دانشجویان و اساتید دانشگاه فرهنگیان

This study focuses on the effectiveness of direct instruction in improving students’ achievements in one of two groups in two English subject classes. Groups that were selected were from two different elementary public schools in the State of Kuwait. Authors of this study investigated and discussed the effectiveness of using direct instruction in teaching English to non-native students of English. This was done through a review of literature and scientific research methodology such as selected participants that consisted of two group classes, in which these samples were group one (receiving direct instruction) and group two (not receiving direct instruction). The stages of direct instruction development, direct instruction validity methods, application of the designed direct instruction, data collection, and analysis procedures were properly defined. The results of this research case study indicated that children in the experimental class generally benefited from receiving direct instruction. This study has shown beyond doubt that direct instruction is a very effective approach in teaching English as a foreign language. The mean of the experimental group (3.52) is greater than the control group (1.09). The standard deviation (SD) shows that the experimental group is 1.40, while the control group is 1.19. The mean rank of the experimental group was 30.52 versus the control group that was 13.86. Also, the test statistics (Z) was 4.427 with a P-value (0.000). Therefore, the mean rank of the experimental group was also greater than the mean rank in the control group. More specifically, these tests indicated that using a direct instruction approach on the experimental group resulted in better results if compared to the control group (traditional method) in terms of students’ achievements. The researchers have concluded and recommended that direct instruction, through its time efficiency in classroom, can contribute substantially to introducing new methods like pragmatics and conversational analysis in improving teaching English fluency in a non-native environment. This is the second step that the authors of this study would like to embark upon in the near future. We have the firm belief that teachers at Kuwaiti schools should be trained to implement the direct instruction processes in their classrooms. This step necessitates a national awareness of the effectiveness of this instructional approach. Achieving a lot in a short period is the kernel of success in non-native environments. Therefore, direct instruction provides the best alternative to traditional approaches to teaching English as a foreign language. This pedagogical awareness necessitates a political backing that might create a national educational reformulation. This is too tremendous a task, but this case study might be the beginning of a long journey of direct instruction in all study fields