Latest Entries
Loading...
Loading...
Loading...
Loading...
Loading...
Loading...
Explore Further
۔طاہر وحید
چلو.....پھر"
چلو اب "عرصہء ہجرت" میں مدت لے کے آئیں...
چلو گھر لوٹ جائیں،
چلو بارش کو رنج-رائیگانی سے بچائیں...!
چلو ہم بھیگ آئیں،
چلو پیروں سے لپٹے راستوں کو پائمالی سے بچائیں...!
چلو منزل کو اب گھر لے کے آئیں،
چلو منظر کی ویرانی سے آنکھوں کو بچائیں...!
چلو خوابوں کو ان میں لا بٹھائیں،
چلو آئینے کو بے چہرہ لوگوں کی رفاقت سے چھڑائیں...!
چلو ہم خود کو اس کے روبرو لائیں،
چلو اب منجمد رشتوں کو تجدیدِ تعلق سے جگائیں...!
چلو "دل اوک" میں جذبوں کی تھوڑی دھوپ بھر لائیں،
چلو کم مائیگی میں مبتلا لفظوں کی قسمت جگمگائیں...!
چلو ان میں تمہارا "نام" رکھ آئیں،
چلو پھر عشرتِ ابر-رواں سے حظ اٹھائیں...!
چلو پھر حسرت-کوزہ گراں کو آزمائیں،
چلو اپنی دعا کو نارسائی کی اذیت سے بچائیں...!
چلو باب-دعا "خود" کھول آئیں،
Negative Wash-Back of Formative Assessment to Learning in Saudi Higher Education Context
This article reports the wash-back of formative assessment on what students learn, how they learn and the depth of their learning in Saudi higher education context. Previous research indicates that assessment methods affect different aspects of learning either positively or negatively depending on the nature of assessment tasks. Observations indicate a clear association between Saudi students’ learning and how their learning is assessed; so this research was needed to determine how exactly the correlation looked like—positive or negative. The data in this study were collected from Saudi undergraduates by employing a student survey and semi-structured interviews. The survey included Likert scale items of agreement regarding research assignments, quizzes and midterm examinations administered to 250 English-major students. To validate the survey results, sixteen students from different levels with GPA 3 and above were interviewed. The results showed that formative assessment narrowed down the scope of learning materials. The students mostly adopted surface level learning strategies to prepare for formative assessment tasks. Higher order thinking skills were not tested in any of the formative assessment methods. Therefore, it is suggested that assessments tasks should be subjected to thorough validation and moderation. Sound assessment practices should be put in place and practiced judiciously. To achieve these objectives, sustained institutional and departmental professional backing is a prerequisite.Teachers Role in Developing Students Oral Proficiency in English As Foreign Language Efl Class
Teaching and learning English as a foreign language (EFL) in Pakistan revolves around reading and writing. In most classrooms listening and speaking skills are ignored. The reason of focusing on reading and writing is that only these two skills are assessed in examination. Although the ability to speak English is widely considered a key to upward social mobility, yet there is no serious effort being made to help students develop oral proficiency in schools. Given the importance of oral proficiency in EFL, this study was conducted to understand how teachers could facilitate its development in our context. This study showed that learners' strategies such as the use of first language for literal translation, code switching, self correction, imitation and experimentation with new vocabulary contribute a lot to develop their oral proficiency. In my attempt to find out how teachers can build upon these strategies, I came across a number of dilemmas and tensions, in making decisions about when to focus on fluency or accuracy, how much code switching to allow, and what, when and how to correct errors. The use of pictorial representations in oral language activities created a challenge as students used them differently than what was planned. More vocal students' dominant behavior raised equity issue. I learnt that EFL teachers have to pull together all the strings of this complex web in making decisions that create a balance between accuracy and fluency. Moreover Pakistani teachers also need to work toward increasing their own proficiency in oral language and to develop own resources to teach oral language.Journals by Discipline
Journals by Language
Journals by Starting Year
Journal by Frequency
Journals by Cities
Journals by Provinces
Journals by Countries
Recent Searches
Arabic prose and poetry Tasawoof Hoarding Rules الفلاحة ارمغان مظھری Arabic language. genetic engineering Academic fraud Reality of Jins classification of metaphor دلائل Aṣḥāb al-Ṣuffah تفسیر تبیان القرآن وبائی امراض Perspektif Pelanggan Tafsīr Rūḥ Al Ma’Ānī خواتین+اور+سوشل+میڈیا قرآن کا اعجاز tata tertib sekolah Sexual Violence Quantitative Methods General Hospital empati خطوات المنهج Liquidity freedom of expression Performance appraisal درج Islamic Agricultural Finance Defence خواتین اور سوشل میڈیا غض+بصر Meaning of seven Dailects of Qura’n learning misunderstanding Qur’ānic Text اعلی حضرت Oman Contact tracing AND 5168=(SELECT 5168 FROM PG_SLEEP(5)) خاندانی نظام میں عورت کا کا Aṣḥāb al-Ṣuffah اسلام کا معاشی نظام مسائل سکون Imām Qudūrī Rehabilitation Sciences غض بصر Gastroesophageal+Reflux+Disease+(GERD) Fundamental sources moses bible quran