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dc.contributor.authorAl-Mahrooqi, Rahma
dc.contributor.authorDenman, Christopher
dc.contributor.authorAl-Maamari, Faisal
dc.date.accessioned2018-11-21T10:58:01Z
dc.date.available2018-11-21T10:58:01Z
dc.date.issued2016
dc.identifier.issn2444-3921
dc.identifier.urihttp://hdl.handle.net/10396/17503
dc.description.abstractSince the beginning of Oman’s “modern era” in 1970, English has assumed a central role in the country’s education system and has acted as a lingua franca across a variety of domains. However, despite this, graduates of Omani public schools are often reported as lacking the English-language linguistic and communicative abilities demanded by higher education institutions and the world of work. Consequently, most high school graduates entering tertiary education are required to enrol in foundation programs to improve their English language skills, while the employability of graduates seeking jobs straight from high school has also been reported as being negatively affected. Within this context, the current research explored the ways in which contextual factors relate to Omani school graduates’ development of English language skills. To achieve this, eight high school English language teaching supervisors responded to an on-line, open-ended question about the contextual factors they believed caused Omani school students to graduate with low English language proficiency. Results indicate that participants believed families, parents, and “Englishness” are the most important contextual factors contributing to this issue. The practical implications of these findings are discussed.es_ES
dc.format.mimetypeapplication/pdfes_ES
dc.language.isoenges_ES
dc.publisherUniversidad de Córdoba, UCOPresses_ES
dc.rightshttps://creativecommons.org/licenses/by-nc-nd/4.0/es_ES
dc.sourceInternational Journal for 21st Century Education 3(1), 59-68 (2016)es_ES
dc.subjectOmanes_ES
dc.subjectEFLes_ES
dc.subjectEnglish proficiencyes_ES
dc.subjectContextual factorses_ES
dc.subjectSupervisorses_ES
dc.titleOmani school supervisor perspectives of contextual factors impacting upon students’ limited English proficiency: an exploratory studyes_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.relation.publisherversionhttp://www.uco.es/ucopress/ojs/index.php/ij21ce/indexes_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES


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