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.
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 candidates tensions in the context of Turkey:
What does an identity-oriented practicum course offer?
Özgehan Utuk 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 Bahrains 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
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.
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