Grami Mohammad’s research while affiliated with King Abdulaziz University and other places

The current study evaluates the potential of dynamic assessment (DA) in listening comprehension classes. DA is based on the sociocultural aspect of the Vygotskyan theory. It facilitates language improvement because DA assumes that mental instruments mediate psychological exercises. Although DA has been extensively analyzed, few studies have investigated its impact on listening comprehension in the language classroom. This study intends to fill the research gap in listening comprehension studies using DA as a mediation tool. The purpose of the current study therefore is to assess the effects of dynamic assessment on listening comprehension. A total of fifty-six English as a foreign language (hereinafter EFL) learners took part in the present examination. The subjects took a general placement proficiency test developed by the English Language Centre within the university to ensure participant homogeneity. The researcher recorded pre-test and post-test results of the participants and coded the values quantitatively. Data management and analyses were performed using the Statistical Package for Social Sciences (SPSS). The results were statistically analyzed using one-way ANOVA to test reliability and validity. The relevance of DA in enhancing listening comprehension is clearly supported by the fact that DA students' results 2 outperformed their counterparts in the study. The study findings also indicated a need for language educators to utilise mediation techniques in order to enhance students' listening skills. Educators are advised to apply more DA approaches to mitigate student resistance to classroom instructions. These discoveries underscore the efficacy of DA and suggest its inclusion in the language-learning curriculum.

This project examines various techniques language teachers use when responding to students' errors mostly in the written prose. The data was collected from 36 male ESL students in an English department in a Saudi university using a structured questionnaire. Descriptive analysis was used to process raw data and generate results. Contrary to what we were led to believe when reviewing the literature, the majority of students were willing to accept and accommodate criticism from their teachers given it was constructive and well-founded. We therefore envisage this type of feedback as a valid option for language teachers especially with the more mature students.

The study investigates common instances of incorrect usage of English sounds and words caused by interference. L1 interference research is an integral part of Applied Linguistics and its implications can be found in any foreign language classroom but we focus our attention here on Arab ESL students' production of English. The study examines multiple examples of spoken and written interferences in light of recent theoretical framework. The paper recommends ESL teachers to explicitly address these types of errors in order to make students aware of errors they commit due to interference.