Assessing English language teachers’ understanding and practices of student-centered learning in Oman
Abstract Student-centered learning assessment (SCLA) constitutes a major component of current educational initiatives at the University of Technology and Applied Sciences (UTAS). However, little research has been conducted on English teachers’ understanding and practices of SCL assessment. Therefore...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2022-09-01
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| Series: | Language Testing in Asia |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40468-022-00184-3 |
| _version_ | 1811267639501127680 |
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| author | Salim Said Bani Orabah Houman Bijani Seyed M. Ismail |
| author_facet | Salim Said Bani Orabah Houman Bijani Seyed M. Ismail |
| author_sort | Salim Said Bani Orabah |
| collection | DOAJ |
| description | Abstract Student-centered learning assessment (SCLA) constitutes a major component of current educational initiatives at the University of Technology and Applied Sciences (UTAS). However, little research has been conducted on English teachers’ understanding and practices of SCL assessment. Therefore, this study seeks to explore English teachers’ understanding and practices of SCL assessment at UTAS in Oman. The findings could provide information regarding teachers’ understanding and practices of SCLA. The findings may contribute to how English teachers define SCLA, what SCL-related activities they conduct, and how often these are conducted. Sixty-one teachers participated in the study with an average of 24 years of experience. A series of interviews and questions were used to elicit data from the participants. A questionnaire was used to explore teachers’ understanding of SCLA. Interviews were used in conjunction with the questionnaires to obtain more detailed information from the participants. The findings of this study showed that each of the English teachers has their definitions and understandings of SCLA; however, it was difficult to understand teachers’ definitions of SCLA due to the lack of a common definition for this term in the literature. Teachers should be encouraged to empower students by working in mixed groups on the basis that the advanced students each head up separate groups. The implication is to allow less able students to mimic and imitate their peers and improve their comprehension, pronunciation, and vocabulary in and out of the classroom. Future research could be enhanced by other stakeholders, such as students and administrators, involvement. |
| first_indexed | 2024-04-12T21:06:09Z |
| format | Article |
| id | doaj.art-cb836883fe114184bfb2ad1c9bc1416a |
| institution | Directory Open Access Journal |
| issn | 2229-0443 |
| language | English |
| last_indexed | 2024-04-12T21:06:09Z |
| publishDate | 2022-09-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Language Testing in Asia |
| spelling | doaj.art-cb836883fe114184bfb2ad1c9bc1416a2022-12-22T03:16:41ZengSpringerOpenLanguage Testing in Asia2229-04432022-09-0112112610.1186/s40468-022-00184-3Assessing English language teachers’ understanding and practices of student-centered learning in OmanSalim Said Bani Orabah0Houman Bijani1Seyed M. Ismail2English Language Center, University of Technology and Applied SciencesIslamic Azad UniversityCollege of Humanities and Sciences, Prince Sattam Bin Abdulaziz UniversityAbstract Student-centered learning assessment (SCLA) constitutes a major component of current educational initiatives at the University of Technology and Applied Sciences (UTAS). However, little research has been conducted on English teachers’ understanding and practices of SCL assessment. Therefore, this study seeks to explore English teachers’ understanding and practices of SCL assessment at UTAS in Oman. The findings could provide information regarding teachers’ understanding and practices of SCLA. The findings may contribute to how English teachers define SCLA, what SCL-related activities they conduct, and how often these are conducted. Sixty-one teachers participated in the study with an average of 24 years of experience. A series of interviews and questions were used to elicit data from the participants. A questionnaire was used to explore teachers’ understanding of SCLA. Interviews were used in conjunction with the questionnaires to obtain more detailed information from the participants. The findings of this study showed that each of the English teachers has their definitions and understandings of SCLA; however, it was difficult to understand teachers’ definitions of SCLA due to the lack of a common definition for this term in the literature. Teachers should be encouraged to empower students by working in mixed groups on the basis that the advanced students each head up separate groups. The implication is to allow less able students to mimic and imitate their peers and improve their comprehension, pronunciation, and vocabulary in and out of the classroom. Future research could be enhanced by other stakeholders, such as students and administrators, involvement.https://doi.org/10.1186/s40468-022-00184-3AssessmentEFLProblem-based learningStudent-centered assessmentStudent-centered learningStudent involvement |
| spellingShingle | Salim Said Bani Orabah Houman Bijani Seyed M. Ismail Assessing English language teachers’ understanding and practices of student-centered learning in Oman Language Testing in Asia Assessment EFL Problem-based learning Student-centered assessment Student-centered learning Student involvement |
| title | Assessing English language teachers’ understanding and practices of student-centered learning in Oman |
| title_full | Assessing English language teachers’ understanding and practices of student-centered learning in Oman |
| title_fullStr | Assessing English language teachers’ understanding and practices of student-centered learning in Oman |
| title_full_unstemmed | Assessing English language teachers’ understanding and practices of student-centered learning in Oman |
| title_short | Assessing English language teachers’ understanding and practices of student-centered learning in Oman |
| title_sort | assessing english language teachers understanding and practices of student centered learning in oman |
| topic | Assessment EFL Problem-based learning Student-centered assessment Student-centered learning Student involvement |
| url | https://doi.org/10.1186/s40468-022-00184-3 |
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