Browsing by Author "Tahani R. K. Bsharat"
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Publication Effectiveness of Big Five Traits on Classroom Management in Teaching English Language in Palestinian Schools(Services for Science and Education Ltd (SSE-UK), 2023) ;Tahani R. K. Bsharat ;Fariza Puteh Behak ;Suzanah Binti Selamat ;Mosaddaq Y. Barahmeh ;Khaled Abdul-Jaleel Dweikat ;Munther Zyoud ;Imad. A. A. SalamaEman I. IssaTeachers have a critical influence on the success or failure of any educational institution. The effectiveness of teachers is thought to be the most important component in influencing pupils’ academic progress. This paper is intended to find out the effectiveness of Big Five Traits toward classroom management in English language teaching in Palestinian schools. This study used a fully quantitative method with a survey as its data collection method where the participants were 35 elementary school teachers. Out of the total number of the participants, 45.7% were females, 34.3% were aged between 23-30 or 31-40 years old, 85.7% had Bachelor’s degrees, and 37.1% reported having over 10 years of teaching experience. The result of this study showed that there was a strong positive correlation between the teachers’ big five personality traits and their effective classroom management practices. - Some of the metrics are blocked by yourconsent settings
Publication The Impact Of Microsoft Teams’ App In Enhancing Teaching- Learning English During The Coronavirus (COVID-19) From The English Teachers’ Perspectives’ In Jenin City(Penerbit USIM, Universiti Sains Islam Malaysia, 2020-12-25) ;Tahani R. K. BsharatFariza BehakThis study stresses the global impact of Microsoft teams’ app in enhancing teaching-learning English during the Coronavirus (COVID-19). As one of the preventive steps for transmitting coronavirus infection, the introduction of lockdown and social distancing has been implemented, resulting in complete paralysis of global activities. There exists a shift from the usual learning practice to online learning, especially the complete shutdown of the education system to comply with the academic curriculum. This can be cited with more online courses, workshops, meetings, etc. It should be remembered that, during this crisis, the world is fully dependent on information technology. The present research offers therefore an insight into the impact of Microsoft teams’ app in enhancing teaching- learning English during Coronavirus (COVID-19). Thus, the sample was chosen conveniently from the population of English language teachers and included (25) teachers, 56% of them were females, 52% aging 31 to 40 years old, with 48% indicating a teaching experience over 10 years questionnaire consisted of (15) items of one dimension developed by the researchers based on their experiences and the available literature, In addition, the teachers indicated that the most significant feature of Ms. Teams is that it enables students to share files and share content and that it includes screen sharing options that allow teachers the freedom to display what they choose during a class, indicating that it creates an interactive atmosphere between students, teachers and the community inside and outside the classroom. Furthermore, the researchers recommended using Microsoft teams’ app and giving the English language teachers, students, and parents online workshops on how to use the app, also for the ministry of education to adopt the app. - Some of the metrics are blocked by yourconsent settings
Publication The Impact of Microsoft Teams’ App in Enhancing Teaching- Learning English during the Coronavirus (COVID-19) from the English teachers’ perspectives’ in Jenin city(USIM Press, 2020) ;Tahani R. K. BsharatFariza BehakThis study stresses the global impact of Microsoft teams’ app in enhancing teaching-learning English during the Coronavirus (COVID-19). As one of the preventive steps for transmitting coronavirus infection, the introduction of lockdown and social distancing has been implemented, resulting in complete paralysis of global activities. There exists a shift from the usual learning practice to online learning, especially the complete shutdown of the education system to comply with the academic curriculum. This can be cited with more online courses, workshops, meetings, etc. It should be remembered that, during this crisis, the world is fully dependent on information technology. The present research offers, therefore, an insight into the impact of Microsoft teams’ app in enhancing teaching-learning English during Coronavirus (COVID-19). Thus, the sample was chosen conveniently from the population of English language teachers and included (25) teachers, 56% of them were females, 52% ageing 31 to 40 years old, with 48% indicating a teaching experience over ten years questionnaire consisted of (15) items of one dimension developed by the researchers based on their experiences and the available literature, In addition, the teachers indicated that the most significant feature of Ms. Teams is that it enables students to share files and share content and that it includes screen sharing options that allow teachers the freedom to display what they choose during a class, indicating that it creates an interactive atmosphere between students, teachers and the community inside and outside the classroom. Furthermore, the researchers recommended using Microsoft teams’ app and giving the English language teachers, students, and parents online workshops on how to use the app, also for the ministry of education to adopt the app. - Some of the metrics are blocked by yourconsent settings
Publication The Influence of Social Media on Palestinian Secondary Schools English Writing Skills from English Teachers’ Perspectives in Jenin Region(Institut Agama Islam Negeri Madura, 2021) ;Tahani R. K. BsharatFariza Puteh BehakWriting skills play a crucial role in this modern world, and one must develop these skills to excel in teaching-learning processes. Therefore, writing becomes one of the most important abilities of all four language skills to communicate effectively in this global environment. Since English is commonly used throughout the world, learners need to acquire their writing skills to be effective in their respective fields. The teachers have to consider and seek to incorporate different teaching methods, especially social media, during these challenging times with the presence of COVID 19. This study aimed to find out the influence of social media on Palestinian secondary schools' English writing skills from teachers' perspectives in the Jenin region, and also the influence of (gender, academic qualification, and years of experience) variables in the influence of social media on Palestinian secondary school's English writing skills from teachers' perspectives in the Jenin region. The study sample consists of (30) Palestinian secondary schools English language teachers who will select randomly in the scholastic year (2019-2020). Thus, the researcher adopted the descriptive-analytic approach (quantitative method). The results show that a negative influence of social media on Palestinian secondary schools students' English writing skills - Some of the metrics are blocked by yourconsent settings
Publication Insights into Utilizing Educational Cooperative Drama for Palestinian Speaking Skills in a War-Torn(Universiti Sains Islam Malaysia, 2023-07)Tahani R. K. BsharatThe landscape of English language teaching in Palestine is still surrounded by issues such as apparent weaknesses in the speaking skills among Palestinian students. One reason for such weaknesses was found to be the traditional teaching methods used by the majority of English as a Foreign Language (EFL) teachers. In addition, the students’ lives were also encircled by war-related issues following the Israeli-Palestinian conflict. Thus, the present study aimed to shed some insights into the importance of utilizing Educational Cooperative Drama (ECD) for Palestinian seventh graders’ speaking skills in the war-torn city of Jenin. Furthermore, the study explored the significance of using cooperative learning and educational drama in English language classrooms, especially in the teaching of speaking skills. Three main objectives of the study have guided the study; First, to explore Educational Cooperative Drama (ECD) influences the learning of the English language among Palestinian seventh graders in the war-torn Jenin. Second, to explore the challenges faced by EFL teachers in Palestine when using ECD. Third, to explore the way teachers and students perceive the use of ECD in a seventh graders' speaking skills classroom. In order to achieve the objectives of this qualitative study, a purposeful sample comprising five supervisors, five teachers, and twenty students was chosen. The thematic analysis approach was employed by utilizing the NVivo™ program to analyze the data that have been collected, such as semi-structured interviews and observation checklists, as well as artifacts, such as videos, classroom worksheets, presentations, online sessions, and plays. The results revealed that the utilization of the Educational Drama and Cooperative Learning Approach, which is also known as Educational Cooperative Drama (ECD), has the potential to improve speaking skills, increase creativity, enhance cooperation and teamwork, develop the ability to act and dramatize, increase achievement, and promote the self-esteem of the students, in addition to decreasing the effects of war-torn environments for them. However, the study also revealed some challenges that mitigated drama integration in teaching the English language, such as shortage of time, teacher professional development, and design of suitable activities. In the light of these results, the decision-makers in the Ministry of Education in Palestine were recommended to plan for teacher professional development programs that aim at training teachers on how to integrate educational drama and design relevant activities. On the other hand, regardless of the aforementioned results, the study has some limitations related to the limited number of participants who came from one specific directorate, “Jenin” as well as using a purely qualitative approach. - Some of the metrics are blocked by yourconsent settings
Publication The Insights Of Using Creative Drama In Learning Speaking Skills For The 7th Graders In Jenin City: A Case Study(Elementary Education Online, 2021) ;Tahani R. K. BsharatFariza BehakSpeaking is one of the essential skills in the English language. In learning speaking, students practice some techniques such as creative drama, since drama activities can afford students an opportunity to use language to express numerous emotions, to solve problems, and speak English fluently. This paper, intended to find out The Insights of Using Creative Drama in Learning Speaking Skills for the 7th graders in Jenin city. This Study used a full qualitative method, the participants were 10 students who had used drama as a technique in speaking class. The researcher got the data from interviewing the 7th graders. The result of this study showed that the Insights of creative drama technique is effective in Learning speaking skills. The results of interviews with ten students indicate that they have a positive perception about using creative drama in speaking class and it increases their self-esteem in speaking.