English Language Learning in Adulthood: Perceptions of female adult learners (Published)
Adult learning in an EFL context is one of the most current issues researched in education. Just as the importance of learning a language is growing by the minute, the number of adult learners is enhancing too. The current study investigates the motivation of EFL adult Learners to go back to higher education, their preferred learning styles, and difficulties faced by them. The study consisted of 132 female participants from the College of Basic Education, who answered a 45 statements questionnaire. The answers were analysed quantitatively through SPSS to find the means, frequencies, and significance in correlation with several independent variables. It has been found that female adult learners have mixed intrinsic and extrinsic motives towards learning EFL, and while learning styles varied, institutional barriers such as poor facilities, strict regulations and traditional teaching practice appear to be the greatest difficulties to learners. The study is concluded with several suggestions that aim to provide effective adult EFL learning.
Keywords: Barriers, EFL, Learning strategies, PLS, adult-learner, motivations
Degree of Implementation of Social-Emotional Learning (Sel) Approach by the Teachers of the Gifted Female Students: Bisha District, Ksa (Published)
The main purpose of this study was to examine the degree of implementation of the social and emotional approaches by the female teachers in teaching female gifted students. Seventy-item questionnaire was developed as the study instrument covering six strategies: brainstorming, role playing, dramatic playing, group discussion, storytelling and debating. Population of the study (N=194) were female gifted students at the secondary school level in Bisha district–Saudi Arabia. Statistical analysis was performed using SPSS 20.0. Pearson correlation and Cronbach’s {\displaystyle \alpha }α (alpha) coefficients were used to test the validity and reliability of the questionnaire. The results indicate that the degree of implementation of these strategies was medium. Moreover, there were no significant statistical differences between the gifted students’ rating of the degree of implementation of each strategy by their teachers and for all strategies as a whole according to the study level. The study recommends the necessity of conducting training sessions for the gifted teachers to train them on how to employ the social emotional learning strategies during the class.
Keywords: Bisha district, Gifted students, Learning strategies, Social-Emotional Learning