The Positive Outcomes and Challenges Experienced by Modern Foreign Language Teachers in Oman

Autor/in	Al Abrawi, Nasra Ali
Titel	The Positive Outcomes and Challenges Experienced by Modern Foreign Language Teachers in Oman
Quelle	In: Education 3-13, 51 (2023) 7, S.1130-1142 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Al Abrawi, Nasra Ali)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2022.2051578
Schlagwörter	Language Teachers; Barriers; Second Language Learning; Second Language Instruction; Foreign Countries; Educational Change; English (Second Language); Grade 3; Grade 4; Elementary School Students; Teacher Attitudes; Teaching Methods; Textbooks; Language Skills; Educational Resources; Student Evaluation; Curriculum Development; Oman + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Bildungsreform; English as second language; English; Second Language; Englisch als Zweitsprache; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Textbook; Text book; Schulbuch; Lehrbuch; Language skill; Sprachkompetenz; Bildungsmittel; Schulnote; Studentische Bewertung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	This paper focuses on the positive outcomes and the challenges that teachers experienced after the introduction of the English primary curriculum reform of grades 3 and 4 in Omani state schools. Three focus group interviews were conducted with English teachers (n = 15) in three regions (Muscat, AL Sharqia South and AL Dahira regions). Although the findings indicated that progress had been achieved in introducing shared writing, reading time, vocabulary and grammar rules in grades 3 and 4 reform, a number of challenges were also identified. Teachers' views about much of the content of the compulsory school textbook in relation to the choice of topics, the development of the productive skills, the lack of resources, and problems with assessment, were overwhelmingly negative. Furthermore, it seems that curriculum reform was not adequately underpinned by theoretical principles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01