Role of Instructor Qualifications, Assessment and Pedagogical Practices in EFL Students' Grammar and Writing Proficiency

Autor/in	Al-Jarf, Reima
Titel	Role of Instructor Qualifications, Assessment and Pedagogical Practices in EFL Students' Grammar and Writing Proficiency
Quelle	4 (2022) 2, S.6-17 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Al-Jarf, Reima)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2707-7586
Schlagwörter	Teacher Qualifications; Second Language Learning; Second Language Instruction; English (Second Language); Grammar; Language Teachers; Writing Skills; Writing Tests; Language Tests; Scores; Writing Instruction; Comparative Analysis; Textbooks; Teaching Methods; Evaluation Methods; Knowledge Level; Pretests Posttests; Correlation; Language Proficiency; Feedback (Response); Online Courses; Error Correction; Undergraduate Students; Majors (Students); Translation; Foreign Countries; Student Attitudes; College Faculty; Saudi Arabia + Suchen Sie Ihr Suchwort? Lehrqualifikation; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Grammatik; Language teacher; Sprachunterricht; Writing skill; Schreibfertigkeit; Writing test; Schreibtest; Language test; Sprachtest; Schreibunterricht; Textbook; Text book; Schulbuch; Lehrbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Korrelation; Language skill; Language skills; Sprachkompetenz; Online course; Online-Kurs; Korrektur; Ausland; Schülerverhalten; Fakultät; Saudi-Arabien
Abstract	Three groups of EFL freshman students were concurrently enrolled in a grammar and a writing course. One group was taught the grammar and writing courses by the same instructor; the other two groups were taught grammar and writing by two different instructors using the same textbook but different instructional and assessment techniques. The study aims to find out which group made higher gains in grammatical knowledge and writing skill development. It also aimed to find out the effects of instructor qualifications, assessment, and pedagogical variables on students' grammatical competence and writing skill development. Comparisons of the grammar and writing post-tests showed significant differences between the three groups in the writing and grammar post-test mean scores. There were strong correlations between the grammar and writing post-test scores. Performance of the Group that received a combination of writing and grammar instruction by the same instructor (Instructor A) was the highest. The relationship between grammar and writing instruction seems to be reciprocal: writing instruction affects grammatical competence and grammatical knowledge affects writing skill development. Better achievements were made when both courses were taught by the same instructor as she can make the right connections between what is taught in both courses, which specific structures and skills should be emphasized. The instructors' qualifications, pedagogical system, educational and professional experience, the integration of online instruction, the type of error correction and instant feedback given to the students and the formative assessment technique used were significantly more effective than writing/grammar instruction that depended on the textbook alone. These variables proved to be important for enhancing the grammatical knowledge and writing quality of unskilled, low ability EFL students and resulted in a significant improvement in their grammar and writing post-test scores. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01