Browsing by Author "Sameer, Khadheeja Mohamed"

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    Effect of Islamic civilization on European civilizations
    (2023) Sameer, Khadheeja Mohamed
    As the world constantly attempts to keep pace with the changing world it is important to reflect on the past to learn from its lessons. One specific area to explore in this regard is the rise and fall of civilizations, and what each has learned from the previous. This paper aims to explore the influences of the Islamic civilization on the rise and establishment of European civilization. It will first present how civilization is defined in the paper, followed by a brief historical analysis of the causes that led to the fall of the Islamic civilization, and its contribution to the rise of European civilization. The paper will then go on to focus on four selected areas – namely knowledge and education, economics, medicine and science, and humanities and art – and the contributions and influences of Islamic civilization on the Europeans in the aforementioned areas.
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    Students' perception of written corrective feedback : a case study of pre-university ESL learners in the Maldives
    (2021-06-11) Sameer, Khadheeja Mohamed; Moosa, Dheeba
    In language teaching pedagogy, feedback is crucial for English as a Second Language (ESL) students to achieve the target language competency they desire. According to literature, effective feedback can only be given when educators understand the way individual students perceive the feedback that they are given. Unfortunately, there are very few published studies on the Maldivian students’ perception of feedback till date. Therefore, to understand pre-university students’ perception of feedback, this qualitative case study used data through focus group discussions and stimulated recall sessions from a sample of six students. The findings indicated that the students from the selected institute felt encouraged as well as appreciated when the lecturers gave feedback. Moreover, they felt apprehensiveness when the lecturers failed to provide enough feedback, or any at all. This indicated that the students highly regarded the importance of feedback. Therefore, it is advisable for educators to consider how students perceive the written corrective feedback provided for them so that it may result in successful uptake.