Ali Shehadeh | UAE University (original) (raw)

Papers by Ali Shehadeh

Research paper thumbnail of Review of Mackey, A. (2020). Interaction, feedback and task research in second language learning: Methods and design. Cambridge University Press

Canadian Journal of Applied Linguistics, Mar 15, 2023

Research paper thumbnail of Shehadeh (2024) It is a task, not an exercise -What is the difference (OASIS summary)

System, 2024

Task-based language teaching (TBLT) is one of the most popular language teaching approaches that ... more Task-based language teaching (TBLT) is one of the most popular language teaching approaches that has emerged as an alternative to structural approaches. TBLT’s key concept is the construct of ‘task,’ which differs from ‘exercise,’ distinguishing TBLT from other approaches. Nevertheless, the construct of task is often confused with the construct of exercise, causing the task to lose its ‘taskness’. Therefore, this article answers the question “How do we distinguish a task from an exercise based on the task-based language teaching approach?” The article aims at assisting classroom teachers to distinguish whether a given instructional activity is a task or an exercise so that they make informed decisions in their teaching situations. This knowledge can also serve curriculum designers and material writers as well as researchers and research students who use tasks for research and data collection purposes within the TBLT framework.

Research paper thumbnail of It is a task, not an exercise: What is the difference

System, 2024

Ellis et al., 2020) have warned that the construct of task, the key concept in task-based languag... more Ellis et al., 2020) have warned that the construct of task, the key concept in task-based language teaching (TBLT), is often confused with the construct of exercise, causing the task's loss of 'taskness.' However, no systematic attempt has been made to distinguish between the task and exercise constructs. Therefore, this article systematically compares the construct of a task with that of an exercise to help teachers distinguish between the two (Ellis et al., 2020, p. 10), thus enabling them to use pedagogic activities properly. To this end, the article answers the question "Based on the task-based language teaching approach, how do we distinguish a task from an exercise?" Using a reading activity as an illustrative example with two scenarios, the article identifies and explains 10 key differences between a task and an exercise. Acknowledging that these differences are not always clear, the article concludes by emphasizing its purpose: not to suggest that exercises are worthless and tasks are worthy but to outline the value of understanding their differences for their pedagogical implications.

Research paper thumbnail of Comprehensible Output, From Occurrence to Acquisition:An Agenda for Acquisitional Research

Language Learning, Sep 1, 2002

After over a decade of research into Swain's (1985) comprehensible output (CO) hypothesis, there ... more After over a decade of research into Swain's (1985) comprehensible output (CO) hypothesis, there is still a severe lack of data showing that learner output or output modifications have any effect on second-language (L2) learning. Izumi and Bigelow (2000, p. 245) argued that this is because, in most cases, researchers assumed rather than showed whether and how output helps with language learning. In this article, I will argue that this, in turn, is because existing research on CO was mostly descriptive in nature, focusing primarily on occurrence per se rather than acquisition or whether and how output can be a source of competence in the L2. I will outline a research agenda that makes acquisitional research central to the study of CO. The goal of this article is to propose a research agenda that makes acquisitional research central to the study of comprehensible output. It begins by looking at the context in which the comprehensible output (CO) hypothesis was proposed, namely, the need to look beyond comprehensible input as a condition for second language acquisition (SLA), which surfaced in the need to explain

Research paper thumbnail of Collaborative Writing in the Second/Foreign Language (L2) Classroom

Research paper thumbnail of Review of Chapelle (2020): The concise Encyclopedia of Applied Linguistics

Australian Review of Applied Linguistics, Dec 17, 2021

Research paper thumbnail of Proceedings of the Applied Linguistics and Language Teaching Conference 2018: Teaching and Learning in a Globalized World

Research paper thumbnail of Introduction: From theory to practice in task-Based Learning

Research paper thumbnail of Of English Language Teaching

Research paper thumbnail of Task-Based Language Teaching in Foreign Language Contexts

Issues, Research and Practice, 2012

1. Preface 2. Foreword (by Pica, Teresa) 3. Chapter 1. Introduction: Broadening the perspective o... more 1. Preface 2. Foreword (by Pica, Teresa) 3. Chapter 1. Introduction: Broadening the perspective of task-based language teaching scholarship: The contribution of research in foreign language contexts (by Shehadeh, Ali) 4. Section I. Variables affecting task-based language learning and performance 5. Chapter 2. Effects of task complexity and pre-task planning on Japanese EFL learners' oral production (by Sasayama, Shoko) 6. Chapter 3. Measuring task complexity: Does EFL proficiency matter? (by Malicka, Aleksandra) 7. Chapter 4. Effects of strategic planning on the accuracy of oral and written tasks in the performance of Turkish EFL learners (by Genc, Zubeyde Sinem) 8. Chapter 5. Effects of task instructions on text processing and learning in a Japanese EFL college nursing setting (by Horiba, Yukie) 9. Chapter 6. Task structure and patterns of interaction: What can we learn from observing native speakers performing tasks? (by Hobbs, James) 10. Section II. Implementation of task-based language teaching 11. Chapter 7. Patterns of corrective feedback in a task-based adult EFL classroom setting in China (by Iwashita, Noriko) 12. Chapter 8. Incidental learner-generated focus on form in a task-based EFL classroom (by Moore, Paul J.) 13. Chapter 9. Qualitative differences in novice teachers' enactment of task-based language teaching in Hong Kong primary classrooms (by Chan, Sui Ping (Shirley)) 14. Chapter 10. Implementing computer-assisted task-based language teaching in the Korean secondary EFL context (by Park, Moonyoung) 15. Chapter 11. Task-based language teaching through film-oriented activities in a teacher education program in Venezuela (by Chacon, Carmen Teresa) 16. Chapter 12. Task-based language teacher education in an undergraduate program in Japan (by Jackson, Daniel O.) 17. Chapter 13. Incorporating a formative assessment cycle into task-based language teaching in a university setting in Japan (by Weaver, Christopher) 18. Chapter 14. Language teachers' perceptions of a task-based learning programme in a French University (by McAllister, Julie) 19. Epilogue. What is next for task-based language teaching? 20. Chapter 15. TBLT in EFL settings: Looking back and moving forward (by Carless, David) 21. About the contributors 22. Index

Research paper thumbnail of Self- and Other-Initiated Modified Output during Task-Based Interaction

TESOL Quarterly, 2001

This study examines the role self-and other-initiations play in providing opportunities for modif... more This study examines the role self-and other-initiations play in providing opportunities for modified output (MO), which Swain (1995, 1998) and Swain and Lapkin (1995) suggest is important for successful second language acquisition. Thirty-five adult participants-8 native speakers (NSs) and 27 nonnative speakers (NNSs) of English representing 13 different L1 backgrounds-performed three tasks (picture description, opinion exchange, and decision making). The first two tasks were performed in NS-NNS and NNS-NNS pairs and were audiotaped, and the third was completed in NNS groups and was audio-and videotaped. The results showed that both self-and other-initiations provided NNSs with abundant opportunities to produce MO. However, in four of the five interactional contexts examined in the study, significantly more instances of MO resulted from self-initiation than from other-initiation. These results suggest that self-initiations play an important role in prompting MO and that learners need both time and opportunity to initiate and complete repair of their own messages.

Research paper thumbnail of Comprehensible Output, From Occurrence to Acquisition:An Agenda for Acquisitional Research

Research paper thumbnail of Review: Natural Grammar

ELT Journal, 2005

... She is the author of English for Telephoning CD-ROM (Delta Publishing 2004). ... Simply state... more ... She is the author of English for Telephoning CD-ROM (Delta Publishing 2004). ... Simply stated, I believe that Natural Grammar is more of a reference book, like the Collins COBUILD Dictionary of Phrasal Verbs, for instance, than a grammar book. ...

Research paper thumbnail of Functions of Learner Output in Language Learning, Language Pedagogy, and Classroom Interaction

... Ali Shehadeh. Associate Professor, Language Unit,. College of Languages and Translation,. Kin... more ... Ali Shehadeh. Associate Professor, Language Unit,. College of Languages and Translation,. King Saud University, Riyadh, Saudi Arabia. ... The students were instructed to think aloud while writing, and especially when they were faced with a problem. ...

Research paper thumbnail of One-to-one and Group Feedback in the L2 Writing Classroom: Benefits and Classroom Implementation

Research paper thumbnail of Task-Based Language Assessment: Components, Development, and Implementation

Research paper thumbnail of Insights into learner output

... Learners achieve this by modifying and approximating their production toward successful use o... more ... Learners achieve this by modifying and approximating their production toward successful use of the target language (Swain 1985, 1993, 1995; Swain and Lapkin 1995; Pica 1994; Pica, Holliday et al., 1989; Pica, Kanagy, and Falodun 1993; Pica, Lincoln-Porter, et. ...

Research paper thumbnail of Non-Native Speakers' Production of Modified Comprehensible Output and Second Language Learning

Language Learning, 1999

... input, their inter-language (IL) performance was still off-target; that is, they were clearly... more ... input, their inter-language (IL) performance was still off-target; that is, they were clearly identifiable as non-native speakers or writers (Swain, 1984 ... Nobuyoshi and Ellis (1993) investigated learners' ability to produce more accurate output when teachers requested clarifica-tion. ...

Research paper thumbnail of UCLA Issues in Applied Linguistics Title Writing (2nd ed.) Publication Date

Research paper thumbnail of Chapter 1. Introduction

Task-Based Language Teaching: Issues, Research and Practice, 2012

Research paper thumbnail of Review of Mackey, A. (2020). Interaction, feedback and task research in second language learning: Methods and design. Cambridge University Press

Canadian Journal of Applied Linguistics, Mar 15, 2023

Research paper thumbnail of Shehadeh (2024) It is a task, not an exercise -What is the difference (OASIS summary)

System, 2024

Task-based language teaching (TBLT) is one of the most popular language teaching approaches that ... more Task-based language teaching (TBLT) is one of the most popular language teaching approaches that has emerged as an alternative to structural approaches. TBLT’s key concept is the construct of ‘task,’ which differs from ‘exercise,’ distinguishing TBLT from other approaches. Nevertheless, the construct of task is often confused with the construct of exercise, causing the task to lose its ‘taskness’. Therefore, this article answers the question “How do we distinguish a task from an exercise based on the task-based language teaching approach?” The article aims at assisting classroom teachers to distinguish whether a given instructional activity is a task or an exercise so that they make informed decisions in their teaching situations. This knowledge can also serve curriculum designers and material writers as well as researchers and research students who use tasks for research and data collection purposes within the TBLT framework.

Research paper thumbnail of It is a task, not an exercise: What is the difference

System, 2024

Ellis et al., 2020) have warned that the construct of task, the key concept in task-based languag... more Ellis et al., 2020) have warned that the construct of task, the key concept in task-based language teaching (TBLT), is often confused with the construct of exercise, causing the task's loss of 'taskness.' However, no systematic attempt has been made to distinguish between the task and exercise constructs. Therefore, this article systematically compares the construct of a task with that of an exercise to help teachers distinguish between the two (Ellis et al., 2020, p. 10), thus enabling them to use pedagogic activities properly. To this end, the article answers the question "Based on the task-based language teaching approach, how do we distinguish a task from an exercise?" Using a reading activity as an illustrative example with two scenarios, the article identifies and explains 10 key differences between a task and an exercise. Acknowledging that these differences are not always clear, the article concludes by emphasizing its purpose: not to suggest that exercises are worthless and tasks are worthy but to outline the value of understanding their differences for their pedagogical implications.

Research paper thumbnail of Comprehensible Output, From Occurrence to Acquisition:An Agenda for Acquisitional Research

Language Learning, Sep 1, 2002

After over a decade of research into Swain's (1985) comprehensible output (CO) hypothesis, there ... more After over a decade of research into Swain's (1985) comprehensible output (CO) hypothesis, there is still a severe lack of data showing that learner output or output modifications have any effect on second-language (L2) learning. Izumi and Bigelow (2000, p. 245) argued that this is because, in most cases, researchers assumed rather than showed whether and how output helps with language learning. In this article, I will argue that this, in turn, is because existing research on CO was mostly descriptive in nature, focusing primarily on occurrence per se rather than acquisition or whether and how output can be a source of competence in the L2. I will outline a research agenda that makes acquisitional research central to the study of CO. The goal of this article is to propose a research agenda that makes acquisitional research central to the study of comprehensible output. It begins by looking at the context in which the comprehensible output (CO) hypothesis was proposed, namely, the need to look beyond comprehensible input as a condition for second language acquisition (SLA), which surfaced in the need to explain

Research paper thumbnail of Collaborative Writing in the Second/Foreign Language (L2) Classroom

Research paper thumbnail of Review of Chapelle (2020): The concise Encyclopedia of Applied Linguistics

Australian Review of Applied Linguistics, Dec 17, 2021

Research paper thumbnail of Proceedings of the Applied Linguistics and Language Teaching Conference 2018: Teaching and Learning in a Globalized World

Research paper thumbnail of Introduction: From theory to practice in task-Based Learning

Research paper thumbnail of Of English Language Teaching

Research paper thumbnail of Task-Based Language Teaching in Foreign Language Contexts

Issues, Research and Practice, 2012

1. Preface 2. Foreword (by Pica, Teresa) 3. Chapter 1. Introduction: Broadening the perspective o... more 1. Preface 2. Foreword (by Pica, Teresa) 3. Chapter 1. Introduction: Broadening the perspective of task-based language teaching scholarship: The contribution of research in foreign language contexts (by Shehadeh, Ali) 4. Section I. Variables affecting task-based language learning and performance 5. Chapter 2. Effects of task complexity and pre-task planning on Japanese EFL learners' oral production (by Sasayama, Shoko) 6. Chapter 3. Measuring task complexity: Does EFL proficiency matter? (by Malicka, Aleksandra) 7. Chapter 4. Effects of strategic planning on the accuracy of oral and written tasks in the performance of Turkish EFL learners (by Genc, Zubeyde Sinem) 8. Chapter 5. Effects of task instructions on text processing and learning in a Japanese EFL college nursing setting (by Horiba, Yukie) 9. Chapter 6. Task structure and patterns of interaction: What can we learn from observing native speakers performing tasks? (by Hobbs, James) 10. Section II. Implementation of task-based language teaching 11. Chapter 7. Patterns of corrective feedback in a task-based adult EFL classroom setting in China (by Iwashita, Noriko) 12. Chapter 8. Incidental learner-generated focus on form in a task-based EFL classroom (by Moore, Paul J.) 13. Chapter 9. Qualitative differences in novice teachers' enactment of task-based language teaching in Hong Kong primary classrooms (by Chan, Sui Ping (Shirley)) 14. Chapter 10. Implementing computer-assisted task-based language teaching in the Korean secondary EFL context (by Park, Moonyoung) 15. Chapter 11. Task-based language teaching through film-oriented activities in a teacher education program in Venezuela (by Chacon, Carmen Teresa) 16. Chapter 12. Task-based language teacher education in an undergraduate program in Japan (by Jackson, Daniel O.) 17. Chapter 13. Incorporating a formative assessment cycle into task-based language teaching in a university setting in Japan (by Weaver, Christopher) 18. Chapter 14. Language teachers' perceptions of a task-based learning programme in a French University (by McAllister, Julie) 19. Epilogue. What is next for task-based language teaching? 20. Chapter 15. TBLT in EFL settings: Looking back and moving forward (by Carless, David) 21. About the contributors 22. Index

Research paper thumbnail of Self- and Other-Initiated Modified Output during Task-Based Interaction

TESOL Quarterly, 2001

This study examines the role self-and other-initiations play in providing opportunities for modif... more This study examines the role self-and other-initiations play in providing opportunities for modified output (MO), which Swain (1995, 1998) and Swain and Lapkin (1995) suggest is important for successful second language acquisition. Thirty-five adult participants-8 native speakers (NSs) and 27 nonnative speakers (NNSs) of English representing 13 different L1 backgrounds-performed three tasks (picture description, opinion exchange, and decision making). The first two tasks were performed in NS-NNS and NNS-NNS pairs and were audiotaped, and the third was completed in NNS groups and was audio-and videotaped. The results showed that both self-and other-initiations provided NNSs with abundant opportunities to produce MO. However, in four of the five interactional contexts examined in the study, significantly more instances of MO resulted from self-initiation than from other-initiation. These results suggest that self-initiations play an important role in prompting MO and that learners need both time and opportunity to initiate and complete repair of their own messages.

Research paper thumbnail of Comprehensible Output, From Occurrence to Acquisition:An Agenda for Acquisitional Research

Research paper thumbnail of Review: Natural Grammar

ELT Journal, 2005

... She is the author of English for Telephoning CD-ROM (Delta Publishing 2004). ... Simply state... more ... She is the author of English for Telephoning CD-ROM (Delta Publishing 2004). ... Simply stated, I believe that Natural Grammar is more of a reference book, like the Collins COBUILD Dictionary of Phrasal Verbs, for instance, than a grammar book. ...

Research paper thumbnail of Functions of Learner Output in Language Learning, Language Pedagogy, and Classroom Interaction

... Ali Shehadeh. Associate Professor, Language Unit,. College of Languages and Translation,. Kin... more ... Ali Shehadeh. Associate Professor, Language Unit,. College of Languages and Translation,. King Saud University, Riyadh, Saudi Arabia. ... The students were instructed to think aloud while writing, and especially when they were faced with a problem. ...

Research paper thumbnail of One-to-one and Group Feedback in the L2 Writing Classroom: Benefits and Classroom Implementation

Research paper thumbnail of Task-Based Language Assessment: Components, Development, and Implementation

Research paper thumbnail of Insights into learner output

... Learners achieve this by modifying and approximating their production toward successful use o... more ... Learners achieve this by modifying and approximating their production toward successful use of the target language (Swain 1985, 1993, 1995; Swain and Lapkin 1995; Pica 1994; Pica, Holliday et al., 1989; Pica, Kanagy, and Falodun 1993; Pica, Lincoln-Porter, et. ...

Research paper thumbnail of Non-Native Speakers' Production of Modified Comprehensible Output and Second Language Learning

Language Learning, 1999

... input, their inter-language (IL) performance was still off-target; that is, they were clearly... more ... input, their inter-language (IL) performance was still off-target; that is, they were clearly identifiable as non-native speakers or writers (Swain, 1984 ... Nobuyoshi and Ellis (1993) investigated learners' ability to produce more accurate output when teachers requested clarifica-tion. ...

Research paper thumbnail of UCLA Issues in Applied Linguistics Title Writing (2nd ed.) Publication Date

Research paper thumbnail of Chapter 1. Introduction

Task-Based Language Teaching: Issues, Research and Practice, 2012

Research paper thumbnail of Proceedings of the Applied Linguistics and Language Teaching (ALLT) Conference 2019 : Engaging in Change: New Perspectives of Teaching and Learning

This volume contains a selection of fourteen articles that originated as papers presented at the ... more This volume contains a selection of fourteen articles that originated as papers presented
at the Second Applied Linguistics and Language Teaching (ALLT) International
Conference and Exhibition which was held from 7 to 9 March 2019 at Zayed
University, Dubai, United Arab Emirates. The papers selected for inclusion showcase
contributions that document theory, research, and pedagogy within the field of ALLT in
the Arab Gulf and beyond. The volume is divided into five sections:
• Teaching of Language Skills and Sub skills
• Student Engagement, Motivation and Well being
• Curriculum Development and Pedagogy
• English Language Teaching and Technology
• Language-Based and Classroom-Based Research
The papers included in this volume represent the diverse backgrounds, experiences,
and research interests of the ALLT presenters. The contributions are a mix of theoretical,
empirical and pedagogical practices with a strong emphasis on language teaching.
While most of the papers in the proceedings focus on English language, the findings
gained and lessons learned are also useful to the teaching of any language. This makes
the Proceedings of the Applied Linguistics and Language Teaching (ALLT 2019)
Conference: Engaging in Change: New Perspectives of Teaching and Learning an
invaluable resource, addressing important aspects of contemporary research topics and
the pedagogy of language teaching.