Khalid Al Hariri | Memorial University of Newfoundland (original) (raw)

Uploads

Papers by Khalid Al Hariri

Journal of Education in Black Sea Region, 2018

The paper introduces a preliminary study of teachers’ awareness and attitudes toward ELF in two d... more The paper introduces a preliminary study of teachers’ awareness and attitudes toward ELF in two different language contexts, where English has the status of English as a Lingua Franca (ELF) and English as a Foreign Language (EFL). The exploratory study was based on the survey method and an online questionnaire was completed by 20 teachers from each region in July-August, 2016. Participants reported on their attitudes toward ELF, beliefs on Standard English, opinions on widespread of English, etc. The data obtained on Standard English within this research are broadly consistent with the trend of the inner circle. The results have indicated that ELF is a crucial topic for both regions and it is noteworthy to provide future English language teachers with expertise on ELF and the ways of its incorporation in language courses.

Journal of the Canadian Association for Curriculum Studies, 2020

This presentation is an autoethnography that explores my identity as a non-native English-speakin... more This presentation is an autoethnography that explores my identity as a non-native English-speaking writing instructor. The presentation narrates my feelings, opinions and observations about my educational journey from when I was an undergraduate student in the English department and first introduced to academic writing in English, to becoming a non-native English-speaking teacher (NNEST), until I became an English academic writing instructor. Throughout my years of teaching English to non-native speakers and teaching English academic writing, being foreign to the English language has always had a presence either in the way I identified myself or in the way my society labeled me. Society focused mainly on my non-nativeness to English. However, I was able to self-consciously see my strength of understanding and comparing the writing norms of my first culture with those of the target culture, which was reflected on my teaching in the classroom. Much of the research on NNESTs has focuse...

Discourse and Writing/Rédactologie

PhD students are enculturated into scholarly writing through relationships with their supervisors... more PhD students are enculturated into scholarly writing through relationships with their supervisors and other faculty. As part of a doctoral writing group, we explored students’ experiences that affected their writing, both cognitively and affectively, and how these experiences made them feel about themselves as academic writers. Six first and second year doctoral students participated in formal group discussions, using Edward de Bono’s (1985/1992) Six Thinking Hats to guide the discussions. In addition, the students wrote personal narratives about their writing experiences. Data were analyzed according to the rhetorical rectangle of logos, ethos, pathos, and kairos. Analysis revealed that students were having struggles with their identities as academic writers, not feeling as confident as they had before their programs, and questioning some of the pedagogy of teaching academic writing.

Journal of Education in Black Sea Region, 2018

The paper introduces a preliminary study of teachers' awareness and attitudes toward ELF in two d... more The paper introduces a preliminary study of teachers' awareness and attitudes toward ELF in two different language contexts, where English has the status of English as a Lingua Franca (ELF) and English as a Foreign Language (EFL). The exploratory study was based on the survey method and an online questionnaire was completed by 20 teachers from each region in July-August, 2016. Participants reported on their attitudes toward ELF, beliefs on Standard English, opinions on widespread of English, etc. The data obtained on Standard English within this research are broadly consistent with the trend of the inner circle. The results have indicated that ELF is a crucial topic for both regions and it is noteworthy to provide future English language teachers with expertise on ELF and the ways of its incorporation in language courses.

Is English the language of the English? In the last few decades, the English language has become ... more Is English the language of the English? In the last few decades, the English language has become a global language and although there are other languages with more native speakers such as Chinese, no language is more prevalent in international contexts than English. This paper examines the attitudes of English language learners in one international context toward ‘the’ English language and world Englishes. The researchers designed a survey and distributed it to English language learners to study their perceptions of what English they should learn. The findings of the study indicate the need for more internationalization of English language teaching in terms of teachers, curricula, and testing.

This article explores the attitudes of English language teacher trainers (ELTTs) toward how Non-N... more This article explores the attitudes of English language teacher trainers (ELTTs) toward how Non-Native English Speaking Teachers (NNESTs) should be prepared to succeed in teaching English as a Foreign Language (EFL). A number of ELTTs were surveyed to share their opinions on the strengths and weaknesses of NNEST Trainees in respect of language, culture, and the use of modern teaching methodology. Then, the trainers compared and contrasted some aspects between native and non-native English-speaking teacher trainees. Finally, the results indicate certain aspects that NNESTs need to be more aware of and that native English speakers must also be trained before entering the EFL world.

International Journal of Applied Linguistics and English Literature, 2015

Using L1 in the English classroom has long been considered as an unforgivable wrongdoing. Many En... more Using L1 in the English classroom has long been considered as an unforgivable wrongdoing. Many English teachers who use L1 in the classroom feel guilty about it and in many cases do not admit it. Recent researchers started to question the validity of this claim suggesting contexts and situations in which using L1 can be very helpful in ELT and refuting, on the other hand, the claims upon which the idea of using L2 solely were built.
My paper examines the attitudes of advanced English language learners toward using L1 in the class of English where the students and the teacher speak the same first language and also examines the attitudes of a group of EFL and ESL teachers toward the same practice.
The same questionnaire given to the students was redesigned and given to a number of teachers.

Conference Presentations by Khalid Al Hariri

IRCEELT-2016 / International Black Sea University - Georgia

Much research shows that Non Native English Speaking Teachers NNESTs focus on accuracy rather tha... more Much research shows that Non Native English Speaking Teachers NNESTs focus on accuracy rather than fluency. This paper will investigate which language strands NNESTs focus on in their EFL classes and why. Is it because of their fear of going beyond their knowledge of English? Is it because they are experienced EFL learners and thus they understand what learners need to communicate in English?
To answer the question, a questionnaire was designed and distributed to a number of NNESTs to examine their attitudes about their own strengths, their focus in the classroom, and their opinions towards why EFL learners study English.
The findings of the paper will show whether NNESTs focus on what they see as their own strengths or on what they consider the goal of the EFL learner to study English.
KEY WORDS: NNEST, ELT, TESOL, EIL

It has long been believed that using L1 in the English classroom is an unforgivable wrongdoing. M... more It has long been believed that using L1 in the English classroom is an unforgivable wrongdoing. Many English teachers who use L1 in the classroom feel guilty about it and in many cases they do not admit it. However, recent researchers started to question the validity of this claim suggesting contexts and situations in which using L1 can be very helpful in the English classroom and refuting, on the other hand, the claims upon which the idea of using L2 solely was built. In fact, teaching students who share the L1 of the teacher at lower levels and in classes of multi-leveled students requires the use of L1 at certain times inside the classroom, whereas connecting with the students of any level should sometimes be in their L1.

My paper will highlight some of the pros and cons of using L1 in the class of L2 where the students and the teacher speak the same first language and will also examine the attitudes of a group of EFL and ESL students on their teachers’ use of L1. The same questionnaire given to the students will be redesigned and given to a number of teachers so that the study will look at the viewpoints from both perspectives.

Key words: ELT, L1, L2, TESOL

TalentLMS is a suitable online platform for English teachers to teach Reading, Writing, Listening... more TalentLMS is a suitable online platform for English teachers to teach Reading, Writing, Listening, and Speaking quite easily with nothing to install or download. Material related to language systems can also be uploaded in many formats including pdf., ppt., etc. To add to all this, the platform has recently activated gamification on the website.
Yet there are a few limitations to the e-learning experience of TalentLMS that can be overlooked if we are talking about blended learning. For example, the platform does not support instant chat or video conferencing which means that there is no way to instantly react to students’ needs. Another limitation has to do with the submission of assignments and passing the tests.
In my presentation, I will introduce TalentLMS in general and then show samples of how English teachers can use it to support their classrooms.

KEY WORDS: e-Learning – online learning –blended learning – cloud-based platform

Books by Khalid Al Hariri

This guide is intended for beginner and aspiring writers. Writing Flash Fiction is a quick and si... more This guide is intended for beginner and aspiring writers. Writing Flash Fiction is a quick and simple guide to how to write a short piece of fiction. The book presents examples and exercises that help readers better understand and practice the writing essentials of short fiction.

A four-paragraph essay can be mainly used when the student is given an assignment that requires h... more A four-paragraph essay can be mainly used when the student is given an assignment that requires him/her to present an argument and a counter-argument or if s/he wants to give the pros and cons of a certain issue, person, etc. In addition, if the student wants to compare/contrast two issues, people, places, etc. using the block method (where the first body paragraph is dedicated to state all the features of the first part of the comparison/contrast and the second body paragraph is dedicated to state all the features of the second part.)

IJALEL Future, Current & Past Issues by Khalid Al Hariri

by International Journal of Applied Linguistics & English Literature [IJALEL], Muhammed Ali, Mahdi Araghi, Irum Abbasi, Sami Alanazi, Amna Al Neyadi, Mohammad ali ayatollahi, Nandinerdene Osorjamaa, Malahat Yousefzadeh, Godarz Alibakhshi, Fatemeh Takallou, Majid Mobasheri, Ailar Moghaddam, Gh. F. Khalili, milad mahtabi, Khalid Al Hariri, Abdunasir Sideeg, and DOSSOUMOU Michel

Journal of Education in Black Sea Region, 2018

The paper introduces a preliminary study of teachers’ awareness and attitudes toward ELF in two d... more The paper introduces a preliminary study of teachers’ awareness and attitudes toward ELF in two different language contexts, where English has the status of English as a Lingua Franca (ELF) and English as a Foreign Language (EFL). The exploratory study was based on the survey method and an online questionnaire was completed by 20 teachers from each region in July-August, 2016. Participants reported on their attitudes toward ELF, beliefs on Standard English, opinions on widespread of English, etc. The data obtained on Standard English within this research are broadly consistent with the trend of the inner circle. The results have indicated that ELF is a crucial topic for both regions and it is noteworthy to provide future English language teachers with expertise on ELF and the ways of its incorporation in language courses.

Journal of the Canadian Association for Curriculum Studies, 2020

This presentation is an autoethnography that explores my identity as a non-native English-speakin... more This presentation is an autoethnography that explores my identity as a non-native English-speaking writing instructor. The presentation narrates my feelings, opinions and observations about my educational journey from when I was an undergraduate student in the English department and first introduced to academic writing in English, to becoming a non-native English-speaking teacher (NNEST), until I became an English academic writing instructor. Throughout my years of teaching English to non-native speakers and teaching English academic writing, being foreign to the English language has always had a presence either in the way I identified myself or in the way my society labeled me. Society focused mainly on my non-nativeness to English. However, I was able to self-consciously see my strength of understanding and comparing the writing norms of my first culture with those of the target culture, which was reflected on my teaching in the classroom. Much of the research on NNESTs has focuse...

Discourse and Writing/Rédactologie

PhD students are enculturated into scholarly writing through relationships with their supervisors... more PhD students are enculturated into scholarly writing through relationships with their supervisors and other faculty. As part of a doctoral writing group, we explored students’ experiences that affected their writing, both cognitively and affectively, and how these experiences made them feel about themselves as academic writers. Six first and second year doctoral students participated in formal group discussions, using Edward de Bono’s (1985/1992) Six Thinking Hats to guide the discussions. In addition, the students wrote personal narratives about their writing experiences. Data were analyzed according to the rhetorical rectangle of logos, ethos, pathos, and kairos. Analysis revealed that students were having struggles with their identities as academic writers, not feeling as confident as they had before their programs, and questioning some of the pedagogy of teaching academic writing.

Journal of Education in Black Sea Region, 2018

The paper introduces a preliminary study of teachers' awareness and attitudes toward ELF in two d... more The paper introduces a preliminary study of teachers' awareness and attitudes toward ELF in two different language contexts, where English has the status of English as a Lingua Franca (ELF) and English as a Foreign Language (EFL). The exploratory study was based on the survey method and an online questionnaire was completed by 20 teachers from each region in July-August, 2016. Participants reported on their attitudes toward ELF, beliefs on Standard English, opinions on widespread of English, etc. The data obtained on Standard English within this research are broadly consistent with the trend of the inner circle. The results have indicated that ELF is a crucial topic for both regions and it is noteworthy to provide future English language teachers with expertise on ELF and the ways of its incorporation in language courses.

Is English the language of the English? In the last few decades, the English language has become ... more Is English the language of the English? In the last few decades, the English language has become a global language and although there are other languages with more native speakers such as Chinese, no language is more prevalent in international contexts than English. This paper examines the attitudes of English language learners in one international context toward ‘the’ English language and world Englishes. The researchers designed a survey and distributed it to English language learners to study their perceptions of what English they should learn. The findings of the study indicate the need for more internationalization of English language teaching in terms of teachers, curricula, and testing.

This article explores the attitudes of English language teacher trainers (ELTTs) toward how Non-N... more This article explores the attitudes of English language teacher trainers (ELTTs) toward how Non-Native English Speaking Teachers (NNESTs) should be prepared to succeed in teaching English as a Foreign Language (EFL). A number of ELTTs were surveyed to share their opinions on the strengths and weaknesses of NNEST Trainees in respect of language, culture, and the use of modern teaching methodology. Then, the trainers compared and contrasted some aspects between native and non-native English-speaking teacher trainees. Finally, the results indicate certain aspects that NNESTs need to be more aware of and that native English speakers must also be trained before entering the EFL world.

International Journal of Applied Linguistics and English Literature, 2015

Using L1 in the English classroom has long been considered as an unforgivable wrongdoing. Many En... more Using L1 in the English classroom has long been considered as an unforgivable wrongdoing. Many English teachers who use L1 in the classroom feel guilty about it and in many cases do not admit it. Recent researchers started to question the validity of this claim suggesting contexts and situations in which using L1 can be very helpful in ELT and refuting, on the other hand, the claims upon which the idea of using L2 solely were built.
My paper examines the attitudes of advanced English language learners toward using L1 in the class of English where the students and the teacher speak the same first language and also examines the attitudes of a group of EFL and ESL teachers toward the same practice.
The same questionnaire given to the students was redesigned and given to a number of teachers.

IRCEELT-2016 / International Black Sea University - Georgia

Much research shows that Non Native English Speaking Teachers NNESTs focus on accuracy rather tha... more Much research shows that Non Native English Speaking Teachers NNESTs focus on accuracy rather than fluency. This paper will investigate which language strands NNESTs focus on in their EFL classes and why. Is it because of their fear of going beyond their knowledge of English? Is it because they are experienced EFL learners and thus they understand what learners need to communicate in English?
To answer the question, a questionnaire was designed and distributed to a number of NNESTs to examine their attitudes about their own strengths, their focus in the classroom, and their opinions towards why EFL learners study English.
The findings of the paper will show whether NNESTs focus on what they see as their own strengths or on what they consider the goal of the EFL learner to study English.
KEY WORDS: NNEST, ELT, TESOL, EIL

It has long been believed that using L1 in the English classroom is an unforgivable wrongdoing. M... more It has long been believed that using L1 in the English classroom is an unforgivable wrongdoing. Many English teachers who use L1 in the classroom feel guilty about it and in many cases they do not admit it. However, recent researchers started to question the validity of this claim suggesting contexts and situations in which using L1 can be very helpful in the English classroom and refuting, on the other hand, the claims upon which the idea of using L2 solely was built. In fact, teaching students who share the L1 of the teacher at lower levels and in classes of multi-leveled students requires the use of L1 at certain times inside the classroom, whereas connecting with the students of any level should sometimes be in their L1.

My paper will highlight some of the pros and cons of using L1 in the class of L2 where the students and the teacher speak the same first language and will also examine the attitudes of a group of EFL and ESL students on their teachers’ use of L1. The same questionnaire given to the students will be redesigned and given to a number of teachers so that the study will look at the viewpoints from both perspectives.

Key words: ELT, L1, L2, TESOL

TalentLMS is a suitable online platform for English teachers to teach Reading, Writing, Listening... more TalentLMS is a suitable online platform for English teachers to teach Reading, Writing, Listening, and Speaking quite easily with nothing to install or download. Material related to language systems can also be uploaded in many formats including pdf., ppt., etc. To add to all this, the platform has recently activated gamification on the website.
Yet there are a few limitations to the e-learning experience of TalentLMS that can be overlooked if we are talking about blended learning. For example, the platform does not support instant chat or video conferencing which means that there is no way to instantly react to students’ needs. Another limitation has to do with the submission of assignments and passing the tests.
In my presentation, I will introduce TalentLMS in general and then show samples of how English teachers can use it to support their classrooms.

KEY WORDS: e-Learning – online learning –blended learning – cloud-based platform

This guide is intended for beginner and aspiring writers. Writing Flash Fiction is a quick and si... more This guide is intended for beginner and aspiring writers. Writing Flash Fiction is a quick and simple guide to how to write a short piece of fiction. The book presents examples and exercises that help readers better understand and practice the writing essentials of short fiction.

A four-paragraph essay can be mainly used when the student is given an assignment that requires h... more A four-paragraph essay can be mainly used when the student is given an assignment that requires him/her to present an argument and a counter-argument or if s/he wants to give the pros and cons of a certain issue, person, etc. In addition, if the student wants to compare/contrast two issues, people, places, etc. using the block method (where the first body paragraph is dedicated to state all the features of the first part of the comparison/contrast and the second body paragraph is dedicated to state all the features of the second part.)

by International Journal of Applied Linguistics & English Literature [IJALEL], Muhammed Ali, Mahdi Araghi, Irum Abbasi, Sami Alanazi, Amna Al Neyadi, Mohammad ali ayatollahi, Nandinerdene Osorjamaa, Malahat Yousefzadeh, Godarz Alibakhshi, Fatemeh Takallou, Majid Mobasheri, Ailar Moghaddam, Gh. F. Khalili, milad mahtabi, Khalid Al Hariri, Abdunasir Sideeg, and DOSSOUMOU Michel