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Writing is an extremely important skill students need to be successful in a school. However, it is one of the most difficult skills not only for ESL students but also for native speakers. Arabic speaking students are one of the ESL groups who have difficulty developing well-written paragraphs due to the difference between Arabic and English. The other factors that contribute to their problem are the influence from their first language, transfer of Arabic style and organization on English writing, and teaching methods. The research shows that integrating technology such as weblogs positively impact the development of students’ writing. The purpose of this project is to design a unit plan to help Arabic speaking students acquire English writing skills. The unit plan includes several lessons to assist teachers in their endeavors to improve students writing through the writing process. The project also aims at providing learners with support to be writers and publishers in weblogs.
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.
This edited book uses case studies to offer a comprehensive picture of the feedback practices and perceptions pertinent to English as a Foreign Language (EFL) writing in the Arab world. It highlights essential themes about feedback in L2 writing in eight Arab countries, and offers a detailed critical analysis of feedback practices and perceptions in six of these: Egypt, Morocco, Oman, Saudi Arabia, Tunisia and the United Arab Emirates. The book will appeal to an international readership of academics, researchers and practitioners interested in EFL writing in the Arab world.
This book presents an up-to-date account of current English-language English teaching and General Studies practices in the UAE. The chapters, written by leading language teacher educators, feature theoretical and empirical aspects of teaching, learning, assessment as well as related research. Throughout the book, the link between theory and practice is highlighted and exemplified. This reader-friendly book is suitable for undergraduate and graduate students, teachers, researchers and administrators of English language and general studies programs in the UAE and beyond who wish to keep abreast of recent developments in the field.
Many research studies have been conducted in Arab countries to examine the difficulties that Arab students encounter in learning English writing. Unfortunately, not much of that scholarship deals with the challenges that these second language learners face when they pursue degrees abroad. Furthermore, the earlier studies failed to include the students' views about their difficulties, the causes, and possible solutions. In an effort to fill the gap in our understanding of the problems Arab students face in learning to write in English, this study explores the experiences and perceptions of a sampling of forty Arab students who chose to study in the United States. The students who participated provide firsthand information about their experiences in distinctly different learning and cultural environments; they provide information about their difficulties in improving their English writing skills and offer suggestions for all who teach writing to second language learners. The difficulties identified and described by these students provide a sketch of experiences and perceptions of Arab students who learn English as a Foreign Language (EFL) in their home countries and English as a Second Language (ESL) in the United States. The information provided as a result of this study will guide future research on second language learners, help develop pedagogies that will better serve the students, and expand our understanding of language acquisition as it pertains to an increasingly multilingual world.
"This book investigates how those involved in education can respond to the opportunities offered by the Web 2.0 technology"--Provided by publisher.
This book addresses the urgent need for insights into integrating digital technologies in EFL teaching. The book explores strategies for leveraging e-learning tools to enhance language learning experiences. Methodologically, it synthesizes existing literature, incorporates case studies, and gathers insights from interviews with experienced EFL instructors. Key findings highlight the effectiveness of digital strategies in promoting language acquisition, engagement, and interactivity. However, limitations include challenges related to technology access and varying digital literacy levels among students. The book’s impact lies in reshaping EFL pedagogy by bridging traditional methods with contemporary digital resources. The contribution to research is evident in synthesizing current scholarship and identifying emerging trends in digital language education. Practitioners benefit from practical applications, fostering innovation in teaching approaches. “Digital Pathways in English Pedagogy” is a valuable resource fostering a paradigm shift in EFL instruction by embracing the transformative potential of digital technologies.
The role of technology in the learning process can offer significant contributions to help meet the increasing needs of students. In the field of language acquisition, new possibilities for instructional methods have emerged from the integration of such innovations. The Handbook of Research on Foreign Language Education in the Digital Age presents a comprehensive examination of emerging technological tools being utilized within second language learning environments. Highlighting theoretical frameworks, multidisciplinary perspectives, and technical trends, this book is a crucial reference source for professionals, curriculum designers, researchers, and upper-level students interested in the benefits of technology-assisted language acquisition.
This edited book brings together contributions from different educational contexts across the Middle East and North Africa (MENA) in order to explore how L2 English writing is assessed. Across seven MENA countries, the book covers aspects of practice including: task design and curriculum alignment, test (re)development, rubric design, the subjective decision making that underpins assessing students’ writing and feedback provision, learner performance and how research methods help shed light on initiatives to improve student writing. In such coverage, chapter authors provide concrete evidence of how assessment practice is governed by their unique context, yet also influenced by international standards, trends and resources. This book will be of interest to second language teachers, assessors and programme developers as well as test designers and evaluators.