The Proceedings of the 24th and 25th Annual TESOL Arabia International Conference and Exhibition
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The Proceedings of the 24th and 25th Annual TESOL Arabia International Conference and Exhibition

About the Book

This book has 21 chapters on topics presented at the 24th and 25th TESOL Arabia International Conference and Exhibition. The chapters range from philosophy in English language teaching to new concepts of translanguaging in education to using authentic literature in the classroom. It contains case studies, ethnographic studies, and quantitative studies on language learning and teaching.

About the Author

Melanie Gobert, Editor
Melanie Gobert, Editor

Melanie Gobert was on the faculty at the Higher Colleges of Technology, Abu Dhabi Men’s College. She was the editor of Perspectives, the TESOL Arabia peer-reviewed English Language Teaching journal, from 2009-2014. She has co-edited a book, Current Issues in Reading, Writing and Visual Literacy: Research and Practice (2015) published by Cambridge Scholars. She has published and presented widely in the region, including, “Taboo Topics in the ESL/EFL Classroom in the Gulf Region,” in Intercultural Communication with Arabs (2014, edited by R. Raddawi, Springer). She has two chapters on “Accommodation in ESL,” and “Realia” in the new Wiley Publications A to Z of Assessment and A to Z of English Language Teaching. She was the editor of the Student Edition of From Rags to Riches: A Story of Abu Dhabi by Mohamed Al Fahim (Makaram Publishing, 2011). She has also published “Grammar Correction in ESL Writing Classrooms,” in Cultivating Real Writers (HCT Press, 2010) and “Key Findings from Research and Implications for the Classroom,” in Cultivating Real Readers (HCT Press, 2010). She was a featured speaker at the 2nd World Congress on Extensive Reading held in Seoul, Korea in 2013, and she presented on “Language Learner Literature and Identity” at the Excellence in Language Instruction: Supporting Classroom Teaching and Learning Regional TESOL International Conference at the National Institute of Education in Singapore in December 2015.

Table of Contents

  • Chapter 1: Action-Guessing Technique Is an Interactive Way of Improving Vocabulary
  • Chapter 2: Rethinking English Learning and Teaching in Vocational Training Colleges
  • Chapter 3: Difficulties Facing Native Speakers of Indigenous Languages of Kordofan and Darfur (Sudan) in Learning English as a Foreign Language
  • Chapter 4: Case Study-An American Teacher’s Acquisition of Arabic as a Foreign Language
  • Chapter 5: The Cruciality of Using Literature to Enhance Reading Comprehension Skills
  • Chapter 6: Improving Learners’ Listening through TED Talks: Active Listening
  • Chapter 7: The Power of Educational Technology on Teachers’ Professional Development
  • Chapter 8: Usefulness of Morphological Awareness for Science and Technology Undergraduates
  • Chapter 9: Second/Foreign Language Anxiety: A Roadblock to Learning and Performance
  • Chapter 10: Twenty-first Century Teacher-Directed Professional Development: Helping Japanese English Teachers Escape their ‘Egg Cartons’
  • Chapter 11: Exploring the Intercultural Awareness of Novice Teachers from Ireland Prior to Teaching in English Medium Schools in the United Arab Emirates
  • Chapter 12: Cultural Continuity, Vernacular Forms: Sheikh Zayed’s UAE
  • Chapter 13: The Influence of Translanguaging on Language Learners’ Communication Skills
  • Chapter 14: Professional Development: Empowering Educators
  • Chapter 15: Teacher Knows Best? Life Lessons in Class
  • Chapter 16: Using Technology to Help Dyslexia Students
  • Chapter 17: Armenian English Teachers’ Perceptions of Online Informal Learning of English (OILE)
  • Chapter 18: The Value of Philosophy for Language Learners
  • Chapter 19: What Philosophical Issues Underlie Second Language Learning?
  • Chapter 20: Listening Skill Learning Strategies Revisited
  • Chapter 21: Incorporation of Learner’s First Language Literature in ELT

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