academic terms. These factors may include instructor's subject matter and pedagogical knowledge, instructor's personal traits, timing of the course, nature of the course, student personal interests and recommendations from academic advisors, peers, friends, and parents. To assess this issue a questionnaire was distributed to 150 English-major students at Hebron University to explore students' main considerable factors for their course selection decisions. The results showed that the most considerable factors are timing, the instructor as well as course type, respectively. This study revealed a lot about students reasoning when it comes to choosing a certain course. It will also benefit teachers and decision-makers at the Department of English at Hebron University and other Palestinian institutions of higher learning to understand students' views and to make some changes accordingly.
The aim of the article is to shed light on ongoing situation about the Israeli-Palestinian conflict through the lenses of newspaper heading analysis. Newspapers manipulate newspapers heading to persuade and influence public opinion so... more
The aim of the article is to shed light on ongoing situation about the Israeli-Palestinian conflict through the lenses of newspaper heading analysis. Newspapers manipulate newspapers heading to persuade and influence public opinion so that political actions may be carried out. Unfortunately, such manipulation can lead to drastic consequences such as violent solutions. Through discourse analysis this study compares and contrasts different newspapers and magazines headlines of the Palestinian Israeli conflict. The researcher has used these newspapers and magazines to show attitudinal differences as reflected in discourses of the newspapers. The researcher collected his data from newspapers and magazines through the Internet. The newspapers and the magazines belong to two communities, each of which has its point of view regarding the conflict. Four major key concepts have emerged in the data: OCCUPATION, TERRORISM, SETTLEMENTS, and PEACE PROCESS. Through talking about these concepts and events, analysis of news headlines, grammatical and lexical metaphor, euphemism, stereotypes, and other rhetoric and linguistic devices are used to achieve intentions.
This study investigated the benefits of keeping portfolios on improving English writing skills among English major students in Hebron University. It also examined if there are differences in students' attitudes towards keeping portfolios... more
This study investigated the benefits of keeping portfolios on improving English writing skills among English major students in Hebron University. It also examined if there are differences in students' attitudes towards keeping portfolios due to gender. The sample of the study consisted of 55 male and female students of two sections (The first section is selected as a control group and the second is an experimental group) of an undergraduate Writing II course offered by the English Department in the second semester of the academic year 2014/2015. A pre-questionnaire and a post-questionnaire consisting of twenty statements following a five-point Likert scale were used. The findings revealed that there are statistically significant differences in students' attitudes between the control group and the experimental group favoring the experimental group. However, there is no statistically significant difference in students' attitudes in the post-questionnaire within the experimental group due to gender. Moreover, the results of the study lent support to the findings of the previous studies where the students found the portfolio-keeping process as motivating and a worthwhile experience.
This study is qualitative in nature and is designed to analyze the experiences and perceptions of a group of MA students regarding an MA TEFL practicum course at Hebron University during the second semester of the academic year 2015/2016... more
This study is qualitative in nature and is designed to analyze the experiences and perceptions of a group of MA
students regarding an MA TEFL practicum course at Hebron University during the second semester of the
academic year 2015/2016 and whether their experience improved their flair to convey educational practices
to better serve students. The study was steered by experiential learning theory. The participants learned from
their experiences, reflected on practical activities during the practicum course and contributed to a better understanding of the integration process between theory and practice. Three research questions addressed MA students’ experiences during the practicum and how those experiences benefited them and allowed them to grow professionally. I concluded with a set of recommendations.
students regarding an MA TEFL practicum course at Hebron University during the second semester of the
academic year 2015/2016 and whether their experience improved their flair to convey educational practices
to better serve students. The study was steered by experiential learning theory. The participants learned from
their experiences, reflected on practical activities during the practicum course and contributed to a better understanding of the integration process between theory and practice. Three research questions addressed MA students’ experiences during the practicum and how those experiences benefited them and allowed them to grow professionally. I concluded with a set of recommendations.
The technology of the flipped classroom is an innovation that allows learners to maximize their participation, increase their motivation, and improve their critical thinking and communication skills. This study investigated the attitudes... more
The technology of the flipped classroom is an innovation that allows learners to maximize their participation, increase their motivation, and improve their critical thinking and communication skills. This study investigated the attitudes of English major students in Hebron University towards the flipped classroom during the second semester of the academic year 2017/2018. A qualitative and quantitative method was adopted as this study used both questionnaires and interviews. A total of 150 pre-service teachers enrolled in this study and responded to the questionnaire. Moreover, a total of 10 pre-service teachers enrolled in this study and responded to the interviews. A questionnaire was used to show the general attitudes of the students towards using flipped classroom. Interviews were administered to reveal the general attitudes of the students towards the difficulties and the solutions. Findings of the study reported that the flipped classroom promotes more learner autonomy and self-direction. Moreover, that the participants considered the flipped classroom exciting, motivating, and engaging. Finally, the researchers concluded with some recommendations for educators to include the flipped classroom technology to create better learning opportunities for their students and to achieve better learning outcomes.
This study aims to analyze the experiences and perceptions of a group of graduate students regarding an MA Technology in Language Learning and Teaching Course at Hebron University, Palestine. Specifically, the study addressed the aspects... more
This study aims to analyze the experiences and perceptions of a group of graduate students regarding an MA Technology in Language Learning and Teaching Course at Hebron University, Palestine. Specifically, the study addressed the aspects of the course that were perceived as the most useful for them and how graduate students perceive their professional growth as a result of the course. The study took place during the second semester of the academic year 2016/2017. The researcher employed a qualitative research to achieve the aims of the study. The participants wrote reflective journals and described how the course integrated theory and practice. The results revealed that the students benefited from the different elements of the course. Particularly, they benefited from the practical projects. The experience helped them in their professional development. Finally, the students offered a number of suggestions for improving the course. The researcher concluded with a set of recommendations.
This study investigated the performance and attitudes of students in the literary criticism course towards online learning engagement. The participants of the study included sixty English major students. There were two sections: one... more
This study investigated the performance and attitudes of students in the literary criticism course towards online learning engagement. The participants of the study included sixty English major students. There were two sections: one control while the other is experimental. The study used both pre and post tests and pre and post questionnaires. A 25-item questionnaire was used to assess students' attitudes towards this experience. The results revealed that the experimental group had very positive attitudes toward using the online learning platform in learning English literature courses. Moreover, the study showed that there were statistically significant differences found on the attitudes towards the Online Learning Platform (Moodle) in the Literary Criticism Course favoring the experimental group. Similarly, the post-test revealed that there were statistically significant differences in the performance of the students favoring the experimental group. The researchers concluded the study with a set of recommendations.
This paper aims to explore how animated cartoon as a pedagogical material can be employed in language classroom from a constructivist point of view. Through examination of existing literature, this study outlines the numerous pedagogical... more
This paper aims to explore how animated cartoon as a pedagogical material can be employed in language classroom from a constructivist point of view. Through examination of existing literature, this study outlines the numerous pedagogical values of using cartoon. It presents the characteristics of cartoon that bring much valuable effects to language learning. The paper discusses both the efficiency of animated cartoon as an authentic audiovisual learning material and how it can be employed in language classroom in order to satisfy the intended pedagogical outcomes of the 21 st century. Although many teaching approaches can be utilized in order to promote the effectiveness of authentic materials for second language teaching, the model of constructivism enables learners to get benefits of educational technological resources, mainly, animated cartoon. Constructivism is a social-based teaching approach that encourages learners to construct knowledge from the surrounding social context throughout a process of investigation. In relation to the concept of cartoon, it works as incentive tool that enhances learners' social involvement within both collaborative discussion and the content of animated film. The paper concludes by drawing some implications of the concept of using cartoon in language classroom from a constructivist point of view.
This quantitative and qualitative paper investigated the use of short stories in the EFL classroom. It examined students' general attitudes towards using short stories in the EFL classroom. Moreover, it evaluated if short stories enhance... more
This quantitative and qualitative paper investigated the use of short stories in the EFL classroom. It examined students' general attitudes towards using short stories in the EFL classroom. Moreover, it evaluated if short stories enhance learners' language skills, develop their personal reflection and facilitate their cultural tolerance. Additionally, it explored certain approaches and applications for teaching a short story in the EFL classroom. The sample of the study included 2nd–4th year students of English major enrolled in the fall semester of the academic year 2014-2015 in Hebron University, Palestine. The number of the questionnaires filled was 135 where eighty percent of the respondents are females and the rest are males. The results showed that students held positive attitudes towards using short stories in the EFL classes. Additionally, the results revealed that there are statistically significant differences in the attitudes of the students towards the use of short stories due to Grade Point Average (GPA). However, there are no statistically significant differences in the attitudes of the students towards the use of short stories due to gender, seniority, and major. Finally, procedure was suggested for teaching a short story in the EFL classroom.
This paper aims to examine, reveal and analyse Shylock's speech in Shakespeare's The Merchant of Venice, by connecting his words to the power, identity, and ideology in the play. The purposes of this study are to examine the effects of... more
This paper aims to examine, reveal and analyse Shylock's speech in Shakespeare's The Merchant of Venice, by connecting his words to the power, identity, and ideology in the play. The purposes of this study are to examine the effects of linguistic manipulation on power, to link language with the structure of a society, and to find the impact of a combination of different ideologies on each other. Hence, this descriptive qualitative study explores the literature to answer the aforementioned questions. What is found in this paper is that Shylock, the Jew, lacks power, Jewish ideology and Jewish identity, but when he tries to find these aspects, he fails to gain any of them. The reasons behind Shylock's failure in obtaining "the self" can be attributed to his brutal character. His insistence on the literal implementation of the bond leads to his destruction. He neglects the fact that those charged with power are able to edit the language of "his bond" the way they like. To conclude, language is one of the most influencing factors aiding in imposing power, destroying "unwanted" identities, and appropriating others' ideology by the "upper hands" in any society.
This study investigated the attitudes of an English writing class towards online collaborative learning activities. A 20-item questionnaire was used to assess the students’ attitudes towards this experience. The participants of the study... more
This study investigated the attitudes of an English writing class towards online collaborative learning activities. A 20-item questionnaire was used to assess the students’ attitudes towards this experience. The participants of the study consisted of 55 students studying a Writing II course. There were two sections; one control and the other is experimental. The researcher investigated whether there were significant differences in the attitudes of the students pertaining to, group (experimental vs. control), gender, grade (GPA), access to the Internet and anxiety. The results indicated that the experimental group held positive attitudes towards the online collaborative learning experience. Moreover, the results showed that there were statistically significant differences between anxious learners and the learners who do not have anxiety towards online collaborative activities. In addition, students who had regular access to the Internet had better attitudes for the online collaborative activities. However, no statistically significant differences were revealed regarding the grade of the students. This means that low achievers and advanced learners held similar attitudes towards the online experience. Finally, no statistically significant differences were shown based on gender.
Research Interests:
Research Interests:
The demand for online programmes is increasing and more institutions are opting to offer online courses. To make confident judgments concerning the efficiency of this mode of delivery, it is necessary to carry out an evaluation. This... more
The demand for online programmes is increasing and more institutions are opting to offer online courses. To make confident judgments concerning the efficiency of this mode of delivery, it is necessary to carry out an evaluation. This paper discusses an evaluation conducted on an online English for Academic Writing course offered by a public university in Malaysia and the reaction of the institution to the findings. The adapted version of the Institute of Higher Education Policy (IHEP 2000) benchmarks was used to determine if the course met the quality benchmarks for online learning. This was complemented by interviews with the teachers. Results show that support was lacking and management of the online mode needed to be improved. Steps were then taken to improve the programme by addressing the weaknesses identified in the study. The study also shows that it is not possible to evaluate the results of the implementation within a short period of time. The process of change takes time especially where the adoption of technology is concerned.
Research Interests:
This study investigates enhancing the English Reading and Writing Skills of Palestinian English Majors by Using CALL. The study was conducted at the English Department in Hebron University in the second semester of the academic year 2008... more
This study investigates enhancing the English Reading and Writing Skills of Palestinian English Majors by Using CALL. The study was conducted at the English Department in Hebron University in the second semester of the academic year 2008 2009. The focus of the study is the Integrated Language Skills course. The population comprised 104 students. The students took the reading and writing portions of a standardized English language test, and a questionnaire was used to assess the achievement of the control group and the experimental group. The two researchers investigated whether there was a significant difference between the two groups in four dimensions, namely, computter anxiety, computer importance, attitudes, and productivity. The results indicate that CALL enhanced the Reading and Writing skills as evidenced by the statistically significcant differences in the post-test between the control group and the experimental group. Also, using CALL has been shown to include the added advantages of promoting mottivation, increasing self-confidence, encouraging learner-centeredness and decreasing the anxiety felt by the students. Moreover, CALL makes EFL enjoyable, meaningful, motivating relevant, and exciting. Finally, the results of this study revealed that using
CALL enhances the reading and writing skills and proficiency of English majors. The two researchers conclude by offering some practical recommendations on using CALL to enhance English language skills of English majors at Hebron University.
CALL enhances the reading and writing skills and proficiency of English majors. The two researchers conclude by offering some practical recommendations on using CALL to enhance English language skills of English majors at Hebron University.
Research Interests:
Mohammed Abdel Hakim Farrah mfarrah2006@yahoo.com Abstract This paper investigates the effectiveness of an online communication program in three domains: enhancing language skills, increasing motivation, and promoting cultural... more
Mohammed Abdel Hakim Farrah mfarrah2006@yahoo.com
Abstract
This paper investigates the effectiveness of an online communication program in three domains: enhancing language skills, increasing motivation, and promoting
cultural understanding among non-native university students from 22 countrieswho were attending the Soliya Connect Program. An 18-item Likert scale questionnaire addressing these three domains was used to assess these students’ responses. Results indicate that using online communication in EFL teaching enhances listening and speaking skills, promotes motivation and encourages cultural understanding.
Abstract
This paper investigates the effectiveness of an online communication program in three domains: enhancing language skills, increasing motivation, and promoting
cultural understanding among non-native university students from 22 countrieswho were attending the Soliya Connect Program. An 18-item Likert scale questionnaire addressing these three domains was used to assess these students’ responses. Results indicate that using online communication in EFL teaching enhances listening and speaking skills, promotes motivation and encourages cultural understanding.
Research Interests: E-learning, Computer-Mediated Communication, ICT4D, Blended Learning, Motivation, and 12 moreKnowledge Communities, Cultural Understanding, Technology Enhanced Education, Developmental Work Research, Online Coomunication, Enhancing and Improving Listening and Speaking Skills, Social constructivisim, Meaningful Learning, Listening and Speaking with Technology, Instructional Engineering, Innovation & Change Management, and Open Distance Learning
This study assessed the benefits of keeping reflective journal writing on improving English writing skills, increasing motivation, enhancing creativity, and critical thinking among university students. It also explored differences in... more
This study assessed the benefits of keeping reflective journal writing on improving English writing skills, increasing motivation, enhancing creativity, and critical thinking among university students. It also explored differences in students’ performance and attitudes due to gender, and some writing practices. The sample consisted of 120 male and female students from four sections of an undergraduate writing course. A 19-item questionnaire was distributed and the items were structured according to three dimensions: improving learning, motivation and self confidence, and value and convenience. The results of the study indicated the positive effects of the use of reflective journal writing in enhancing motivation and self-confidence and improving learning in general and the writing skills in particular. The results also indicated that female students favored reflective journal writing more than male students. Furthermore, students who voluntarily wrote their own paragraphs were more motivated to write than others and had a much better perception. In sum, reflective journal writing makes the writing course enjoyable, motivating, relevant and exciting.
Arabic Abstract:
قيمت هذه الدراسة فوائد استعمال كتابة اليوميات التأملية في تحسين مهارات الكتابة باللغة الإنجليزية وزيادة الدافعية وتعزيز الإبداع والتفكير النقدي لدى طلبة الجامعة، وقد تقصّت هذه الدراسة الفروق في أداء وتوجهات الطلبة التي تعزى إلى الجنس وبعض الممارسات في الكتابة. وتكونت عينة الدراسة من (120) طالباً وطالبة من أربع شعب لمساق "الكتابة" لطلبة البكالوريوس. ووزعت استبانة مكونة من (19) بندا" بحيث تمحورت هذه البنود حول ثلاثة أبعاد: تحسين التعلم، والدافعية والثقة بالنفس، والقيمة والموائمة. وخلصت الدراسة الى بيان الآثار الايجابية لاستعمال كتابة اليوميات التأملية في تعزيز الدافعية والثقة بالنفس وتحسين التعلم بشكل عام ومهارات الكتابة على وجه الخصوص، وبيّنت النتائج أيضاً أن الطالبات فضلن استعمال كتابة اليوميات التأملية أكثر من الطلاب وبالإضافة إلى ذلك، فقد كان الطلبة الذين كتبوا فقراتهم بشكل طوعي، أكثر دافعية للكتابة من الطلبة الآخرين وكان لهم تقبل أفضل بكثير لفكرة كتابة اليوميات التأملية. وبإيجاز فإن كتابة اليوميات التأملية تجعل مساق الكتابة أكثر امتاعاً ودافعية وإثارة للاهتمام.
Arabic Abstract:
قيمت هذه الدراسة فوائد استعمال كتابة اليوميات التأملية في تحسين مهارات الكتابة باللغة الإنجليزية وزيادة الدافعية وتعزيز الإبداع والتفكير النقدي لدى طلبة الجامعة، وقد تقصّت هذه الدراسة الفروق في أداء وتوجهات الطلبة التي تعزى إلى الجنس وبعض الممارسات في الكتابة. وتكونت عينة الدراسة من (120) طالباً وطالبة من أربع شعب لمساق "الكتابة" لطلبة البكالوريوس. ووزعت استبانة مكونة من (19) بندا" بحيث تمحورت هذه البنود حول ثلاثة أبعاد: تحسين التعلم، والدافعية والثقة بالنفس، والقيمة والموائمة. وخلصت الدراسة الى بيان الآثار الايجابية لاستعمال كتابة اليوميات التأملية في تعزيز الدافعية والثقة بالنفس وتحسين التعلم بشكل عام ومهارات الكتابة على وجه الخصوص، وبيّنت النتائج أيضاً أن الطالبات فضلن استعمال كتابة اليوميات التأملية أكثر من الطلاب وبالإضافة إلى ذلك، فقد كان الطلبة الذين كتبوا فقراتهم بشكل طوعي، أكثر دافعية للكتابة من الطلبة الآخرين وكان لهم تقبل أفضل بكثير لفكرة كتابة اليوميات التأملية. وبإيجاز فإن كتابة اليوميات التأملية تجعل مساق الكتابة أكثر امتاعاً ودافعية وإثارة للاهتمام.
Research Interests:
This study investigates enhancing the English Reading and Writing Skills of Palestinian English Majors by Using CALL. The study was conducted at the English Department in Hebron University in the second semester of the academic year 2008... more
This study investigates enhancing the English Reading and Writing Skills of Palestinian English Majors by Using CALL. The study was conducted at the English Department in Hebron University in the second semester of the academic year 2008 2009. The focus of the study is the Integrated Language Skills course. The population comprised 104 students. The students took the reading and writing portions of a standardized English language test, and a questionnaire was used to assess the achievement of the control group and the experimental group. The two researchers investigated whether there was a significant difference between the two groups in four dimensions, namely, computter anxiety, computer importance, attitudes, and productivity. The results indicate that CALL enhanced the Reading and Writing skills as evidenced by the statistically significcant differences in the post-test between the control group and the experimental group. Also, using CALL has been shown to include the added advantages of promoting mottivation, increasing self-confidence, encouraging learner-centeredness and decreasing the anxiety felt by the students. Moreover, CALL makes EFL enjoyable, meaningful, motivating relevant, and exciting. Finally, the results of this study revealed that using
CALL enhances the reading and writing skills and proficiency of English majors. The two researchers conclude by offering some practical recommendations on using CALL to enhance English language skills of English majors at Hebron University.
CALL enhances the reading and writing skills and proficiency of English majors. The two researchers conclude by offering some practical recommendations on using CALL to enhance English language skills of English majors at Hebron University.
Research Interests: Communication, Instructional Design, Educational Technology, Distance Education, Student Motivation And Engagement, and 9 moreLearner Centered Approach, Instructional Technology, Online Learning, Distance Learning, Virtual Learning, Self Confidence, Improving Reading and Writing, Enhancing Crtical Thinking, and Reducing Anxiety
Mohammed Abdel Hakim Farrah mfarrah2006@yahoo.com Abstract This paper investigates the effectiveness of an online communication program in three domains: enhancing language skills, increasing motivation, and promoting cultural... more
Mohammed Abdel Hakim Farrah mfarrah2006@yahoo.com
Abstract
This paper investigates the effectiveness of an online communication program in three domains: enhancing language skills, increasing motivation, and promoting
cultural understanding among non-native university students from 22 countrieswho were attending the Soliya Connect Program. An 18-item Likert scale questionnaire addressing these three domains was used to assess these students’ responses. Results indicate that using online communication in EFL teaching enhances listening and speaking skills, promotes motivation and encourages cultural understanding.
Abstract
This paper investigates the effectiveness of an online communication program in three domains: enhancing language skills, increasing motivation, and promoting
cultural understanding among non-native university students from 22 countrieswho were attending the Soliya Connect Program. An 18-item Likert scale questionnaire addressing these three domains was used to assess these students’ responses. Results indicate that using online communication in EFL teaching enhances listening and speaking skills, promotes motivation and encourages cultural understanding.
Research Interests: Social Sciences, Social Networking, Virtual Communities, Critical Thinking, Computer-Mediated Communication, and 8 morePolitical communication, Motivation (Education), Online Communication, Political Identity, Online Media, Media theory and Research, Culturall Understanding, and Mobile and Location-Based Media
This study investigates students‟ attitudes towards enhancing the writing skills of Palestinian English Majors by using collaborative learning. The study was conducted at the English Department at Hebron University in the second and the... more
This study investigates students‟ attitudes towards enhancing the writing skills of Palestinian English Majors by using collaborative learning. The study was conducted at the English Department at Hebron University in the second and the summer semesters of the academic year 2010-2011. The study participants were taking Writing and the Integrated Language Skills courses. The population comprised 95 students. A 32-item questionnaire was used to assess the attitudes of the students toward collaborative learning. Moreover, the researcher investigated whether there was a significant difference in the attitudes of the students pertaining to gender, proficiency (GPA) and year of study or academic level and one aspect of their learning styles (introverts vs. extroverts). The results indicate that the students had positive attitudes towards collaborative learning. Moreover, the results showed that female students favored collaborative activities more than male students. Statistically significant differences were also revealed
regarding level of the students and their proficiency showing that low achievers and less advanced learners favored the collaborative activities. Similarly, statistically significant evidence showed that extrovert students favored collaborative activities. The researcher concluded by offering some practical recommendations on using collaborative activities to enhance English language skills of English major at Hebron University, Palestine.
regarding level of the students and their proficiency showing that low achievers and less advanced learners favored the collaborative activities. Similarly, statistically significant evidence showed that extrovert students favored collaborative activities. The researcher concluded by offering some practical recommendations on using collaborative activities to enhance English language skills of English major at Hebron University, Palestine.
Research Interests:
This qualitative study explores the impact of potential linguistic, technical and educational hegemonies on the learning outcomes for English language students in Hebron, Palestine, and Padova, Italy, who were involved in the Soliya... more
This qualitative study explores the impact of potential linguistic, technical and educational hegemonies on the learning outcomes for English language students in Hebron, Palestine, and Padova, Italy, who were involved in the Soliya Connect Program, a telecollaboration project developed to explore critical issues that divide the ‘West’ and the ‘predominantly Arab and Muslim world’. The project is organised around weekly synchronous moderated video discussions between students from the U.S., Europe, and the Middle East and North Africa. The authors first discuss the hegemonies that might be at play in this telecollaboration project and examine the specific power imbalances on the macro-, meso- and micro-levels that students in Hebron and Padova might experience. Then, drawing on data from learner diaries and reflective papers, facilitator reports, and questionnaires, the authors provide evidence for the emergence of a third space conceptualised as a site of struggle and conflict, but also a dialogic, fluid and evolving space. The aspects of the project that seemed to contribute most to the creation of a third space were found to be: (a) the role of trained facilitators in addressing power imbalances, (b) the dialogic approach to conflict that the program is based on, and (c) the use of audio-video conferencing which humanises the experience and increases empathy among students.
Research Interests:
Research Interests: Creativity, Student Motivation And Engagement, Interest, Critical Thinking, Social Interaction, and 10 moreConfidence, Social Constructionism/ Constructivism, Collaborative Learning, Cooperative Learning, Social Context, English as a Foreign Language (EFL), Peer Feeback, Halliday and Hassan, Meaningful Problem Solving Activities, and English As a Second Language (ESL)
The present study aimed to investigate the extent to which Arabic was used in the primary English classroom, the attitudes of teachers toward using Arabic and their reasons behind using it. It also aimed at exploring which gender used... more
The present study aimed to investigate the extent to which Arabic was used in the primary English classroom, the attitudes of teachers toward using Arabic and their reasons behind using it. It also aimed at exploring which gender used Arabic more in the EFL classroom. In addition, it tried to present the relationship between the use of Arabic and years of English teaching experience. The results of the study which were collected through a questionnaire, classroom observations and interviews indicated that Arabic was sometimes used in the primary English classrooms by teachers. It also indicated that there were no significant differences in using Arabic in the primary EFL classroom due to gender and English teaching experience. Moreover, the findings indicated that more Arabic was used by the teachers for translating abstract words and terminologies.