TESOL student publications

A doctoral research culture

A few years ago a publication scheme for our Dubai-based doctoral students was established encouraging them to publish papers while studying for their doctorate. These are all part-time students who are all full-time lecturers and teachers in the UAE and other Gulf countries and beyond, as far as Pakistan and Japan.

The scheme has been successful and a number of students have managed to publish research studies and discussion papers in journals and edited books.  The scheme has been extended to include all TESOL students based in Exeter and elsewhere.

EdD TESOL Dubai students’ publications

David Patent

Patent, D. (2017). Democratizing English language assessment through critical action research in the United Arab Emirates. Radical Pedagogy, 14(1), pp. 62-88.

Natasha Rajabieslami

Rajabieslami, N. 2016. Teachers’ Perceptions of the Post-method Feasibility. Arab World Journal. Volume 7. Number 3. pp. 222-234.

Anthony Solloway

Solloway, A. J. (2017) English in the United Arab Emirates: Innocuous lingua franca or insidious cultural Trojan Horse? In L. Buckingham (Ed.) Language, identity and education on the Arabian Peninsula: Bilingual policies in a multilingual context (pp.176-196). Bristol: Multilingual Matters.

Solloway, A. J. (2016) Do two wrongs make a write(r)? Some effects and non-effects of WCF on Arabic L1 students’ English academic writing. In H. Abouabdelkader & A. Ahmed (Eds.) Teaching EFL writing in the 21st century Arab world: Realities and challenges (pp.189-219). Basingstoke: Palgrave Macmillan.

Solloway, A. J. (2016) English in the United Arab Emirates: Innocuous lingua franca or insidious cultural Trojan Horse? In L. Buckingham (Ed.) Language, identity and education on the Arabian Peninsula: Bilingual policies in a multilingual context (pp.176-196). Bristol, UK: Multilingual Matters.

Lelania Sperrazza

Sperrazza, L. & Raddawi, R. (2016). Writing in the UAE: Transforming critical thought in the composition classroom. In H. Abouabdelkader and A. Ahmed(Eds.) Teaching EFL Writing in the 21st Century Arab World. Hampshire, UK: Palgrave Macmillan.

Sperrazza, L. (2016). Narrative of Struggle: Understanding Writer Identity in the UAE. International Journal of Bilingual & Multicultural Teachers of English. 4(1), 15-24.

Lee McCallum

McCallum, L. (2017). Exploring the Value of Corpora in Validating and Informing Language Proficiency Assessments: Directions and Thoughts for the MENA Region. In C. Coombe., P. Davidson., Gebril, A., & Hidri, S. (Eds). Language Assessment in the Middle East & North Africa (pp. 233-245). TESOL Arabia Publications.

McCallum, L. (2016).  Exploring Authorial Presence through the Use of First Person Pronouns: Evidence from a Saudi University.  Arab World English Journal, 7 (2), 118-135.

 

Theodore Burkett

Burkett, T. (2016) Emirati Students' Cultural Norms and University Teachers' Awareness: A Socio-Cultural Gap. TESOL Arabia Perspectives, 24:1, pp.5-11.

Burkett, T. (2015) An investigation into the use of frequency Lists in university intensive English programs. International Journal of Bilingual & Multilingual  Teachers of English. 3(2). 71-83.

Mary Cullinan

Cullinan, M. (2015). A Critical Review of Curriculum in ES: Practical application to the UAE context. International Journal of Curriculum and Instruction. 8 (1) 000-000

Cullinan, M. (2015). Issues of power in ESL teaching in the UAE.  In  P. Mclaren, M. Al-Hamly, C. Gunn, J. Riddlebarger, S. Calladine, D. Anderson & S. Troudi (Eds) The Proceedings of the 20th TESOL Arabia Conference: Methods and Means in ELT (pp. 100-106). Dubai: TESOL Arabia Publications

Sawsan Al-Bakri

Al-Bakri, S. (2015). Written corrective feedback: Teachers' beliefs, practices and challenges in an Omani context. Arab Journal of Applied Linguistics, 1 (1), 44-73.

Lelannia Sperrazza

Sperrazza, L. (2015). Arabizi: From revolution to techno-lution. In J. Block and A. Haste (Eds.) Constructing Identity in an Age of Globalization. (pp. 93-100). Paris: Ex Modio Editions.

Sperrazza, L. (2014). Arabizi: From revolution to techno-lution. In E. Golson, L. Youssef, and A. Fields (Eds.), Toward, Around, and Away from Tahrir: Tracking Emerging Expressions of Egyptian Identity. (pp. 31-40). Newcastle upon Tyne: Cambridge Scholars Publishing.

Sperrazza, L. & Vincent, C. (2012). Designing stories of our lives: An exploration of interdisciplinary teaching. In C. Gunn (Ed.) Enhancing Teaching and Learning in Higher Education in the United Arab Emirates: Reflections from the Classroom. (pp. 9-21). Newcastle upon Tyne: Cambridge Scholars Publishing.

Sperrazza, L. (2011). The kairotic liberation of an American educator. International Journal of Arts and Sciences, 4(8), p. 399-408

Sperrazza, L. (2011). I am not my tongue. AUC TESOL Journal, 1(1). 95-104.

Benjamin Moorhouse

Moorhouse, B. L. (2014). Using Critical Pedagogies with Young EFL Learners in a Hong Kong Primary School. International Journal of Bilingual & Multilingual Teachers of English, 2 (2), 79-90.

Shazia Nawaz Awan

Awan, S. N. (2014). "Non-Nativeness" and its Critical Implications on Non-Native English Speaking Teachers in an L1 Context. International Journal of Bilingual & Multilingual Teachers of English, 2 (2), 97-105.

Abdullah Alshahrani

AlShahrani, A. (2014). Bilingual English speaking professionals and the current recruitment practices in EFL market. International Journal of Bilingual & Multilingual Teachers of English, 2, No. 2, 115-123.

Al Shahrani, A. (2010). ELT teachers’ beliefs and perceptions about professional development. In M. AL-Hamly, Coombe, C., Davidson, P., Shehadeh, A., & Troudi, S. (Eds.), Proceedings of the 15th TESOL Arabia Conference: English in LEARNING: Learning in ENGLISH (pp. 267-275). Dubai: TESOL Arabia Publications.

Alina Chirciu

Chirciu, A., (2014), Teachers' views of learner autonomy in the Omani context in R. Al-Mahrooqi & C. Denman (Eds.), Issues in English Language Education in the Arab World (pp. 233-257). Newcastle upon Tyne:  Cambridge Scholars Publishing.

Chirciu, A. & Mishra, T., (2014), Looking through the crystal ball: Exploring leaner autonomy within the classroom dynamic interrelational space in R. Al-Mahrooqi & C. Denman (Eds.), Issues in English Language Education in the Arab World (pp. 257-283).  Newcastle upon Tyne: Cambridge Scholars Publishing.

Chirciu, A. & Mishra, T., (2014), Self-access or access to self? - experimenting with e-learning in Oman in R. Al-Mahrooqi & S. Troudi (Eds), Using Technology in Foreign Language Teaching (pp. 45-63). Newcastle upon Tyne:  Cambridge Scholars Publishing.

Michael King

King, M. (2015) ‘Evaluating experienced teachers’ in Howard, A & Donaghue, H. (eds.),  Teacher evaluation in second language education. London: Bloomsbury, (pp. 167-180).

Abderrazak Dammak

Dammak, A. & Eno, M. (2014). Debating the "Case Study" Dilemma: Controversies and Considerations. VERITAS: The Academic Journal of St Clements Education Group, 5 (3), 1-8.

Zeineb Al-Hilali

Al-Hilali, Z.  (2014). Towards enhancing the status quo of Arabic as a foreign language (AFL). Proceedings of the Fifth Annual Gulf Comparative Education Society Symposium: Locating the National in the International (pp. 86-94). Dubai: Gulf Comparative Education Society (GCES) Publications. 

Natasha Rajabieslami

Rajabieslami, N. (2014)., Cultural Awareness; A Key Element in Teaching English in the Globalization Era.,

Arab World English Journal., 5(3), 319-329.

Patrick Moore

Moore-Jones, P.J. (2014). Teaching Approaches and Teachers’ Perceptions in Varying

Cultures. Journal of English Language Teaching and Applied Linguistics, 2:2, 29-47

Anthony Solloway

Solloway, A. J. (2014). Do two wrongs make a write(r)? An investigation into the efficacy of written corrective feedback on the linguistic accuracy of students' academic writing. In M. McLaren, M.  Al-Hamly, C.,  Coombe, P.   Davidson,  C.  Gunn,   & S. Troudi (Eds.).  Proceedings of the 19th TESOL Arabia Conference: From KG to College to Career. Dubai: TESOL Arabia Publications (pp. 35-40).

Abdullah Al-Shahrani
 
AlShahrani, A. (2013). Non-Native English Speaking Teachers and Employment Discrimination. Magic INNO: new technologies in language training specialists in international relations, 4, 260-273.

Ismael Dler
 
Dler, I (2014). The Influence of TESOL Teacher Assessment Literacy on the  Ethicality of English Language Assessment and the Position of  Kurdish TESOL teachers. International Journal of Bilingual & Multilingual Teachers of English, 2, No. 1, 55-68.

Sawsan Al-Bakri

Al-Bakri, S. (2014). Problematizing English medium instruction in Oman. International Journal of Bilingual and Multilingual Teachers of English, 2 (1), 19-33.

Humza Mullick:

Mullick, H. (2014). Voices imprisoned within classrooms: A critical approach to curriculum development and teacher voice on a preparatory year English language program in the Kingdom of Saudi Arabia. International Journal of Bilingual & Multilingual Teachers of English, 2(1), 1-12.

Maria Brewster:

Guven, Z.Z., & Brewster, M.T. (2013). The faculty development program strategies and practices: Selcuk University.  Selcuk University Journal of the Institute of Social Sciences, 29, 99-109.

James Scotland:

Scotland, J. (2014). Operating in global educational contact zones: How pedagogical adaptation to local contexts may result in the renegotiation of the professional identities of English language teachers. Teaching and Teacher Education37, 33-43.

Peter Stanfield:

Stanfield, P. W. (2013). An exploration of place-based TESOL. Saarbrucken: LAP, Lambert Academic Publishing.

Islam Al Murabat:

AL-Murabit, I. (2012). A Closer Look at an English Language Curriculum of a Community College in Saudi Arabia. English Language Teaching, 5(8), 226-242.

AL-Murabit, I. (2011). Review of Two Research Studies in Education: “Assessment of Achievement through Portfolios and Teacher-Made Tests” and “Management System Design for a Learner Centered School”. Interdisciplinary Journal of Contemporary Research in Business, 3(3), 1196-1208.

Lindsay Mack:

1.     “Does every student have a voice? Critical action research on equitable classroom participation practices” Language Teaching Research, Refereed, July 2012.

2. "Reflective Journals in EFL tutoring," The Journal of Asia TEFL, pp. 165-189, Refereed, 2012

3.      “Teaching Global English to EFL Classes,” Intercultural Communication Studies Journal, XIX:3 pp. 202-221, Refereed. 2010. (This one wasn't an Exeter assignment but I did it after I was enrolled)

4.      “The Philosophical underpinnings of Educational Research,” Polyglossia, October, pp. 5-13,  Refereed. 2010.

Sabina Ostrowska:

Ostrowska, S. (2011). ‘Course Content and Student Motivation’ in Teaching and Learning in the Arab World: Peter Lang Publishing Group.

Ostrowska, S. & Ryan, R. (2009). ‘World Knowledge or Word Knowledge: The Influence of Content Schemata on the Formal Assessment of Reading Skills’ in Cultivating Real Readers. Higher Colleges of Technology, UAE.

Michael King

King. M. (2014). Countering learner incivility with continuous feedback on in-class performance: An action research project in an Emirati college context. In H. Donoghue & A. Howard (Eds.), Participant Voices. Abu Dhabi: HCT Press.

King, M. (2014). Tertiary English Medium Instruction to Arab Learners in the UAE: A Policy Perspective.  In P. Mclaren, M. Al-Hamly, C. Coombe, P. Davidson, C. Gunn &, S. Troudi (Eds.), Proceedings of the 19th TESOL Arabia Conference: Form KG to College to Career  (pp. 224-230). Dubai: TESOL Arabia Publications.

 King, M., Smith, L. and Umar, F. (2014).  Developing Leadership Skills through Participation in Insider Action Research in Perspectives on Student Leadership Development. Coombe, C., Wiens, B., Davidson, P. & Cedro, K. (Eds.). TESOL Arabia Publications: Dubai. pp. 134-147.

King, M. (2013). Rethinking teacher evaluation. In P. Davidson, M. Al-Hamly, C. Coombe, S. Troudi & C.Gunn (Eds.), Proceedings of the 18th TESOL Arabia conference: Achieving excellence through life skills education (pp. 372-279). Dubai: TESOL Arabia Publications.

King, M (2012). Redefining ESP in Gulf tertiary settings, TESOL Arabia Perspectives, 19/2: 21-25.

King, M (2012). This house believes that content and language integrated learning is not working. In M. Al-Hamly, C. Coombe, P. Davidson, C. Gunn, S. Troudi & M. Engin (Eds.), Rethinking English language teaching: Proceedings of the 17th TESOL Arabia international conference (pp. 325-330). Dubai: TESOL Arabia Publications.

King, M (2011). Text interaction in undergraduate academic writing: a bridge too far? An analysis into non-native speaker students’ text interaction skills in the dissertation literature review. In A. Karnik & M. Stephenson, (Eds.), Proceedings of 1st international conference on emerging research paradigms in business and social sciences. Dubai: Middlesex University Dubai.

King, M. (2011). Transformations in TESOL: Debating the pros and cons of changes in our profession. In M. Al-Hamly, C. Coombe, P. Davidson, A. Shehadeh & S. Troudi (Eds.), Transformations in TESOL: Proceedings of the 16th TESOL Arabia annual conference (pp. 22-30). Dubai: TESOL Arabia Publications.

King, M. (2011). Implementing problem-based learning in the Gulf: A case study of Arab students. In C. Gitsaki (Ed.), Teaching and learning in the Arab world (pp. 357-376). Berne: Peter Lang.

King, M. (2011). From paper to proposal: Presenting through the 3 P’s. TESOL Arabia Perspectives, 18/1: 45-46.

King, M.J. (2010) Management and ownership issues in CLIL: A strategic analysis into stakeholder reactions to implementing content and language integrated learning – Case study CHN university Qatar. In M. Al-Hamly, C. Coombe, P. Davidson, A. Shehadeh & S. Troudi (Eds.), Proceedings of the 15th TESOL Arabia annual conference: English in Learning: Learning in English (pp. 25-32). Dubai: TESOL Arabia Publications.

King, M (2008). Academic reading: ‘Have to’ or ‘want to’? In A. Jendli, C. Coombe & S. Troudi (Eds.), Best practice in English teaching (pp.193-206). Dubai: TESOL Arabia Publications.

Maiko Berger

Berger, M. (2012). A Critical Review of an On-going University English Curriculum Reform Project. Polyglossia: the Asia-Pacific's Voice in Language and Language Teaching, 22, 167-178.
Berger, M. (2011). From Language Teachers to Language Advisors. Polyglossia: the Asia-Pacific's Voice in Language and Language Teaching, 21, 79-90.
Iimuro, A. and Berger, M. (2011). Incorporating Autonomous Learning into Pre-University English Education. The Kyushu Academic Society of English Language Education Bulletin, 39, 43-52. (Refereed)
Berger, M. (2011). English-Only Policy for All? Case of a University English Class in Japan. Polyglossia: the Asia-Pacific's Voice in Language and Language Teaching, 20, 27-43.
Berger, M. (2010). Introducing Learner Autonomy in a University English Course. Polyglossia: the Asia-Pacific's Voice in Language and Language Teaching, 19, 127-141.

Lenania Sperraza

Sperrazza, L. (2012).  A Clash of Cultural Identities in the UAE.   International Journal of Arts and Sciences,  5 (7),  297-306.

Barraq Ali:

Ali, B. (2013). Teacher and student views of educational technology in Saudi Arabia. TESOL Arabia Perspectives,  20 (1), 34-36.  

Raquel Warner:

Warner, R. ( 2013). Personal and professional skills of TESOL practitioners of the future. In P. Davidson, M. Al-Hamly, C. Coombe, S. Troudi & C.Gunn (Eds.), Proceedings of the 18th TESOL Arabia conference: Achieving excellence through life skills education (pp. 22-28). Dubai: TESOL Arabia Publications.

Oana El Naggar:

El Naggar, O. (2012). The Effect of the Pre-Reading Semantic Mapping Technique on Arab Students' L2 Reading Comprehension. AUC TESOL Journal Special Edition Fall 2012(2), pp. 93- 116

El Naggar, O. (2013). The effect of pre-reading semantic mapping technique on L2 Arab students’ reading comprehension. In P. Davidson, M. Al-Hamly, C. Coombe, S. Troudi & C.Gunn (Eds.), Proceedings of the 18th TESOL Arabia conference: Achieving excellence through life skills education (pp. 257-262). Dubai: TESOL Arabia Publications.

Neil Hunt:

Hunt, N.D.  (2012). Managing Method: A Critical inquiry into language policy in a tertiaryinstitution in the United Arab Emirates. RELC Journal, 43 (3), 295 –311.