Ethel Reyes-Chua


This paper reflects the effective use of a debriefing strategy in evaluating some classroom activities conducted at Jubail University College –Female Branch, in two sections of semester 371 in the Preparatory Year Program (PYP). Debriefing is a significant task in many of our classroom activities. There have been some activities in the past which were not properly evaluated and reflected upon, so through this strategy, we can look back and check on them to find out the outcomes in both the teaching and learning process. The result of the study showed that when debriefing is conducted in the classroom, student collaboration, reflective thinking, critical thinking, and understanding can easily be achieved. Students displayed awareness and ease when making dispositions and solving problems. The debriefing strategy was used by the researcher to come up with possible techniques and solutions to problems encountered in learning experiences from two courses: Reading and Writing and Listening and Grammar in semester 371, AY 2017-2018. To ensure the quality of this descriptive research, this study supports the enhancement of various classroom activities, and aspires to bring out the best practices in teaching English in the PYP. In addition to this process, the pedagogical approaches of teachers are therefore, enhanced and improved. As a result, the debriefing strategy is a successful tool in examining the effectiveness, usefulness, and practicality of some approaches and methodologies used in every unit of the textbooks, Q-skills for Success.


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writing, EFL, writing program, EFL students

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