Browsing by Author "Mechraoui, Khedidja Kaouter"

Task-based language teaching has become increasingly popular in the field of language teaching and learning. The Centre for Foundation Studies. CFS, at the International Islamic University Malaysia has recently implemented task-based language teaching (TBL T) in its curriculum. This study investigates the effect taskbased language teaching has on second language learners` autonomy and writing skills. A mixed method design was adopted to address the objectives of the study. Both quantitative and qualitative methods of data analysis were employed. Specifically, data were collected using triangulated methods comprising two questionnaires, semi-structured interviews and document analysis. Quantitative data gathered from the students` and teachers` questionnaires were analysed using the SPSS software package. Descriptive statistics such as frequency counts and percentages were used to analyse the results of the closed-ended questions from the questionnaires. Qualitative data, gathered from open-ended questions in the questionnaires, interviews, and document analysis, were interpreted in a descriptive manner. The findings show that both teachers and learners perceived task-based language teaching ·in a positive light. Moreover, the majority of participating teachers believ·ed that taskbased language teaching promotes learner autonomy. It is also revealed that students were not ready to independently self-direct their own learning. It was also found that task-based language teaching develops learners` writing skills. In fact, the findings show that task-based writing instruction is a combination of process and product approact1es to \!\ITiting, as it focuses on structure and content alike. The findings therefore indicate that task-based language teaching promotes learner autonomy and develops learners` writing skills

Many Employers in Malaysia are not satisfied with graduates’ employability skills, especially their English language skills. For this reason, higher education institutions in Malaysia have introduced various English for Occupational Purposes (EOP) courses as well as programmes, which combine academic competencies and practical industry skills. Hence, there is a need to conduct a comprehensive needs analysis in order to reveal the current perceptions of both academia and industry. This study presents an analysis of the English language needs and expectations as perceived by employers in the Telecommunication, Technology and Media industry and students from the Kulliyyah of Information and Communication Technology (ICT), and the Department of English Language and Literature (DELL). The aim of this study was twofold. Firstly, it intended to examine the English language expectations of employers and students. Secondly, it investigated the compatibility of these English language needs and expectations. A convergent parallel mixed method design was deemed to be the most appropriate for this research; it combined qualitative and quantitative approaches. To collect data from the stakeholders, questionnaires, interviews and tests were utilised. The findings revealed that English language proficiency is considered crucial in the workplace, in most cases, more than technical, occupational or academic knowledge. Moreover, both Employers and students accentuated the importance of productive skills: writing and speaking. Moreover, employers suggested that students and universities should develop students’ (their) English language skills. Employers also proposed that students develop their communicative competence and ability to increase chances of employability. It was also revealed that students were well aware that being proficient in English is a highly valued asset, which leads to their employability. Overall, the findings disclosed a general compatibility between employers and student’s perspectives, which indicates that the academia –industry gap has converged in the recent years due to continuous efforts from both higher education Institutes (HEIs) and employers to increase competent graduates for the workplace.