Wafa Zoghbor | Zayed University (original) (raw)
Papers by Wafa Zoghbor
The United Arab Emirates puts tremendous effort into protecting the Arabic language and reinforci... more The United Arab Emirates puts tremendous effort into protecting the Arabic language and reinforcing its position as the language of the country’s constitution and national identity. The country’s higher education system is built on English-medium instruction, which, alongside the worldwide adherence to native-like norms that accompanies English as a global language, appears to reduce the opportunities for Arab students to take ownership of English. This chapter focuses on the negotiable space between Arabic and English in a United Arab Emirates English-medium instruction higher education context. Data were triangulated from self-reflections by thirty Emirati students (20 females and 10 males) and interviews with four faculty members of maths and information technology who taught through English. The findings show that while English-medium instruction is considered a form of multilingual education, Arabic was believed to have a positive impact on the students’ control over their university courses. The chapter provides implications for how multiple competencies can help Arab students exercise ownership of English, reduce their linguistic and cultural insecurities, and retain their identity while learning in an English-medium instruction context.
A key element in bringing long-term change in teacher practice is engaging teachers in reflection... more A key element in bringing long-term change in teacher practice is engaging teachers in reflection. While being a reflective practitioner is an important part of being an educator, using systematic reflection to help improve teaching practice requires training and mentorship. This chapter describes a professional development programme that utilised the Scholarship of Teaching and Learning framework in an English as a Medium of Instruction university in the United Arab Emirates. The programme aimed to raise awareness among faculty of the benefits of reflective practice and guide them through the process of designing their own classroom interventions to help measure the extent to which their teaching strategies and materials were effective in supporting students successfully attain their learning outcomes. Measures of impact are presented, while three case studies from faculty members who attended the Scholarship of Teaching and Learning programme are used to further illustrate the effect of the programme on teaching practice. The chapter concludes with tips on how to implement a Scholarship of Teaching and Learning programme to provide faulty in a multinational higher education institution with transformative professional development.
Routledge eBooks, May 20, 2022
Routledge eBooks, May 20, 2022
The Arab world consists of 22 countries that adopt Standard Arabic (SA) as an official language. ... more The Arab world consists of 22 countries that adopt Standard Arabic (SA) as an official language. They have a population that exceeds 420 million inhabitants (World Population Review, 2020), and it is believed that they share a similar linguistic landscape connected with similar cultures and a common history (Toffolo, 2008). However, since this vast population stretches from the Arabian Peninsula and Indian Ocean in the east to the Atlantic Ocean in the west, it is hardly possible to argue that their shared language of Arabic is uniform. Shafik (2017) argues that 'on the linguistic level little unity exists [in the Arab World]; in addition to the languages of ethnic minorities like Berbers, Nubians, and Kurds, the Arabic language itself has split into a huge variety of local dialects' (p. 1). Such linguistic diversity within Arabic itself has influenced the dominance of some Arabic dialects over others based on their outreach. The media, in this case, is an effective tool for reaching a wider audience and, as a result, the dialect used in media production is more likely to have a greater influence over other dialects not represented, or which have a weak presence, in the media. Due to mass media production and its high quality in Egypt, the Egyptian dialect has a clear dominance and is the most recognized amongst other dialects in the Arab world (Amin, 2002). For comparison, in countries like Sudan, Saudi Arabia, Libya, and the United Arab Emirates (UAE), media production is limited to television series and short films (Shafik, 2017). Other countries such as Algeria and Iraq have produced around 100 films, Syria around 150, Tunisia some 130, Lebanon has produced some 180 films, whilst Egypt has remarkably dominated media production with more than 2,500 films (Shafik, 2017). Furthermore, when it comes to quality of production, the Arab world has witnessed fierce competition. For example, the media industry in Syria has excelled in producing high-quality drama series, in Lebanon the media industry focuses on producing music clips and advertisements (Shafik, 2007), and in Dubai a pioneering media city was built to be 'a focal point of media activity in the region' (Quinn et al., 2003, p. 6). Nevertheless, media production in Egypt, ranging from talk shows and quizzes to television serials, remains the leading hub for media production in the Arab world (Shafik, 2007). The reason behind Egypt's superiority in the media relates to its long
With the ever-shortening lifespan of electronic devices due to advancements in electronics and at... more With the ever-shortening lifespan of electronic devices due to advancements in electronics and attractive consumer designs, a dramatic rise in the electronic waste magnitude has been reported as a severe challenge worldwide. These devices do contain not only valuable recyclable materials but also toxic chemicals which can impose human effects and environmental pollution. This paper investigates the awareness among UAE educated people about the electronic waste magnitude. Regionally, UAE generates 17.2 kg of e-waste per capita every year. It ranks among the highest producers of e-waste in the middle-east. As such, in efforts to develop guide strategies and extend awareness among UAE population, a diagnostic survey was conducted and spread among 562 government undergraduate students (202 males and 360 females). One significant finding revealed that despite only one-quarter of the students are not genuinely aware of e-waste definition and its environmental effects; those who are aware ...
Intellectual Discourse, 2018
The spread of English as the world lingua franca has evoked the rethinking of the significance of... more The spread of English as the world lingua franca has evoked the rethinking of the significance of native-speaker (NS) norms and models in teaching English, and as a result, the target of pronunciation teaching and learning has shifted from imitating native accents to achieving speech intelligibility. The Lingua Franca Core (LFC) proposal introduced a list of phonological features in English that are, arguably, the minimum required to achieve intelligibility and argued that mispronouncing these features is expected to cause a breakdown in communication among non-native speakers. As a consequence of this, it has been suggested that LFC be prioritized in teaching and learning English pronunciation. In response to the LFC proposal, researchers have become polarize
The purpose of this paper is to explore the attitudes of post-secondary Arab learners towards nat... more The purpose of this paper is to explore the attitudes of post-secondary Arab learners towards native and non-native varieties of English. A stimulus tap was incorporated within semistructured interviews where respondents listened to 6 speakers (an Indian, Arab, Thai, British, American, and Canadian) and then answered 5-Point Likert scale questions. The findings revealed that the interviewees encountered difficulties identifying the speakers’ first languages. Whilst the British and Canadian speakers were perceived more positively than the other speech samples and were easier to understand than the Thai speaker, they were less understandable to the interviewees than the Arab and Indian speakers. The American speaker was perceived less positively than the other speech samples and was also the least understandable. The paper concludes with a discussion of the findings and specific recommendations that could facilitate improving Arab learners’ tolerance of their own (as well as other non...
This is the original published article. It is reproduced here with the publisher's permission... more This is the original published article. It is reproduced here with the publisher's permission. The article may be available at http://www.reading.ac.uk/epu/pronsig_newsletter.htm
Poster presented at the 3rd International Conference of English as a Lingua Franca, Vienna, Austr... more Poster presented at the 3rd International Conference of English as a Lingua Franca, Vienna, Austria, May 22th-25th 2010. The poster is also available from the conference's website: http://elfconference.univie.ac.at/publications-vps-and-ppts/
World Englishes, 2020
For Emirati millennials, multilingualism is both typical and expected. Although Modern Standard A... more For Emirati millennials, multilingualism is both typical and expected. Although Modern Standard Arabic (MSA) is the official language of the United Arab Emirates (UAE), Emiratis mainly use Khaleeji (Gulf Arabic) dialects at home. English is the lingua franca and common medium of instruction with approximately 100 other languages also being spoken in the nation. While top-down language policies overtly favor English and MSA, which appear on signage, in educational contexts, and online as two 'pure' languages placed side-by-side, language 'on the ground' is considerably more complex than as 'planned'. This paper explores the language ideologies and language use of 100 Emirati university students through mixed-method questionnaires and classroom observations recorded in researcher journals. Analysis of the data revealed creative translanguaging practices. It is argued that such grassroots hybridity could act as a counterdiscourse to rigid 'English only' expectations in English-medium universities and policies advocating 'pure and separate' language use. 1 INTRODUCTION Sitting in a café in downtown Abu Dhabi or Dubai, one is surrounded by diversity. Not only do people's appearances vary dramatically from Emiratis in the distinctive national dress of black abayas and white kandoras, to expatriates dressed in jeans and T-shirts, but the language one hears is an equally vibrant mix. Emiratis' Arabic is almost always peppered with English words. Filipinos' Tagalog and English is inevitably interspersed with expressions from the local Khaleeji dialect, such as yalla ('come on') or shuu? ('what?'). British, Russian, and Lebanese expatriate friends might converse together in English, but when the Russian answers her phone she switches to her native tongue. The Lebanese woman dips in and out of French, Arabic, and English depending on social interactions. The ways in which such linguistic diversity and hybridity could be exemplified in the UAE's superdiverse cities are inexhaustible. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
System, 2018
The global spread of English as the world lingua franca has an impact on the goals of teaching pr... more The global spread of English as the world lingua franca has an impact on the goals of teaching pronunciation, where 'comfortable intelligibility' should be the goal rather than native-like pronunciation. Jenkins (2000) proposed the Lingua Franca Core (LFC), a syllabus that includes a list of phonological features that are, arguably, the minimum required to result in intelligible communication among non-native speakers of English (NNSs). This study has rethought the contents of this list for Arab learners. To this end, the intelligibility of 50 L1 Arabic learners of English at post-secondary level was evaluated by 18 non-Arab speakers using the buzzer technique, and an index has been developed for unintelligible utterances in the speakers' speech samples. The findings support most of the core features
Asian Englishes, 2018
Currently, the linguistic landscape in the United Arab Emirates (UAE) can be described as dynamic... more Currently, the linguistic landscape in the United Arab Emirates (UAE) can be described as dynamic, complex and multifaceted. This article discusses the status of English in the UAE with three key periods of language change being identified, based on Schneider's 'dynamic model' of postcolonial Englishes. The increasing impact of English as a lingua franca, and the recent shift towards English Medium Instruction at all levels of Emirati education are then explored before examining attitudes towards English with reference to the 'Englishization vs. hybridization' debate. It is argued that rather than English and Arabic being used in a binary way representing linguistic purity, the UAE's linguistic landscape is more complex and dynamic. Emiratis are increasingly using multiple forms of linguistic hybridity such as 'white dialects' , 'Arabizi' , 'translanguaging' and 'code-switching' , which are reshaping Emirati language use and additionally influencing local identities.
The Handbook of English Pronunciation, 2015
... 2000) proposed the Lingua Franca Core (LFC): a list of features which she presumes to be the ... more ... 2000) proposed the Lingua Franca Core (LFC): a list of features which she presumes to be the minimum required to result in intelligible communication among non-native ... I am deeply indebted to the post-secondary Arab students and the UK participants ... CA Contrastive Analysis ...
Book Chapter, 2023
The United Arab Emirates puts tremendous effort into protecting the Arabic language and reinforci... more The United Arab Emirates puts tremendous effort into protecting the Arabic language and reinforcing its position as the language of the country’s constitution and national identity. The country’s higher education system is built on English-medium instruction, which, alongside the worldwide adherence to native-like norms that accompanies English as a global language, appears to reduce the opportunities for Arab students to take ownership of English. This chapter focuses on the negotiable space between Arabic and English in a United Arab Emirates English-medium instruction higher education context. Data were triangulated from self-reflections by thirty Emirati students (20 females and 10 males) and interviews with four faculty members of maths and information technology who taught through English. The findings show that while English-medium instruction is considered a form of multilingual education, Arabic was believed to have a positive impact on the students’ control over their university courses. The chapter provides implications for how multiple competencies can help Arab students exercise ownership of English, reduce their linguistic and cultural insecurities, and retain their identity while learning in an English-medium instruction context.
Gendered Success in Higher Education
The case study university was established for women’s education by federal decree of the United A... more The case study university was established for women’s education by federal decree of the United Arab Emirates (UAE) in the 1990s. It was selected as it has a high percentage of women leaders. That situation is unusual, particularly in the male dominated socio-cultural environment of the Middle East. Regional statistics on women in academia are analysed in this chapter, and an interpretation of interviews with female leaders at the university is presented. Three themes of best practices were identified: women leading change within the specific academic context of the case study university (CSU); recruitment, retention, and promotion policies that support women’s leadership; and the mitigation of influences from the socio-cultural environment. These best practices in the CSU enabled the negotiation of space for women’s academic leadership.
The United Arab Emirates puts tremendous effort into protecting the Arabic language and reinforci... more The United Arab Emirates puts tremendous effort into protecting the Arabic language and reinforcing its position as the language of the country’s constitution and national identity. The country’s higher education system is built on English-medium instruction, which, alongside the worldwide adherence to native-like norms that accompanies English as a global language, appears to reduce the opportunities for Arab students to take ownership of English. This chapter focuses on the negotiable space between Arabic and English in a United Arab Emirates English-medium instruction higher education context. Data were triangulated from self-reflections by thirty Emirati students (20 females and 10 males) and interviews with four faculty members of maths and information technology who taught through English. The findings show that while English-medium instruction is considered a form of multilingual education, Arabic was believed to have a positive impact on the students’ control over their university courses. The chapter provides implications for how multiple competencies can help Arab students exercise ownership of English, reduce their linguistic and cultural insecurities, and retain their identity while learning in an English-medium instruction context.
A key element in bringing long-term change in teacher practice is engaging teachers in reflection... more A key element in bringing long-term change in teacher practice is engaging teachers in reflection. While being a reflective practitioner is an important part of being an educator, using systematic reflection to help improve teaching practice requires training and mentorship. This chapter describes a professional development programme that utilised the Scholarship of Teaching and Learning framework in an English as a Medium of Instruction university in the United Arab Emirates. The programme aimed to raise awareness among faculty of the benefits of reflective practice and guide them through the process of designing their own classroom interventions to help measure the extent to which their teaching strategies and materials were effective in supporting students successfully attain their learning outcomes. Measures of impact are presented, while three case studies from faculty members who attended the Scholarship of Teaching and Learning programme are used to further illustrate the effect of the programme on teaching practice. The chapter concludes with tips on how to implement a Scholarship of Teaching and Learning programme to provide faulty in a multinational higher education institution with transformative professional development.
Routledge eBooks, May 20, 2022
Routledge eBooks, May 20, 2022
The Arab world consists of 22 countries that adopt Standard Arabic (SA) as an official language. ... more The Arab world consists of 22 countries that adopt Standard Arabic (SA) as an official language. They have a population that exceeds 420 million inhabitants (World Population Review, 2020), and it is believed that they share a similar linguistic landscape connected with similar cultures and a common history (Toffolo, 2008). However, since this vast population stretches from the Arabian Peninsula and Indian Ocean in the east to the Atlantic Ocean in the west, it is hardly possible to argue that their shared language of Arabic is uniform. Shafik (2017) argues that 'on the linguistic level little unity exists [in the Arab World]; in addition to the languages of ethnic minorities like Berbers, Nubians, and Kurds, the Arabic language itself has split into a huge variety of local dialects' (p. 1). Such linguistic diversity within Arabic itself has influenced the dominance of some Arabic dialects over others based on their outreach. The media, in this case, is an effective tool for reaching a wider audience and, as a result, the dialect used in media production is more likely to have a greater influence over other dialects not represented, or which have a weak presence, in the media. Due to mass media production and its high quality in Egypt, the Egyptian dialect has a clear dominance and is the most recognized amongst other dialects in the Arab world (Amin, 2002). For comparison, in countries like Sudan, Saudi Arabia, Libya, and the United Arab Emirates (UAE), media production is limited to television series and short films (Shafik, 2017). Other countries such as Algeria and Iraq have produced around 100 films, Syria around 150, Tunisia some 130, Lebanon has produced some 180 films, whilst Egypt has remarkably dominated media production with more than 2,500 films (Shafik, 2017). Furthermore, when it comes to quality of production, the Arab world has witnessed fierce competition. For example, the media industry in Syria has excelled in producing high-quality drama series, in Lebanon the media industry focuses on producing music clips and advertisements (Shafik, 2007), and in Dubai a pioneering media city was built to be 'a focal point of media activity in the region' (Quinn et al., 2003, p. 6). Nevertheless, media production in Egypt, ranging from talk shows and quizzes to television serials, remains the leading hub for media production in the Arab world (Shafik, 2007). The reason behind Egypt's superiority in the media relates to its long
With the ever-shortening lifespan of electronic devices due to advancements in electronics and at... more With the ever-shortening lifespan of electronic devices due to advancements in electronics and attractive consumer designs, a dramatic rise in the electronic waste magnitude has been reported as a severe challenge worldwide. These devices do contain not only valuable recyclable materials but also toxic chemicals which can impose human effects and environmental pollution. This paper investigates the awareness among UAE educated people about the electronic waste magnitude. Regionally, UAE generates 17.2 kg of e-waste per capita every year. It ranks among the highest producers of e-waste in the middle-east. As such, in efforts to develop guide strategies and extend awareness among UAE population, a diagnostic survey was conducted and spread among 562 government undergraduate students (202 males and 360 females). One significant finding revealed that despite only one-quarter of the students are not genuinely aware of e-waste definition and its environmental effects; those who are aware ...
Intellectual Discourse, 2018
The spread of English as the world lingua franca has evoked the rethinking of the significance of... more The spread of English as the world lingua franca has evoked the rethinking of the significance of native-speaker (NS) norms and models in teaching English, and as a result, the target of pronunciation teaching and learning has shifted from imitating native accents to achieving speech intelligibility. The Lingua Franca Core (LFC) proposal introduced a list of phonological features in English that are, arguably, the minimum required to achieve intelligibility and argued that mispronouncing these features is expected to cause a breakdown in communication among non-native speakers. As a consequence of this, it has been suggested that LFC be prioritized in teaching and learning English pronunciation. In response to the LFC proposal, researchers have become polarize
The purpose of this paper is to explore the attitudes of post-secondary Arab learners towards nat... more The purpose of this paper is to explore the attitudes of post-secondary Arab learners towards native and non-native varieties of English. A stimulus tap was incorporated within semistructured interviews where respondents listened to 6 speakers (an Indian, Arab, Thai, British, American, and Canadian) and then answered 5-Point Likert scale questions. The findings revealed that the interviewees encountered difficulties identifying the speakers’ first languages. Whilst the British and Canadian speakers were perceived more positively than the other speech samples and were easier to understand than the Thai speaker, they were less understandable to the interviewees than the Arab and Indian speakers. The American speaker was perceived less positively than the other speech samples and was also the least understandable. The paper concludes with a discussion of the findings and specific recommendations that could facilitate improving Arab learners’ tolerance of their own (as well as other non...
This is the original published article. It is reproduced here with the publisher's permission... more This is the original published article. It is reproduced here with the publisher's permission. The article may be available at http://www.reading.ac.uk/epu/pronsig_newsletter.htm
Poster presented at the 3rd International Conference of English as a Lingua Franca, Vienna, Austr... more Poster presented at the 3rd International Conference of English as a Lingua Franca, Vienna, Austria, May 22th-25th 2010. The poster is also available from the conference's website: http://elfconference.univie.ac.at/publications-vps-and-ppts/
World Englishes, 2020
For Emirati millennials, multilingualism is both typical and expected. Although Modern Standard A... more For Emirati millennials, multilingualism is both typical and expected. Although Modern Standard Arabic (MSA) is the official language of the United Arab Emirates (UAE), Emiratis mainly use Khaleeji (Gulf Arabic) dialects at home. English is the lingua franca and common medium of instruction with approximately 100 other languages also being spoken in the nation. While top-down language policies overtly favor English and MSA, which appear on signage, in educational contexts, and online as two 'pure' languages placed side-by-side, language 'on the ground' is considerably more complex than as 'planned'. This paper explores the language ideologies and language use of 100 Emirati university students through mixed-method questionnaires and classroom observations recorded in researcher journals. Analysis of the data revealed creative translanguaging practices. It is argued that such grassroots hybridity could act as a counterdiscourse to rigid 'English only' expectations in English-medium universities and policies advocating 'pure and separate' language use. 1 INTRODUCTION Sitting in a café in downtown Abu Dhabi or Dubai, one is surrounded by diversity. Not only do people's appearances vary dramatically from Emiratis in the distinctive national dress of black abayas and white kandoras, to expatriates dressed in jeans and T-shirts, but the language one hears is an equally vibrant mix. Emiratis' Arabic is almost always peppered with English words. Filipinos' Tagalog and English is inevitably interspersed with expressions from the local Khaleeji dialect, such as yalla ('come on') or shuu? ('what?'). British, Russian, and Lebanese expatriate friends might converse together in English, but when the Russian answers her phone she switches to her native tongue. The Lebanese woman dips in and out of French, Arabic, and English depending on social interactions. The ways in which such linguistic diversity and hybridity could be exemplified in the UAE's superdiverse cities are inexhaustible. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
System, 2018
The global spread of English as the world lingua franca has an impact on the goals of teaching pr... more The global spread of English as the world lingua franca has an impact on the goals of teaching pronunciation, where 'comfortable intelligibility' should be the goal rather than native-like pronunciation. Jenkins (2000) proposed the Lingua Franca Core (LFC), a syllabus that includes a list of phonological features that are, arguably, the minimum required to result in intelligible communication among non-native speakers of English (NNSs). This study has rethought the contents of this list for Arab learners. To this end, the intelligibility of 50 L1 Arabic learners of English at post-secondary level was evaluated by 18 non-Arab speakers using the buzzer technique, and an index has been developed for unintelligible utterances in the speakers' speech samples. The findings support most of the core features
Asian Englishes, 2018
Currently, the linguistic landscape in the United Arab Emirates (UAE) can be described as dynamic... more Currently, the linguistic landscape in the United Arab Emirates (UAE) can be described as dynamic, complex and multifaceted. This article discusses the status of English in the UAE with three key periods of language change being identified, based on Schneider's 'dynamic model' of postcolonial Englishes. The increasing impact of English as a lingua franca, and the recent shift towards English Medium Instruction at all levels of Emirati education are then explored before examining attitudes towards English with reference to the 'Englishization vs. hybridization' debate. It is argued that rather than English and Arabic being used in a binary way representing linguistic purity, the UAE's linguistic landscape is more complex and dynamic. Emiratis are increasingly using multiple forms of linguistic hybridity such as 'white dialects' , 'Arabizi' , 'translanguaging' and 'code-switching' , which are reshaping Emirati language use and additionally influencing local identities.
The Handbook of English Pronunciation, 2015
... 2000) proposed the Lingua Franca Core (LFC): a list of features which she presumes to be the ... more ... 2000) proposed the Lingua Franca Core (LFC): a list of features which she presumes to be the minimum required to result in intelligible communication among non-native ... I am deeply indebted to the post-secondary Arab students and the UK participants ... CA Contrastive Analysis ...
Book Chapter, 2023
The United Arab Emirates puts tremendous effort into protecting the Arabic language and reinforci... more The United Arab Emirates puts tremendous effort into protecting the Arabic language and reinforcing its position as the language of the country’s constitution and national identity. The country’s higher education system is built on English-medium instruction, which, alongside the worldwide adherence to native-like norms that accompanies English as a global language, appears to reduce the opportunities for Arab students to take ownership of English. This chapter focuses on the negotiable space between Arabic and English in a United Arab Emirates English-medium instruction higher education context. Data were triangulated from self-reflections by thirty Emirati students (20 females and 10 males) and interviews with four faculty members of maths and information technology who taught through English. The findings show that while English-medium instruction is considered a form of multilingual education, Arabic was believed to have a positive impact on the students’ control over their university courses. The chapter provides implications for how multiple competencies can help Arab students exercise ownership of English, reduce their linguistic and cultural insecurities, and retain their identity while learning in an English-medium instruction context.
Gendered Success in Higher Education
The case study university was established for women’s education by federal decree of the United A... more The case study university was established for women’s education by federal decree of the United Arab Emirates (UAE) in the 1990s. It was selected as it has a high percentage of women leaders. That situation is unusual, particularly in the male dominated socio-cultural environment of the Middle East. Regional statistics on women in academia are analysed in this chapter, and an interpretation of interviews with female leaders at the university is presented. Three themes of best practices were identified: women leading change within the specific academic context of the case study university (CSU); recruitment, retention, and promotion policies that support women’s leadership; and the mitigation of influences from the socio-cultural environment. These best practices in the CSU enabled the negotiation of space for women’s academic leadership.
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.
