درخت حوزه‌های تخصصی

The present research paper is a metacognition of children's religious upbringing based on Avicenna's thoughts on education and upbringing. The qualitative research method of descriptive-analytical type is employed to address the author's main concerns. Religious upbringing in Avicenna's thoughts and writings represents teaching religious concepts and beliefs resulting into intellectual persuasion, true acceptance, and inner commitment. Religious upbringing has comprehensive principles that Avicenna took into consideration. From perspective, these principles include human purposefulness, monotheism, and the strategic principle of moderation. Following the goals and principles, religious upbringing is taken into account as it affects education. Heredity, marriage, and nutrition some of the areas that can affect an individual's upbringing. Avicenna's educational thought indicates that it is important that religious upbringing has content stemming from Tawhid (monotheism), Akhirah (resurrection), prophecy, and imamate. Avicenna believes that religious upbringing requires stages and that success in individuals' upbringing cannot be achieved without going through different stages. The upbringing stages in this regard include upbringing at home and upbringing in school. In a summary of Avicenna's thoughts, one can come to realize that in Avicenna's educational thoughts, a child needs religious upbringing, but in order to educate children, it is necessary to pay attention to various principles, components, and stages in which moderation is considered in the process and the educator should not go beyond moderation in the upbringing process.

English serves as a global bridge language, prompting continuous reforms in programs aimed at achieving proficiency. Among the most sought-after skills are listening and speaking, as people spend significant time engaged in these activities. Despite the correlation between listening and speaking, these skills are taught through distinct courses at the university in Burundi. Moreover, integrating these important language skills through teaching novels is not done there; novels are mostly exploited for their thematic and literary messages. Consequently, students often struggle with listening and speaking. This study aimed at measuring the proficiency level in listening and speaking among university students in Burundi as a result of their past exposure to novels. Besides, it experimented with the Integrative Approach to check if using it in novel teaching can reverse the situation at IPA and ENS in Burundi. Fifty-two students from Burundi Higher Institute of Education and 108 from the Institute of Applied Pedagogy, second year (2022-2023), were used. The sample size was fixed using Krejcie and Morgan’s formula[1]. Selecting students was done randomly. Both the group passed a pretest, then a posttest after a lecture on the novel, Weep Not, Refugee (2014), which also used the Integrative Approach. After marking the tests' sheets, the researcher analysed and compared scores using the SPSS 21. The pretest revealed poor performance across both groups, highlighting the inefficacy of existing methods in enhancing listening and speaking skills through novel. However, posttest scores showed excellent improvement in the experimental group while the control group continued performing poorly which answers the research question, “To what extent does the Integrative Approach improve university EFL students' scores in listening and speaking if it is used in novel teaching?” Therefore, adopting this study’s findings will enhance teaching novels at university in Burundi and sustain proficiency in listening and speaking for a lifelong experience. Keywords: English proficiency, foreign language, integrative method, listening skills, speaking skills [1] n=χ2Np(1-p)e2 N-1+χ2p(1-p) (Singh and Masuku, 2014;Bukhari, 2021)