Significance Of Plea For Positive Academic Results Amongst Esol Students In Northern Border University, Arar, Saudi Arabia

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Sami Mohammed Alanazi, Mohammed Hafizur Rahman


The ESOL pedagogy professionals are always attentive in finding new and successful ways to answer the question- how to teach the English language successfully to students, especially EFL/ESL students. Wright and Bolitho (1993) differentiate Language Awareness from ‘knowledge about language,’ which involves the knowledge about phonology, grammar, and lexis, but it involves Instructors ‘talking about language’; it stimulates and encourages to evolve perceptions and beliefs and helps instructors become independent and competent language explorers. Countless theories have developed from so numerous decades to support the language explorers who continuously try to understand the attitude and mindset of learning new languages. Present research contains interpretive, disciplinary, and multidisciplinary perspectives on teaching ESOL and explores new ways to use the “Minimum Required Paralinguistic Competency” in the language classroom of Northern Border University, Saudi Arabia. Paralinguistic Eloquence and Awareness (PLEA) have been used by the researcher as a tool to teach ESOL. The present research also tries to find the relevance and use of the paralinguistic studies towards creating an everlasting bond between the ESOL Students/Learners and ESOL Instructors/Teachers of Northern Border University. Paralinguistically, eloquent Language Instructors, are favourable and more result-oriented among most of the ESOL learners. Data was collected by conducting the particular and typical surveys more than once a year. The research findings indicate that there is a statistically significant score for paralinguistic features in ESOL pedagogy. The awareness of required paralinguistic competence progressively leads to paralinguistic proficiency in an ESOL classroom, and the Instructor gains the attention of the ESOL learners. The Data Analysis findings also prove to be a base for an effective scheme in being successful from a TESOL academic perspective in maximum English language courses in the Northern Border University, Kingdom of Saudi Arabia

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