English Language and General Studies Education in the United Arab Emirates: Theoretical, Empirical and Practical Perspectives (English Language Teaching: Theory, Research and Pedagogy)

Foreword
Acknowledgements
Volume Introduction
Praise for English Language and General Studies Education in the United Arab Emirates
Contents
Editors and Contributors
Part I Theoretical Perspectives
1 The Case for a Dedicated General Studies Programme in the UAE
	Introduction
	Background
	Demographics
	Higher Education—Its Role in the Nation
	Unemployment
	The HCT Vocational Model
	The Importance of Soft Skills
	HCT’s Departure from Soft Skills
	The Case for a Dedicated General Studies Qualification
	Conclusion
	References
2 Seven Characteristics of Effective General Studies Programs in the UAE
	Introduction
	Best Practice in General Studies Programs in the UAE
		Conveying the Knowledge
	Applying New Teaching Methods
	How to Fairly Grade Students’ Work
	Fostering Critical Thinking
	Active Learning
	Incorporating Technology
	Importance of Staying Current
	Conclusion
	References
3 Teaching Business English in the UAE to Undergraduate Learners: A Learner-Centred Approach
	Introduction
	Previous Studies on Written Business English
	A Learner-Centred Approach to Teaching Business English
		Community
		Socialization
		Discourse
	Conclusion
	References
4 Enhancing Literacy in Young Readers Through Bilingual Literature in the UAE
	Introduction
	Literary Background and Review of the Literature
	Children and Heroes: A Practical Bilingual Approach
	Language and Style
	Points of View
	Bilingualism and Literary Influence on the Stories’ Characterization and Setting
	Conclusion
	References
5 Research on English Language Teaching in Higher Education in the United Arab Emirates, 2010–2020: An Overview of Journal Articles
	Introduction
	Research on ESL in Higher Education and Its Significance for Future Research
	Research to Improve Language Competence and Increase Motivation for Learning
	Research on Testing, Language Learning Strategies, and Implications for Further Study
	Research on Expatriate Teachers and Implications for English Teachers
	Discussion, Implications, and Future Directions
	Researching the Future of EMI in the UAE
	Rethinking the Primacy of Linguistic Competence
	A Case for English Faculty Retention in a Knowledge Economy
	References
Part II Empirical Perspectives
6 Exploring Teachers’ Satisfaction with Their Participation in Assessment Activities
	Introduction
	Theoretical Background
		Teachers’ Involvement in the Assessment Process
		Testing: A Disciplinary Instrument
		Teacher’ Restricted Participation in Testing
	Method
		The Context of the Study
		Participants
		Methodology
		Data Analysis and Validation
	Results
		Participation in Tests
		Teachers’ Satisfaction with Their Participation
		Teachers’ Desires: More Participation
	Discussion
	Appendices
	A.1 Teachers’ Job Description
	A.2 Relationship Between Interview Themes and Questionnaires (Sample)
	A.3 Interview Analysis (sample)
	A.4 Questionnaire Analysis (Sample)
	References
7 Educational Influx: Socialization of New English Teachers in UAE State Schools
	Introduction
	Literature Review
	Methodology
	Findings and Discussion
	Induction/Preparations
	External Adjustments
	Preparation for Teaching
	Internal Cultures
	External Cultures
	Conclusions
	References
8 Making the Transition from Blended Learning to Fully Online: Reflections from Two-Tertiary Level Teaching Professionals
	Introduction
	Background Literature
		What is the Institutional Teaching and Learning Context?
		Theoretical Applications of Blended Learning
		Theoretical Applications of Online Learning
		Advantages and Disadvantages of Online Learning
		Literature Review
	Theoretical Framework
		Reflective Practice
		Reflective Journal I: General Studies Reflections
		Objective Level Summary of Key Findings
		Reflective Level Summary of Key Findings
		Interpretative Level Summary of Key Findings
		Decisional Level Summary of Key Findings
		Reflective Journal II: Engineering Reflections
		Course Preparation and Delivery:
		Assessment
	Recommendations
		Recommendation 1—On-Site Exams
		Recommendation 2—Multiple Assessment Strategies
		Recommendation 3—Modes of Course Delivery
		Recommendation 4—Future-Ready Students
		Recommendation 5—Length of Online Sessions and Scheduling
		Recommendation 6—Investment in Simulations and Software for Online Labs
	Conclusion
	References
9 Enhancing Critical and Creative Thinking Skills in Math at Post-secondary Level: Examining STEM Versus STeM for Efficiency and Effectiveness
	Introduction
	Literature Review
	STEM Model
	Creative and Critical Thinking Skills
	Methodology and Procedure
		Study Design
		Participants
		Instruments
	Findings
		Pre-test Results
		Post-test Results
	Conclusion
	References
10 Tertiary Students in the UAE: Learning for Outcomes and the Social Affective Component
	Cultural Factors and Learning
	The National and Institutional Context
	Method
		The Research Approach
		Participant Selection
		Interview Procedure
		Interview Data Analysis
	Results
	Discussion
		Social-Affective Strategies and Context-Based Learning
		Outcome-Focused Learning
	Implications for Instruction and Course Design
	Appendix Interview Questions
	References
11 Students’ Perceptions and Attitudes Towards Using Blogs as a Supplementary Learning Tool to Enhance Writing Skills at a Private University in Dubai
	Introduction
	Context of the Study
	Literature Review
	Weblogs
	Types of Blogs
	Attitudes and Perceptions Towards Blogging in Higher Education
	The Benefits of Using Blogs in an ESL Classroom
	Learning Through Blogging Versus Formal Education
	Research Design
	Research Methodology
	Data Collection Methods
	Participants
	Ethical Considerations
	Credibility, Validity, and Reliability
	Data Analysis
	Findings and Discussion
	Students’ Technological Experience and Blogging Exposure
	Students’ Perceptions Towards Using Blogs as a Tool to Enhance Writing Skills
	Blogging Versus Traditional In-Class Writing
	Students’ Beliefs of the Advantages of Using Blogs in an ESL Classroom
	Students’ Beliefs of the Disadvantages of Using Blogs in an ESL Classroom
	Limitations and Recommendations for Future Research
	Conclusion
	References
12 Reader Response to Text Adaptation: A Study of Female Emirati Undergraduate Students
	Introduction
	Purpose of the Study
	Research Questions
	Literature Review
		Authentic or Adapted?
		Readability and Its Measurements
	Methodology
		The Source
		Types of Response
		Research Sample
	Results
		Objective Response
		Behavioural Response
		Subjective Response
		Comparison of Behavioural vs Subjective Responses
	Conclusions
	References
13 General Studies Teachers’ Acceptance of Technology Use in the Classroom Within UAE Higher-Education
	Introduction
	Literature Review
		Issues with ICT Integration in General Education
		Acceptance of ICT Use by Teachers
		UTAUT
	Method
		Research Question and Hypothesis
		Participants
		Instruments
	Results
	Discussion
		Implications for Online Teaching
	References
14 Teaching and Learning Post-secondary Content Through Non-native Language in the United Arab Emirates (UAE)
	Introduction
	Literature Review
	Methodology
	Population and Sample
	Instruments
	Procedures
	Results
	Student Survey Results
	Faculty Survey Results
	Comparison of Student and Faculty Responses
	Discussion
		How Can Student Learning and Engagement in the Classroom Be Enhanced?
	Conclusion and Recommendations
	References
15 Positive and Negative Emotions of Emirati Student-Teachers During an EFL Practicum
	Introduction
	Contextual Background
	Emotion in the Literature
	Methodology
	The Participants
	Data Analysis
	Limitations of the Study
	Findings
	Positive Emotional Experience
	Classroom Practices
	Rapport with Students
	Country Support and Assistance
	College Support and Assistance
	Negative Emotional Experience
	Teaching Special Needs Students
	Failure to Provide Emotional Support
	Discussion
		Emotional Experiences: Positive and Negative Emotions
		Beliefs and Attitudes Towards Effective Teaching
		College-Based Courses Versus English Language Proficiency
		Implications
	References
16 A Comparative Analysis of UAE Student Performance in Face-To-Face Versus Online Instruction and the Effect of Gender Difference
	Introduction
	Literature Review
	Method
		Participants of the Study
		Instrumentation
		Research Question
	Results
		Sustainability Course
		Academic Reading and Writing
		Analysis of One Male Spring Class and One Female Spring Class
		Mathematics Course
		Results Showed
	Discussion
	Conclusion
	Limitations and Future Research
	References
17 An Exploratory Study of Women Learners’ Identity and Investment in Learning English in the United Arab Emirates
	Introduction
	Theoretical Background
	Research Methodology
	Findings
		Work as Immutable
		The Key of the World
		Global Identity
		Pragmatism
		National Development
		English Growth, Arabic Diminishment
		Islam, Learning and Gender
		Hegemony or Colonialism
	Discussion
	Conclusion
	References
18 Reflections on a Teacher Leadership Programme in the UAE
	Introduction
	Course Overview
	Research Project One: Categorization
	Research Project Two: Lexical Analysis
	Research Project Three: Reflective Typology
		Research Value for Course Development
		Course Overview Ten Years On
	Conclusion
	References
19 Arabic-Speaking Learners’ Perceptions of English Academic Reading Difficulties: A Study on High School Graduates in the UAE
	Introduction
	Reading Literacy
	The Context of the Study
	Literature Review
		Orthographic and Phonological System
		Vocabulary
		Lack of Interest in Pleasure Reading
		First Language Proficiency
		Outdated Teaching Methods
		Lack of Independent Learning Skills
		Reading Strategies
	Research Questions
	Methodology
		Participants
		Data Collection
		Data Analysis
	Findings
		Academic Reading Difficulties
		Overcoming Academic Reading Difficulties
	Analysis of Findings and Discussion
	Conclusions and Implications
	References
20 Developing Feedback Literacy in Emirati Undergraduates
	Introduction
	What is Feedback Literacy?
	The Research Design
	Conclusion
	References
21 Transitioning from Classroom Delivery to Simulated Online Delivery Across Campuses: General Education in the UAE
	Introduction
	Literature Review
		Tertiary Education in the UAE
		Transitioning to Online Learning
		Flipped Classroom
		Factors in Success of Flipped Classes
		Learning Management Systems
	Description of the Simulated Online Model
	Methodology
	Results
		Overall Mean Scores of Courses
		Difference in Final Exam Score Versus Coursework Score
	Discussion
		Overall Mean Scores in Courses
		Discrepancy in Mean Scores in Final Exam Scores Versus Coursework Scores
	Limitations
	Conclusions and Recommendations
	References
Part III Practical Perspectives
22 The Development of a Large Online Cross-Listed Course to Teach Life and Study Skills
	Introduction
	Definitions
	The Context
	Research Method
	Course Timeline
	Course Content and Delivery
	Faculty Course Evaluations
	Student Performance
	Conclusion
	References
23 Using Corpus Linguistics to Better Prepare Students for the IELTS Reading Exam
	Introduction
	Literature Review
	The IELTS Exam
	The IELTS Reading Test
	Vocabulary and the Importance of Word Lists
	Using a Corpora
	Method
	Research Methodology
	Analysing a Corpus
	Common European Framework of Reference for Languages (CEFR)
	The Academic Word List
	Results
	Academic Word List (AWL)
	Discussion and Recommendations
	Word List Generated from the Frequency Count
	Academic Word List (AWL)
	Limitations
	Suggestions for Future Study
	Conclusion
	References
24 How Technical Writing Fits a General Studies Program
	Introduction
	The Course: Components to Help Any Student
	Other Considerations
	Appendices
	References
25 Practical Applications of Learning-Oriented Assessment (LOA) in the UAE
	The Precursor to LOA: Assessment of, for, and as Learning
		Assessment of Learning (AoL)
		Assessment for Learning (AfL)
		Assessment as Learning (AaL)
	Learning-Oriented Assessment
	Implementing LOA in the Classroom
		Before the Assessment
		During the Assessment
		After the Assessment
	Criticisms of LOA
		Negative Backwash
		Too Much Testing
		Teaching to the Test
		Ineffectiveness of Feedback
		Teachers’ Lack of Assessment Literacy
	Implications of LOA
	Conclusion
	References
26 English Language Learning Teacher Preparation Program Curriculum Renewal Through TESOL Standards
	Introduction
	The Context
	The Purpose of the Research
		The Research Questions
		Background
	Methodology
		Findings
	Discussion and Analysis
	Limitations of the Study
	Conclusions and Recommendations
	References
27 The Journey of Task-Based Learning and TPACK in Higher Education in the UAE
	Introduction
	Review of TBLT Fundamentals in an Online Context
	Task-Based Methodology Framework and TPACK
	Recommendations
	References
28 Teacher Training in Inclusive Education: Project Collaboration Between Al Jalila Foundation—Ta’alouf Program and Zayed University
	Introduction
	Inclusive Education in the UAE
		The Ta’alouf Program
	Project Outline
	Teacher Training
	Logistics of the Training
	Portfolios
	Mentoring
	Professional Learning Communities (PLCs) and the School Initiative
	Challenges of the Program
	Conclusion
	Appendix A: Portfolio Training Sessions 1–2
	Appendix B: Portfolio Training Sessions 3–6
	References
29 Innovations in English Language Teaching and General Studies Education
	Definition of Innovation in Education
	Educational Innovation
	Key Elements for Educational Innovation
	The Educational Context
		English Language Teaching in the UAE
		Institutional Context and the Importance of Innovation
	Innovative Activities
		The Gamification of Learning
		SEPPO and Gamification
		The Seminar in the Sands
		Team Competitions
		Virtual Reality Discussion
		Campus of the Future Competition
	Future Initiatives: Next Steps in Innovative Practice
		International Collaborations and Fieldtrips
		Events that Break the Classroom Routine
		Interdisciplinary Collaborations
	Conclusion
	References
Author Index
Subject Index