Project publications
Tuzlukova, V., Al Busaidi, S., Burns, S. & Bugon, G. (2018). "Exploring Teachers' Perceptions of 21 Century Skills in Teaching and Learning in English Language Classrooms in Oman's Higher Education Institutions", Journal of Teaching English for Specific and Academic Purposes, 1(6), 2018, pp. 191-203.
Abstract
This paper addresses the need to ensure that higher education is suitably adapted to equip students with effective skills, which are regarded key requirements for a successful professional career in the 21st century, and draws attention to the importance of these skills. In more detail, it reports on the result of a study conducted across higher education providers in the Sultanate of Oman that focused on teachers’ critical thinking skills’ conceptual knowledge and understanding; their views and perception of critical thinking in relation to the English language classroom; and the teaching and professional development of critical thinking. Findings reveal that teachers perceive the importance of employing critical thinking skills in their teaching, yet they lack support in their implementation. Both at an institutional level and in terms of professional development, there is scope for improving how critical thinking is incorporated in English language classrooms, instructional approaches and teaching materials.
Abstract
This paper addresses the need to ensure that higher education is suitably adapted to equip students with effective skills, which are regarded key requirements for a successful professional career in the 21st century, and draws attention to the importance of these skills. In more detail, it reports on the result of a study conducted across higher education providers in the Sultanate of Oman that focused on teachers’ critical thinking skills’ conceptual knowledge and understanding; their views and perception of critical thinking in relation to the English language classroom; and the teaching and professional development of critical thinking. Findings reveal that teachers perceive the importance of employing critical thinking skills in their teaching, yet they lack support in their implementation. Both at an institutional level and in terms of professional development, there is scope for improving how critical thinking is incorporated in English language classrooms, instructional approaches and teaching materials.
Tuzlukova, V., Al-Busaidi, S. & Burns, S. (2017). Critical thinking in the Language Classroom: Teacher Beliefs and Methods. PERTANIKA Journal of Social Sciences & Humanities, 25(2), 615-634.
Abstract
In recent years, English language teaching and research in the Sultanate of Oman has witnessed a significant increase in the emphasis upon critical thinking skills development alongside language proficiency. Fostering a perspective of commitment to teaching critical thinking skills in line with the English language courses, this paper reports on a study conducted at the Language Centre at Sultan Qaboos University. In particular, it explores English language teachers' conceptual definitions of critical thinking, their beliefs about the significance of critical thinking for language teaching and connections between critical thinking and language teaching methods. The results of the study's survey, supported by concrete examples from the classroom, suggest that the ultimate majority of those teachers (96%) recognise the central role played by critical thinking in effective language pedagogy. The results also indicate teachers' preference for aligning their teaching methods with the functional-communicative approach, related to Ennis' (2011) critical thinking categories. They also suggest a predisposition for employing practical aspects of critical thinking teaching methodologies in the English language classroom to more holistically prepare students for further academic studies and their future careers in the workplace.
Abstract
In recent years, English language teaching and research in the Sultanate of Oman has witnessed a significant increase in the emphasis upon critical thinking skills development alongside language proficiency. Fostering a perspective of commitment to teaching critical thinking skills in line with the English language courses, this paper reports on a study conducted at the Language Centre at Sultan Qaboos University. In particular, it explores English language teachers' conceptual definitions of critical thinking, their beliefs about the significance of critical thinking for language teaching and connections between critical thinking and language teaching methods. The results of the study's survey, supported by concrete examples from the classroom, suggest that the ultimate majority of those teachers (96%) recognise the central role played by critical thinking in effective language pedagogy. The results also indicate teachers' preference for aligning their teaching methods with the functional-communicative approach, related to Ennis' (2011) critical thinking categories. They also suggest a predisposition for employing practical aspects of critical thinking teaching methodologies in the English language classroom to more holistically prepare students for further academic studies and their future careers in the workplace.
Tuzlukova, V., Al-Busaidi, S & Burns, S. (2017). Implications of practice-based learning for Omani students' skill development. Asian Journal of Management and Educational Sciences, 6(2), 28-36.
Abstract
This paper aims to reflect on and discuss the implications of practice-based acquisition of written communication and critical thinking skills with the foundation program students at Sultan Qaboos University (SQU) in Oman. Pedagogy implemented to enrich students’ learning experiences and encourage them to exert more effort into learning is explored in relation to teaching, curricular practice, students’ profile and contexts of learning. The discussion of the community-based projects implemented with the foundation program students indicate the importance of designing and implementing practice-based teaching and learning activities that will shape the educational development of Omani students as individuals and skilled professionals.
Abstract
This paper aims to reflect on and discuss the implications of practice-based acquisition of written communication and critical thinking skills with the foundation program students at Sultan Qaboos University (SQU) in Oman. Pedagogy implemented to enrich students’ learning experiences and encourage them to exert more effort into learning is explored in relation to teaching, curricular practice, students’ profile and contexts of learning. The discussion of the community-based projects implemented with the foundation program students indicate the importance of designing and implementing practice-based teaching and learning activities that will shape the educational development of Omani students as individuals and skilled professionals.
Tuzlukova, V. & Hall, A. (2016). A Virtual Professional Development Model: Bringing Innovation to Language Teaching Practice. Journal of English for Specific & Academic Purposes. Special Issue: ESP & Technology in Oman, 4 (2), 603-614
Abstract
Modern advancements in technologies and further developments in computer-mediated communication have tremendously enhanced social practices. They also empowered individuals in sense of motivation, overcoming psychological barriers, creating the “collective intelligence” (Levy, 1997), providing for temporal and spatial flexibility, and for the synthesis of communication technologies, group and individual forms of communication (Katz & Rice, 2002). Rooted in the belief that professional development has a visible influence on the educational process and eventually leads to students’ achievements, this paper discusses in-service professional development in the context of a language institution in the Sultanate of Oman with a particular focus on the benefits of virtual environments on designing and implementing professional development and training programs that will enable teachers to bring innovation and creativity to their teaching practice. It also discusses barriers and challenges to professional development in the virtual context.
Abstract
Modern advancements in technologies and further developments in computer-mediated communication have tremendously enhanced social practices. They also empowered individuals in sense of motivation, overcoming psychological barriers, creating the “collective intelligence” (Levy, 1997), providing for temporal and spatial flexibility, and for the synthesis of communication technologies, group and individual forms of communication (Katz & Rice, 2002). Rooted in the belief that professional development has a visible influence on the educational process and eventually leads to students’ achievements, this paper discusses in-service professional development in the context of a language institution in the Sultanate of Oman with a particular focus on the benefits of virtual environments on designing and implementing professional development and training programs that will enable teachers to bring innovation and creativity to their teaching practice. It also discusses barriers and challenges to professional development in the virtual context.
Tuzlukova, V. & Burns, S. (2015). Critical Thinking in the Language Classroom: Teacher Beliefs and Methods. Paper presented at the 2nd TESOL Arabia SIG Conference, October 3, 2015. Middlesex University, Dubai, UAE.
Abstract
This study focuses upon language teachers‟ conceptual definitions of critical thinking, their beliefs about critical thinking significance for language teaching, connections between critical thinking and language teaching methods. The results of the study that employed a mixed-methods examination supported by concrete anecdotal examples from the classroom in Oman suggest that the vast majority of the teachers prefer the functional-communicative belief in their teaching methods emerging most closely related to the Ennis (2011) critical thinking categories.
Abstract
This study focuses upon language teachers‟ conceptual definitions of critical thinking, their beliefs about critical thinking significance for language teaching, connections between critical thinking and language teaching methods. The results of the study that employed a mixed-methods examination supported by concrete anecdotal examples from the classroom in Oman suggest that the vast majority of the teachers prefer the functional-communicative belief in their teaching methods emerging most closely related to the Ennis (2011) critical thinking categories.
Burns, S. & Tuzlukova, V. (2015). Promoting critical thinking within autonomous language learning. Paper presented at the First ELT Workshop English Department: The Role of Lerner Autonomy in Empowering Learners, May 18, 2015. Sohar College of Applied Sciences, Sohar, Oman.
Abstract
Autonomous learning is an important issue in language education. A substantial body of research has explored the concept of learner autonomy, its correlation and interaction with other certain kinds of knowledge, skills, perceptions and pillars of learning. This presentation examines the English language classroom at the tertiary education level in Oman, and emphasizes the role of autonomous learning (Al-Busaidi, 2010) in encouraging critical thinking in the language learning process. It starts with the examination of the concept of autonomous learning and importance of fostering independent learning in language education. This leads to the discussion on how students’ critical thinking skills’ development can be encouraged within the context of autonomous language learning. The discussion is supported by generated pedagogical implications for teacher designed independent activities and tasks aimed at engaging students in critical observations and reflections, assisting them in gaining critical awareness, forming opinions and expressing their positions, views and beliefs.
Abstract
Autonomous learning is an important issue in language education. A substantial body of research has explored the concept of learner autonomy, its correlation and interaction with other certain kinds of knowledge, skills, perceptions and pillars of learning. This presentation examines the English language classroom at the tertiary education level in Oman, and emphasizes the role of autonomous learning (Al-Busaidi, 2010) in encouraging critical thinking in the language learning process. It starts with the examination of the concept of autonomous learning and importance of fostering independent learning in language education. This leads to the discussion on how students’ critical thinking skills’ development can be encouraged within the context of autonomous language learning. The discussion is supported by generated pedagogical implications for teacher designed independent activities and tasks aimed at engaging students in critical observations and reflections, assisting them in gaining critical awareness, forming opinions and expressing their positions, views and beliefs.
Tuzlukova, V., Metzger, L., Al-Busaidi, S. & Burns, S. (2015). ELT and critical thinking skills development in Oman: Focus on teachers’ beliefs and methodologies. Paper presented at the BUC 2nd International Multidiciplinary Conference: English Language, Literature, and Information Technology, May 2-3, 2015. Al Buraimi University College, Al Buraimi, Oman.
Abstract
In recent years, English language teaching in Oman has witnessed a significant increase in the emphasis upon critical thinking skills development alongside language proficiency. Omani educational scholars have focused upon integrating theoretical and practical aspects of critical thinking within the English language classroom to more holistically prepare students for further academic studies and their future careers in the workplace (Al-Busaidi & Sultana, 2014; Al-Issa & Al-Bulushi, 2010; Al-Issa, 2014; Al-Seyabi & Tuzlukova, 2014; Mehta & Al-Mahrooqi, 2014, Thakur & Al-Mahrooqi, 2015, etc.). In recognition of the central role played by critical thinking in effective pedagogy and multiple factors which influence its successful implementation, the fundamental aspect of teachers' beliefs and methodologies emerges as one of the most important (Al-Issa, 2014). Fostering a perspective of renewed commitment to teaching critical thinking skills in line with the English language courses enhances students' chances for success and achievement in both school and potentially the job market, according to lecturers at the Language Centre of Sultan Qaboos University. The study conducted to explore this perspective focused upon: conceptual definitions of critical thinking, significance for language teaching, pragmatic conceptual relations to applied linguistics, connections between critical thinking and language teaching methods and concrete anecdotal examples from the classroom. The results also suggest that the vast majority of the teachers preferred the functional/communicative approaches and methods emerging most closely related to the Ennis (1991) streamlined conception of critical thinking that emphasizes both teachers’ beliefs and actions.
Abstract
In recent years, English language teaching in Oman has witnessed a significant increase in the emphasis upon critical thinking skills development alongside language proficiency. Omani educational scholars have focused upon integrating theoretical and practical aspects of critical thinking within the English language classroom to more holistically prepare students for further academic studies and their future careers in the workplace (Al-Busaidi & Sultana, 2014; Al-Issa & Al-Bulushi, 2010; Al-Issa, 2014; Al-Seyabi & Tuzlukova, 2014; Mehta & Al-Mahrooqi, 2014, Thakur & Al-Mahrooqi, 2015, etc.). In recognition of the central role played by critical thinking in effective pedagogy and multiple factors which influence its successful implementation, the fundamental aspect of teachers' beliefs and methodologies emerges as one of the most important (Al-Issa, 2014). Fostering a perspective of renewed commitment to teaching critical thinking skills in line with the English language courses enhances students' chances for success and achievement in both school and potentially the job market, according to lecturers at the Language Centre of Sultan Qaboos University. The study conducted to explore this perspective focused upon: conceptual definitions of critical thinking, significance for language teaching, pragmatic conceptual relations to applied linguistics, connections between critical thinking and language teaching methods and concrete anecdotal examples from the classroom. The results also suggest that the vast majority of the teachers preferred the functional/communicative approaches and methods emerging most closely related to the Ennis (1991) streamlined conception of critical thinking that emphasizes both teachers’ beliefs and actions.