Abdelrahman A B D A L L A Salih | Dhofar University (original) (raw)

Papers by Abdelrahman A B D A L L A Salih

The history of English Language Teaching (ELT) has shown that this fast growing field is facing u... more The history of English Language Teaching (ELT) has shown that this fast growing field is facing unprecedented challenges posed by the recent developments in the status of the English language as a world's leading language and the eventual change in the linguistic landscape. This paper provides an opportunity to examine the impact of the phenomenal spread of English in recent years and its eventual dominance in the international arena as seen in the practice of English Language Teaching (ELT) and learning, particularly in English as a Second Language (ESL)/English as Foreign Language (EFL) contexts. The paper reports the implications of the recent growth of English for crucial ELT practices and areas such as learner identity, code selection in classroom, teaching methods, syllabus design and material development. It draws on issues pertaining to English as a lingua franca theory in an attempt to address this debatable topic and consider the necessity of taking into consideration the emerging trends in ELT classrooms globally.

The COVID-19-forced switch to online teaching has proven the traditional teaching models and prac... more The COVID-19-forced switch to online teaching has proven the traditional teaching models and practices unsuitable. Classroom-related issues require teachers to reflect and embrace innovative and practical approaches to cope with the challenges of online teaching. The current study examines the affordances and challenges of action research in online teaching. The study analyzed the responses of (N=31) university teachers in Oman regarding their experience and practice of action research-based online teaching. The study identified several factors that support or hinder action research-driven teaching and teachers" views on the efficacy of the teaching-research nexus. The study also drew on several implications for research-based effective teaching and teacher professional development.

One of the noticeable changes in the tertiary education scene is the continuous quest for quality... more One of the noticeable changes in the tertiary education scene is the continuous quest for qualitydriven teaching and learning that prepares students for the demanding employment market. At the heart of this increasingly transformative process is competitiveness. This shifting view has made teaching a multifaceted and dynamic process that calls upon teachers to adjust their teaching and align their pedagogical practices and decisions to emerging circumstances and challenges. Online learning has become the 'new normal' formula in language classes across the Sultanate of Oman due to the COVID-19 Pandemic. This paper reports (N=49) teachers' perceived reflection and adjustment in online classes and the various strategies they adopted in higher education institutions (HEIs) in Oman. Data were collected from the responses of the participants to a semi-structured online survey. Data analysis showed that most teachers practiced reflection on action and for action more frequently while demonstrating lower awareness of reflection in action. The paper also draws on the significance of the spaces created by online teaching for reflection-driven action research to inform effective teaching for better learning experiences.

Students at the tertiary level need arguments because they are expected to use analytical and cri... more Students at the tertiary level need arguments because they are expected to use analytical and critical thinking skills. The present study is situated in an English as a Foreign Language (EFL) context in an Omani University and reports the experience of (N=46) undergraduate EFL writers in argumentative essays and persuasive posters. Using rhetorical strategies, and drawing on the principles of persuasive writing, the participants prepared posters and essays on two separate topics. Data were collected from the 46 participants' responses to a semi-structured online survey questionnaire. Analysis of the data obtained indicates that the participants preferred designing posters to writing persuasive essays while reporting varieties of rhetorical difficulties in building an argument for persuasion. The participants also perceived establishing evidence and facts as the most challenging element in persuasive writing and arousing the audience's feelings and emotions as the most challenging rhetorical appeal in posters. Some pedagogical implications were reported as well.

International Journal of Society, Culture and Language, 2022

One of the influences of globalized English in recent years on the English language teaching (ELT... more One of the influences of globalized English in recent years on the English language teaching (ELT) practice is the rise of the significance of intercultural teaching and learning. Such a development has made teaching intercultural competence a compelling requirement. This study investigates (N = 16) English language teachers' perceptions of intercultural teaching and learning and their actual classroom practices in Oman. Data were collected from a survey administered to the participants. Results showed differences in the teachers' opinions concerning intercultural teaching. While only a small minority of teachers believed that EFL classrooms should adopt intercultural teaching, nearly half supported teaching culture in foreign language classes but cited concerns about cultural clashes that might occur. The study also revealed that the participants favored avoiding teaching culture in language classrooms, especially in contexts that lack support for interculturality. The study draws on the significance of addressing the challenges that occur in the absence of intercultural teaching.

In recent years, the rapid growth and unprecedented dominance of the English language has transfo... more In recent years, the rapid growth and unprecedented dominance of the English language has transformed the world's linguistic ecology and promoted anxiety and debates about its future. The language has developed into a leading international lingua franca used by millions of speakers in different linguistic and cultural contexts worldwide. This paper examines an applied linguistic conceptual interest concerning the future of English and its varieties in light of its current status, the challenges it experiences, and the conspicuous threats to half of the world's languages. The paper draws on the significance of broadening the study of the English language history by examining the linguistic consequences associated with its changes and the users' experience, expectations and attitudes. The study also calls for a better understanding of the features of lesser-known English varieties and the less researched domains of its use.

International Journal of Higher Education, 2020

The abrupt disruption of the traditional face-to-face language instruction due to the unprecedent... more The abrupt disruption of the traditional face-to-face language instruction due to the unprecedented COVID-19 pandemic has forced many schools and higher learning institutions in Oman and around the globe to establish a virtual learning environment. This crisis-prompted remote learning has been a new experience for most teachers and students alike, a variable that may affect students' learning. Thus, it is significant to understand the students' experience with online teaching and learning. This study explicitly examines online teaching and learning as perceived by English as a Foreign Language (EFL) students of a higher learning institution in Oman. A total number of (112) undergraduate students in Oman acted as a data source by responding to a computer-assisted survey questionnaire. The survey focused on the following themes: overall first-time online language learning experience; online courses; online learning mode and attainment of graduate attributes; effectiveness of online teaching and delivery; utilization and usefulness of electronic learning devices; and e-learning language skills. The findings highlight the significance of exploring learners' online learning experience and its implications for planning, implementing, teaching, and assessing online language education.

article , 2020

This paper attempts to investigate English teachers' perceptions about the importance of writing ... more This paper attempts to investigate English teachers' perceptions about the importance of writing for publication in English, and the challenges that they encounter. The subjects were 30 teachers from 3 departments in a public college in Oman. The instrument was a 3-question survey on difficulties and challenges in writing for publication in English faced by the tutors. The respondents' answers were analysed and classified. The results revealed two types of challenges identified initially: discursive (language-related) and non-discursive (non-language-related) challenges. A third challenge which has been termed others was discovered. The findings also highlighted the importance of the growing popularity of research activity by non-native English speakers in the non-English speaking countries. The study also suggested the key role higher education institutes should play in boosting research contributions by academic staff and curbing the problems of publishing in the English Language from a new standpoint. Keywords writing for publication in English, discursive and non-discursive challenges, prospects

Universities and colleges often administer student feedback surveys on teaching to elicit student... more Universities and colleges often administer student feedback surveys on teaching to elicit students' views of how a particular course is taught and learned in order to improve teaching quality by helping tutors increase opportunities for better learning. This paper reports the views of (40) English teachers and (124) General Foundation Programme (GFP) students on student feedback in institutions of higher education in the Sultanate of Oman, and the implications of such perceptions on the quality of teaching and learning English language. Findings reveal variation in the views held by both teachers and students about student feedback on teaching and learning experience. The study confirms the need for consistency between the perceptions of teachers and students on student feedback, and for training students on quality feedback and reflective learning.

Needs analysis is generally believed to be important in ESP/EAP context because it enables practi... more Needs analysis is generally believed to be important in ESP/EAP context because it enables practitioners and materials writers to find out about their real learners' needs. Therefore, this study is set out to investigate EFL teachers' beliefs and views about need analysis use and practices, specifically in the ESP/EAP tertiary context of the Sultanate of Oman. A group of (55) EFL teachers in 4 colleges participated in the study by responding to a questionnaire designed for the study's purpose. The questionnaire was analyzed and percentages and frequencies were taken. The study concluded that needs analysis has to be encouraged and leaners' needs are of utmost importance ESP/EAP materials writing. The findings of this study showed that the vast majority of EFL teachers are in favour of using needs analysis as a basis for ESP/EAP materials writing and they believe that it is a significant factor in successful ESP materials development. 1. Background English language teaching (ELT) is a progressive field that often witnesses revolutions and innovations. Teachers, researchers, and practitioners are in continuous search for the best teaching materials and practices that can help learners succeed in their language learning and meet the market and employment criteria. In the nineteenth century, language teaching practice for instance, grammar-translation method was in its heydays, notably in Europe. However, the changing geopolitical conditions and social scenes in the USA due to massive migrations, tourism, increasing internationalization of trade and business shaped the classroom practices in the early years of the twentieth century. The direct consequences of that have called for practicing new methods since grammar-translation method was no longer able to meet the new class reality. Such a new reality had its potential impact on classroom. This supported by Cook (2003) pointed out that " new types of students-immigrants, business people, and tourist created a new kind of classroom population " who their needs need to be considered (p. 33). From practical point of view grammar-translation method would not fit the new classroom scenes, challenges and the students' needs since " in the language schools and evening classes which created for them, the students did not necessarily share the same first language, making it simply impossible for instruction to proceed through first-language explanation and translation " (ibid). The compelling urgency for language need by immigrants, businessmen and tourists for communication purposes motivated language experts to promote the 'direct method'. In an attempt to meet the students need for writing and speaking abilities in English and provide a supportive context for language practice and use, the students' first languages were abolished encouraging them to use the target language. This significant move in response to the language learners' needs has been further motivated by the emergence of communicative language teaching method (CLT) which stressed on the significance of learners' knowledge of both language forms and their relevance to the context in which they are used. This has motivated the advocacy of exploring learners' needs, a crucial element of English for Specific Purposes (ESP), as argued by Cook (2003) that " whereas in the past, whether in grammar-translation or in direct method teaching, the emphasis had been upon mastery of forms first and their use later, CLT students considered first what they needed to do with the language and then learned the forms which would fulfill those needs " (pp. 36-7). Hutchinson & Waters (1993) claim that designing an ESP course is fundamentally a matter of asking questions to the learners in order to

It is known that the writing of ESL students' is often fraught with problems. Teachers do provide... more It is known that the writing of ESL students' is often fraught with problems. Teachers do provide feedback to their students on their errors; however, this traditional practice of learner error review and correction is probably better enhanced through a principled approach to involving learners in direct review of peer written products, supervised by the teacher or otherwise. This paper is based on a study of the effects of peer review on the ESL composing process among Malaysian learners at the pre-university level. The results showed that while the students conducted writing/revision activities to produce increasingly error-free drafts of given tasks, they actively engaged each other discursively to negotiate a collaborative social-learning environment.

Peer evaluation or review of teaching is one of the factors of quality assurance system at the pr... more Peer evaluation or review of teaching is one of the factors of quality assurance system at the present time. However, peer evaluation is sometimes approached with trepidation and with the feeling that it may not be fair and free of bias. This paper examines teachers' perceptions of peer evaluation as an enhancement for quality teaching. A questionnaire was designed and distributed among forty tutors in two higher learning institutes in the Sultanate of Oman. The study drew some results pertaining to the teachers' views of peer evaluation and its impact on teaching quality enhancement.

This paper reports the corrective feedback patterns in L2 writing and the student writers' prefer... more This paper reports the corrective feedback patterns in L2 writing and the student writers' preferences for peer feedback. The study examines the actual focus of peer review and the types of corrective feedback provided in L2 composing process. Sixteen L2 matriculation students at a Malaysian university took part in five peer review sessions, responded to a debriefing questionnaire, and participated in an interview session after completing the peer review activities. Results show that peer responses to writing focused more on clarity of feedback unlike writer expectations which focused more on grammar correction. The study confirms the relevance of peer review as an alternative feedback delivery system in L2 writing and suggests that peer corrective feedback provides teachers with important perspectives about the L2 students' language and writing knowledge.

The phenomenal spread and growth of English in recent years and its eventual dominance in the int... more The phenomenal spread and growth of English in recent years and its eventual dominance in the international arena has represented unprecedented challenges and opportunities to the practice of English Language Teaching (ELT) and learning, particularly in the ESL/EFL contexts. This paper examines the implications of the phenomenal spread of English around the world on the learning experience and preferences of English as foreign language (EFL) learners. A total number of (108) undergraduate students in an institution of higher learning in the Sultanate of Oman took part as data source by responding to a questionnaire survey administered to them. The study specifically explores the challenges 'outer circle' learners face in learning varieties of English and the effects of that on their views and learning a particular variety of English. The paper draws conclusion on the significance of understanding the nature of codes learners use and get exposed to.

The recursive and complex nature of the composing process, centred on peer review, involves multi... more The recursive and complex nature of the composing process, centred on peer review, involves multiple steps in the production of a text such as drafting, revision, rewriting, reshaping, and negotiation of meanings. This paper argues that in order for peer review to be an effective feedback delivery system, L2 students of writing need to be trained on critical reading before they embark on reviewing peers' drafts. The paper further argues that implementation of critical reading can improve the ability of both feedback provider and student writer to work together toward the accomplishment of the process of writing and production of final draft.

This paper attempts to investigate English teachers’ perceptions about the importance of writing ... more This paper attempts to investigate English teachers’ perceptions about the importance of writing for
publication in English, and the challenges that they encounter. The subjects were 30 teachers from 3
departments in a public college in Oman. The instrument was a 3-question survey on difficulties and
challenges in writing for publication in English faced by the tutors. The respondents’ answers were
analysed and classified. The results revealed two types of challenges identified initially: discursive
(language-related) and non-discursive (non-language-related) challenges. A third challenge which has
been termed others was discovered. The findings also highlighted the importance of the growing
popularity of research activity by non-native English speakers in the non-English speaking countries.
The study also suggested the key role higher education institutes should play in boosting research
contributions by academic staff and curbing the problems of publishing in the English Language from
a new standpoint.
Keywords
writing for publication in English, discursive and non-discursive challenges, prospects

International Journal of Society, Culture and Language, 2022

International Journal of Higher Education, 2020

article , 2020