منصة إيفاد العلمية

د.منذر محمد ابراهيم زيود

إرسال رسالة

التخصص: اللغه الانجليزيه وأساليب تدريسها

الجامعة: جامعه القدس المفتوحه

النقاط:

15.5

معامل الإنتاج البحثي

الخبرات العلمية

تدريس اللغه الانجليزيه كلغه اجنبيه لمده 24 سنه وما زلت على راس عملي
عملت كمساعد اداري لمدير فرع جنين -جامعه القدس المفتوحه لمده ثلاث سنوات
مدرب للمعلمين من الصفوف الاول حتى الرابع و الممول من البنك الدولي و وزاره التربيه و التعليم الفلسطينيه وجامعه كانتربري البرطانيه.
1- Organizing and scientific committee member of the seminar entitled “Improving TEFL Methods and Practices at Palestinian Universities” Held by The English Department faculty of Education Al-Quds Open University.
2- Organizing and scientific committee member of the seminar entitled “Improving the teaching research methods practices across disciplinary courses: The case of medical and social sciences. Held and sponsored by USAID, AMIDEAST and OPEN SOCIETY INSTITU
3- Organizing and Scientific committee member of the 1st International Conference on Teaching English & Translation in the 21st Century, ArTA Theme "Shifting Needs and Newest Trends" TADREES 2021 on 30th–31st January 2021 Onl
3- Organizing and Scientific committee member of the 1st International Conference on Teaching English & Translation in the 21st Century, ArTA Theme "Shifting Needs and Newest Trends" TADREES 2021 on 30th–31st January 2021 Onl
4- Scientific committee member of the conference entitled “Realities, Experiences, challenges, and remedies on Teaching and Learning English, Translation, and literature in the post-pandemic Coronavirus Atmosphere in the World. Which was help on 6th -9t
Resource Person in the INTERNATIONAL E-CONFERENCE on Socio-Economic Relevance in Science, Social Science, and Commerce toward Sustainability Date- 5th March 2024, Day-Tuesday
Resource Person in the INTERNATIONAL E-CONFERENCE on Women Empowerment date 30-4-2024 India
Worked as a trainer in “The Palestinian Teacher Professional Development Programme for Grades 5-10 “Education for Future”
Worked as a trainer in “The Palestinian Teacher Professional Development Programme for Grades 1-4” Which is sponsored by the World Bank, Canterbury Christ Church University and the Palestinian Ministry of Education and Higher Education
Worked as a trainer in “The Palestinian Teacher Professional Development Programme for Grades 1-4” Which is sponsored by the World Bank, Canterbury Christ Church University and the Palestinian Ministry of Education and Higher Education
Worked as a trainer in the “Professional Diploma programme for kindergarten”. Which is funded by the World Bank and the University of Delaware (U. S.A) and the Palestinian Ministry of Education.
Worked as a trainer in the “Professional Diploma programme for kindergarten”. Which is funded by the World Bank and the University of Delaware (U. S.A) and the Palestinian Ministry of Education.
ASSOCIATE EDITOR of the Royal International Global Journal of Advance and Applied Research. Editorial Board – Royal International Global Journal of Advance and Applied Research (rlgjaar.com)
Peer Reviewer of PANYONARA Journal of English Education. Published by English Teaching Learning Programme Tarbiyah Faculty Institut Agama Islam Negeri Madura. http://ejournal.iainmadura.ac.id/index.php/panyonara/peerreviewers

الأبحاث المنشورة

USING DRAMA ACTIVITIES AND TECHNIQUES TO FOSTER TEACHING ENGLISH AS A FOREIGN LANGUAGE: A THEORETICAL PERSPECTIVE.

المجلة: Published in a book entitled The refereed papers of the First National Conference Titled "Improving TEFL Methods and Practices at Palestinian Universities" . Sponsored by AMIDEAST, Funded by USAID and The Open Society Institute.

سنة النشر: 2010

تاريخ النشر: 2010-10-20

Drama can foster language skills such as reading, writing, speaking and listening by creating a suitable context. Drama is a powerful language teaching tool that involves all of the students interactively all of the class period. Drama can also provide the means for connecting students' emotions and cognition as it enables students to take risks with language and experience the connection between thought and action. Teaching English as a foreign language inevitably involves a balance between receptive and productive skills; here drama can effectively deal with this requirement. Through drama, a class will address, practice and integrate reading, writing, speaking and listening. Drama also fosters and maintains students' motivation, by providing an atmosphere which is full of fun and entertainment. In so doing, it engages feelings and attention and enriches the learners' experience of the language.

“Theoretical Perspective on How to Develop Speaking Skill among University Students.”

المجلة: Pune Research Scholar An International Multidisciplinary Journal, Vol. 2, Issue 1

سنة النشر: 2016

تاريخ النشر: 2016-02-16

Language is very important in our lives as it is the means by which people communicate. Speaking skills are often considered the most important part of an EFL course. In foreign language teaching and learning, ability to speak is the most essential skill since it is the basic for communication. Speaking is one of the productive skills, which is the evidence of a student that how much he or she is competent in a language. Moreover, much of the communication is made through speaking. In short, learning a language remains incomplete if one does not achieve competence in speaking. Speaking can be realized as the most common way to convey the message to others and the ability to communicate effectively is a basic requirement which needs to be taken seriously in English education. (Azadi et.al 2015) Speaking is one of four basic skills in learning foreign language besides listening, reading and writing. Normally, learners in an EFL context do not use the language in authentic situations. They possess inability in communicating appropriately and correctly. This leads to learners' lack of self-confidence and avoidance when communicating with native English speakers. (Oradee 2012) Therefore, this paper will suggests some ways of developing the speaking skill of the university students from a theoretical perspective.

Strategies used by in-service EFL teachers when teaching English for Palestine Curriculum Case Study of Teacher Education Improvement Project.

المجلة: International Journal of Advance and Applied Research

سنة النشر: 2023

تاريخ النشر: 2023-10-15

Difficulties Faced by English Teachers in e-learning: A Comparative Study among Teachers of Palestinian and the Occupied Palestinian Territories Schools.

المجلة: International Journal of Enhanced Research in Educational Development (IJERED)

سنة النشر: 2022

تاريخ النشر: 2022-01-06

This comparative paper has made a number of significant contributions to the field of e-learning. The paper explored the difficulties of using e-learning among teachers in Palestine and Occupied Palestine Territories. This paper is based on four questions and four hypotheses were formulated. For data collection, the researchers used a questionnaire. Thee Statistical Package for the Humanities (SPSS V. 23) is used for analyzing the data. Our results go beyond previous reports, showing that teachers in both areas face tremendous difficulties related to the student themselves and the subject itself. However, our results are opposite to the findings of the study of Al- Subaie (2017) and Al-Harash, Mufleh, and Al-Dahon (2010), which showed that the difficulties related to hardware and software are the most noticed obstacles. Planned comparisons also revealed that there are no differences in the degree of teachers' use of e-learning. Even though we did not replicate the previously reported studies in 2020 and 2021, our results state that there were differences due to the place variable in favor of West Bank teachers. The paper recommends teachers reduce the burdens in the classroom to encourage students to focus during e-learning. Future investigations are necessary to validate the kinds of conclusions that can be drawn from this study. Future studies could fruitfully explore this issue further by conducting a study on teachers’ competencies related to e-learning between the aforementioned areas.

Professional Development and Teaching Practices of EFL Palestinian Teachers during COVID-19 Pandemic: A Case Study of Three Female Teachers

المجلة: Arab World English Journal (AWEJ) Special Issue on CALL Number 7.

سنة النشر: 2021

تاريخ النشر: 2021-07-26

The current study investigated the activities and practices used by three female EFL teachers during the coronavirus pandemic between March 2020 till February 2021. The study also explored the difficulties and obstacles faced by the three teachers during that period. To achieve these objectives, a qualitative approach utilizing a case study design was employed using three tools: teachers’ written reflections, content analysis of teachers’ posts on the social media, and a focus group meeting via Zoom. The significance of the study emerges from its objectives to contribute to EFL teachers’ professional development during the emergency cases. Results revealed that the three teachers were able to cope with the new situation by adopting new methods of content delivery and new forms of communication as well. These teachers used online technologies such as Facebook, YouTube, and Microsoft Teams to communicate with their students and the parents as well. However, some challenges emerged, including the financial situation of the families and its impact on students’ access to internet connection and family affordability. Under these conditions, teacher training programs are in demand for using appropriate technologies that engage the students and attract their attention.

Effectiveness of Big Five Traits on Classroom Management in Teaching English Language in Palestinian Schools.

المجلة: Advances in Social Sciences Research Journal, 10(9).

سنة النشر: 2023

تاريخ النشر: 2023-10-04

Teachers have a critical influence on the success or failure of any educational institution. The effectiveness of teachers is thought to be the most important component in influencing pupils’ academic progress. This paper is intended to find out the effectiveness of Big Five Traits toward classroom management in English language teaching in Palestinian schools. This study used a fully quantitative method with a survey as its data collection method where the participants were 35 elementary school teachers. Out of the total number of the participants, 45.7% were females, 34.3% were aged between 23-30 or 31-40 years old, 85.7% had Bachelor’s degrees, and 37.1% reported having over 10 years of teaching experience. The result of this study showed that there was a strong positive correlation between the teachers’ big five personality traits and their effective classroom management practices.

Quantitative Research Methods: Maximizing Benefits, Addressing Limitations, and Advancing Methodological Frontiers.

المجلة: ISRG Journal of Multidisciplinary Studies (ISRGJMS)

سنة النشر: 2024

تاريخ النشر: 2024-04-08

This research paper offers a thorough examination of the benefits and drawbacks of applying quantitative methods to research in a range of academic fields. The precision, objectivity, and capacity to extrapolate results to larger populations are all provided by quantitative methods. They do, however, also bring with them certain difficulties, such as the need to ensure the validity and reliability of data collection processes and to capture subtle qualitative aspects of phenomena. Through a critical analysis of the advantages and disadvantages of quantitative methods, researchers are better equipped to choose their research approaches. Researchers are advised to carefully evaluate research questions, validation methods, and ethical guidelines. To further the field of research methodology, future research directions should concentrate on interdisciplinary collaboration, creative methodologies, and integration of quantitative and qualitative approaches. Keywords: Quantitative methods, advantages, disadvantages, data collection, research design, ethical standards.