BSpace
The British University in Dubai (BUiD) Digital Repository
Welcome to BSpace, the online institutional repository of the British University in Dubai. BSpace provides access to the Dissertations, Thesis, Research projects, Faculty publications and archives of BUiD.
Submit your dissertation/thesis by completing the registration using your BUiD email.
Review the submission guidelines before you submit the final version
Communities in BSpace
Select a community to browse its collections.
- This community includes the articles, book chapters, conference and working papers published by BUiD staff members.
- This community includes the Theses and Dissertations submitted by Faculty of Business and Law students
- This community includes the Theses and Dissertations submitted by Faculty of Education students
- This community includes the Theses and Dissertations submitted by Faculty of Engineering and IT students
- The Journal is run by the Faculty of Education, The British University in Dubai (BUiD).
- This community includes the Newsletters published by the BUiD library
- This community includes the BUiD conference papers, newsletters and magazines.
Recent Submissions
Exploring Teachers' Utilization of Adaptive Learning Platform Features to Foster Students' Self-Regulated Learning: A Focus on ALEKS Platform
(The British University in Dubai (BUiD), 2024-03) ALMASRI, TASNEEM “MOHAMMED NOOR”; Professor Christopher Hill
Adaptive Learning (AL) is a revolutionary promising technology that employs artificial intelligence to optimize students’ performance and attainment by providing customized learning frameworks that cater to each learner's unique needs. However, the isolated nature of this learning environment has not only necessitated ensuring that students are equipped with the essential skills to thrive within this landscape but also underscored the importance of aligning teachers’ practices to meet this demand. Cultivating students’ Self-regulated learning (SRL) is a critical practice that is needed in this academic setting. A scarcity of studies that explore teachers’ utilization of Adaptive Learning Platforms (ALP) to foster students’ academic competencies, including SRL, was noticeable. Focusing on ALEKS, this study investigates teachers' perceptions of the effectiveness of ALEKS’s features in promoting students' SRL skills. Additionally, the study seeks to assess teachers’ employment of ALEKS’s tools to enhance students’ SRL. Thirdly, this study explores how ALEKS's features could enhance students' SRL. A parallel mixed-method approach was adopted to address the research questions: an online questionnaire and semi-structured interviews. The findings revealed a general affirmation among teachers of ALEKS’s capacity to promote students’ SRL. Moreover, the findings showcased the presence of teachers’ employment of strategies that are believed to foster students' SRL skills within ALEKS context and underlined the need for more consistent engagement. Furthermore, the findings, combined with the theoretical framework, demonstrated ALEKS’s SRL promotion potential. The results additionally highlight obstacles to using ALEKS or other ALPs, and shed light on valuable implications for educators, policymakers, and instructional designers.
Discourse Analysis of Lexical Cohesive Devices in Shakespearean Sonnets: Exploring their Significant Functions and Roles in ESL Poetry Classes
(The British University in Dubai (BUiD), 2024-03) EL MAJANINI, DINA BADR; Dr Emad Abu Ayyash
This study investigates the function of lexical cohesive devices in Shakespeare's sonnets and aims to transfer their significance to ESL poetry classes. Employing a qualitative approach and manual discourse analysis, the study explores the correlation between the usage of these devices and the overall expression and quality of poems. Grounded in the interpretivism paradigm, the research utilizes Halliday and Hasan's 1976 model of cohesive devices as an analytical framework. Through purposive sampling of four sonnets, the study delves into how lexical cohesive devices emphasize key themes, enhance rhythm and flow, improve clarity and fluency, create cohesion between adjacent words, and add variety to language. Moreover, the research reveals how these devices contribute to creating contrast and tension, adding specificity and detail, illustrating relationships between components, enhancing descriptive detail, and establishing symmetry within the sonnets. The findings underscore the pedagogical significance of understanding and teaching cohesive devices in poetry writing. Furthermore, the study introduces a practical and innovative pedagogical tool—the graphic organizer—that bridges the gap between theoretical understanding and practical application in poetry education. This research contributes significantly to the field by offering concrete strategies for educators to empower students in their poetic endeavors.
Investigating the Effectiveness of Using Blended Learning on Grade Ten (16-year-old) ESL Learners' Lexical Range and Accuracy
(The British University in Dubai (BUiD), 2023-12) KAMEL, MOHAMED HASSAN MOHAMED; Dr Emad A. S. Abu-Ayyash
The digital age has revolutionised the landscape of education, prompting a shift from traditional teaching methods to innovative approaches. This dissertation delves into the transformative potential of blended learning, focusing on its impact on the vocabulary range and accuracy of grade 10 students. The central objective of this study was to meticulously explore how blended learning influences students' vocabulary skills and their perceptions towards this blended educational model. Employing a comprehensive mixed-methods approach, this research integrated quantitative and qualitative data collection methods. Two sets of pre- and post-tests were administered, allowing for a quantitative assessment of the students' vocabulary acquisition. Furthermore, qualitative insights were gathered through in-depth interviews, providing a nuanced understanding of the students' attitudes and experiences with blended learning. The outcomes of this study revealed compelling evidence in favour of blended learning. The students engaged in blended learning activities exhibited a substantial improvement in their vocabulary range and accuracy compared to their counterparts exposed to traditional teaching methods. Moreover, the qualitative findings illuminated the positive attitudes students held towards blended learning, emphasising its interactive and engaging nature. This research has significant implications for both educators and curriculum designers. For educators, the study serves as a valuable guidepost, showcasing the effectiveness of blended learning in enhancing students' vocabulary skills. By integrating blended learning strategies, educators can create dynamic learning environments that cater to diverse learning styles, fostering improved vocabulary acquisition among students. Curriculum designers can draw upon these findings to develop innovative and adaptive curricula, aligning educational objectives with the interactive potential of blended learning. In essence, this dissertation not only contributes empirical evidence to the discourse on blended learning, but also underscores its potential as a catalyst for educational advancement. By embracing the insights presented in this study, educators and curriculum designers are empowered to reshape the educational landscape, ensuring a more engaging and effective learning experience for students.
Reusing Minarets as a Passive Cooling (Wind Catcher/Solar Chimney): A Case Study in the Emirate of Sharjah
(The British University in Dubai (BUiD), 2023-04-28) ABDALLA, TALIB ABDALLA ALI; Dr Hanan Taleb
The number of mosques in the United Arab Emirates exceeds 9,000 mosques, including approximately 3,000 mosques in the Emirate of Sharjah alone. The minaret accompanies the design of each mosque, which is equivalent to the number of mosques, and more, since some mosque designs have more than one minaret.
In this research, the idea of repurposing minarets or adding new uses to them is studied, such as using minarets as a passive cooling method, such as using them as wind catchers/solar chimneys that contribute to the process of directing the wind to the prayer hall and work to increase thermal comfort through environmentally friendly passive cooling methods.
The Luqman Mosque in the Al Tay area in Sharjah was studied as a model for a case study. It was drawn using the IESVE computer simulation program, and then different scenarios were created for the idea of creating a connection between the prayer hall and the minaret by making doors and windows. After that, the opening and closing of windows and doors in each case were studied. One side of the prayer hall and the minaret, in addition to scenarios for opening the windows of the dome and adding a divider in the minaret, divides it into two parts. It should be noted that the number of virtual scenarios reaches 34 designs. The results are then analyzed, conclusions are drawn, and the results are then evaluated.
The study revealed the possibility, benefit, and feasibility of the idea of repurposing the minaret in reducing overall energy consumption and the impact of thermal comfort elements such as air temperature, relative humidity, wind movement, mean radiant temperature and CFD in the process of repurposing the minaret.
Augmented Reality Integration for Enhanced English Vocabulary Acquisition among Elementary Students with Special Educational Needs in an American Private School in Dubai, United Arab Emirates: Perspectives of Special Education and English Teachers on the Challenges and Potential
(The British University in Dubai (BUiD), 2024-03) ALSHATARAT, SAMAH JEHAD AHMAD; Dr Emad Abu-Ayyash
The current study explores the perspectives of special educational needs (SEN) teachers and English teachers regarding the effectiveness of utilizing augmented reality (AR) in enhancing vocabulary acquisition among elementary students with special educational needs in an American private school in Dubai. The researcher conducted semi-structured interviews with a purposeful sampling that included six English teachers, four special educational needs teachers, and six learning support assistants. As the study follows a qualitative approach, a detailed description of the participants’ perspectives has been provided. The study has attempted to answer the following questions: 1) What are the perceptions of English teachers regarding the effectiveness of augmented reality in enhancing vocabulary acquisition for elementary students with special educational needs?, 2) How do Special Education teachers evaluate the suitability of augmented reality as a tool for supporting vocabulary application among students with diverse learning needs?, 3) What are the identified challenges, if any, in integrating augmented reality for vocabulary development among students with special educational needs, as perceived by both English and Special Education teachers?, and 4) What strategies and recommendations do teachers propose to optimize the use of augmented reality in catering to the individualized vocabulary learning requirements of students with special educational needs in an American private school in Dubai? The study found that integrating AR has shown effectiveness in the retention and application of newly acquired words among students with various special educational needs. Additionally, it has explored the main challenges along with recommendations to strengthen the effectiveness of using AR technology in special education.