An-Najah Blogs :: http://blogs.najah.edu/author/emp_2178 An-Najah Blogs :: en-us Fri, 24 Nov 2017 17:03:14 IST Fri, 24 Nov 2017 17:03:14 IST webmaster@najah.edu webmaster@najah.edu Subject Matter and English Language Teachers’ Perception of EST ‎at An-Najah National University (in English)‎http://blogs.najah.edu/staff/emp_2178/article/Subject-Matter-and-English-Language-Teachersrsquo-Perception-of-EST-lrmat-An-Najah-National-University-in-EnglishlrmPublished ArticlesThe teaching of English for Special Purposes ESP has developed from a concern for the needs desires interests and attitudes of learners ESP has many advantages; however they might not be achieved unless an encouraging atmosphere that meets students needs is established This paper examines the perceptions of subject matter teachers and English language teachers of the needs of their EST English for Science and Technology students at An Najah University Therefore the paper touches upon needs analysis as an important issue related to the teaching of EST in an attempt to investigate the extent of cooperation and coordination between the English language teachers and subject matter teachers The paper also investigates the subject matter and English language teachers perceptions of the need for teaching English language textbooks materials skills and activities in EST courses The perceptions of the need for subject matter and English language teachers have been investigated by means of a questionnaire The subjects of the study were 41 subject matter teachers and English language teachers at An-Najah University The findings of the study revealed that the perceptions of the need for cooperation and coordination between English language and subject matter teachers was very high The results also indicated that the subject matter teachers showed the highest means for all domains with the highest mean for the need for appropriate textbooks and materials This paper concludes with suggestions to reinforce cooperation and coordination between both English and subject matter teachers An-Najah University Journal for Research - Humanities B ISSN: 1727-8449 Volume 19 Issue 4 2005 Pages: 1381-1420 The English Language Learning Strategies of An-Najah National University EFL Majorshttp://blogs.najah.edu/staff/emp_2178/article/The-English-Language-Learning-Strategies-of-An-Najah-National-University-EFL-MajorsPublished ArticlesThis study reports on the current English language learning strategies used by Arabic-speaking English-majors enrolled at An-Najah National University in Palestine The subjects of the study were 99 male and female students still studying for their BA degree The study also investigates the frequency of strategies use among these students according to gender and proficiency variables Proficiency is reflected by students learning level ie sophomore junior senior self-reported proficiency in English ie the students university average in English courses and language self-efficacy ie how good the students perceived themselves as English learners The results of this study showed that An-Najah English majors used learning strategies with high to medium frequency and that the highest rank 796 was for Metacognitive strategies while the lowest 63 was for compensation strategies In general the results showed that gender and proficiency had no significant differences on the use of strategies Based on these findings the researcher recommends that more training should be given in using Cognitive Memory and Compensation strategies by embedding them into regular classroom activitiesLanguage Learning Strategy Use In Palestinehttp://blogs.najah.edu/staff/emp_2178/article/Language-Learning-Strategy-Use-In-PalestinePublished ArticlesThis study reports on the current English language learning strategies used by Arabic-speaking English-majors enrolled at An-Najah National University in Palestine The subjects of the study were 99 male and female students still studying for their BA degree The study also investigates the frequency of strategies use among these students according to gender and proficiency variables Proficiency is reflected by students learning level ie sophomore junior senior self-reported proficiency in English ie the students university average in English courses and language self-efficacy ie how good the students perceived themselves as English learners The results of this study showed that An-Najah English majors used learning strategies with high to medium frequency and that the highest rank 796 was for Metacognitive strategies while the lowest 63 was for compensation strategies In general the results showed that gender and proficiency had no significant differences on the use of strategies Based on these findings the researcher recommends that more training should be given in using Cognitive Memory and Compensation strategies by embedding them into regular classroom activities TESL-EJ Vol 7 No 2 A-3 September 2003Identifying the Metacognitive Reading Strategies of Arab University Students: A Case Studyhttp://blogs.najah.edu/staff/emp_2178/article/Identifying-the-Metacognitive-Reading-Strategies-of-Arab-University-Students-A-Case-StudyPublished ArticlesThis paper reports on the metacognitive reading strategies employed by Palestinian students while reading English texts in the light of a case study of two English majors Moreover the intention of this study is to use multiple research methods in identifying the participants thinking processes To collect data the researcher used think aloud as an instrument for tapping the participants underlying metacognitive thinking In order to complement the think-aloud sessions the researcher used interviews comprehension tests and a questionnaire The results indicated that although think-aloud seemed to be a suitable introspectiv method for measuring comprehension control and awareness retrospective methods such as interviews tests and questionnaires were also important It was also found that although verbalizing was challenging the participants were interested in thinking aloud and involved in using a number of metacognitive strategies that aided their awareness and text comprehension Finally implications for EFL teachers and reading comprehension research are discussed based on the findings