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.

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.

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