Research on English Language Teaching and Learning in the Middle East and North Africa by Bailey, Kathleen; Nunan, David;

Short description:

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).

Long description:

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.

Table of Contents:

Foreword

Preface

Acknowledgements

Contributors

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





David Nunan






Part I: Teachers and teaching









2. English reading in primary school students in Lebanon





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









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





Orly Haim and Tziona Levi









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





Adil Bentahar, Mohammed Elmeski, and Mohammed Hassim









5. The communicative orientation of EFL classrooms: The Tunisian context





Khaled el Houche









6. 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









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





Fatema Al Rubai'ey









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





Elham Yahia and Aymen Elsheikh







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





Özgehan Uştuk and Bedrettin Yazan




Part III: Academic writing









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





Tarek Assassi









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





Mansoor Al-Surmi, Pakize Uludag, and Mohammad Manasreh







12. 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









13. Linguistic visibility in the University of Bahrain’s linguistic landscape





Yasser A. Gomaa









14. Factors influencing Iranian language education policy: An empirical investigation





Mahdi Dahmardeh and David Nunan









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





Fatima Esseili









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

Index