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Prof. Badran A. Hassan Professor of ELT (English Language Teaching), Dept. of Curriculum & Instruction, College of Education, Mansoura University, Egypt. |
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Prof. Badran A. Hassan Professor of ELT (English Language Teaching), Dept. of Curriculum & Instruction, College of Education, Mansoura University, Egypt. |
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Title of Dissertation: Field Dependence/Independence Cognitive Style and EFL Proficiency among Egyptian College Students. Unpublished Doctoral Dissertation, The University of New Mexico, Albuquerque, NM, USA, 1988. Present Position:
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A. Professional Career:
B. Teaching Experience :
C. Research Supervision Activities:
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A. Papers:
B. Textbooks:
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ABSTRACT (1)
Foreign Language Self-Esteem and the By Badran A. Hassan, Ph.D. The purpose of this study was to investigate any possible relationship
between foreign language self-esteem and the oral communicative ability
(OCA) of university students. Two other variables, namely, sex and academic
achievement, were also examined. ABSTRACT (2) Badran A. Hassan, Ph.D. The relationship between foreign language anxiety and student performance on an oral proficiency measure was examined. Instruments for this study included a specifically developed 'Foreign Language Anxiety Scale' and two oral proficiency tasks. Subjects were candidates to the English department at the college level. Major findings indicated that foreign language anxiety correlated negatively with the oral proficiency tasks, and that non-anxious students were more proficent in their performance on the oral tasks. To alleviate foreign language anxiety, it is recommended that teachers should be able to acknowledge and recognize their students' feelings of isolation and helplessness and offer students concrete suggestions for attaining foreign language confidence. Current teaching practices which which contribute to the foreign language anxiety need also to be considered before firm conclusions regarding optimal interventions to reduce anxiety can be reached. ABSTRACT (3) The Relation of Hemispheric Preference to By Badran A. Hassan, Ph.D.
Major findings yielded from this study were: a) Left hemisphere (LH) students scored significantly higher than right hemisphere (RH) and integrated mode (INTEG) students on the MCQ test, b) RH students outperformed the LH and INTEG students on the cloze test, and c) RH students demonstrated better foreign language proficiency than their LH and INTEG counterparts on the Total EFL test. Reported results give evidence of great right hemispheric involvement
in foreign language learning. This finding is supported in the literature.
It is recommended that language tests should show diversity in methods
and tasks so that the negative role of any possible bias on the evaluation
of test ABSTRACT (4) The Effects of Culturally Familiar and Non-Familiar By Badran A. Hassan, Ph.D. This paper investigates the effects of different EFL materials on university students' reading comprehension. Two types of materials: culturally familiar (based on Egyptian Arabic culture) and culturally non-familiar (based on western culture) are developed and tried on two experimental groups sampled out from third year English department students enrolled at the College of Education, Mansoura University. It is hypothesized that the Familiar group will achieve higher gains in reading comprehension as compared to the Non-Familiar group. This hypothesis is confirmed. It is concluded that the role of background knowledge/schemata is crucial for comprehending a written discourse. Schemata seems to enable a reader to differentiate the most important information in a text, and when appropriate schemata are available, readers may differentially allocate cognitive resources to what they perceive as most important ideas. It is recommended that for effective reading to take place, students' schemata should be activated. Specific questions should be asked to relate the new information to what the students know--their background knowledge and experience. ABSTRACT (5) The Effects of Quickwriting Technique By Badran A. Hassan, Ph.D. The role of language in generating knowledge has recently been emphasized in the English language teaching literature. Being a form of brainstorming on paper, the quickwriting technique contributes toward this role by helping students generate ideas for their writing tasks. This paper examines the effects of the process-oriented quickwriting
technique as an alternative to a traditional writing design on EFL students'
essay writing. T-test results indicate that the 'quickwriting' group
outperformed the 'traditional' group on the essay writing task. This
significant gain in student scores might be due to some characteristics
inherent in the quickwriting technique wherein students concentrate
on content rather than worrying about form as they write non-stop for
a set period of time. Finally, it is recommended that this technique
be used at a large scale in advanced level EFL writing classes. ABSTRACT (6) The Effects of Microteaching Supervisory By Badran A. Hassan, Ph.D. Some important questions in primary school teacher preparation remain to be addressed. Principal among these is the differential effects of supervisory approaches on EFL student teacher classroom performance. Bearing this in mind, a microteaching experiment was conducted to investigate the possible effects of two supervisory feedback approaches; Practice for Classroom Teaching (PCT) and Teaching Concept Developing (TCD) on EFL student teacher performance as measured by a specifically developed Microteaching Evaluation Checklist. On the whole, results indicated that TCD students outperformed their PCT counterparts in their teaching performance. Yet when looking at the subsections of the Checklist, it can be noted that although this trend continued to hold true for the "Questioning" and "Use of Aids" skills, this was not the case with the "Reinforcement" skill. This result was considered peculiar and a further investigation involving the nature of certain skills as related to different supervisory approaches seems warranted. Finally, supervisors are called upon to follow a non-directive/non-prescriptive approach to supervision where there is openness, concern, and sharing of responsibility in their relationship with student teachers so that better professional development can be achieved. ABSTRACT (7) Word Processing and Quality of EFL Writing: By Badran A. Hassan, Ph.D. This experiment was conducted to investigate the possible effects of using word processing on EFL college students' quality of writing. On a pre-test post-test design, it was hypothesized that quality of student writing will improve and that student attitudes towards the word processing treatment will tend to be positive. T-test and chi-square results showed that both hypotheses were confirmed. This experiment, with its emphasis on the clarity and process of writing, asserted that improving the quality of writing should be at the heart of all writing instruction whether it is taught in a traditional manner or with the aid of microcomputers. This study also showed that students' positive attitudes towards word processing were clearly demonstrated from the beginning of the experiment to such a degree that one cannot help but be impressed by student interest and enthusiasm. Finally, it is recommended that EFL teachers must address themselves to the challenge of computers by learning how to use them effectively and then applying their newly-acquired theoretical knowledge and practical experience in this field to the teaching of foreign language composition writing through this new gadget, the computer. ABSTRACT (8) Attitudinal Variables and EFL Proficiency By Badran A. Hassan, Ph.D. The purpose of this study was to assess some attitudinal variables in relation to college students' EFL proficiency. These variables were student attitudes towards the (a) foreign language(FL) culture, (b) FL class, and FL learning. (The moderator variable academic major; scientific vs literary was also explored.) Instruments for this study were three specifically developed attitude scales and an EFL proficiency test. Statistical analyses included: item analysis, Pearson product moment correlations, and a series of t-tests. Major findings yielded from this study were:
ABSTRACT (9) The Effect of Implicitly Teaching some EFL Reading/Study Skills on By Badran A. Hassan, Ph.D.
Correlated t-test
results showed that the first hypothesis was was upheld but not the
second. Generally, it can be concluded that time spent on developing study skills of EFL students is worthwhile in terms of making them more aware of their reading habits and the need to apply them in their study so that a better reading comprehension can be achieved. ABSTRACT (10) The Effects of Graphic Organizers and Video on the Teaching Skills,
By Badran A. Hassan, Ph.D. & Aly A. Koura, Ph.D.
Subjects went through four teaching conditions: 'Graphic Organizer +
Video, Graphic Organizer + Lecturing, Video + Lecturing.' They were
also administered an Achievement test, a follow-up Retention test, and
a Teaching Skills Checklist which was specifically developed for the
purpose of this study. Ultimately, it is the contention of these researchers to view the current findings not from the perspective of the 'Graphic Organizer + Video' condition failing to provide better achievement and a retention of a course content, but rather as equally successful variations of an empirically validated pedagogical aid. Finally, it is recommended that further research manipulating similar information-processing models and educational technology media should be explored. ABSTRACT (11) The Relationship of Writing Apprehension and Self-Esteem to
By Badran A. Hassan, Ph.D. The purpose of this study was to determine if both 'writing apprehension' and 'self-esteem' of English as a Foreign Language (EFL) university students are related to the 'quality' and 'quantity' of their writing. Instruments for this study included an 'English Writing Apprehension Questionnaire', a 'FL Self-Esteem Scale', and a 40-minute writing task. Statistical analyses included: Pearson product-moment correlations, a series of t-tests, and 2-way analyses of variance. Major findings yielded from this study were: a) Writing apprehension of EFL Egyptian university students negatively correlated with their self-esteem, b) Low Apprehensive student writers wrote better quality compositions than their High Apprehensive counterparts, or in other words, writing apprehension negatively influenced the quality of students' composition writing, c) Low Apprehensive students had higher self-esteem than High Apprehensive students, and d) Low Self-Esteem students were more apprehensive in their writing than their High Self-Esteem counterparts. Reported results give evidence of the negative influence 'writing apprehension'
and 'low self-esteem' have on writing quality. This finding is supported
in the literature. One way to counteract this situation is to improve
the writing skills of students. It is suggested that writing skills
improvement courses be taught to university students in non-traditional
ways. To lower anxiety level among students, it is also suggested that
teacher evaluation should be reduced. Instead, it should be substituted
with peer or self-evaluation whenever possible. This way, students will
feel more secure from the inside and will be able to produce better
quality writing tasks. ABSTRACT (12) Extraversion/ Introversion and Gender in Relation to
By Badran A. Hassan, Ph.D.
Major findings obtained from this study indicated that: a) Extraversion/introversion positively correlated with English pronunciation accuracy among Arabic speaking Egyptian students, b) Male students outperformed their female counterparts in their performance on the Pronunciation Accuracy Test, and c) Extraversted students were more accurate in their English language pronunciation than introverted ones. Overall, this study has provided further evidence relating extraversion/introversion
to better language learning since it was found to be a significant predictor
of pronunciation accuracy in English. It is felt that this study has
made some important contributions toward a better understanding of extraversion/introversion
personality variable in its relationship to some learning outcomes (e.g.,
pronunciation accuracy). However, conclusions from this study are, of
course, restricted due to certain limitations that are inherent in a
study of this nature especially the small number of male subjects. Consequently,
the findings cannot be considered ulyimate answers to the acquisition
and testing of foreign language pronunciation. Finally, it is recommended
that this study be replicated using a more representative sample size
of male students. ABSTRACT (13) NEW TRENDS IN TEACHING GRAMMAR By Badran A. Hassan, Ph.D.
With the advent of new developments in the fields of linguistics and psychology which resulted in the shift from structurally-dominated English as a foreign language (EFL) methodology to a more communicatively-oriented one, new ideas have prevailed the field of language teaching in general and grammar instruction in particular. Stephen Krashen and colleagues launched a severe criticism against explicit grammar instruction in the second language (L2) classroom claiming that the 'comprehensible input' presented in the L2 class will help learners unconsciously internalize the grammatical system of the language the same way first language learners do. Recently, many scholars such as Celce-Murcia and Larsen-Freeman have reacted against Krashen and others in support of explicit grammar instruction in the language classroom. As a result, there has been gathering momentum an explicit communicatively based approach to grammar instruction that is more meaning-focused rather than rules-focused and that is more learner-centered than subject-centered. According to this approach, the need for introducing a certain grammatical rule arises in the first place from the particular needs of the learner and from a meaningful context encountering students in a meaningful learning situation. Communication became the main goal of language instruction, and the language syllabus was not organized any longer around grammar. This does not mean that grammar does not have any place in the communicative language class. Rather what it means is that grammar instruction became more content-based, meaningful and contextualized. In the Egyptian secondary school context, the currently adopted EFL textbook Hello! Series has communication as its main target. Written by Don Dallas and associates, this series introduces grammar explicitly in a meaningful context-based manner. However, the deductive approach to grammar instruction is mostly adhered to in the presentation procedure of the grammatical rules in the Hello! Series. It is suggested that a blend of deductive and inductive approaches be used in the presentation of the grammatical rules especially at the final years of the secondary stage. The inductive approach to grammar instruction, though more demanding on the part of students when compared with the deductive approach, is more interactive and makes the EFL class less teacher-dominated and more learner-centered. To conclude, several trends have emerged in the area of teaching grammar in the secondary school: 1) traditional grammar teaching has given way
to communicative grammar instruction which considers grammar (or linguistic
competence) to be one major component of communicative competence,
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