1st Edition

Research on English Language Teaching and Learning in the Middle East and North Africa

Edited By Kathleen Bailey, David Nunan Copyright 2024
    252 Pages 12 B/W Illustrations
    by Routledge

    252 Pages 12 B/W Illustrations
    by Routledge

    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.





      1. ELT in the Middle-East and North-Africa: A survey of the landscape
      2. David Nunan

        Part I: Teachers and teaching

      3. English reading in primary school students in Lebanon
      4. Rana Aridi, Eva Kozma, Sara Kassab, Kara McBride, Mirvat Merhi, and Rajani Shrestha

      5. Teaching and assessing speaking in the context of curricular reform: The case of Israel
      6. Orly Haim and Tziona Levi

      7. Moroccan teachers’ perceptions of EFL instruction in the wake of the Covid-19 pandemic: Lessons learned
      8. Adil Bentahar, Mohammed Elmeski, and Mohammed Hassim

      9. The communicative orientation of EFL classrooms: The Tunisian context
      10. Khaled el Houche

      11. Matches and mismatches between Egyptian high school EFL teachers’ grammar instruction practices and beliefs
      12. Noha Abdel-hamid Ibrahim and Muhammad M. M. Abdel Latif

        Part II: Identity and affect

      13. EFL learner identity and L2 pragmatic choices: Evidence from Omani EFL context
      14. Fatema Al Rubai'ey

      15. Culture, Motivation, and Self-efficacy in the Sudanese EFL Context
      16. Elham Yahia and Aymen Elsheikh

      17. An English language teacher candidate’s tensions in the context of Turkey: What does an identity-oriented practicum course offer?
      18. Özgehan Uştuk and Bedrettin Yazan

        Part III: Academic writing

      19. Metadiscourse in academic abstracts written by Algerian, Saudi, and native English researchers
      20. Tarek Assassi

      21. Introducing a curriculum-based tutoring model in the Foundation English Program at Qatar University
      22. Mansoor Al-Surmi, Pakize Uludag, and Mohammad Manasreh

      23. Teaching academic writing in the online environment: Challenges and benefits in the context of higher education in the UAE
      24. Doaa Hamam and Christine Coombe

        Part IV: Policy

      25. Linguistic visibility in the University of Bahrain’s linguistic landscape
      26. Yasser A. Gomaa

      27. Factors influencing Iranian language education policy: An empirical investigation
      28. Mahdi Dahmardeh and David Nunan

      29. Language preferences in the Hashemite Kingdom of Jordan: An exploratory study
      30. Fatima Esseili

      31. Factors contributing to Gaza pre-service teachers’ poor proficiency in English language

    Enas Abdullah Rajab Hammad



    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.