The Effectiveness of Direct Instruction in Teaching English in Elementary Public Education Schools in Kuwait: A Research Case Study

Autor/inn/en	Al-Shammari, Zaid; Al-Sharoufi, Hussain; Yawkey, Thomas D.
Titel	The Effectiveness of Direct Instruction in Teaching English in Elementary Public Education Schools in Kuwait: A Research Case Study
Quelle	In: Education, 129 (2008) 1, S.80-90 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1172
Schlagwörter	Teaching Methods; Experimental Groups; Control Groups; Academic Achievement; Instructional Effectiveness; Educational Change; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Language Fluency; Consciousness Raising; Case Studies; Educational Policy; Kuwait + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Unterrichtserfolg; Bildungsreform; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Bewusstseinsbildung; Case study; Fallstudie; Case Study; Politics of education; Bildungspolitik
Abstract	This paper focuses on the effectiveness of direct instruction in improving non-native student achievement in English learning. The study involved two groups in two English classes. Groups were selected from two different elementary public schools in the State of Kuwait. Study parameters were derived from a review of the literature and scientific research methodologies. Group one (experimental group) received direct instruction and group two (control group) did not receive direct instruction. The stages of direct instruction development, methods of validating designed direct instruction, application of the designed direct instruction, data collection and analysis procedures were properly defined. Study results indicated that children in the experimental class generally benefited from receiving direct instruction. This study has shown beyond doubt that direct instruction is a very effective approach in teaching English as a foreign language. The mean of the experimental group (3.52) was greater than that for the control group (1.09). The standard deviation (SD) for the experimental group was 1.40, while the control group's was 1.19. The mean rank of the experimental group was 30.52, while the control group's was 13.86. The test statistics (Z) was 4.427 with a P-value (0.000). The mean rank of the experimental group was also greater than that of the control group. More specifically, these tests indicated that using a direct instruction approach with the experimental group had better results compared to the control group (traditional method) in terms of student achievement. Direct instruction, which is more time-efficient in the classroom, can contribute substantially to the introduction of new methods such as pragmatics and conversational analysis that will improve English fluency in a non-native environment. Results reveal the importance of training Kuwaiti school teachers in direct instruction processes, and of creating national awareness of the effectiveness of this instructional approach. Demonstrating significant achievement in a short period of time is the benchmark of success in non-native environments. Direct instruction provides the best alternative to traditional approaches to teaching English as a foreign language. Campaigns to increase policy makers' awareness of the effectiveness of this alternative may lead to national educational reform. While facilitating this awareness is a large task, broadcasting the findings from this case study may begin to facilitate the implementation of direct instruction in all study fields. (Contains 1 figure and 1 table.) (As Provided).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/education.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10