- Saturday, January 1, 2005
- Published at:Not Found
- The 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 qu
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- Thursday, January 1, 2004
- Published at:Journal Of the Islamic University of Gaza, Vol. 12, No.1, PM —75, January 2004
- This 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 B.A. 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 (i.e. sophomore, junior, senior), self-reported proficiency in English (i.e. the students’ university average in English courses) and language self-efficacy (i.e. 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 (79.6%) 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 u
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- Monday, September 1, 2003
- Published at:Not Found
- This 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 B.A. 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 (i.e., sophomore, junior, senior), self-reported proficiency in English (i.e., the students' university average in English courses) and language self-efficacy (i.e,. 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 (79.6%) 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 str
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- Tuesday, January 1, 2002
- Published at:Not Found
- This 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
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