A Student Perspective on Low English Proficiency in Oman

Autor/in	Al-Mahrooqi, Rahma
Titel	A Student Perspective on Low English Proficiency in Oman
Quelle	In: International Education Studies, 5 (2012) 6, S.263-271 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; English (Second Language); Language Proficiency; Student Attitudes; Focus Groups; Questionnaires; College Students; Teacher Effectiveness; Educational Quality; High School Graduates; Student Interests; Student Motivation; Low Achievement; Peer Influence; Difficulty Level; Research Methodology; Student Research; Oman + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Schülerverhalten; Fragebogen; Collegestudent; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Quality of education; Bildungsqualität; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Studieninteresse; Schulische Motivation; Unterdurchschnittliche Leistung; Schwierigkeitsgrad; Research method; Forschungsmethode; Studentenforschung
Abstract	The Omani government attaches great importance to English in the education of Omani youth and their preparation for a multicultural world of employment. It has therefore poured large resources into English language teaching in the nation's schools, colleges and universities. Unfortunately, these efforts have not yielded gains proportionate to this investment. Students continue to graduate from schools with inadequate English language proficiency and the majority therefore require remedial or intensive courses in a "foundation" program before beginning tertiary level study. Based on a student perspective, this study investigated the above problem. Using data from focus groups and personal reports (based on a qualitative questionnaire) from 100 tertiary education students, it found that the major factors involved were as follows: ineffective teachers, inadequate curricula, uninterested students, limited exposure to English outside the classroom, unsupportive parents, a poor school system, and peer-group discouragement. Participants suggested a number of solutions and especially encouraging students to learn English by showing them its international status and its importance for their future education and employment. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01