1st Edition
Research on English Language Teaching and Learning in the Middle East and North Africa
The tenth volume in the TIRF-Routledge series, this book features research on the teaching and learning of English in the Middle East and North Africa (MENA). With chapters written by TIRF Doctoral Dissertation Grant awardees and internationally known scholars, the volume addresses contemporary challenges and considerations to teaching English in the MENA context. With empirical research covering a wide range of under-studied contexts, this book provides important insights and future directions to improve research and instruction. Offering up-to-date research at the primary, secondary, and post-secondary levels, this volume is an essential resource for language education programs and pre-service teachers.
Chapter 7 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND)] 4.0 license.
Foreword
Preface
Acknowledgements
Contributors
- ELT in the Middle-East and North-Africa: A survey of the landscape
- English reading in primary school students in Lebanon
- Teaching and assessing speaking in the context of curricular reform: The case of Israel
- Moroccan teachers’ perceptions of EFL instruction in the wake of the Covid-19 pandemic: Lessons learned
- The communicative orientation of EFL classrooms: The Tunisian context
- Matches and mismatches between Egyptian high school EFL teachers’ grammar instruction practices and beliefs
- EFL learner identity and L2 pragmatic choices: Evidence from Omani EFL context
- Culture, Motivation, and Self-efficacy in the Sudanese EFL Context
- An English language teacher candidate’s tensions in the context of Turkey: What does an identity-oriented practicum course offer?
- Metadiscourse in academic abstracts written by Algerian, Saudi, and native English researchers
- Introducing a curriculum-based tutoring model in the Foundation English Program at Qatar University
- Teaching academic writing in the online environment: Challenges and benefits in the context of higher education in the UAE
- Linguistic visibility in the University of Bahrain’s linguistic landscape
- Factors influencing Iranian language education policy: An empirical investigation
- Language preferences in the Hashemite Kingdom of Jordan: An exploratory study
- Factors contributing to Gaza pre-service teachers’ poor proficiency in English language
David Nunan
Part I: Teachers and teaching
Rana Aridi, Eva Kozma, Sara Kassab, Kara McBride, Mirvat Merhi, and Rajani Shrestha
Orly Haim and Tziona Levi
Adil Bentahar, Mohammed Elmeski, and Mohammed Hassim
Khaled el Houche
Noha Abdel-hamid Ibrahim and Muhammad M. M. Abdel Latif
Part II: Identity and affect
Fatema Al Rubai'ey
Elham Yahia and Aymen Elsheikh
Özgehan Uştuk and Bedrettin Yazan
Part III: Academic writing
Tarek Assassi
Mansoor Al-Surmi, Pakize Uludag, and Mohammad Manasreh
Doaa Hamam and Christine Coombe
Part IV: Policy
Yasser A. Gomaa
Mahdi Dahmardeh and David Nunan
Fatima Esseili
Enas Abdullah Rajab Hammad
Index
Biography
Kathleen M. Bailey a Professor Emerita at the Middlbury Institute of International Studies at Monterey, USA and a TIRF Trustee.
David Nunan is Professor Emeritus of Applied Linguistics at the University of Hong Kong, President Emeritus and Distinguished Research Professor at Anaheim University in California, and a TIRF Trustee.