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Browsing by Subject "Teaching"

Browsing by Subject "Teaching"

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  • The attitudes of intermediate level ESL learners and teachers toward the usability and impact of interactive whiteboards 
    El-Mazbouh, Manal (Notre Dame University-Louaize, 2013)
    This study explores the attitudes of the Intermediate level learners and teachers toward the usability of the interactive whiteboard (IWB) in English as a second language (ESL) teaching and learning contexts. It also seeks to examine the impact these teachers perceive the IWB to have on their student's learning and their own teaching practices, as well as the learners' perceptions of the IWB's impact on their own abilities in ESL. Quantitative data was collected at regular set intervals through the administrative of questionnaires. The data collection process also involved having semi-structured ...
  • The effects of explicit instruction of grammar on translation students' writing : action research 
    Majarian, Shaké (Notre Dame University-Louaize, 2016)
    This study describes the effects and effectiveness of explicit instruction of grammar on first year translation students’ writing skills enhancing transfer and hedging interference. First year translation students in a French-medium university in Lebanon study English, the target language, as both a means and an end. While communicative teaching methodologies look down upon and heavily criticize explicit instruction, students with French as their L2 have always felt safe given grammar rules, hoping to apply them right away. In order to increasing students’ metacognitive awareness, explicit ...
  • The non-referential It and third language aquisition 
    Beurklian Kouyoumdjian, Lena (Notre Dame University-Louaize, 2016)
    Linguists, grammarians and professors seek to come to an apt and final approach to grammar teaching to Foreign Language learners. Studies about language acquisition investigate the non-referential it in the theoretical framework of the pro-drop parameter and researchers limit the findings that deal with the non-referential it strictly to the English language. The specific problem this study addresses is how to accommodate the needs of implicit or explicit instruction of grammar of established grammatical approaches to the needs of French L2 students learning intermediate level English as a third ...
  • Teaching reading using multiple intelligences : an action research investigating the profiles of one preschool classroom 
    Touma, Cynthia Romeo (Notre Dame University-Louaize, 2017)
    Reading is universally considered as a fundamental cognitive process of acquiring information from written text. Since individuals acquire reading skills differently, there is no single way for teaching reading. For many years, the educational system has valued primarily linguistic and mathematical ways of learning and has placed a stronger emphasis on test scores than on the learners themselves. In 1983, Howard Gardner developed the theory of multiple intelligences (MI), focusing on different intelligences in learning. This study is a qualitative action research that aimed at investigating how ...