Browsing by Author "Rajeh, Hamzah"

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INTEGRATING COMMUNICATIVE LISTENING AND SPEAKING PRACTICES IN SAUDI ENGLISH CLASSROOM
(Gonzaga University, 2019-06-03) Rajeh, Hamzah; Jeannot, Mary
This workshop and action research project examines Saudi teachers’ performance in EFL classrooms and analyzes the challenges they face in integrating language skills in their classrooms. The study addresses some of the strategies teachers can employ to engage students in the teaching process by integrating the four main skills (reading, writing, listening, and speaking), being a better lesson planner, and increasing student achievements.
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SAUDI ENGLISH AS A FOREIGN LANGUAGE TEACHER DEVELOPMENT: NEEDS, WANTS, AND OUTCOMES OF FLIPPED INSTRUCTION
(Washington Satate University, 2024-05) Rajeh, Hamzah; Egbert, Joy
This dissertation comprises two manuscripts that investigate Saudi English as a foreign language (EFL) teachers’ development based on their needs, wants, and outcomes of Flipped learning (FL). The first study incorporating active learning, particularly the concept of flipped learning, into English as a foreign language teaching may significantly improve language learning effectiveness. This study gathered information on Saudi EFL teachers’ readiness and willingness to apply FL. Results show that teachers’ self-efficacy of their current teaching was high. Most reported positive attitudes and abilities related to flipped learning, although they also identified potential challenges related to engagement and assessment. Teachers expressed a strong willingness to participate in professional development in this area, with a preference for online videos and group workshops. The study offers guidelines for planning effective professional development. The second study investigates the impact of flipped professional development (FPD) on English as a foreign language (EFL) teachers in Saudi Arabia. Addressing the limitations of conventional professional development (PD), this case study focuses on three teachers and assesses their application of flipped learning (FL) principles in their instruction. The research explores whether FPD aids teachers in understanding, planning, and employing FL techniques. Utilizing a combination of surveys, interviews, and observations, the study follows the guidelines by Avci et al. (2020) and Rajeh (2023) to deliver a PD program centered on active learning and technology integration. Results show that FPD can enhance teachers' understanding of FL, improve lesson planning, and increase teacher engagement in PD and their classroom. Concluding that personalized and continuous PD is crucial, the study advocates for PD models that are adaptable to individual teacher needs and interests.
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