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Papers by Wagdi R A S H A D A L I Bin-Hady
Library Hi Tech, 2023
Purpose-The proliferation of ChatGPT, as in many other digital technologies and social media, has... more Purpose-The proliferation of ChatGPT, as in many other digital technologies and social media, has increasingly impacted many aspects of modern life, including second and foreign language education. This study, building on a common theoretical position of all these advances in Artificial intelligence (AI), seeks to establish a model for ChatGPT research on English language learning. It specifically explores the dimensions in which ChatGPT aids students in their English language learning. Design/methodology/approach-The study adopts grounded theory in collecting and analyzing data from 20 ResearchGater (RG) through a two-week RG discussion about ChatGPT uses in their language learning contexts. Data collected via the discussion was analyzed thematically. Findings-Preliminary findings show that ChatGPT can be used in developing learners' language skills; scaffolding the learning process by providing feedback to students on their language use and acting as partners in practicing language with recommended activities for more language practice. Originality/value-The study contributes a five-dimension model for artificial intelligence assisted language learning (AIALL). The model involves flexible teacher's role to consolidate learner autonomy and provide enjoyable learning, urges future innovation, and celebrates various applications. Examining the AIALL model of ChatGPT for language learning, teachers should provide some directions for properly using this new application.
Purpose-This study aims to explore the use of technology-based strategies by Yemeni undergraduate... more Purpose-This study aims to explore the use of technology-based strategies by Yemeni undergraduate students to develop their English as a foreign language skills in informal learning settings. Design/methodology/approach-A mixed methods research design was used to collect quantitative and qualitative data from 110 undergraduate students enrolled at the English Departments in two universities in Yemen. In the first phase of the study, 10 students were interviewed to obtain information about their use of technology to develop their English language skills and subsystems in informal settings. Following the analysis of the interview data, a questionnaire was built to collect quantitative data, and the second phase of the study was carried out with 100 undergraduate students. Findings-The findings revealed that students developed four technology-based strategies that they used in informal settings. These strategies included using social media, being inspired by someone, accessing social networks and websites. Students reported that these strategies helped them develop their listening, speaking and reading skills, while they also reported that their vocabulary was enhanced over grammar and pronunciation. Research limitations/implications-The study findings can be of benefit not only for helping to raise students' awareness of informal learning strategies to develop their English skills outside the classroom but also for teachers to rethink the importance of integrating technology tools and digital resources in their teaching practice. The results could also guide curriculum designers to augment textbook materials by integrating technology-based informal learning strategies. Originality/value-This is the first study on this topic conducted in the context of higher education in Yemen and offers unique insights into informal learning practices of Yemeni students. In addition, the findings of the study open new dimensions for rethinking the classification of language learning strategies to include those that are technology-based and mainly useful for independent informal learning.
A Pre-Experimental Study on a Process-Genre Approach for Teaching Essay Writing, 2020
This study explored the feasibility of using a process-genre approach (PGA) for teaching academic... more This study explored the feasibility of using a process-genre approach (PGA) for teaching academic writing from the perspective of EFL undergraduates. The sample consisted of 15 students enrolled in a four-year English program at the College of Education in Socotra, Yemen during the academic year 2018-2019. The study followed a pre-experimental design in which a pretest was given to the sample, and an extensive 30-hours program was pursued using the PGA. Additionally, ten informants were singled out for interviews to explore their opinions about the PGA-based teaching they experienced during the experiment. A Wilcoxon Signed Rank Test was used to calculate the degree of significance in students' improvement on opinion essay writing (Z=3.408, p < 0.05) between the pretest and posttest in favor of the latter. The findings also revealed that students had positive perceptions towards the PGA that was applied by their instructors. The findings suggest that applying such an approach in writing courses could engage learners in writing practices that they view positively.
This paper aims to suggest a strategy for employing cooperative learning in situations where trad... more This paper aims to suggest a strategy for employing cooperative learning in situations where traditional methods are of great domination. It also explores tertiary students' attitudes toward cooperative learning. Furthermore, it checks the relationship between the total group achievement and its individual members'. Students' creativity is also another concern of this study. The sample of this study is third year students at college of education Al-Mahra, Hadhramout University for the academic year 2017-2018. The study uses a mixed-methods research design (qualitative and quantitative) by observing the students' performances on the use of the teaching method principles applied by them and their creativity in selecting the materials for applying the chosen teaching method. Questionnaire is also used at the end of the semester to find out students' attitudes about using cooperative learning. The study found that cooperative learning plays good roles in reflecting what the students have studied to their mates. Moreover, the study revealed that there is strong relationship between group degree of success and its members' achievement in the final term scores in the course. Depending on the findings, the researcher concludes that whenever students are given the chance to select their learning habits, creativity appears.
ABSTARCT: This study aimed at exploring Yemeni EFL students' perceived problems of speaking and e... more ABSTARCT: This study aimed at exploring Yemeni EFL students' perceived problems of speaking and enhancing their speaking performance using task-based instruction strategy. It followed a quasi-experimental research design to check the degree of enhancement in the students' speaking skills, and a qualitative design to check students' problems in speaking. To ensure effective use of strategic teaching, the researchers considered students' needs and motivation by involving them in an interview about the problems they face when communicating in English. Non-probabilistic convenience sampling was used in the present study. The sample consisted of 20 first-year college students at Socotra Faculty of Education, Hadhramout University, Yemen, in the academic year of 2018-2019. The findings revealed that students face many speaking problems pertaining to knowledge of phonology, vocabulary, grammar and problems of sustaining the oral interaction, as well as psychology -related problems. The analysis of data collected, using paired sample t-test, indicates a significant improvement has taken place in students' speaking skill compared to the pre-test and the post-test performance with t-value of 5.349 and p. value =.000,<. 0.005, with effect size of (ES = .53). Based on the findings, the study recommends that EFL teachers focus on the problems reported by students whenever they want to develop their students' communicative competence.
Starting the teaching profession can be considered as challenging for novice teachers 1 . Thus, t... more Starting the teaching profession can be considered as challenging for novice teachers 1 . Thus, this study aims to explore the linguistic difficulties that novice teachers encounter and the major defects that such teachers have in their lesson planning while demonstrating the lesson steps to their pupils. The sample of this study is nine of the fourth level students at the English department, college of education, Al-Mahra, Hadhramout university, for the academic year 2017-2018. The researcher uses qualitative research design. The data were collected using classroom observation and novice teachers' lesson plans. The study found that the majority of the Yemeni novice teachers have problems in pronunciations which if not amended will be transferred into the learners. Overuses of Arabic is also the second major problem that the novice teachers had. Moreover, time is not organized effectively during the lesson steps. No enough activities are used in each lesson, and assessment is hardly done. The study also revealed that the novice teachers have problems in preparing their lesson plans. Such problems start from the fogy teaching objectives and the warming up activities are minimized to just ask the class about the time and date of the day. Similarly, the activities are not enough to achieve the lesson objectives and finally the time of each lesson step is not set and assessment is not mentioned.
Arab World English Journal (AWEJ), 2019
This study aimed to explore the impact of WhatsApp on enhancing Saudi EFL students' language skil... more This study aimed to explore the impact of WhatsApp on enhancing Saudi EFL students' language skills and areas. It also investigated EFL students' attitudes, motivation, and anxiety towards learning English via WhatsApp. The sample comprised 55 male and female students studying English at the College of Arts, University of Bisha, Saudi Arabia. A closed-ended questionnaire was used to collect quantitative data from the sample. The results revealed that WhatsApp has a positive impact on learning English as a foreign language with a score of 3.9 as an overall mean. Students' attitudes towards using WhatsApp for learning English scored 3.4, while the impact of WhatsApp on motivating EFL students to study English scored 3.6 in total. It was also found that WhatsApp reduced students' anxiety with a score of 3.8 as the overall mean. Based on these results, the researchers suggest that WhatsApp should be activated at all stages of English language learning and teaching.
Developing proficiency in the target language requires sharpening one's repertoire in several com... more Developing proficiency in the target language requires sharpening one's repertoire in several competencies, including, linguistic, discourse, sociolinguistics as well as strategic competence which enable language learners to compensate any breakdown that usually occurs as a result of learners' limited knowledge whether in the system or pragmatic of the target language. However, all the above elements together play a major role in developing learners' overall communicative competence, they all be useless if the learners have not developed intelligible pronunciation in the target language. Therefore, the aim of this paper is to investigate some of the pronunciation problems that Arab learners of English encountered regardless whether they belonged to the Arabic language interference or as a result of poor development in the intra-language systems. Henceforth, the paper depends on secondary data gathered from previous studies to reach a clear understanding about such problems and suggest some pedagogical techniques for teaching pronunciations to Arab learners of English, specifically with more focus to teaching the suprasegmental elements of phonology. The researcher recommends for English language teachers at secondary or tertiary levels to apply the Gilbert's Prosody Pyramid for teaching pronunciations to Arab students. Finally, the researcher explains how such model can be implemented in the classroom.
Preparing a lesson plan is one of the most challenging issues that novice teachers and students ... more Preparing a lesson plan is one of the most challenging issues that novice teachers and students
at their college levels face when they are asked to write a lesson plan (Bin-Hady, 2018). As a
response to many of the students and teachers, the researchers try to set some solutions and
guidance which can be even at limited level help such novice teachers and activate or sharpen
skillful teachers. This paper provides novice teachers and students with theoretical and practical
information about lesson-planning. It briefly defines lesson plan, explains its importance and
sets the essential elements for a lesson plan. The second part of the paper focuses on the
practical solution for writing lesson-plans. The researchers prepared different plans which focus
on the four language skills and language areas. Such skill and areas are important to be
concentrated on for enhancing learners in their language ability or using language
communicatively. The researchers used Crescent English Course for Yemen (CECFY) as the
content of this study because CECFY is the coursebook used to teach English at the Yemeni
context
Books by Wagdi R A S H A D A L I Bin-Hady
Communicative competence globally becomes the aim of English language teaching and learning. So ... more Communicative competence globally becomes the aim of English language
teaching and learning. So far, the aim of any English course should develop students’
communicative competence to the extent that they will be able to express themselves
naturally, proficiently and appropriately. This study is conducted to check English
language secondary school teachers’ knowledge about communicative competence
elements and to what extent they are able to teach communicative competence elements
to secondary school students. The researcher uses a non-probability sampling, taking
into account the representativeness of the whole districts of Yaff’ea. Seventy English
language teachers (n=70) at secondary schools in Yaff’ea responded to the
questionnaire. Moreover, the researcher observed fourteen English language teachers
(n=14) to check their classroom practices. The researcher followed the multi-methods
research design. Data were collected by using a semi-closed ended questionnaire and a
structured classroom observation. Both data were analyzed quantitatively. The validity
was checked depending on the pilot study and referees whereas the reliability was
checked by using a test-retest method with an interval time of two weeks. The findings
of this study showed that teachers have to some extent good perceptions about
communicative competence elements. However, strict contradictions were found
between teachers’ perceptions and their actual practice. Moreover, the study revealed
that teachers face difficulties in teaching communicative competence with different
levels of complexity among its elements. Teachers neglected teaching phonology which
is a basic element of linguistic competence as well as they taught vocabulary and
grammar using traditional approaches. With reference to sociolinguistic competence,
discourse competence and strategic competence, the study reported similar problems
whether in the contradictions between what teachers believe in and what they actually
do, or the overwhelmingly neglection of sub-elements. Finally, the study reflects the
dominancy that teachers play and the passive orientation for learners.
Library Hi Tech, 2023
Purpose-The proliferation of ChatGPT, as in many other digital technologies and social media, has... more Purpose-The proliferation of ChatGPT, as in many other digital technologies and social media, has increasingly impacted many aspects of modern life, including second and foreign language education. This study, building on a common theoretical position of all these advances in Artificial intelligence (AI), seeks to establish a model for ChatGPT research on English language learning. It specifically explores the dimensions in which ChatGPT aids students in their English language learning. Design/methodology/approach-The study adopts grounded theory in collecting and analyzing data from 20 ResearchGater (RG) through a two-week RG discussion about ChatGPT uses in their language learning contexts. Data collected via the discussion was analyzed thematically. Findings-Preliminary findings show that ChatGPT can be used in developing learners' language skills; scaffolding the learning process by providing feedback to students on their language use and acting as partners in practicing language with recommended activities for more language practice. Originality/value-The study contributes a five-dimension model for artificial intelligence assisted language learning (AIALL). The model involves flexible teacher's role to consolidate learner autonomy and provide enjoyable learning, urges future innovation, and celebrates various applications. Examining the AIALL model of ChatGPT for language learning, teachers should provide some directions for properly using this new application.
Purpose-This study aims to explore the use of technology-based strategies by Yemeni undergraduate... more Purpose-This study aims to explore the use of technology-based strategies by Yemeni undergraduate students to develop their English as a foreign language skills in informal learning settings. Design/methodology/approach-A mixed methods research design was used to collect quantitative and qualitative data from 110 undergraduate students enrolled at the English Departments in two universities in Yemen. In the first phase of the study, 10 students were interviewed to obtain information about their use of technology to develop their English language skills and subsystems in informal settings. Following the analysis of the interview data, a questionnaire was built to collect quantitative data, and the second phase of the study was carried out with 100 undergraduate students. Findings-The findings revealed that students developed four technology-based strategies that they used in informal settings. These strategies included using social media, being inspired by someone, accessing social networks and websites. Students reported that these strategies helped them develop their listening, speaking and reading skills, while they also reported that their vocabulary was enhanced over grammar and pronunciation. Research limitations/implications-The study findings can be of benefit not only for helping to raise students' awareness of informal learning strategies to develop their English skills outside the classroom but also for teachers to rethink the importance of integrating technology tools and digital resources in their teaching practice. The results could also guide curriculum designers to augment textbook materials by integrating technology-based informal learning strategies. Originality/value-This is the first study on this topic conducted in the context of higher education in Yemen and offers unique insights into informal learning practices of Yemeni students. In addition, the findings of the study open new dimensions for rethinking the classification of language learning strategies to include those that are technology-based and mainly useful for independent informal learning.
A Pre-Experimental Study on a Process-Genre Approach for Teaching Essay Writing, 2020
This study explored the feasibility of using a process-genre approach (PGA) for teaching academic... more This study explored the feasibility of using a process-genre approach (PGA) for teaching academic writing from the perspective of EFL undergraduates. The sample consisted of 15 students enrolled in a four-year English program at the College of Education in Socotra, Yemen during the academic year 2018-2019. The study followed a pre-experimental design in which a pretest was given to the sample, and an extensive 30-hours program was pursued using the PGA. Additionally, ten informants were singled out for interviews to explore their opinions about the PGA-based teaching they experienced during the experiment. A Wilcoxon Signed Rank Test was used to calculate the degree of significance in students' improvement on opinion essay writing (Z=3.408, p < 0.05) between the pretest and posttest in favor of the latter. The findings also revealed that students had positive perceptions towards the PGA that was applied by their instructors. The findings suggest that applying such an approach in writing courses could engage learners in writing practices that they view positively.
This paper aims to suggest a strategy for employing cooperative learning in situations where trad... more This paper aims to suggest a strategy for employing cooperative learning in situations where traditional methods are of great domination. It also explores tertiary students' attitudes toward cooperative learning. Furthermore, it checks the relationship between the total group achievement and its individual members'. Students' creativity is also another concern of this study. The sample of this study is third year students at college of education Al-Mahra, Hadhramout University for the academic year 2017-2018. The study uses a mixed-methods research design (qualitative and quantitative) by observing the students' performances on the use of the teaching method principles applied by them and their creativity in selecting the materials for applying the chosen teaching method. Questionnaire is also used at the end of the semester to find out students' attitudes about using cooperative learning. The study found that cooperative learning plays good roles in reflecting what the students have studied to their mates. Moreover, the study revealed that there is strong relationship between group degree of success and its members' achievement in the final term scores in the course. Depending on the findings, the researcher concludes that whenever students are given the chance to select their learning habits, creativity appears.
ABSTARCT: This study aimed at exploring Yemeni EFL students' perceived problems of speaking and e... more ABSTARCT: This study aimed at exploring Yemeni EFL students' perceived problems of speaking and enhancing their speaking performance using task-based instruction strategy. It followed a quasi-experimental research design to check the degree of enhancement in the students' speaking skills, and a qualitative design to check students' problems in speaking. To ensure effective use of strategic teaching, the researchers considered students' needs and motivation by involving them in an interview about the problems they face when communicating in English. Non-probabilistic convenience sampling was used in the present study. The sample consisted of 20 first-year college students at Socotra Faculty of Education, Hadhramout University, Yemen, in the academic year of 2018-2019. The findings revealed that students face many speaking problems pertaining to knowledge of phonology, vocabulary, grammar and problems of sustaining the oral interaction, as well as psychology -related problems. The analysis of data collected, using paired sample t-test, indicates a significant improvement has taken place in students' speaking skill compared to the pre-test and the post-test performance with t-value of 5.349 and p. value =.000,<. 0.005, with effect size of (ES = .53). Based on the findings, the study recommends that EFL teachers focus on the problems reported by students whenever they want to develop their students' communicative competence.
Starting the teaching profession can be considered as challenging for novice teachers 1 . Thus, t... more Starting the teaching profession can be considered as challenging for novice teachers 1 . Thus, this study aims to explore the linguistic difficulties that novice teachers encounter and the major defects that such teachers have in their lesson planning while demonstrating the lesson steps to their pupils. The sample of this study is nine of the fourth level students at the English department, college of education, Al-Mahra, Hadhramout university, for the academic year 2017-2018. The researcher uses qualitative research design. The data were collected using classroom observation and novice teachers' lesson plans. The study found that the majority of the Yemeni novice teachers have problems in pronunciations which if not amended will be transferred into the learners. Overuses of Arabic is also the second major problem that the novice teachers had. Moreover, time is not organized effectively during the lesson steps. No enough activities are used in each lesson, and assessment is hardly done. The study also revealed that the novice teachers have problems in preparing their lesson plans. Such problems start from the fogy teaching objectives and the warming up activities are minimized to just ask the class about the time and date of the day. Similarly, the activities are not enough to achieve the lesson objectives and finally the time of each lesson step is not set and assessment is not mentioned.
Arab World English Journal (AWEJ), 2019
This study aimed to explore the impact of WhatsApp on enhancing Saudi EFL students' language skil... more This study aimed to explore the impact of WhatsApp on enhancing Saudi EFL students' language skills and areas. It also investigated EFL students' attitudes, motivation, and anxiety towards learning English via WhatsApp. The sample comprised 55 male and female students studying English at the College of Arts, University of Bisha, Saudi Arabia. A closed-ended questionnaire was used to collect quantitative data from the sample. The results revealed that WhatsApp has a positive impact on learning English as a foreign language with a score of 3.9 as an overall mean. Students' attitudes towards using WhatsApp for learning English scored 3.4, while the impact of WhatsApp on motivating EFL students to study English scored 3.6 in total. It was also found that WhatsApp reduced students' anxiety with a score of 3.8 as the overall mean. Based on these results, the researchers suggest that WhatsApp should be activated at all stages of English language learning and teaching.
Developing proficiency in the target language requires sharpening one's repertoire in several com... more Developing proficiency in the target language requires sharpening one's repertoire in several competencies, including, linguistic, discourse, sociolinguistics as well as strategic competence which enable language learners to compensate any breakdown that usually occurs as a result of learners' limited knowledge whether in the system or pragmatic of the target language. However, all the above elements together play a major role in developing learners' overall communicative competence, they all be useless if the learners have not developed intelligible pronunciation in the target language. Therefore, the aim of this paper is to investigate some of the pronunciation problems that Arab learners of English encountered regardless whether they belonged to the Arabic language interference or as a result of poor development in the intra-language systems. Henceforth, the paper depends on secondary data gathered from previous studies to reach a clear understanding about such problems and suggest some pedagogical techniques for teaching pronunciations to Arab learners of English, specifically with more focus to teaching the suprasegmental elements of phonology. The researcher recommends for English language teachers at secondary or tertiary levels to apply the Gilbert's Prosody Pyramid for teaching pronunciations to Arab students. Finally, the researcher explains how such model can be implemented in the classroom.
Preparing a lesson plan is one of the most challenging issues that novice teachers and students ... more Preparing a lesson plan is one of the most challenging issues that novice teachers and students
at their college levels face when they are asked to write a lesson plan (Bin-Hady, 2018). As a
response to many of the students and teachers, the researchers try to set some solutions and
guidance which can be even at limited level help such novice teachers and activate or sharpen
skillful teachers. This paper provides novice teachers and students with theoretical and practical
information about lesson-planning. It briefly defines lesson plan, explains its importance and
sets the essential elements for a lesson plan. The second part of the paper focuses on the
practical solution for writing lesson-plans. The researchers prepared different plans which focus
on the four language skills and language areas. Such skill and areas are important to be
concentrated on for enhancing learners in their language ability or using language
communicatively. The researchers used Crescent English Course for Yemen (CECFY) as the
content of this study because CECFY is the coursebook used to teach English at the Yemeni
context
Communicative competence globally becomes the aim of English language teaching and learning. So ... more Communicative competence globally becomes the aim of English language
teaching and learning. So far, the aim of any English course should develop students’
communicative competence to the extent that they will be able to express themselves
naturally, proficiently and appropriately. This study is conducted to check English
language secondary school teachers’ knowledge about communicative competence
elements and to what extent they are able to teach communicative competence elements
to secondary school students. The researcher uses a non-probability sampling, taking
into account the representativeness of the whole districts of Yaff’ea. Seventy English
language teachers (n=70) at secondary schools in Yaff’ea responded to the
questionnaire. Moreover, the researcher observed fourteen English language teachers
(n=14) to check their classroom practices. The researcher followed the multi-methods
research design. Data were collected by using a semi-closed ended questionnaire and a
structured classroom observation. Both data were analyzed quantitatively. The validity
was checked depending on the pilot study and referees whereas the reliability was
checked by using a test-retest method with an interval time of two weeks. The findings
of this study showed that teachers have to some extent good perceptions about
communicative competence elements. However, strict contradictions were found
between teachers’ perceptions and their actual practice. Moreover, the study revealed
that teachers face difficulties in teaching communicative competence with different
levels of complexity among its elements. Teachers neglected teaching phonology which
is a basic element of linguistic competence as well as they taught vocabulary and
grammar using traditional approaches. With reference to sociolinguistic competence,
discourse competence and strategic competence, the study reported similar problems
whether in the contradictions between what teachers believe in and what they actually
do, or the overwhelmingly neglection of sub-elements. Finally, the study reflects the
dominancy that teachers play and the passive orientation for learners.