شبكة المعلومات العربية التربوية

Different regions of the world are making increasing demands for educational reform, especially when institutions are dissatisfied with the level of proficiency of their graduates. Since the realization of how important English education is to global success, reform to English education is becoming progressively vital in societies all over the world. The "Handbook of Research on Curriculum Reform Initiatives in English Education" provides research exploring the theoretical and practical aspects of a variety of areas related to English education and reform, as well as applications within curriculum development and instructional design. Featuring coverage on a broad range of topics such as teachers' roles, teaching methods, and professional development, this book is ideally designed for researchers, educators, administrators, policymakers, interpreters, translators, and linguists seeking current research on the existing body of knowledge about curriculum reform in English education in an international context. This book contains the following chapters: (1) Quality Assurance in English Education in Omani Schools: A Critical Look (Christopher Denman and Rahma Al-Mahrooqi); (2) CLIL in the Japanese University Context (Michael James Davies); (3) Local Implementation of International Baccalaureate in the Japanese Secondary School System: How Good Practice Is Positively Impacting Education Provision (David Gregory Coulson, Shammi Datta, and Mai Sugawara); (4) Multiple Intelligences Theory Applied to Folklore in Omani EFL Teaching (Samia Naqvi and Asfia Khan); (5) Bringing Back the L1 From Exile: Reconsidering the Role of L1 in Teaching and Assessing L2 (Fajer M. Bin Rashed); (6) A Plurilingual Approach to Language Education: Observations From the Japanese Classroom (Carl Vollmer and Benjamin Thanyawatpokin); (7) Online Collaborative Learning as a Way of Boosting Language and Teaching Proficiency (Margarita Anastasovna Ariyan and Nadezhda Vladimirovna Gorobinskaya); (8) A Cognitive Style-Inclusive Approach as a Means of Learner-Centered EFL Teaching Mode Implementation (Aleksandra V. Soboleva); (9) Omani English Language Learners' Perceptions of Interactive and Online Listening and Speaking Activities (Melissa Rebekah Bodola); (10) A WID Collaborative Pedagogical Model in Computing: A Study in Oman (Priya Mathew and Deepali Bhatnagar); (11) Bridging the Gulf Between the Campus and Workplace: The Role of English-Oriented Student Bodies (Sandhya Rao Mehta and Rahma Al-Mahrooqi); (12) What Do Emotions Have to Do With It?: The Opportunities Offered by Affect in Reforming English Language Education (Alina Rebecca Chirciu); (13) Social Strategy Use Among Omani Undergraduate Students (Sindhu Harish); (14) Academic and Personal Impact of Peer Tutoring on the Peer Tutor (Susan Finlay); (15) Curriculum Reform Due to Project-Based Learning Methodology Implementation in Teaching an ESP Course to Russian University Natural Science Students (Boris A. Zhigalev, Olga A. Obdalova, and Ludmila Y. Minakova); (16) Self- and Peer-Assessments in the Iranian Context: A Systematic Review (Abbas Ali Rezaee and Enayat A. Shabani); (17) Reforming Pre-Service English Language Teacher Training Using Professional Community of Learning (Abdulmalik Yusuf Ofemile); and (18) An Evaluation of Preposition Representation in the Omani Basic Education ELT Textbooks: Focus on Grades 1-4 (Rahma Al-Mahrooqi, Faisal Said Al-Maamari, and Christopher Denman). (ERIC)