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Browsing English Language Institute by Author "Bentahar, Adil"
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Item Bolstering Student Writing Through a Reading-to-Critique and Reading-to-Synthesize Approach(EnglishUSA Journal, 2024-01-19) Altalouli, Mahmoud; Bentahar, AdilThe authors elucidate two key components of the reading-to-write process—critique and outlining. The researchers, who are also classroom teachers, qualitatively examined the perspectives of undergraduate and graduate students on these instructional approaches in two IEPs. Findings from the study reiterate the key role of explicit and scaffolded instruction during literature review and synthesis paper writing.Item Educational Change in Saudi Arabia: Insights from One USA/KSA Teacher Professional Development Collaborative(International Education Studies, 2021-09-26) Bentahar, Adil; Copeland, Kathleen D.; Stevens, Scott G.; Vukelich, Carol J.Teacher professional development (PD) programs ideally evaluate how professional learning experiences empower teachers to be effective change agents in their disciplines and communities. The Khbrat [“experiences” in Arabic] program is a year-long, global teacher PD initiative launched by the Saudi Ministry of Education. The goal is to change the mindset of Saudi teachers through immersive experiences in the U.S. K-12 schools and university academic culture so that they can participate as effective “change agents” in the transformation of Saudi schools. Our mixed-methods study examined the impact of the Khbrat program on Saudi teachers’ leadership, classroom experiences, and sociocultural levels; the findings inspire new directions for program design with key insights into teacher PD program evaluation.Item Making Thinking Visible: Reading Metacognitive Strategies in Intensive English Programs(Journal of English Learner Education, 2022-12) Bentahar, AdilThe use of metacognitive strategies has been linked to increased motivation for reading as well as reading fluency and accuracy. In this study, I evaluated whether teaching three metacognitive strategies (planning, monitoring, and evaluating) would (a) improve intensive English program international students’ metacognitive knowledge, which in turn would (b) improve their comprehension. Eight college English learners (ELs) completed the Metacognitive Awareness of Reading Strategy Inventory (MARSI) (Mokhtari et al., 2018) and a reading test at the beginning of a reading-writing course and again at the end of the course. The results revealed an increase from pretest to posttest in all three domains of reading strategies: global strategies, problem-solving strategies, and support strategies with statistically significant differences in each reading scale. Comprehension test scores revealed mixed results. Whereas performance on true/false and word reference tests did not change significantly from pretest to posttest, performance on wh questions improved across time.