The Effectiveness of Using ECRIF and PPP Strategies in Fifth Graders’ Vocabulary

Learning and its Retention

The Third Domain: ECRIF Strategy

1. The Origin of ECRIF

Kurzweil and Scholl (2007, p. 86) developed a framework of stages called ECRIF which gained
its popularity in teaching English for Speakers of Other Languages (ESOL). As a framework that
focuses on how learners learn, ECRIF is an approach that concentrates on how learners learn
thus it moves classroom instruction to student-centered collaboration and independent practices
rather than teacher-guided lesson. ECRIF strategy is related deeply to scaffolding in that both
ECRIF and scaffolding are focusing on helping learners to acquire the language .Both of them
are considered as planned instructional framework.

Two different kinds of scaffolding were reflected by Brawn (2009, p.36). The first is
spontaneous scaffolding which is the result of the interaction of a learner and the new knowledge
during the act of teaching and the process of learning. While the second is planned scaffolding
that refers to the support, facilitations and plans that the teacher uses to enhance the successful
learning, the excellent use of the target language and the fluent utilize of the target skill (Brawn,
2007, p. 62).

To Brawn, the two notions of scaffolding are essential for learning as they complement each
other, this accommodates with Vygotsky (1978, p. 22) who declares that the ultimate goal of
scaffolding is to develop the learning habits while developing learner‘s ability to use skills
naturally and productively ―Zone of Proximal Development‖ as the students gradually become
more independent and the control of the teacher decreases (Brawn, 2007, p. 64). Again, based on
Brawn (2001, p.45) the scaffolding concept can be referred to as a designed process with
accurate planning to guide curriculum, assessment, and instruction. According to this view point,
ECRIF can be seen as an instructional framework that guides planning for learning experiences
in order to enhance the use and production of a target language.

2. Meaning of ECRIF

ECRIF refers to a frame system or the format that examines how students learn a language. This
framework method is an essential aid for teachers to comprehend the way in which students can
perform the dynamic process of learning a foreign language (Al-Mobayed, 2016). This
framework of the strategy equips teachers and learners of certain steps to follow which enhance
achieving maximal learning. ECRIF sheds light on the dimension that effects on teaching process
and enhances leading learners to be active acquirers. Moreover, Khalaf (2016) describes ECRIF
as a lesson-designing framework that regulates the comprehension learning as it estimates the
students‘ level and their touch with the educational materials. ECRIF can be used as a useful
kind of reformative findings about the learner progress through learning process.
3. The Goal of ECRIF

Cordelo and Peer (2014, p. 12) argue that there are several goals that can be achieved through
ECRIF for both learners and teachers. The eventual goal is to expand a technique that stimulates
opportunities for observing students' performance and reflections during their learning rather
than representing teachers' manner in class. In other words, ECRIF has a great value for teachers
as it provides them with appropriate procedures to monitor learners‘ activities and content based
on students‘learning. Students‘ learning process and their work with the target skill or knowledge
are the central focus of this strategy. The ultimate goal of ECRIF strategy is not just providing
students with new language but also supplying them with different views of employing this
language fluently during communication tasks either inside or outside the classroom.

4. Usage of ECRIF

The substantial concept of ECRIF is related to active learning strategies which are embodied in
centering on the procedures that are required to observe students‘ activities and reflect their
performance during the process of learning (Brawn2013, p. 86). These procedures can guide the
teacher to design an accurate plan for classroom movement. Here are the three main procedures
that can be applied through ECRIF framework.

1) Designing plans for lessons and knowing the required course book and available school
materials.
2) 2) Focusing on the performance of students in the learning process and estimating their
levels.
3) 3) Reflecting on actions that pass after a lesson by contemplating on students‘ learning
(Freeman & Lier, 2016).
4) Moreover, Tosuncuoglu (2017, p. 41) stated that ECRIF cannot be described as a current
or a forthright way of teaching language. As the first step of ECRIF depends on carrying
out the language before learning it. This is accomplished by means of parallelism or
explanation from the teacher about any unconscious thing. This comprehension of the
unconscious knowledge can enhance and internalize the following significant step that
involves going back to drilling or exercising fluently. After confronting a new content
and before being able to utilize it, students pass through clarifying and remembering
meaning of a target input.
5) 5. What does ECRIF comprise?
1) ECRIF implies different techniques such as: realis, role-plays, storytelling, pictures,
recordings, matching, categorizing and brainstorming (EL Yousfi, 2014). 6. What does
the word ECRIF represent?
2) The ECRIF framework is an acronym. It stands for five words: encounter, clarify,
remember, internalize, and fluently use. A) Encounter
3) This is the first step of the learning process where students confront new information or
input for the first time. The significance of this stage is embodied in reflecting the target
 language either (oral or written) in a meaningful realistic context. To achieve this goal,
the teacher collects a suitable input from the surrounding knowledge that is directly
related to this topic, and then he intends to create situations and tasks through which
students can gain a background about the target topic. Moreover, stimulating projects is
effective in this stage. According to EL Yousfi ( 2014) encounter stated the following
processes:

Storytelling, role play, pictures, recordings, categorizing, sorting, predicting, matching

activity, identifying correct and incorrect answers, and ask CCQs (Concept Checking
Questions).

B) Clarify

This is an internal phase that occurs inside the learner Khalaf (2016).The central role relies
on the learner and his ability to connect the target vocabulary with correct meaning and
pronunciation. The learner can also choose from several grammar constructions the suitable
one for a certain situation. Teachers‘ role also is important in this phase as they help students
to clarify the target information through examining and appreciating students‘ level of
realization of material. Teachers also focus on comprehension by means of comprehension
checking questions.

This phase occurs when the learner can set, for example, the correct meaning of a
vocabulary, pronunciation or the best use of a certain grammar construction. Based on
Gonzáles & etal. (2013), teachers, in this phase, focus on assisting students in clarifying and
examining or appreciating learners‘ realization of material. Teachers review comprehension,
using comprehension checking questions, or CCO's. They also utilize four types of CCQ'S:
none—verbal affirmation—―Point to the coffee,‖ positive/ negative - ―Is this a cup?‖
―Can I visit you?" - discrimination "If I want to buy bread, do I go to the pharmacy or the
supermarket?"- and short answer ―What is the name of a local supermarket?"

Clarify involves drilling, gap fill, information gap, searches, scrambled words, guessing
games, matching, reading scripts, and dialogues.

C) Remember This is the first step in committing new material to memory (Mek, 2015, p.
10). It is usually characterized by repetition, drilling, and referring back to support materials
such as models or prompts.

Remember includes :guessing games, information gaps, storytelling, role-play, short answer
activities, project structured discussions, and card games.

D) Internalize
In this stage, the target materials are committed to long-term memory. This committing is
achieved by enhancing the target materials through referring to the storage severally. The
internalized stage relies heavily on constant freer and less

controlled practices where students can determine the suitable decisions and select from the
choices depending on their own information without any outside support.

Internalize contains :guessing games, information gaps, storytelling, role play, short
answers, fluency lines, debates, and discussions.

E) Fluently use

This is the final stage and the ultimate goal of the process of learning (Cordelo and Pere
2014, p. 23). Target materials and information are used smoothly. This knowledge
production is the result of students’ own understanding, internalization, and grasping the
material. It is the stage of production where students can produce the language fluently and
freely in real life situations. Fluency according to Brown (2013, p. 25) can be interrelated
with aforementioned activities of all stages in ECRIF as the stages of the lesson is prepared
based upon student- centered learning. Teachers begin lessons with fluency practicing or
with phonetic exercises based on learners‘ production and understanding. Fluently use
contains :storytelling, role-play, and short answers.

7. The Role of Students in ECRIF

ECRIF framework shifts the traditional and imaginative thinking from focusing on teacher as
the central part of learning process to students. Teaching process becomes student-centered
through ECRIF. The first step depends on accepting the levels of students, their needs,
interests, and individual differences. ECRIF is a student-centered classroom where students
have new roles that motivate them to be good producers of the target language. These new
roles include sharing students in planning, implementation, and assessments. Involving the
learners in these decisions will place more work on them, which can be a good thing.
Teachers must become comfortable with changing their leadership style from directive to
consultative -- from "Do as I say" to "Based on your needs, let us co-develop, and implement
a plan of action."

8. The Role of Teacher in ECRIF Teachers' role in ECRIF shifts from the traditional role to
a more creative role. It is completely different in that teachers become a professional learner
of teaching.

According to Orlando (2013, p. 15), there are many characteristics that distinguish the bright
teacher as follow: 1. Creating a community classroom full of love and respect.

2. Enhancing a collaborative learning with colleagues. 3. Maintaining professionalism in

learning and teaching process. 4. Being a flexible, skilled and worm leader. 5. Managing
effective classroom style and strategies. 6. Willingness to interfere in the appropriate time.
Based on the aforementioned characteristics of the bright teachers, teachers who use ECRIF
strategy should be more conscious of their options and decisions that reflect the best choice
for classroom activities and tasks (Matsuguma, 2013, p. 56). Moreover, a close and careful
examination of the appropriate tasks inside the classroom leads teachers to be clever decision
makers. Moreover, according to Gonzáles & et al. (2013, p. 47), ECRIF enables teachers to
become facilitator in the process of learning through creating social contexts and combining
different techniques to enhance learning. ECRIF teachers believe that teaching does not
necessary make learning happen, it certainly does influence it. Therefore, they always try to
develop their abilities to make decisions, assessments, materials, and techniques.

9. Student-centered Teaching through ECRIF

Tosuncuoglu (2017, p. 21) argued that teachers' own thinking and imaginations should be
based on their students‘ levels, a thing that is a central aim of ECRIF. This can be imagined
when students encounter new vocabulary on a certain topic, students try to clarify the target
words while hearing the teacher modeling it, hearing the repetition of his colleagues, and
noticing the written form either on the blackboard or on cards. The means of activating the
learner‘s background knowledge, or noticing what they have already known will help preface
the ―Encounter‖ stage. Moreover, Al-Mobayed (2016) declared that Encounter stage uses
some instructions to draw students‘ attention to the target language such as paying attention,
noticing something, understanding it, and then realizing what kind of the grammar,
vocabulary, or skill it is and what it demands.

In ―Clarifying‖ stage, students define the form, meaning, use, and pronunciation of a word.
According to Alhaloul (2016), clarifying is an unseen phase as it occurs in the inner part of
the student. The role of the teacher is to help students to check, clarify, and evaluate their
comprehension of the new material. Comprehension checking questions are applied to check
the perception or comprehension. Supported materials such as cards, books, realia, cues, and
posters are necessary to achieve clarifying through repetition, drilling, and denoting
backward knowledge. After information is grasped, it is directly conveyed to long-term
memory by means of the following practice. The latter practice differs from the remembering
phase in that students at this phase become more independent and ease, and less dependent
on an outside support. Finally, concerning with students present comprehension and grasping
of the material and information, the learners become fluent users of the new material and
information. Moreover, in the fluently use phase the students can fulfill information
creatively and produce the target language freely which is the target aim of the teaching
learning process.

Summary:
To summarize, the researcher concludes that ECRIF framework does not necessarily mean
how the lesson can be conducted. The importance of this framework laies in giving teachers a
concept about the proceeding of the learning process and students‘ thinking during the
lesson. Students need different learning activities to enhance their learning of the new
materials. The teacher can provide his students with a positive attitude and good learning
habit toward English by enriching these attitudes and using the methods and techniques
students can acquire efficient learning. It is important to take into consideration that learning
does not happen because of using the materials only for the materials just enhance learning .
Students need to be motivated by the teacher to study cooperatively as a group not as an
individual. Working cooperatively produces a team life among them. ECRIF is different from
the traditional teaching techniques, as the students can feel more productive and safe while
learning the target language .This is achieved by supplying students with the new knowledge
they have perceived from their errors or mistakes.

The Effectiveness of PCELT on Developing Student- Teachers' Lesson Planning

Competency at AUG and their Attitudes toward it

Background of the study

1.1 Introduction:

English is an international language and it has become the most important foreign language
in many non-English-speaking countries, which try hard to improve their students' English
skills by providing competent teachers. Thus, there is a demand for effective training
programs that develop teachers' teaching competencies.

Since the early 1980s, the world has witnessed a period of intense pressure to change schools
and colleges of education. Many researchers and experts worked within the educational
domain and put forward ideas and created structures geared toward fostering substantive
educational change (Mclntyre and Byrd, 2010: p.2). Hence, this intense pressure should also
be focused on student-teachers who will be the prospective teachers and live with these
changes.

As for universities, it’s compulsory for student-teachers to take the practicum courses that are
supposed to improve their teaching skills as complementary to their theoretical knowledge.
According to Reddy (2008: p.24) practicum courses are that kind of an experience which
should give sufficient and suitable theoretical and practical experiences to student-teachers.
Furthermore, Practicum courses should not only focus on the theoretical and practical
experience, but it also should pay attention to the psychological side, the attitudes.
Accordingly, Sarsani (2006: p.7) states that the main functions of student-teachers' practicum
courses are to build a favorable attitude toward the teaching profession and familiarity with
the methodology of teaching. The researcher sees, from her experience as a student-teacher,
that it's important to consider the attitudes in teaching. Since the student-teachers have
attitudes toward their work, they will achieve it professionally.

Recently, many studies have been carried out to pay extra attention on developing the quality
of EFL teacher training programs in Gaza universities such as Barzaq's study (2007) which
aimed at identifying the effectiveness of the Student-Teachers' Training Programs .In
addition, Abu Rumman’s (2005) study which aimed at investigating teachers’ envision for
their needs in the area of preparation in Jordan. Whereas Safi’s (2004) study aimed at
highlighting the educational challenges that justify the need for the preparation of university
students in a very quick changeable world, the characteristics of the future university
students, and the requirements of the preparation of such university students.

However, the practicum period in teacher education curriculum is very vital in the over-all
development of the prospective teacher (Morallos et al, 2014: p.134), Crookes and Chandler
(1999, p.31) state that there are problems with foreign language teachers preparation
programs such as they do not prepare teacher to engage in a process of life- long learning and
do not provide them with a problem–solving orientation to their own classroom teaching. As
well in Palestine, Shahin (2010: p. 15) reveals that there are some problems that face the
student-teachers in their practical training programs like the role of the academic supervisor,
schools in which training takes place and the teaching plan. Thus, the researcher sees that it’s
necessary to look for other effective training programs outside the university to uncover the
problems that student-teachers face in the university preparation training program and to
improve their teaching skills.

In recent years, the effectiveness of programs to produce high-quality teachers has become an
issue of the American national concern (Worrell et al, 2014: p.3). For instance, the American
centers like AMIDEAST and World Learning/SIT Graduate Institute try hard to develop the
methods of teaching English. One of AMIDEAST's and World Learning/SIT Graduate
Institute's programs that develop EFL teachers' teaching skills is PCELT.

PCELT, Professional Certificate in English Language Teaching, is an internationally

recognized certificate developed by AMIDEAST and World Learning/SIT Graduate Institute
to be delivered through offices of AMIDEAST’s network in the MENA. The 120-hour
program provides flexible delivery options and adaptable content to address different English
language teaching needs and contexts. In addition, PCELT is designed for English teachers
who are proficient English speakers but who have little or no teaching background, and for
experienced teachers who wish to update their knowledge and skills based on the latest
language teaching methodologies and emerging trends in the field. Moreover, PCELT
assesses participants through their ongoing participation, lesson planning, observed practice
teaching, teacher reflection assignments, and a teacher portfolio (AMIDEAST.org. 2016).

In the current study, the researcher investigates the effectiveness of PCELT on improving
lesson planning competency and the attitudes toward it. Lesson plan is the teacher’s written
detailed description of the course of instruction for an individual lesson to be taught in a
period of time (Savage, 2015:p.2). As for the researcher’s experience, student-teachers have
some problems with lesson planning competency. They don’t have adequate knowledge and
skills in setting objectives, doing the tasks according to a determined time, connecting the
planned lesson with the previous one, etc. furthermore, and student-teacher’s attitudes are not
in the required level.

Duncan and Met (2010: p.2) state that lesson planning helps to ensure that classroom
instruction aligns with curriculum objectives and therefore enables students to demonstrate
their successful learning on unit or curricular assessments. Lesson plans do not only shape
how and what students learn, they also impact student attitudes toward language learning.
According to Gujjar and others (2011: p.111) the effective teaching always demands proper
planning. The planning phase of the teaching is termed as lesson planning.

Due to lesson planning importance, there are many studies that search about it such as
Spooner et al.'s (2007) study which investigated the effect of training in Universal Design for
Learning on the lesson planning development of special and general educators. Moreover,
Baecher et al.'s (2014) study aimed to investigate the major patterns in content-based
instruction lesson plans among practicum teachers at the final stage of an MA TESOL
program. In addition, Gujjar et al.'s (2011) study aimed to evaluate the present practices of
the lesson planning in the public sector secondary schools of District Attock, to investigate
the motivation for lesson planning by the heads of institutions and to enquire proper training
of lesson planning.

As for the current study, the researcher investigates the effectiveness on PCELT on
developing the lesson planning competency and the student-teachers’ attitudes toward lesson
planning competency.

1.2 Statement of the Problem

Since there are many problems facing student-teachers in their preparation-training program
in the university (Shahin, 2010: p. 15), they are in need for programs such as PCELT to solve
these problems and to improve their creativity in teaching. Consequently, the researcher
studies the effectiveness of PCELT on one teaching competency which is the lesson planning
competency and the student-teachers’ attitudes toward lesson planning competency. In light
of this, the problem of the study can be stated in the following major question:
What is the effectiveness of PCELT on developing student – teacher's lesson planning
competency at AUG and their attitudes toward it?

The following sub-questions were derived from the major question:

1- What is the lesson planning competency that is required to be developed by student-

teachers at AUG?

2- Are there statistically significant differences at (α ≤ 0.05) between the mean scores of EFL
student-teachers on the pre and post applications of the analysis card?

3- What is the effect size of PCELT on improving the lesson planning competency among
EFL student-teachers?

4- Are there statistically significant differences at (α ≤ 0.05) between the mean scores of EFL
student-teachers on the pre and post applications of the attitude scale?

5- What is the effect size of PCELT on improving the attitude toward lesson planning
competency among EFL student-teachers?

Chapter II

-Introduction

This section aims at reviewing previous studies related to the current one. The researcher has
selected a number of them depending on their relationship to the core of the study problem.
These previous studies are classified into two domains. The first domain presents the studies
related to lesson planning competency; the second one deals with those related to attitudes
toward lesson planning competency. PCELT isn’t included in this chapter because this is the
first study to be written about PCELT, to the best knowledge of the researcher. This chapter
also includes a commentary on these studies. Such a commentary is written according to
different domains which are how the previous studies benefit the researcher and what
distinguishes the current study from the other studies.

2.1 Studies Related to Lesson Planning Competency

Seckin’s (2013) study aimed at investigating the effect of micro teaching used in teacher
training on teacher candidates' perceptions of efficacy in lesson planning, implementation,
and evaluation. The experimental design was used in order to investigate the differences
between the mean scores of the experimental group and those of the control one on the oral
performance test. The sample of the study consisted of all the teachers’ candidate in their 3rd
year at a Turkish Language Teaching Department. Multivariate ANOVA model which was
used to analyze the data collected by split-plot. The results showed the perception of efficacy
in the experimental group was significantly higher than that in the control group.

Abuiada’s (2013) study aimed at investigating the effect of peer coaching strategy on
improving teaching skills of AUG female EFL student-teachers and their attitudes toward
teaching profession. The quasi-experimental approach (one group design) with pre and post
applications of the observation check-list and the attitude scale was used in this study. The
sample of the study consisted of (24) female student-teachers, who were selected from the
fourth English section majors 12

of Education faculty at AUG and were enrolled at practicum course during the second
semester of the academic year (2012/2013). The study revealed that there were statistically
significant differences between the pre and post applications of the observation check-list in
favor of the post application. Additionally, there were statistically significant differences
between the pre and post applications of the attitude scale in favor of the post application and
there were positive attitudes toward the teaching profession and the peer coaching strategy.

Aburezeq’s (2012) study aimed at investigating the impact of using the interactive
whiteboard technology in the development of planning skills to teach Arabic among student-
teachers enrolled in the Professional Diploma. It attempted to identify the students’ attitude
toward using the interactive whiteboard technology. The sample of the study consisted of
(53) student-teachers who were randomly distributed into two groups; experimental and
control. The experimental method was used. Performance test was developed with criteria for
evaluation to measure the improvement in the planning skills of members of the sample. In
addition, a scale was developed to determine the attitude toward the interactive whiteboard
technology. The study found significant differences in the performance of members of the
study sample in daily planning, and in the collective scores of daily and annual planning
combined in favor of the students of the experimental group. Further, the study demonstrated
that the student-teachers had a positive attitude toward the use of the interactive whiteboard
technology as an instructional tool despite encountering a number of problems and obstacles
during their use.

He et al. (2012) conducted a study that aimed at exploring how combining a case library with
blogs can help pre-service teachers to plan lessons with technological pedagogical content
knowledge. This study was conducted in (2008). The sample consisted of (34) secondary
teacher candidates in an urban teacher education program at a South Western State
university. The descriptive method was adopted in this study and Questionnaire was used to
collect data .The results showed that there was a gap between teacher understandings of the
importance of technology integration and their use of technology in lesson planning.
Dahlan’s (2012) study aimed to identify the impact of a program supported by 13

Moodle system to help primary teaching student to acquire the daily planning teaching. The
analytical method and the experimental method were adopted in this study. The sample of
study consisted of (60) primary teaching student-teachers in Al-Azhar University divided
into two groups, the experimental group (30) students, who trained by using Moodle system,
and the controlling group (30) students who taught by the traditional way. The results
showed that there were significant difference between the pre and post group and there were
significant statistical differences between the experimental and controlling group in the pre-
test due to the supplied program by Moodle.

Gujjar et al. (2011) conducted a study which aimed to evaluate the present practices of the
lesson planning in the public sector secondary schools of District Attock, to investigate the
motivation for lesson planning by the heads of institutions and to enquire about proper
training of lesson planning. The sample of the study consisted of (100) teachers from the
public secondary schools. The Descriptive method was conducted in this study. A fifteen
items questionnaire was developed and data was collected from the teachers. The results of
the study showed that majority of the teachers did not plan their lesson regularly and daily
whereas the majority of the teachers did not get proper training of lesson planning during in-
service training.

Rehman et al. (2011) conducted a study that aimed to find out the practice of using Herbert
model of the lesson planning in teaching-learning process and to find out the practice of
using other models of lesson planning in teaching-learning process. The descriptive method
was used. A questionnaire was developed as the tool of the study. All the teachers of the
public sector secondary schools of District Attock were included as the population of the
study. The sample was selected randomly which consisted of (100) teachers (50 male and
female each) from the whole district. The results showed that the majority of the teachers
perceived that they did not prepare their lesson for each period. They did not know Herbert’s
model and its basis. The majority of the teachers also were not aware about other models of
lesson planning.

Gafoor’s and Farooque’s (2010) study examined what student-teachers feel as difficulty in
connection to the lesson planning course in India .The sample of the 14

study consisted of (74) student-teachers who finished their pre-service preparation, and
successfully completed the practical examination and preparation for the theory examination.
The descriptive method was used in this study. They were asked one structured and one open
ended question each to appraise the lesson planning practices and to identify the difficulties
faced by them. The results showed that student-teachers perceive difficulty in deciding and
allotting the time suitably for every lesson, in identifying and developing proper learning
aids, and in specifying the educational objectives.

Gamze et al. (2008) conducted a study that aimed at investigating the effect of three types of
evaluation (teacher evaluation- self-evaluation- peer evaluation) on student-teachers'
performance, knowledge and attitudes related to writing lesson plans that incorporate
technology. The experimental method was adopted in this study. The sample consisted of the
groups who completed three class periods of instruction on writing lesson plans, then
submitted their draft lesson plan. The drafts were evaluated by assigned evaluators (teacher,
self or peer). The results showed that all three treatment groups improved their lesson plans
significantly from draft version to final version. In addition, the teacher-evaluation group
showed greater improvement and better writing of lesson plans than each of the other two
groups.

Al-Mekhlafi’s (2007) study investigated prospective EFL teachers' perceptions concerning

the necessary specialized competencies they have acquired during their study in the TEFL
program (Teaching English as a Foreign Language) at Ajman University of Science and
Technology Network in the UAE. The sample of the study consisted of (143) prospective
teachers. They were asked fill out a questionnaire. The descriptive method was used in this
study. The results of the study showed that the participants scored reasonably high in ‘basic
level competencies’, but they scored low in ‘high level competencies’. The study also
showed that the participants did not acquire adequate coursework in language skills, culture
and literature, and linguistics.

Dikici and Yavuzer’s (2006) conducted a study that aimed at investigating the effect of
cooperative learning on improving the abilities of the art student-teachers to plan lessons. An
experimental design was adopted in order to investigate 15

the differences between the mean scores of the experimental group who taught by
Cooperative learning method, and those of the control one who taught by traditional learning
method. The sample of the study consisted of (32) art teacher candidates for the experimental
group. An evaluation rubric was developed to evaluate the lesson plans that the art teacher
candidates prepared. A cooperative learning program was developed for application in the
experimental group. Samples of lesson plans were taken for a pre-test purpose before starting
the program. The results of the research showed that there was a significant difference
between the post-test points in favor of the experimental group.

Bader’s (2005) study aimed at investigating the effectiveness of a supposed training program
on improving student-teachers teaching skills at faculty of education at Makkah. The
experimental method was adopted. The researcher designed the observation check-list, as
well she built the suggested training program. The sample of the study included (60) forth-
level student-teachers in the faculty of education, math department at Makkah. The results
showed that there were statistically differences between the experimental group and control
group in favor to the experimental group.

Commentary

Based on the previous studies, the researcher concluded that many researchers paid attention
to teaching skills in general such as Abuiyada (2013) study, Bader (2005) study and Seckin
(2013). Few of the previous studies paid attention to teaching competencies such as Al-
Mekhlafi (2007) study. This is considered as an indicator that the student-teachers are in need
of some factors that can help them to be competent in lesson planning. As for the variable of
lesson planning, some previous studies investigated the effect of some factors on improving
lesson planning such as Dahlan (2012), Dikici and Yavuzer (2006), Gamze et al. (2008),
Rehman et al. (2011), He et al (2012) and Aburezeq (2012). None of them investigated how
PCELT affects the lesson planning skills or competency. So, as far as the researcher is
concerned, this study is the first study to tackle PCELT as a factor to improve lesson
planning competency. As for the sample of the study, most of the previous studies targeted
the student-teachers such as Aburezeq (2012), Dahlan (2012), Dikici and Yavuzer (2006) and
Gamze et al. (2008), so they agree to the current study at 16

this point. Whereas few studies targeted the teachers as a sample of their studies such as
Rehman et al. (2011) and Gujjar et al. (2011).

3.7 Lesson Planning Competency:

Cupta (2007:70) states that "the effectiveness of the lesson plan depends on the competence
of the teacher". The researcher defines lesson planning competency as one of the general
competencies that the teachers should include while doing it a set of knowledge, skills and
values related to the lesson topic to help him performing the lesson and achieving the
objectives. Todd (1987: p. 123) defines competence as" the idealized knowledge of a
language possessed by an ideal speaker-hearer". Since 29

that, the researcher intent not to measure the skill of lesson planning because the student-
teachers ought to have already acquired this skill in their practical training program at the
universities. Nevertheless the doubt is if they are component in lesson planning or not.
Moreover the skill is one of the three components of competency, knowledge, skill and
attitude.
Competencies have been considered as the central element of teacher training, in keeping
with the new emphasis on professionalization (Gauthier et al., 2001). Pre-service teachers
should possess a number of particular competencies that enable them to teach effectively. To
be equipped with these competencies, teachers should be exposed to special training before
starting the profession (Kilic, 2010) and ( Sisman and Acat, 2003).

In PCELT, lesson planning competency means that the PCELTer reaches the competency
called (CBMS) which stands for Consciously Becoming More Skilled. In other word, the
participant is able to design a plan with the explicitly in mind and have shown evidence of
planning the lesson a few times (Binder of PCELT course, 2015: p.4).

Furthermore, the researcher sees that the nature of PCELT requires participants to convey
information, skills and values in order to optimize the participants’ experience. So,
PCELTers are trained to be competent in lesson planning according to the PCELT lesson
plan form which is integrated the standards of competence (knowledge, skills and values)
specific to teaching into its competency regime.

3.7.1 The Definition of Lesson Planning

Mishra(2008: p.2), Singh (2008: p.27) and Savage (2015:p.2 ) define lesson plan as the
teacher’s written detailed description of the course of instruction for an individual lesson to
be taught in a period of time, whereas Clark and Peterson (1986:p.260) define lesson
planning as a critical component of the pedagogical reasoning of teachers.

Robert (2000: p.3) describe the lesson plan as "a framework for a lesson. If you imagine that
a lesson is like a journey, then the lesson plan is the map". It shows 30

where you start, where you finish and the route to take to get the Lesson plans are the product
of teachers’ thoughts about their classes; what they hope to achieve and how they hope to
achieve it. They are usually, though not always, in written form.

The researcher defines lesson planning as a previous view of how the lesson is going to be.
Its components according to the PCELT program include action and language points,
objectives, the teacher's preliminary consideration of the lesson, procedures and stages of the
lesson, time, tools and materials and assessment.

3.7.2 Importance of Lesson Planning

Lesson planning helps ensure that classroom instruction aligns with curriculum goals and
objectives and therefore enables students to demonstrate their successful learning on unit or
curricular assessments (Duncanand and Met: 2010, p.2).
Airasian and Russell (2008: p.42), Butt (2006: p.22) and Singh (2008:p.27) agree that lesson
planning is important to the teacher and helps the teacher in:

1. Helping the teacher feel comfortable about instruction and giving them a sense of
understanding and ownership over the teaching they plan.

2. Establishing a sense of purpose and subject matter focus.

3. Affording the chance to review and become familiar with the subject matter before
actually beginning to teach it.

4. Ensuring that there are ways in place to get instruction started, activities to pursue, and a
framework to follow during the actual delivery of instruction.

5. Linking daily lessons to broader integrative goals, units, or curriculum topics.

6- Expecting the outcomes and success criteria.

3.7.3 Basic Factors of a Lesson Plan:

When writing a lesson plan, the teacher should consider the factors which make his lesson
plan good and practical. Airasian and Russell (2008:p.83) illustrate that there are basic
factors the teacher should take into account while writing a lesson plan; these factors include:

1- Pertinence: Do plans help foster the stated objectives?

2- Level: Do plans include activities for fostering both higher- and lower- level

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objectives?

3- Realism: Are plans realistic given student ability, learning style, reading level, attention
span, and so on?

4- Resources: Are the resources and materials needed to implement plans and activities
available?

5- Follow- up: Are follow-up materials (e.g., worksheets, enrichment exercises, and reviews)
related to the objectives and do they reinforce lesson plans and activities?

3.7.4 Features of Effective Planning:

Lesson planning isn't an arbitrary action in which every teacher writes it according to his own
perspective. All the teachers should submit to features that make their lesson plan much more
effective. Zaitun (2004:p.372) illustrates that the teacher must draw his lesson plan according
to the following main features:

1- Written: the teacher can't control the ideas that come to his mind during the class. So the
teacher must depend on detailed and written plans.

2- Timed: the teacher must take into account when he writes his lesson plan the time. He
must determine time to every activity and procedure in his lesson plan.

3- Flexible: the teacher shouldn't depend on what he wrote in his lesson plan in the previous
years. But he should add and modify in order to improve his knowledge. The plan must
include the emergency circumstances that may happen during the class and stop it such as,
emergency meetings in school.

4- Continuous: the planning process must be continuous in order to be flexible and to keep
pace with change.

3.7.6.9 Stages

Stages represent the steps that the teacher is going to do to deliver his/her lesson. In PCELT,
the adopted stages are ECRIF, PDP and Raimes’ chart. ECRIF is used for grammar and
speaking lessons, PDP for reading and listening and Raimes’ chart for writing.

A. ECRIF Stages

ECRIF stands for Encounter- Clarify- Remember- Internalize- Fluency use. It is developed
by Joshua Kurzwel and Mary School (Kurzweland School, 2008). Purpose of ECRIF is not to
describe teacher behavior, but rather to provide a way of looking at what students are doing
and thinking as they learn during lessons.

a- Encounter: Students see or hear new language and realize they don’t know something.
The teacher can help students in this stage by providing a clear context, giving the students a
chance to talk about the topic, eliciting vocabulary or a sentence from the students. Activities
in this stage might include brainstorming, labelling or describing pictures, doing a gap fill
activity.
b- Clarify: Students distinguish the meaning and use the new knowledge or the skills. They
ask questions and think about what is correct. Teachers in clarify stage do several steps
including finding out what students already know, providing students a chance to peer teach,
eliciting ideas from students rather than telling them, being ready to explain the language
item in variety ways, highlighting the language item on the board with different colors,
repeating the language item several times, asking concept check questions. Activities in this
stage include matching meaning or a rule to words or sentences, discussing the rules,
meaning or the language items, using dictionaries.

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c- Remember: Students have a chance to move the knowledge or skill from short-term to
long-term memory. Teacher’s tasks in this stage are doing choral repetition, paying close
attention for problems that students may face, giving students specific feedback. The
activities in this stage are such as giving quizzes, doing drills, playing games and doing a lot
of recognition activities.

d- Internalize: The students personalize the knowledge or skill and use it in different
context. They connect it mentally to prior experiences with images, sounds, and feelings. The
teacher’s tasks are providing chances to use the vocabulary or the structure to talk about
themselves, giving students ‘think time” to get ideas or recall experiences, allowing students
to write or ask questions first and then putting away the paper during the subsequent fluency
activity. The activities in this stage such as are describing- using the target language or skills,
doing gap fill activities, doing tailless sentences, correcting sentences and making a story.

e- Fluency use: students have a chance to use the new language to communicate their ideas.
Students work toward being able to spontaneously use the language in different contexts. The
teacher in this stage duties are providing a good model for the activity, providing a clear
communication tasks, encouraging students to ask more questions, noting errors that students
make but not correcting in the moment. The acquired activities such as are retelling stories,
doing a role-play, discussing question, Jigsaw activities (ECRIF, 2015).

B. PDP Stages: PDP stands for Pre- During- Post. In each stage the students do some
activities which suit these stages, as the following:

a- Pre: Students prepare to listen or read they talk about their knowledge or and experience
with the topic of the listening or reading they understand the meaning of key vocabulary in
the text, and they understand what they will listen or read for in the text before they begin
working with it. Students in this stage can make predictions about what the text will be about.
The activities in this stage include Word splash, Match vocabulary to pictures, Categorize
vocabulary under headings, Predict from a headline, title, group of words, pictures, arrange
pictures in the order to be confirmed or changed after listening to, reading the text and Talk
about the main topic(s)

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b- During: Students focus their attention on the listening or reading text and complete tasks
which develop and deepen their understanding of the text progressively (i.e., from simpler
and more general to more complex and more specific). They can also do tasks that help them
develop specific listening and reading skills. The activities in during stage include
Listen/read and draw, Answer general information (gist), Listen/read and arrange pictures or
events in order, Listen/read and find the mistakes, Listen/read and answer detail questions,
Listen/read and point and complete a grid

c- Post: Students extend and integrate the understanding and knowledge they gained from
working with the listening or reading text into other skills areas or contexts. The activities in
the post stage include discussion questions, Role-plays, Make and tell a similar or personal
story, Discuss a topic, the issue or the information in the text, Complete and discuss a
noticing task, Speculate about what happened before or after the events in the text, Speculate
about the people in the text. (algeriatesol. ND