Reading Loss in Arabic Language During COVID-19 in the UAE and Proposed Solutions:The Perspectives of Primary-Grade Arabic Language Teachers

The COVID-19 pandemic caused significant disruptions in the field of education worldwide,including in the United Arab Emirates.Teachers and students had to adapt to remote learning and virtual classrooms,leading to various challenges in maintaining educational standards.The sudden transition to remote teaching could have a negative impact on students’reading abilities,especially in the Arabic language.To gain insight into the unique challenges encountered by Arabic language teachers in the UAE,a survey was conducted to explore their assessment of teaching quality,student-teacher interaction,and learning outcomes amidst the COVID-19 pandemic.The results of the survey revealed a significant decline of student reading abilities and identified several major issues in online Arabic language teaching.These issues included limited interaction between students and teachers,challenges in monitoring students’class participation and performance,and challenges in effectively assessing students’reading skills.The results also demonstrated some other challenges faced by Arabic language teachers,including a lack of preparedness,a lack of subscription to relevant platforms,and a lack of resources for online learning.Several solutions to these challenges are proposed,including reevaluating the balance between depth and breadth in the curriculum,integrating language skills into the curriculum more effectively,providing more comprehensive teacher professional development,implementing student grouping strategies,utilizing retired and expert teachers in specific content areas,allocating time for interventions,and improving support from both teachers and parents to ensure the quality of online learning.

Implications of the Language Transfer to English Reading

Reading plays an essential role in English skills. This study aims to help English teachers find better ways to facilitate students' reading. Learners' native or first language(L1) may be beneficial to their second language(L2) reading by understanding language transfer and their types of schemata between L1 and L2. Meanwhile, some implications are given to the reading teachers in this paper.

S.D. Krashen's Language Acquisition Theory and the Teaching of Business English Reading

This paper first illustrates S.D. Krashen's language acquisition theory, especially two of his five hypotheses as well as the guidance of these theories towards the teaching of business English reading for students majored in business English.

The Role of Extensive Reading in Foreign Language Learning

Researches on foreign language extensive reading program indicate that students can improve their foreign language reading ability,and develop positive attitudes toward reading and increased motivation to read.Comparing to the other types of reading.(skimming,scanning,and intensive reading.),reading extensively can result in gains in vocabulary and other aspects of foreign language learning.Teachers should provide various experience and make students have the chance to enjoy reading.and give them more guidance on developing certain reading skills.

Study on the relationship between the reading anxiety and the reading strategy in foreign language learning

This study is concerned with the possible relationship between language anxiety and language learning strategies in reading process among the students of English as a foreign language （EFL）. Participants consist of a volunteer pool of 120 sophomore non-English majors. Versions of previously published measurement scales, the Foreign Language Reading Anxiety Scales （FLRAS） and the Survey of the Reading Strategies （SOR）, were administered to the subjects as measures of foreign language anxiety and foreign language learning strategy preferences. Based on the collected data, the statistics descriptions were performed to investigate the students＇ anxiety state and strategy use level. The analyses suggest that most of students have the anxiety level above the mean, and the anxiety regarding the reading confidence is mainly responsible for the students＇ reading anxiety, and meanwhile, students use more cognitive strategies in their reading and the level of their language learning strategies are relatively low. Results indicate no significant differences between males and females on their anxiety level, as well as their strategy use. Furthermore, a Pearson correlation analysis reveals that, for the most learners, the anxiety state do hinder them from choosing effective strategies in their reading. The study explores the relationship between the reading anxiety and the reading strategy, demonstrates the effects of the anxiety reduction training on the strategy use, provides the implications for foreign language teachers that in reading comprehension teaching they should focus more on students＇ anxiety, especially their reading confidence anxiety, and encourage them more.

English Language Needs of Non-native Foreign Students

This paper will investigate the English language needs of non-native foreign students who are studying at the University of Otago, New Zealand. These students comprise of students from Asia （China, Thailand, Korea, Qatar, Saudi Arabia, to name a few） and Europe. For these students, English is their second or third language and they face proficiency problems. To them, mastery of English is most important because all the courses in the university are taught in English and unless the students are proficient to operate in English, they will lose out and face difficulties in securing good grades for their subjects. Findings of this research will provide insights for the curriculum developers and English teachers at public universities especially in Malaysia that have been accepting students from Asia and the Middle East. The present curriculum need to be reviewed or a new curriculum need to be designed to meet the English needs of their non-native foreign students

Language Teaching and Intercultural Communication:Teaching Korean Grammar to Non-native Speakers

Grounded upon the interactive relationship between intercultural communication(IC)and foreign language education and the recent gradual salience of communicative language teaching(CLT)in foreign language grammar learning sectors,the study reported in this paper deals with the issue of teaching Korean grammar to non-native speakers in terms of teaching Korean as a foreign language(TKFL).This paper attempts to examine and analyze several Korean language textbooks prepared for foreign learners of Korean,which is used overseas,especially in Hong Kong(HK).It is also attempted to evaluate the textbooks in terms of CLT and communicative competence.By doing so,we can further understand the methods of Korean grammar instruction provided to foreigners as a second language or a foreign language.

Language, Culture & Teaching of English Reading

A culture has a close connection with a particular language and plays an important role in the learning and teaching of it. This paper is to discuss the necessity to strengthen students’ culture awareness, and to present some effective approaches to the instruction of cultural knowledge in teachng of English reading.

Misreading Rousseau？ Jacques Derrida＇s Deconstructive Reading of Rousseau＇s Essay on the Origin of Languages

Jacques Derrida＇s engagement with Jean-Jacques Rousseau in the second part of Of Grammatology constitutes the most systematic, extensive example of deconstructive reading. Nevertheless, the problem of whether Derrida reproduces Rousseau＇s basic claims adequately has remained a peripheral concern. This has meant that this may constitute a misreading and the consequences that this would have for the deconstructive operation itself have not adequately examined. Hence, this enquiry into Derrida＇s reading of Rousseau centers upon the extent to which Derrida distorts Rousseau＇s text in order to be able to confirm deconstruction＇s radical theoretical positions.

Schema Theory in Second Language Reading

Reading is always regarded as a solitary process of decoding the text.People think that they are able to understand as long as they are good at linguistic knowledge.In fact,Reading is a both linguistic and cognitive process.This paper intends to deal with the schema theory and its application to teaching practice of second language reading.

The Application of Task-based Language Teaching in College EFL Reading Class

To enhance the reading ability is one of the aims of the college English teaching and learning in China. The purpose of this paper is to demonstrate how strategies can be applied in college English reading class using a task-based method rather than other traditional approaches.

An Effective Way of Foreign Language Learning Through Reading

This study examined the overall effectiveness of reading proficiency especially the extensive reading in ESL.In order to investi-gate the process of acquisition more efficiently,author used reading-to-write approach to investigate the connection between readingand foreign language learning.The research also shows that learners need to be provided with plenty of interesting and comprehensiblebooks and they are supposed to use strategies that they will acquire anyway as they read.

Improving College Students＇ Language Applying Competence in the Teaching of Reading

College English teaching aims to cultivate the students＇ language applying competence, to help them broaden their mind, to absorb in foreign cultural essence and to improve cultural accomplishment. For college students, acquiring reading comprehension ability plays an essential part in understanding cultural distinctions and communicating effectively. However, the truth is that their reading comprehension ability and language applying competence prove not very optimistic. Therefore, the Present paper gives some insight to teachers on how reading English should be taught more effectively to college students.

The Role and Value of Sociolinguistics in English Language Teaching

This paper aims to explore how the study of sociolinguistics can benefit teachers,particularly in the context of teaching English as a Foreign Language(EFL)in China.The article will first examine how sociolinguistic knowledge can reshape teachers’perceptions of“English,”focusing on aspects such as English varieties,World Englishes,and Chinese English.Following that,the article discusses the necessity of rethinking current practices in English language teaching,including the nativeness paradigm and the concept of communicative competence based on a reconceptualized view of“English.”Additionally,the discussion will focus on how teachers,informed by sociolinguistic awareness of non-native teachers’identities and teacher agency,can address and resolve existing challenges in EFL teaching.Finally,the article will conclude by summarizing the key issues discussed and highlighting the significance of studying sociolinguistics for language practitioners in China.

Improving Language Competence of Grade Seven Learners through the I-READ Project

The Integrative Reading Enhancement and Assessment for Student’s Development(I-READ)Project aims to achieve this by providing students with diverse learning experiences that promote critical thinking,creativity,and communication skills.The project’s primary objective is to equip students with essential language skills that will enable them to comprehend,analyze,and communicate effectively.This study utilized a quasi-experimental research design.The researcher prepared reading material and a questionnaire to determine the performance of grade seven learners,who attended Cumba-Quezon Integrated School,in their language competence.The I-READ Project had a significant impact on the reading skills of the learners in the experimental group,as the learners had significant improvement in their reading capabilities.However,the research was conducted solely on grade seven learners,which limits the generalization of the findings to learners of other grades.

How to Read Body Language

All of us communicate without words. We gesture with eyebrowsor a hand. We change our positions in a chair. Usually we don’t thinkour body movements mean anything. But researchers have found thatour bodies have a language, just as our words do. The study of body language is called kinesics (kin-E-sics).

Study on the relationship between English reading and writing

Reading and writing are input and output respectively. The relation between reading and writing is closely related. Reading is the preparation for good writing. And writing theory or law can provide readers some clues for better understanding. The relation between reading and writing can help our English teaching in and out class. Also the way of thinking influences our reading and writing.