National Commission for Academic Accreditation
and Assessment
Course Specification
Institution:
Majma’ah University
College/Department : College of Education / English Department
A Course Identification and General Information
1. Course title and code:ENG222
Strategy in Learning Foreign Language
2. Credit hours :
Two (2) hours
3. Program(s) in which the course is offered.
BA in English language
4. Name of faculty member responsible for the course:
5. Level/year at which this course is offered:Level: 4
6. Pre-requisites for this course (if any)
none
7. Co-requisites for this course (if any)
8. Location if not on main campus
none
Not applicable
1
B Objectives
1. To Understand the core concepts, approaches,
classification/taxonomy, functions and implications of Language
Learning Strategies (LLSs).
2. To Get acquainted with the most common taxonomies/classifications
of (LLSs). Particularly Oxford's taxonomy (Strategy Inventory of
Language
3. Learning-SILL), and compare them with other famous classifications
such as: O'Malley's and Rubin's.
4. To expand language awareness by examining sophisticated or nonstandard examples of language, which makes students more aware of
the norms of language us Reflect on their own learning strategies, and
make use of the strategies usually employed by good/successful
language learners.
5. To reflect on their own learning strategies, and make use of the
strategies usually employed by good/successful language learners.
6. To understand the implications of LLSs to EFL (Strategy Training)..
7. Finally, to think more critically, scientifically and analytically.
2. Briefly describe any plans for developing and improving the course that
are being implemented.
Power point presentation
C. Course Description
The strategies of learning a language (L1/L2) is an interdisciplinary field of linguistics ,
involving , amongother disciplines, appliedlinguistics, psycholinguistics,
sociolinguistics, languageeducation, sociolinguistics, etc. It seeks to
investigate and understand the various Cognitive, Meta-cognitive and
Affective strategieswhichlearnersemploy in order to help themlearn a
language. On complétion the course successfully, students are expected to:
1- Understand the core concepts, approaches, classification/taxonomy,
functions and implications of Language Learning Strategies (LLSs).
2- Get acquainted with the most common taxonomies/classifications of
(LLSs). Particularly Oxford's taxonomy (Strategy Inventory of
Language Learning-SILL), and compare them with other famous
classifications such as: O'Malley's and Rubin's.
2
No.of
weeks
List of Topics
Introductory lecture and Course Orientation
Definition of the term learning strategies
The scope of learning strategies
A range of theoretical and critical approaches in relation
to the
study of learning strategies.
Brief discussion of language learning strategies
Cognitive Strategies
Taxonomy of language learning strategies
Metacognitive language learning strategies
Learning strategies and learning styles
The role of teacher in language learning strategies
2 Course components (total contact hours per semester):
Lecture:
Tutorial:
42 hours
Laboratory
2 hours
Contact
Hours
1
3
1
3
1
3
2
6
3
9
1
3
2
6
1
3
1
3
1
3
1
3
30 hours
Other:
----------------
3. Additional private study/learning hours expected for students per week.
a. Knowledge
(i) Description of the knowledge to be acquired
3
To deeply understand the difference between cognition and
metacognition and how these works in their studies.
(ii) Teaching strategies to be used to develop that knowledge
 Socialized Discussion with the aid of information and communication
technology like power point presentations of lecture.
 Interactive Class discussion – question and answer
 Experiential Strategy- active, hands-on concrete experience is the
most powerful and natural form of learning. Students should be
immersed in the most direct possible experiences of the content of
every subject.
 Collaborative learning
 Role playing and simulation activities
(iii) Methods of assessment of knowledge acquired





Oral recitation / Class participation/ Individual oral presentation
Skill based guide/ graded communicative activities
Formative assessment
Use of checklist and rubrics for evaluation
Examinations
b. Cognitive Skills
(i) Description of cognitive skills to be develop
The students will be able to process the Thorndike’s law of
learning and its relationship to self-study.
(ii) Teaching strategies to be used to develop these cognitive skills
 Socialized Discussion with the aid of information and communication
technology like power point presentations of lecture.
 Interactive Class discussion – question and answer
 Experiential Strategy- active, hands-on concrete experience is the
most powerful and natural form of learning. Students should be
immersed in the most direct possible experiences of the content of
every subject.
4
 Collaborative- cooperative learning activities tap the social power of
learning better.
 Role playing and simulation activities
(iii) Methods of assessment of students cognitive skills





Oral recitation / Class participation/ Individual oral presentation
Skill based guide/ graded communicative activities
Formative assessment
Use of checklist and rubrics for evaluation
Examinations
c. Interpersonal Skills and Responsibility
(i) Description of the interpersonal skills and capacity to carry
responsibility to be developed
To develop communicative competence toward interaction to others
through the application of learned strategies in learning foreign
language in four macro skills.
(ii) Teaching strategies to be used to develop these skills and abilities
 Socialized Discussion with the aid of information and communication
technology like power point presentations of lecture.
 Interactive Class discussion – question and answer
 Experiential Strategy- active, hands-on concrete experience is the
most powerful and natural form of learning. Students should be
immersed in the most direct possible experiences of the content of
every subject.
 Collaborative- cooperative learning activities tap the social power of
learning better.
 Role playing and simulation activities
(iii) Methods of assessment of students interpersonal skills and capacity
to carry responsibility




Pair task activities/ Group task activities
Skill based guide/ graded communicative activities
Use of checklist and multi trait rubrics for evaluation
Feedback/ problem based learning
5
 Formative assessment
d. Communication, Information Technology and Numerical Skills
(i) Description of the skills to be developed in this domain.
To guide the students to effectively communicate their ideas and
emotions accurately.
(ii) Teaching strategies to be used to develop these skills
 Socialized discussion with the aid of information and communication
technology like power point presentations of lecture.
 Interactive Class discussion – question and answer
 Experiential Strategy- active, hands-on concrete experience is the
most powerfuland natural form of learning. Students should be
immersed in the most directpossible experiences of the content of
every subject.
 Collaborative- cooperative learning activities tap the social power of
learning better.
 Role playing and simulation activities
(iii) Methods of assessment of students numerical and communication
skills




Pair task activities/ Group task activities
Skill based guide/ graded communicative activities
Use of checklist and holistic rubrics for evaluation
Feedback/ problem based learning
5. Schedule of Assessment Tasks for Students During the Semester
Assess Assessment task (eg. essay, test, group
ment project, examination etc.)
1
Midterm Examination 1
2
Midterm Examination 2
6
Week
due
8th
week
10
week
Proportion
of Final
Assessment
15%
15%
3
Class Participation
4
Final Examination
10 %
60 %
18 th
week
5
100 %
D. Student Support
1. Arrangements for availability of teaching staff for individual student
consultations and academic advice.
 electronic mail support
 academic advisory by appointment
E Learning Resources
1. Required Text(s)
Language Learner Strategies
Cohen, Andrew&Macaro, E.
Oxford: Oxford University Press2007
2. Essential Reference
3- Recommended Books and Reference Material (Journals, Reports, etc)
4-.Electronic Materials, Web Sites etc
www.learningstrategies.com
www.effectivestrategies.com
5- Other learning material such as computer-based programs/CD,
professional standards/regulations
Language Strategies by Macaro
7
F. Facilities Required
Indicate requirements for the course including size of classrooms and
laboratories (ie number of seats in classrooms and laboratories, extent of
computer access etc.)
1. Accommodation (Lecture rooms, laboratories, etc.)
22 students in 120 square meters room
2. Computing resources
Not applicable
3. Other resources (specify --eg. If specific laboratory equipment is
required, list requirements or attach list)
Not applicable
G Course Evaluation and Improvement Processes
1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching
•
Students’ evaluation
•
Module descriptor evaluation questionnaires
2 Other Strategies for Evaluation of Teaching by the Instructor or by
the Department
 Peer evaluation
 Colleagues support
 Department head evaluation and feedback performance
3 Processes for Improvement of Teaching
 Continuous studying by attending refreshing courses in graduate
school
 To attend the seminars and conferences.
 To continue to do research studies.
 To read and learn the latest trend in education to enhance my
teaching skills
8
4. Processes for Verifying Standards of Student Achievement (eg. check
marking by an independent member teaching staff of a sample of student
work, periodic exchange and remarking of tests or a sample of assignments
with staff at another institution)
 Colleagues support
5 Describethe planning arrangements for periodically reviewing course
effectiveness and planning for improvement.
 Seeking students’ opinion on course
 Surfing the internet for new developments
 Periodical staff meetings for course evaluation
9