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    Difficulties in Teaching and Learning Grammar in an EFL Context
    (2011) AL-MEKHLAFİ, Abdu; NAGARATNAM, Ramani Perur
    The role of grammar instruction in an ESL/EFL context has been for decades a major issue for students and teachers alike. Researchers have debated whether grammar should be taught in the classroom and students, for their part, have generally looked upon grammar instruction as a necessary evil at best, and an avoidable burden at worst. The paper reports a study undertaken to investigate the difficulties teachers face in teaching grammar to EFL students as well as those faced by students in learning it, in the teachers' perception. The study aimed to find out whether there are significant differences in teachers' perceptions of difficulties in relation to their gender, qualification, teaching experience, and the level they teach in school, thus providing insights into their own and their students' difficulties. Mean scores and t-test were used to interpret the data. The main findings are reported with implications.
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    Service-Learning Might be the Key: Learning from the Challenges and Implementation Strategies in EFL Teacher Education in Oman
    (2013) BARWANİ, Thuwayba Al; AL-MEKHLAFİ, Abdo; NAGARATNAM, Ramani Perur
    Service-learning, a major reform in higher education, is considered essential for developing citizenship for the 21st century. This paper reports a study aimed at investigating the problems and challenges faced when implementing servicelearning in pre-service education of teachers of English as a Foreign Language (EFL) and carried out in the Sultanate of Oman. The study also investigated the strategies that could possibly be used to overcome the challenges. A two-part questionnaire was designed and administered to a sample of 65 respondents comprising EFL instructors, pre-service student-teachers, administrators and administrative support staff. The first part of the questionnaire included 26 items covering 5 dimensions of challenges and the second consisted of 14 dimensions that covered a total of 77 strategies for overcoming the challenges identified. In general, the challenges were perceived to present serious problems in implementing service-learning; there were no significant differences between respondent groups on account of gender. The study also found that the strategies suggested were perceived to be very helpful in overcoming the challenges with no significant differences between faculty and administrators.