Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.803866
Title: An exploration of why learning English for twelve years in Omani public schools is inadequate preparation for Omani students entering Higher Education
Author: Mohamed, Masooma
Awarding Body: University of Liverpool
Current Institution: University of Liverpool
Date of Award: 2019
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Abstract:
The transition from secondary school to higher education can prove challenging for many students as they are frequently expected to adapt to different styles of education. Several researchers (Byrne & Flood, 2005; Hillman, 2005) have already investigated the different factors that can smooth or hinder progress in higher education. Students' lack of preparation for higher education study is a global phenomenon, discussed by both national and international researchers (Al-Mamari, 2012; Dzubak, 2015; Jones, 2007; Oxford Business Group, 2013; Sheard, Lowe, Nicholson, &Ceddia, 2003; Yusuf, 2005)This research explores Omani diploma students' transition to higher education with a focus on the obstacles that hinder students' attainment of high marks in the Omani higher education institutions' (HEI) English language placement test. Of particular interest for this research is to better understand the underlying conditions of the inadequate schooling, where English language is studied for 12 years, which are only remedied by completing the additional English foundation programme, to enable pursuit of studies at higher education level. A sequential mixed method approach was adopted to document the perspectives and experiences of those directly involved: first-year students who have completed a foundation programme (N= 168), Post-Basic Education teachers (grades 11-12) (N= 12) and Language Centre teachers at a university (N= 4). In the present study, I used two instruments, namely the interviews and the questionnaire. The findings of the study indicate that the inadequate preparation of students can be explained in the light of two main factors: teachers performance (exam-oriented approach to teaching and concern with following a rigid syllabus) and lack of institutional dialogue between post-secondary and higher education teaching staff. The findings of the present study may contribute to informing changes to the pre-service training programmes of English teachers at higher education institutions. Besides, the outcomes of the present study may serve to encourage better communication between schools and higher education institutions.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.803866  DOI:
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