Practitioners' Perspectives on the Application of Integration Theory in the Saudi EFL Context

Autor/inn/en	Almalki, Mansoor S.; Soomro, Abdul Fattah
Titel	Practitioners' Perspectives on the Application of Integration Theory in the Saudi EFL Context
Quelle	In: English Language Teaching, 10 (2017) 6, S.93-102 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Writing Skills; Reading Instruction; Integrated Activities; English (Second Language); Lesson Plans; Teaching Methods; Questionnaires; Teacher Surveys; Preferences; Second Language Instruction; English Teachers; Writing Instruction; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Writing skill; Schreibfertigkeit; Leseunterricht; Integrierender Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lesson planning; Unterrichtsplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Fremdsprachenunterricht; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Schreibunterricht; Saudi-Arabien
Abstract	There is a close connection between reading and writing. Several studies suggest integrating reading in the instruction of teaching writing skills to English as a Foreign Language (EFL) learner. This study seeks to determine the extent Saudi EFL teachers support, apply and understand the theory of integration between reading and writing. To achieve the research objectives, the researcher compiled two lesson plans; one based on the integration theory and the other, based on a traditional model to see which lesson plan teacher-participants chose to teach writing. The data was then collected through questionnaire containing both closed and open-ended questions to determine the implications of the results in relation to the objectives of the research. The major findings of this research project were that, for the ten EFL teachers surveyed, most of the teachers indicated that they usually taught writing as a separate skill apart from reading, and the written responses from the open-ended questions that was analyzed indicated that the teachers taught writing in the traditional way. The results from the ten participants' responses also suggested that almost none of the participants were familiar with the concept of integrating reading and writing for the purposes of teaching writing. However, most of the respondents did comment that they agree with the idea of integrating reading in the instruction of teaching the writing skills and given a choice of a lesson plan, most of the teachers choose the integrated lesson plan. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01