Journal of English Studies in Arabia Felix

Teaching English through Drama to Arab Learners:

Joseph Bell — 2024-09-25

This paper accounts for teaching English to Arab learners through dramatic works to facilitate their learning of English as a foreign language (EFL). The study, based on a review of the relevant literature, proposes English drama as a gateway to teaching EFL to Arab learners. It advocates plays as a useful means for addressing the linguistic challenges that mainly relate to vocabulary, syntax, and figurative language. The study rationalizes selecting plays with themes relevant to Arab learners’ socio-cultural experiences and interests. A purposeful selection of plays helps in exploring universal themes and accepting cultural diversity, fostering a deeper understanding of other places and eras. In studying plays, learners engage with characters, dialogue, and emotions. Dramatic techniques, such as role-playing, scene analysis, and live performances encourage active participation and enhance comprehension and appreciation. Above all, comparing Western plays with learners’ literary traditions (e.g., Arabic poetry, folklore, or theatre) promotes critical thinking, cross-cultural awareness, and much more.

Genre-Based Analysis of Move Structure of Job Interviews at Algerian Universities

Imane Tiaiba — 2024-11-01

This study examined the move structures of employment interviews in faculty hiring at the tertiary level in the Algerian context. Research data includes a corpus of 40 authentic job interviews recorded at three Algerian universities during real faculty hiring between 2015 and 2024, besides the researcher’s ethnographic notes. The corpus was analysed to identify the communication purposes and overall schematic structure of job interviews for an assistant lecturer position in the Department of English. Drawing on the genre-based theory, the thematic analysis of job interviews' conversation and the requirements of the faculty position, qualitative analysis revealed that at the macro level, the interaction between faculty hiring committees and candidates can be classified into four major prototypical rhetorical moves: introduction or self-introduction, research field-presentation, negotiating expertise and faculty position tasks, and future plans. The move of each interview may incorporate further steps. The study significantly contributes to establishing this promotional genre in academia. In the light of the findings, pedagogical implications and new research directions are proposed.

Challenges to E-Learning at Queen Arwa University During COVID19:

Abdul-Malik Al-Selwi — 2023-11-01

This study is an attempt to shed light on the challenges of e-learning in Yemen. It used a qualitative, descriptive, and explanatory research design with data collected in one of the Yemeni private universities, Queen Arwa University (QAU). A general qualitative inductive approach was adopted to analyze the qualitative data for major and emerging important themes. These challenges can be classified into three categories: challenges related to the academic staff and students (human resources), technical and library difficulties (material elements), and financial problems. The study explores various underlying reasons for these challenges, such as inadequate training for faculty, limited internet accessibility, and insufficient funding for technological infrastructure. As a result, the study recommends several actionable suggestions based on its findings, aimed at improving and mitigating the challenges faced by e-learning stakeholders (decision-makers, teachers, students, etc.) during the e-learning process. Furthermore, the study creates opportunities for similar future research on the actual use of e-learning in other Yemeni or Arab universities. The insights gained from this research could potentially contribute to the development of more effective and sustainable e-learning strategies in the region.

Washback in English Education:

Radhwan Ali — 2024-11-04

Testing is a crucial aspect of language teaching and learning, as it helps determine a learner’s proficiency. This study aims to identify the effects of ninth-grade students’ final examinations on their learning and to suggest procedures for both teachers and students to mitigate negative washback. Data were collected using a test and a questionnaire, and the results were analyzed quantitatively. The findings showed that students significantly improved their scores from the pretest to the post-test (final test). However, they received low scores on the final test due to the time gap between the preparation course and the final test, leading to a loss of motivation and intention. Additionally, most students agreed that thorough preparation before the final examination helped them better understand the test techniques and format. The researcher compared the students’ pretest and post-test results with their final test scores, revealing considerable improvement during the preparation course but negative washback in the final test. Based on these results, the study provides suggestions for further research and implications for language educators in Libya and beyond..

Questioning Techniques and Wait Time in EFL Classrooms:

Meriem Kater — 2024-12-03

This study scrutinized English language teachers' perceptions and actual practices regarding questioning techniques and wait time. Using a qualitative approach, the researcher conducted semi-structured interviews and classroom observations with teachers from the Department of English Language at Algiers 2 University. The interview results revealed that the majority of teachers were aware of the importance of wait time and questioning and they use questions to stimulate students' critical thinking. The classroom observation findings showed the opposite– teachers primarily use low-level questions to check their students' understanding. Additionally, while teachers reported allocating 1-3 minutes of wait time, the observations showed that they rarely reached the recommended 3-5 seconds. Moreover, teachers frequently interrupted wait times by engaging in various verbal habits that might interfere with the beneficial effects of wait time. These findings highlight significant differences between the teachers' perceived and actual practices regarding questioning techniques and wait time. Based on these findings, the study put forward some recommendations for question planning, training teachers on asking higher-level questions, and use of extended wait times commensurate with the complexity of the questions posed.

EFL Learners' Receptive Knowledge of Congruent and Non-Congruent Delexical Verb-Noun Collocations

Adnan Saeed Abdulsafi — 2024-12-04

Vocabulary acquisition remains a fundamental yet complex area in language learning, particularly for English as a Foreign Language (EFL) learners. Among the various challenges, delexical verbs stand out due to their abstract nature and diverse usage. Understanding these verbs is crucial for achieving fluency and comprehension in English. The aim of this study was to investigate challenging aspects of vocabulary acquisition, focusing specifically on delexical verbs. It assessed the receptive knowledge of university learners regarding both congruent and non-congruent delexical verb-noun combinations. To achieve this, a multiple-choice test comprising 10 items on delexical verbs was administered to evaluate the learners' understanding of these combinations. The sample consisted of 15 EFL learners in their fourth year at a public university in Yemen. The findings revealed that learners exhibited a higher level of receptive knowledge in congruent delexical verbs compared to non-congruent ones, which can be attributed to their limited exposure to these verbs in real-life contexts. Consequently, the study emphasizes the necessity of explicitly teaching delexical verb combinations to second language (L2) learners. It advocates for the integration of vocabulary teaching into English Language Teaching (ELT) materials to enhance learners' proficiency and understanding of delexical verbs. This research underscores the importance of targeted vocabulary instruction in improving the overall language competence of EFL learners.