Taking charge

Improving EFL students' language proficiency, academic skills and professional preparation via student-led activities

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This study discusses the influence of student-run activities on developing proficiency in English, promoting non-academic skills and enhancing professional preparation. Because there is a paucity of research in this area, this study explores the perceptions of EFL learners and professors at Sultan Qaboos University (SQU), Oman, about student involvement in a society run completely by students. It describes how planning, creating and running various activities help to develop learners' language proficiency, and enhance their personalities, especially their interpersonal and social skills, and preparedness for future employment. The study is grounded in a number of theoretical approaches, including Vygotskian thinking, social constructivism, and learner-centered methodologies. It used two versions of an open-ended questionnaire: one given to learners who were actively engaged in these activities and the other to faculty members who worked closely with these students. Learners reported shyness reduction, enhanced selfconfidence and improved language and communication skills. Faculty members reported that student involvement in the society gave them ample and invaluable opportunities to organize and plan activities on their own, to develop teamwork, and to enhance social and interpersonal skills, all of which contribute greatly to their preparedness for the workplace.

Original languageEnglish
Title of host publicationBridging the Gap between Education and Employment: English Language Instruction in EFL Contexts
PublisherPeter Lang AG
Pages367-388
Number of pages22
Volume198
ISBN (Print)9783035108422, 9783034316811
DOIs
Publication statusPublished - Dec 18 2015

Fingerprint

language
student
Oman
constructivism
teamwork
communication skills
personality
university teacher
workplace
Language Proficiency
planning
questionnaire
methodology
Society
Team Work
Methodology
Social Skills
Language Skills
EFL Learners
Proficiency

Keywords

  • English proficiency
  • learner-centered methodologies
  • Oman
  • student-run activities

ASJC Scopus subject areas

  • Arts and Humanities(all)
  • Social Sciences(all)

Cite this

Al-Mahrooqi, R., & Al-Aghbari, K. (2015). Taking charge: Improving EFL students' language proficiency, academic skills and professional preparation via student-led activities. In Bridging the Gap between Education and Employment: English Language Instruction in EFL Contexts (Vol. 198, pp. 367-388). Peter Lang AG. https://doi.org/10.3726/978-3-0351-0842-2

Taking charge : Improving EFL students' language proficiency, academic skills and professional preparation via student-led activities. / Al-Mahrooqi, Rahma; Al-Aghbari, Khalsa.

Bridging the Gap between Education and Employment: English Language Instruction in EFL Contexts. Vol. 198 Peter Lang AG, 2015. p. 367-388.

Research output: Chapter in Book/Report/Conference proceedingChapter

Al-Mahrooqi, R & Al-Aghbari, K 2015, Taking charge: Improving EFL students' language proficiency, academic skills and professional preparation via student-led activities. in Bridging the Gap between Education and Employment: English Language Instruction in EFL Contexts. vol. 198, Peter Lang AG, pp. 367-388. https://doi.org/10.3726/978-3-0351-0842-2
Al-Mahrooqi R, Al-Aghbari K. Taking charge: Improving EFL students' language proficiency, academic skills and professional preparation via student-led activities. In Bridging the Gap between Education and Employment: English Language Instruction in EFL Contexts. Vol. 198. Peter Lang AG. 2015. p. 367-388 https://doi.org/10.3726/978-3-0351-0842-2
Al-Mahrooqi, Rahma ; Al-Aghbari, Khalsa. / Taking charge : Improving EFL students' language proficiency, academic skills and professional preparation via student-led activities. Bridging the Gap between Education and Employment: English Language Instruction in EFL Contexts. Vol. 198 Peter Lang AG, 2015. pp. 367-388
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