Papers by Bushra Saadoon Al-Noori
Educational institutes all over the world were not exempted from the lockdown created on account ... more Educational institutes all over the world were not exempted from the lockdown created on account of COVID 19 pandemic in the beginning of the year 2020. Educational institutes were compelled to shift to the online mode without time for preparation or training of any kind. The situation was challenging for all but more so for teachers teaching English as a second language. They adapted to the online mode at a short notice. Yet, one can imagine how difficult it must be for language teachers since language is a skill-based subject. Even while engaged in online teaching, teachers experimented with various strategies to make the online virtual learning experience as effective as possible. One such strategy was the use of home assignments. Starting with the assumption that home assignments can complement classroom teaching for developing the writing skills of ESL students, the researcher implemented the experiment in a college of education. 50 students in the first year were randomly selected for the experiment and divided into 2 groups of 25 each. All the 50 students attended the same online sessions; however, the students in the control group were given home assignments regularly for three weeks.A researcher made test was conducted which was based on a standardized writing achievement test. The students who were given home assignments performed better than their counterparts in the control group. The second variable was the role of teachers in using home assignments strategy for improving the writing skills of students. The qualitative analysis intended not to examine the opinion or attitude of teacher; they had no option. So, the set of statements that they responded to were related to their role in the entire process. On the basis of their responses, the researcher was able to list the mandatory duties and responsibilities of English teachers while assigning home tasks.
Advances in Language and Literary Studies, Dec 1, 2014
This study aims at measuring the amount of the effect of the reader's background knowledge on per... more This study aims at measuring the amount of the effect of the reader's background knowledge on performance in reading comprehension tests through the assessment of information gained in reading comprehension (RC) tests across-four testing techniques, short answer questions ,true-false items , multiple-choice items , and cloze test and re-test. This technique involves the examinees in two types of tasks, i.e. pre-reading and post-reading task. Two hypotheses have been proposed to achieve the aims of this study. They are 1-There are no significant differences between the prereading and post-reading performances of examinees on reading comprehension(RC). 2-There are no significant differences in information gain scores across the different techniques of testing reading comprehension (RC) in EFL. To verify the validity of these two hypotheses, a number of statistical procedures have been used such as arithmetical mean, t-test for correlated and independent samples to analyze the performance of third and fourth year College students studying at the Department of English at University of Baghdad /Ibn Rushd College of Education for Humanities on two reading passages taken from TOEFL practice tests (2011). The analysis of the data has shown the following results: 1-The background knowledge has an effect on the performance on reading comprehension (RC). 2-There is a significant difference in students' performance on reading comprehension (RC). 3-The effect of background knowledge is investable on reading comprehension (RC) tests, but it can be identified or neutralized. Based on these conclusions, the researcher presented a number of recommendations.
Iraqi Administrative Sciences Journal, Dec 30, 2018
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Papers by Bushra Saadoon Al-Noori