Teaching and Learning English in the Arabic-Speaking World

Co-published with The International Research Foundation for English Language Education (TIRF) An important contribution to the emerging body of research-based knowledge about teaching English to native speakers of Arabic, this volume presents empirical studies carried out in Egypt, Lebanon, Oman, Palestine, Saudi Arabia, and the United Arab Emirates (UAE)-a region which has gained notable attention in the past few decades. Each chapter addresses an issue of current concern, and each includes implications for policy, practice, and future research. Nine chapter authors are Sheikh Nahayan Fellows-recipients of doctoral fellowships from The International Research Foundation for English Language Education (TIRF). This volume is the first in the Global Research on Teaching and Learning English Series, co-published by Routledge and TIRF.

Kathleen M. Bailey is a Professor of Applied Linguistics in the Master of Arts in the TESOL-TFL Program at the Monterey Institute of International Studies, and President of The International Research Foundation for English Language Education (TIRF). Ryan M. Damerow is the Executive Assistant of The International Research Foundation for English Language Education (TIRF).

Contents Foreword Yehia El-Ezabi Preface Kathleen M. Bailey & Ryan M. Damerow Acknowledgments Chapter One: Research on the Teaching and Learning of English in the Arabic-speaking World: Questions in Search of Answers Ryan M. Damerow & Kathleen M. Bailey Chapter Two: Modality in Arab EFL Students' Academic Writing: Implications for Policy, Practice, and Research Abdul Gabbar Al-Sharafi Chapter Three: Arab Students' Use of Monitoring in their EFL Composing: The Role of Linguistic Knowledge Muhammad M. M. Abdel Latif Chapter Four: Arabic Native Speakers' Overpassivization in English Hassan El-Nabih Chapter Five: The Use of English for Education in the Arab World: An Ethnographic Investigation of Female Emirati Pre-service Teachers' Conceptions of English as a Medium of Instruction Melanie van den Hoven Chapter Six: Exploring the Impact of Teacher Education Pedagogy on EFL Reading Teacher Identities: A United Arab Emirates Case Fíodhna Gardiner-Hyland Chapter Seven: English Language Teaching in Lebanese Schools: Trends and Challenges Fatima Esseili Chapter Eight: Palestinian Teachers' Use of Questioning in Two Different Instructional Settings of EFL Reading Enas Hammad Chapter Nine: TV Shows, Word Coverage and Incidental Vocabulary Learning: Implications for Arabic Speakers Learning English Mansoor Al-Surmi Chapter Ten: Explorations in the Predictive Validity of a Regionally Developed English Proficiency Exam: The CEPA Laila W. Rumsey Chapter Eleven: Age of L2 Learning Makes no Difference in Instructed Settings: Input Matters Most Kholoud A. Al-Thubaiti Chapter Twelve: Summary and Concluding Observations G. Richard Tucker About the Contributors