Research on English Language Teaching and Learning in the Middle East and North Africa

1. Auflage 2023
ISBN: 978-1-032-32026-7
Verlag: Routledge

Buch, Englisch, 252 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 524 g

Reihe: Global Research on Teaching and Learning English

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.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Bailey, Kathleen

Nunan, David

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)
• Geisteswissenschaften Sprachwissenschaft Alphabetisierung
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

Foreword

Preface

Acknowledgements

Contributors

- ELT in the Middle-East and North-Africa: A survey of the landscape

David Nunan

Part I: Teachers and teaching

- English reading in primary school students in Lebanon

Rana Aridi, Eva Kozma, Sara Kassab, Kara McBride, Mirvat Merhi, and Rajani Shrestha

- Teaching and assessing speaking in the context of curricular reform: The case of Israel

Orly Haim and Tziona Levi

- Moroccan teachers’ perceptions of EFL instruction in the wake of the Covid-19 pandemic: Lessons learned

Adil Bentahar, Mohammed Elmeski, and Mohammed Hassim

- The communicative orientation of EFL classrooms: The Tunisian context

Khaled el Houche

- Matches and mismatches between Egyptian high school EFL teachers’ grammar instruction practices and beliefs

Noha Abdel-hamid Ibrahim and Muhammad M. M. Abdel Latif

Part II: Identity and affect

- EFL learner identity and L2 pragmatic choices: Evidence from Omani EFL context

Fatema Al Rubai'ey

- Culture, Motivation, and Self-efficacy in the Sudanese EFL Context

Elham Yahia and Aymen Elsheikh

- An English language teacher candidate’s tensions in the context of Turkey: What does an identity-oriented practicum course offer?

Özgehan Ustuk and Bedrettin Yazan

Part III: Academic writing

- Metadiscourse in academic abstracts written by Algerian, Saudi, and native English researchers

Tarek Assassi

- Introducing a curriculum-based tutoring model in the Foundation English Program at Qatar University

Mansoor Al-Surmi, Pakize Uludag, and Mohammad Manasreh

- Teaching academic writing in the online environment: Challenges and benefits in the context of higher education in the UAE

Doaa Hamam and Christine Coombe

Part IV: Policy

- Linguistic visibility in the University of Bahrain’s linguistic landscape

Yasser A. Gomaa

- Factors influencing Iranian language education policy: An empirical investigation

Mahdi Dahmardeh and David Nunan

- Language preferences in the Hashemite Kingdom of Jordan: An exploratory study

Fatima Esseili

- Factors contributing to Gaza pre-service teachers’ poor proficiency in English language

Enas Abdullah Rajab Hammad

Index

Über Autor(innen)

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.