Hanan Waer | Newcastle University (original) (raw)

Papers by Hanan Waer

Al-Mağallah Al-ʿilmiyyaẗ Li Kulliyyaẗ Al-Tarbiyyaẗ - Ǧāmiʿaẗ El-Wad Al-Ǧadīd, Sep 30, 2023

Improving second year preparatory school students' writing skills via the discussion method

Australian Journal of Teacher Education, Dec 31, 2022

Most research that has explored integrating the Technological Pedagogical Content Knowledge (TPAC... more Most research that has explored integrating the Technological Pedagogical Content Knowledge (TPACK) framework into teacher education programs primarily utilized context-unspecific self-report instruments. This mixed-methods study explored the efficacy of integrating four domains of the TPACK framework in an EFL course on the perception and knowledge of (30) pre-service teachers in an Egyptian university. The study also investigated the effect of the TPACK-based course on participants' lesson plans and teaching practices. Data collection instruments included a test, a questionnaire, observation checklists, lesson plans, and semistructured interviews. Quantitative analysis showed that pre-service teachers' knowledge and perception of PCK, TCK, TPK, and TPCK have significantly improved after the course. Qualitative analysis of participants' lesson plans, observation, and interviews revealed that participants moderately integrated technologies in their instruction and PCK was the most dominant in their teaching. The study provided implications for implementing TPACK in teachers' education programs.

CDELT Occasional Papers in the Development of English Education

This mixed-method study investigated the effects of writing e-journals on the metacognitive liste... more This mixed-method study investigated the effects of writing e-journals on the metacognitive listening awareness and listening comprehension of EFL university students. Participants were 70 sophomores English major at New Valley University in Egypt who studied English Phonology and Listening course. They were assigned randomly into a control (N=36) and an experimental (N=34) groups. While the two groups received in-class instruction and were assigned online listening home tasks, the experimental group was asked to submit listening e-journals after each listening task. Metacognition Awareness Listening Questionnaire (MALQ) (Vandergrift, Goh, Mareschal & Tafaghodtari, 2006) and a paper-based Longman TOEFL Listening Test were administered to the groups before and after the experiment. Analysis of listening post-test results showed that the experimental group significantly outperformed the control group. Analysis of the MALQ revealed statistically significant differences between the two groups with the advantage of the experimental group in the planning and evaluation, directed attention, person knowledge and problem-solving subscales; but not in mental translation. A positive correlation was also found between the two variables. High proficient listeners were found to use more planning and directed attention strategies and less mental translation than low-skilled listeners. Additionally, qualitative data gathered from the journals and interviews showed that students perceived keeping listening e-journals as helpful in setting goals, learning new vocabulary and monitoring learning. However, they identified some challenges in using ejournals like time-consuming and difficulty in reflecting on the listening process. Implications and recommendations for further research were provided.

Journal of Surgical Research, 2021

هدفت هذه الدراسة الى تحديد تأثير استخدام محفزات الالعاب التعليمية على تعلم مفردات اللغة الانجليزي... more هدفت هذه الدراسة الى تحديد تأثير استخدام محفزات الالعاب التعليمية على تعلم مفردات اللغة الانجليزية ومواقفهم تجاهها. اتبعت الدراسة تصميم الشبه تجريبي. شارک في هذه الدراسة 68 طالبا من کلية التربية بجامعة الوادي الجديد. تضمنت الأدوات اختبار المفردات للغة الانجليزية (APTIS) واستبيان الاتجاه ومقابلات شخصية. استخدمت المجموعة التجريبية Quizizz بينما استخدمت المجموعة الضابطة أوراق مفردات ورقية. و استغرقت الدراسة فترة مدتها سبعة أسابيع ، تم اختبار الطلاب بعد ذلک. أظهرت النتائج زيادة تعلم المفردات في المجموعة التجريبية مقارنة بالمجموعة الضابطة. و کان حجم التأثير على المجموعة التجريبية ملحوظ (Cohen’s d = 1.8، eta squared = .47). أشارت بيانات الاستبيان والمقابلة إلى اتجاهات إيجابية تجاه استخدام محفزات الالعاب التعليمية في تعلم مفردات اللغة الانجليزية. وجد الأشخاص الذين تمت مقابلتهم أن محفزات الالعاب التعليمية أکثر إثارة من طرق التعلم التقليدية. وذکروا أن استخدام محفزات الالعاب التعليمية في تعلم المفردات أکثر متعة من التمارين التقليدية. ومع ذلک ، فقد واجهوا بعض التحديات في الوصول إلى الإنترنت. ت...

CDELT Occasional Papers in the Development of English Education, 2019

Although gamification is one of the latest education trends, it has not been investigated adequat... more Although gamification is one of the latest education trends, it has not been investigated adequately in the Egyptian EFL context. Hence, this mixed-method study aimed to explore the effect of using gamification on Egyptian EFL learners' vocabulary knowledge and their attitudes toward gamification use. The study followed a pre-posttest quasi-experimental research design. A total of 68 English Majors in the Faculty of Education at New Valley University participated in this study. The instruments included a vocabulary test (APTIS), an attitude questionnaire (designed by the researcher), learning logs and follow-up interviews. The experimental group used Quizizz, whereas the control group used paper-based sheets. After a seven-week treatment period, the participants were post-tested. The results showed significantly increased vocabulary knowledge of the experimental group in the APTIS test compared to the control group. The effect size of the treatment was remarkable (Cohen’s d = 1....

ARECLS, 2009

In recent years, there has been an increasing interest in task-based learning. Authenticity has b... more In recent years, there has been an increasing interest in task-based learning. Authenticity has been characterized as a main aspect in defining a task (Long 1985; Skehan 1996; Ellis 2003). However, far too little attention has been paid to investigating authenticity in task-based interaction (TBI). To the best knowledge of the researcher, no research has been done using conversation analysis (CA) to investigate authenticity in TBI. Therefore, the present paper focuses on the issue of authenticity in task-based interaction and specifically how far doctor/patient role-play tasks attain "interactional authenticity" and reveal "situational authenticity" (Ellis 2003, p. 6). The results of this paper show how CA can inform language teaching and learning through revealing interactional features for achieving authentic role-play tasks. It also provides some implications for designing role-play tasks.

Innovation in Language Learning and Teaching, 2021

This mixed-design study examined the effect of a process-genre approach on L2 writing self-effica... more This mixed-design study examined the effect of a process-genre approach on L2 writing self-efficacy and writing performance. Thirty-one English majors, at the Faculty of Education at New Valley University, acted on as one study group. The tools of the study included a writing self-efficacy scale (designed by the researcher), an English writing test (adapted from TOFEL) and follow-up interviews (designed by the researcher). The tools were administered to the study group before and after the intervention. A 12-week writing intervention course was based on a recent process-genre model suggested by Huang and Zhang (2020). The results of the study showed significant improvements in the students’ self-efficacy, overall writing performance and the writing analytic traits (content, organization, vocabulary, language use and mechanics) and writing self-efficacy. The qualitative data triangulated the quantitative large effect size of the intervention. The main emerging theme is the process-ge...

In recent years, there has been an increasing interest in task-based learning. Authenticity has b... more In recent years, there has been an increasing interest in task-based learning. Authenticity has been characterized as a main aspect in defining a task (Long 1985; Skehan 1996; Ellis 2003). However, far too little attention has been paid to investigating authenticity in taskbased interaction (TBI). To the best knowledge of the researcher, no research has been done using conversation analysis (CA) to investigate authenticity in TBI. Therefore, the present paper focuses on the issue of authenticity in task-based interaction and specifically how far doctor/patient role-play tasks attain „interactional authenticity‟ and reveal „situational authenticity‟ (Ellis 2003, p. 6). The results of this paper show how CA can inform language teaching and learning through revealing interactional features for achieving authentic role-play tasks. It also provides some implications for designing role-play tasks.

مجلة الدراسات التربوية و الإنسانية

International Journal of English Language and Linguistics Research, 2019

It has been claimed that reflective talk can provide more opportunities for engaging learners in ... more It has been claimed that reflective talk can provide more opportunities for engaging learners in language learning (Lin and Mackay, 2005; authour2). Nevertheless, the topic of effective teaching practices used for infusing reflection into Task-Based Language Teaching (TBLT) classroom has been overlooked in the literature. This study examines the extent to which EFL teachers' practices can engage learners into reflection. The study adapted two thinking skills tasks: reading image and diamond ranking tasks. The data of this study includes 10 hours of classroom interaction in a speaking class, with participants consisting of freshmen university students studying at a Saudi University and their British teacher. Using Conversation Analysis (CA) methodology, the study highlights some of the teacher practices that increased or hindered reflection. Also, the teacher's effective questioning practices have led to the emergence of four types of reflection: reflection on task outcome, reflection on reflection, reflection on one's personal experience and reflection on personal preferences. Therefore, this study suggests a guiding framework for language teachers that demonstrates the 3 dimensions of reflections in relation to interactional space: task lay out, task outcomes and task analogy.

ARECLS, 2009

Occasional Papers in the Development of English Language Education, 2019

This mixed-method study investigated the effects of writing e-journals on the metacognitive liste... more This mixed-method study investigated the effects of writing e-journals on the metacognitive listening awareness and listening comprehension of EFL university students. Participants were 70 sophomores English major at New Valley University in Egypt who studied English Phonology and Listening course. They were assigned randomly into a control (N=36) and an experimental (N=34) groups. While the two groups received in-class instruction and were assigned online listening home tasks, the experimental group was asked to submit listening e-journals after each listening task. Metacognition Awareness Listening Questionnaire (MALQ) (Vandergrift, Goh, Mareschal & Tafaghodtari, 2006) and a paper-based Longman TOEFL Listening Test were administered to the groups before and after the experiment. Analysis of listening post-test results showed that the experimental group significantly outperformed the control group. Analysis of the MALQ revealed statistically significant differences between the two groups with the advantage of the experimental group in the planning and evaluation, directed attention, person knowledge and problem-solving subscales; but not in mental translation. A positive correlation was also found between the two variables. High proficient listeners were found to use more planning and directed attention strategies and less mental translation than low-skilled listeners. Additionally, qualitative data gathered from the journals and interviews showed that students perceived keeping listening e-journals as helpful in setting goals, learning new vocabulary and monitoring learning. However, they identified some challenges in using e-journals like time-consuming and difficulty in reflecting on the listening process. Implications and recommendations for further research were provided.

Al-Mağallah Al-ʿilmiyyaẗ Li Kulliyyaẗ Al-Tarbiyyaẗ - Ǧāmiʿaẗ El-Wad Al-Ǧadīd, Sep 30, 2023

Improving second year preparatory school students' writing skills via the discussion method

Australian Journal of Teacher Education, Dec 31, 2022

CDELT Occasional Papers in the Development of English Education

Journal of Surgical Research, 2021

CDELT Occasional Papers in the Development of English Education, 2019

ARECLS, 2009

Innovation in Language Learning and Teaching, 2021

In recent years, there has been an increasing interest in task-based learning. Authenticity has b... more In recent years, there has been an increasing interest in task-based learning. Authenticity has been characterized as a main aspect in defining a task (Long 1985; Skehan 1996; Ellis 2003). However, far too little attention has been paid to investigating authenticity in taskbased interaction (TBI). To the best knowledge of the researcher, no research has been done using conversation analysis (CA) to investigate authenticity in TBI. Therefore, the present paper focuses on the issue of authenticity in task-based interaction and specifically how far doctor/patient role-play tasks attain „interactional authenticity‟ and reveal „situational authenticity‟ (Ellis 2003, p. 6). The results of this paper show how CA can inform language teaching and learning through revealing interactional features for achieving authentic role-play tasks. It also provides some implications for designing role-play tasks.

مجلة الدراسات التربوية و الإنسانية

International Journal of English Language and Linguistics Research, 2019

ARECLS, 2009

Occasional Papers in the Development of English Language Education, 2019

This mixed-method study investigated the effects of writing e-journals on the metacognitive liste... more This mixed-method study investigated the effects of writing e-journals on the metacognitive listening awareness and listening comprehension of EFL university students. Participants were 70 sophomores English major at New Valley University in Egypt who studied English Phonology and Listening course. They were assigned randomly into a control (N=36) and an experimental (N=34) groups. While the two groups received in-class instruction and were assigned online listening home tasks, the experimental group was asked to submit listening e-journals after each listening task. Metacognition Awareness Listening Questionnaire (MALQ) (Vandergrift, Goh, Mareschal & Tafaghodtari, 2006) and a paper-based Longman TOEFL Listening Test were administered to the groups before and after the experiment. Analysis of listening post-test results showed that the experimental group significantly outperformed the control group. Analysis of the MALQ revealed statistically significant differences between the two groups with the advantage of the experimental group in the planning and evaluation, directed attention, person knowledge and problem-solving subscales; but not in mental translation. A positive correlation was also found between the two variables. High proficient listeners were found to use more planning and directed attention strategies and less mental translation than low-skilled listeners. Additionally, qualitative data gathered from the journals and interviews showed that students perceived keeping listening e-journals as helpful in setting goals, learning new vocabulary and monitoring learning. However, they identified some challenges in using e-journals like time-consuming and difficulty in reflecting on the listening process. Implications and recommendations for further research were provided.