Browsing by Author "EMARA, TAREK MAHMOUD IBRAHIM"

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    Effectiveness of Psycholinguistic Approaches in Improving Students’ Achievements in Writing in the Online Distance Learning Setting: A Case Study on Grade Eleven Students in the UAE
    (The British University in Dubai (BUiD), 2023-06) EMARA, TAREK MAHMOUD IBRAHIM
    Because of the Covid-19 pandemic, Online Distance Learning (ODL) has become an important learning tool that needs more attention from educationalists to be effectively used to deliver the English language to second language learners. This requires English language teachers (ELTs) to adopt valid methodological approaches and adapt suitable strategies to help improve their teaching practices in ODL classrooms, which may be applicable in other language teaching contexts. This study is a contribution to our knowledge of how to effectively employ psycholinguistic approaches in the ODL setting to improve students’ achievements in the English Language Writing Skill (ELWS). To investigate and explore its effectiveness in improving students’ ELWS achievements in the ODL setting. A mixed-methods approach was employed, using the pretest-posttests, and classroom observations during 8-week intervention on an experimental group treated by implementing the proposed psycholinguistic framework and a control group that was taught conventionally. A close-ended questionnaire was also employed to explore ELTs’ perceptions of psycholinguistic approaches and elicit their suggestions to implement them more effectively and figure out some solutions to any upcoming ODL challenges. Results from the pretest-posttests and findings from the classroom observations show that there is a difference in students’ ELWS achievements in favor of the experimental group. Results from the questionnaire show that ELTs need to enrich their knowledge to be skillful enough to master the ODL setting.
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    The Impact of Multicultural Identities in Classrooms on the Practice of English Language Teachers: A Case Study of Native and Non-Native English Language Teachers
    (The British University in Dubai (BUiD), 2018-09) EMARA, TAREK MAHMOUD IBRAHIM
    Over the past years, many debates have been raised over certain variables that have great influences on teaching English to second language learners. Of these, cultural diverse identities stand distinguished in the queue. To hit the main purpose of the current study, a qualitative method is used to examine to what extent the teaching of English language teachers (ELTs) is influenced by their awareness of multicultural identities in classrooms, especially when they have limited conceptions of the issue, tackling it in terms of certain socio-cultural theories. Two methodological tools have been employed: a classroom observation and an interview with each of the participant ELT. The present study tackles four major points: a) How do the ELTs, native and non-native, perceive multicultural identities in their classrooms? b) How ELTs’ performances are affected, positively or negatively, by this situation? c) How do the ELTs make use of their potentials to handle such a situation? And d) What are the relevant and effective strategies that should be adopted to promote the ELTs’ performances when teaching in such classrooms?