Challenges of Classroom Research in Egypt | ||||
| Sustainability Education Globe | ||||
| Volume 2, Issue 1, July 2024, Page 22-25 PDF (281.97 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/seg.2024.271489.1002 | ||||
 View on SCiNiTO | ||||
| Author | ||||
Gamal M. Shehata 
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| Professor of EFL Curriculum and Instruction, College of Education, Minia University, Egypt | ||||
| Abstract | ||||
| The topic of language learning and teaching has been one of the most productive areas of research in ESL/EFL education in recent years. With the coming of the communicative approach in foreign language education, greater responsibility has been placed upon researchers to develop effective strategies that may help learners achieve the ultimate objective of language learning which is effective communication. This article, which is based on personal observation, reports on a quick survey of EFL classroom research obstacles in Egypt. Like any other developing countries, Egypt is suffering from a number of challenges that, to a great extent, impede or make it more difficult for successful EFL learning to happen. I have summarized these challenges in five major points. The first of these is lack of information and communication skills. Second, accessing the field of research. Third, informed consent. Fourth, pre-research considerations, and finally, Research aims may contradict with school priorities. The article ends with a call for the authorities in Egypt to set firm rules and standards for conducting EFL research in Egypt if we are after coping with the international levels of language education | ||||
| Keywords | ||||
| language research obstacles; language learning and teaching | ||||
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