The Extent to Which Female Arabic Language Teachers in Kuwait Use Dictation Correction Methods
DOI:
https://doi.org/10.17507/jltr.1702.33Keywords:
Arabic language teachers, dictation, dictation correction methodsAbstract
This paper aimed at investigating the extent to which female Arabic language teachers in Kuwait use dictation correction methods and whether there are statistically significant differences due to the variables of the academic qualification and years of experience. To achieve the objectives of the study, the researchers developed a scale for dictation correction methods that consisted of 12 methods, which was administered to 380 female elementary school teachers in the Al-Jahra Governorate of Kuwait. The results of the study showed that the degree of teachers’ use of correction methods (detailed, coded, indicative, common errors, selective, and self-correction) was high, whereas their use of correction methods (peer, good student, portfolio, observation cards, and family involvement) was moderate. Finally, the electronic correction method showed a low level of use. The results of the study indicated that there was no statistically significant difference in the degree to which the study sample used all dictation correction methods attributed to the academic qualification variable, except for the electronic correction, observation cards, and the portfolio methods, which were in favor of postgraduate. The results also showed that there was no statistically significant difference in the degree of use of all dictation correction methods, attributed to the years of experience variable. In light of the results of the study, several recommendations were made, the most notable of which was providing Arabic language teachers at the primary stage with methods of correcting dictation, especially modern ones.
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