Thesis for Doctor of Education

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https://bspace.buid.ac.ae/handle/1234/834

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Research Based Pedagogy to Enhance Quality of Learning: A Study Among Selected Higher Education Institutions in the UAE
(The British University in Dubai (BUiD), 2024-07) AL HERSI, MARYAM SALEM; Professor Christopher Hill
The present research focuses on the quality of education and relies on the teaching and learning approaches that would lead to the desired learning outcomes. The vision 2071 of education in the UAE is promoting the establishment of a researching culture and innovations. The role of universities has expanded from graduating students with a degree only, but also to obtain high skills of researching. Consequently, the government is expecting the universities to attract National and International Scholars and researchers. Research Based Pedagogy has become the teaching and learning approaches adopted by the universities and higher education institutions in the UAE. Research Based Pedagogy is referred to as a significant concept that would facilitate in creating research culture and to graduate students with high cognitive thinking order. The government of the UAE is viewing research as an investment that would enhance the quality of life and solve complex future problems. Learning research in the university would enhance, self-efficacy, critical thinking skills, analysis, synthesis, and complex cognitive skills. Accordingly, the impact on quality of learning outcomes is expected to be positive and impressive. The purpose of this study is to explore the role of Research-Based Pedagogy (RBP) in enhancing the quality of learning in Higher Education in the UAE. The study employed Mixed Methods Research Approach and Concurrent Triangulation design to collect and analyze the data. For qualitative data collection, sampling selection was purposely implemented in this study. Semi-structured interviews were conducted to explore the opinions of six faculty members (N=6) working, and teaching in Higher education Institutions in the UAE on RBP. The interviewees vary on their year of experience on RBP and researching in Higher education. Thematic coding analysis was applied in data analysis. For quantitative data collection, convenient sampling was implemented for this study, the questionnaires were distributed to 200 (N=200) undergraduates who were studying and conducting research in selected Higher Education Institutions in the UAE. The majority of students are Emirati who are studying and conducting research as part of their learning. One institution is the federal government and another one is semi-government, and both are research-based universities. Findings from the questionnaire of 200 students (N=200) revealed the influence of research-based pedagogy (studying research methods and conducting research) in higher education on students’ overall quality of learning. Some students exhibited joy while conducting research, others referred to their success to their instructor’s feedback and guidance. The questionnaire results underlined that studying and conducting research for undergraduate students have an influence on their skills. Enhancing quality of learning, is defined as the engagement of students in knowledge creation, communication and establishing. In addition, students have acknowledged the importance of researching in developing the maturity of their judgment. This was demonstrated by 43 % who strongly believe in the influence of studying and conducting research on their personal life. In another word, studying research and conducting it have helped students to value different perspectives. Furthermore, the study has also revealed that RBP has an impact on enhancing complex thinking skills such as critical and analytical skills which was demonstrated by 72%. The outcome of the study revealed that there is a common ground agreement among faculty members on the positive impact of research-based pedagogy learning and teaching on enhancing the quality of learning experiences of students. Faculty members strongly believe researching can improve decision making and are actively engaged in creating knowledge. However, there is also a concern on the seriousness of students on continuing learning through researching. The study has also revealed significant concerns of faculty on the authenticity of the research conducted by students. Faculty members’ perceptions of students are generally lower than their expectations based on their experience with their students and the number of years they have been teaching research or supervising students' research papers. The study outcome of this dissertation will help the decision makers to understand the current practice of research-based pedagogy on learning and its quality in the Higher Education institutions. Consequently, further plans and policies can be determined to create an excellent educational hub for researchers in the UAE. Furthermore, to evaluate the tools and learning experiences of undergraduates on researching and areas of improvements.
Instructor Social Presence in Digital Education at Higher Education Institutions in the UAE
(The British University in Dubai (BUiD), 2024-06) SHEHZAD, NAUREEN; Dr Tendai Charles
The radical changes in educational pedagogies has been a driving force behind writing this thesis. With the ever evolving landscape of digital education, understanding the role of instructor social presence in online education is of paramount importance. The study explores the role of instructor social presence and its impact on student engagement in the context of UAE. Using a mixed-methods explanatory sequential design, in the first phase quantitative data was collected by surveying instructors in different educational institutions in the UAE. The survey consisted of Likert-scale questions and was distributed to 100 participants using random sampling. The second phase of the study included in-depth interviews from faculty (N=10) using purposeful sampling. The study is grounded in Community of Inquiry as the theoretical framework which stems from Vygotsky’s social constructivist theory. Through careful and intensive investigation, it was found that instructor social presence is a good predictor for student behavioural, cognitive and psychological engagement. While applying Cresswell’s inductive approach to qualitative data, several themes were reveled which primarily focused on the importance and inclusion of instructor social presence. This study is geographically specific and yielded the results only in the UAE. Further studies need to be carried out with a larger population using longitudinal study designs. To conclude, it is important to note that technology and artificial intelligence is shaping the future of education. Therefore, as teachers, we need to keep abreast of all upcoming technologies to impart education that can engage and bring life-long learning skills to the GenZ.
The Role of Family Language Policy in Reversing Intergenerational Language Shift in the Case of Jordanian Expatriate Families in Dubai
(The British University in Dubai (BUiD), 2024-09) RAZEM, REEM J.; Dr Emad Abu-Ayyash
This study explores the problem of Intergenerational Language Shift (ILS) from Arabic to English amongst second-generation bilingual children from Jordanian expatriate parents’ perspective. It seeks to unravel the crucial role that Family Language Policy (FLP), if it exists, plays in reversing this language shift and preserving the Arabic language and identity from a sociolinguistic standpoint. The research is underpinned by Fishman’s Language Shift Theory (LS) and Spolsky’s Family Language Policy Theory (FLP). The study applied a qualitative cross-sectional case study. It employed a qualitative multimethod approach to gather and corroborate the data from three participant groups: the preexisting textual data was retrieved from postings of concerned Jordanian mothers in a Facebook group for six years, focus group discussions of Jordanian school educators contributed insights about the problem of ILS and corroborated the findings from a different vantage point, parents in four volunteer Jordanian families were interviewed and shared their perceptions, language practices, and strategies to reverse the ILS. The parent interviews were supported by audio recordings of their children’s natural speech. This study conducted a content analysis of mothers’ digital postings, and a thematic analysis of the educators’ focus groups and parents’ interviews using NVivo Software. It also employed a linguistic analysis of children’s natural speech, focusing on Codeswitching (CS) as a marker of LS. Results showed that this speech community is fully aware of the phenomenon of ILS to English in the case of the second generation. Mothers, educators, and parents placed significant value on additive bilingualism while reflecting the profound value of their mother tongue for communication at home and connecting with their parents, speech community, extended family, Arab heritage, Muslim faith, ethnic group, and homeland. Additionally, the interviewed parents were proactive in implementing their family language policies to reverse this ILS, although their level of effort and time commitment varied at times to achieve additive bilingualism where Arabic remains strong in their bilingual children. Thus, this study unraveled several implications of the subtractive model and LS on expatriate Jordanian children as part of the larger Arabic-speaking expatriates in Dubai. Despite its limited sample size and context, this study may hold relevance for many Arabic-speaking expatriates in the UAE, GCC, and the broader Arab world. Additionally, it contributes to the existing literature on FLP, LS, bilingualism, and Arabic sociolinguistics.
The Role of Leaders in Reducing Role Ambiguity to Enhance Employee Motivation and Commitment: A Study Among School leaders and Staff in Al Ain Schools
(The British University in Dubai (BUiD), 2024-06) ALDHAERI, ALYAZYA; Dr Solomon Arulraj David
The influence of role ambiguity and leadership on employee motivation and commitment is widely reported. With rapid organizational change in UAE schools under the educational reforms and aspirations to participate in the knowledge economy, this study seeks to examine the role of leaders in Al Ain public schools in mitigating the negative impact of role ambiguity on employee dedication and motivation. Reviewing existing literature suggests a conspicuous dearth of empirical evidence on the impact of role ambiguity on employee motivation and commitment in UAE’s educational setting. Therefore, these variables and their impact is examined within the domain of Al Ain public schools. This study investigated the involvement of public-school leaders in relation to the adverse impact of role ambiguity on employee commitment and motivation amidst organizational transformation. A mixed method research design is used to collect substantial data that would yield insights into the variables under study. Data is collected through interviews and surveys administered to employees of selected public schools. Statistical and interpretative techniques are used for data analysis. Based on analysis of the collected data, the study revealed that leaders play a significant role in moderating the influence of uncertainty on employee motivation and commitment. The research indicates that leadership of schools can alleviate the adverse impacts of role ambiguity on the motivation and commitment while the organizations are transforming and seeing constant changes. Keywords: Role Ambiguity, Employee Motivation, Employee Commitment, School Leadership, Al Ain, UAE
Upgrading and Contextualising the Higher Educational Curriculum to Optimise Learning: An Exploratory Study of Mass Media Courses in A Selected Higher Educational Institution in the UAE
(The British University in Dubai (BUiD), 2025-01) ALFALAHI, HESSAH; Dr Solomon Arulraj David
Curriculum standardisation, involving the adoption of similar curricula across universities in different countries, is a major debate for nations. The purpose of this study is to investigate the role of upgrading and contextualising higher educational curricula in optimising learning in mass media courses in the UAE. A mixed-method study was conducted involving students' surveys, students' focus groups, and instructors' interviews as the main data collection methods. The sample size used was 259 students in the survey, 5 focus groups with 10 students in each group, and 10 interviews with instructors. The survey data were analysed through cross-tabulation and descriptive studies. The data from the interviews and focus groups were evaluated using the coding and thematic analysis approach. The qualitative data obtained from the focus groups were then compared with the qualitative data gathered from the instructors' interviews through triangulation to identify differences and similarities. The key findings from the study indicate that the UAE media curriculum faces contextualisation and optimisation challenges that may affect its applicability in the market. Students indicated they were learning about their own UAE media in the courses, and were generally satisfied with what they were taught. However, the teachers reported a need to retrain and update the curriculum continuously to enhance its relevance since curriculum modifications are scheduled so far apart that they are not sufficient to accommodate the fast technological changes in the industry. The study offers recommendations for policymakers and stakeholders to optimise learning through curriculum improvement and contextualisation.
Towards Transformative Entrepreneurship Education: A Study of Faculty Members, Entrepreneurs, and Senior Administrators’ Perceptions and Practices in a Higher Education Institution in the UAE
(The British University in Dubai (BUiD), 2023-09) AHMED, MOHAMOUD MOHAMED; Professor Christopher Hill
The spread and growth of entrepreneurship education in higher education institutions worldwide have been nothing but a phenomenon in the past few decades. Academics, practitioners, and policymakers view entrepreneurship as a vehicle for economic growth & renewal, job creation, addressing pressing social issues, and achieving countries’ national agendas. This sentiment explains the stout support for entrepreneurship education programs around the world. Nevertheless, entrepreneurship is a multifaceted phenomenon as there seems to be no agreed-upon definition of what entrepreneurship – hence entrepreneurship education- means. Despite growing evidence that places entrepreneurship & innovation on top of the policymakers’ agenda in the UAE, little is known about the nature, structures, and aims of entrepreneurship education programs or the views, perspectives, and practices of educators, entrepreneurs, and administrators involved in these programs.
Higher Education Stakeholders’ Perceptions and Applications of Education for Sustainable Development Towards STEM Education in the UAE
(The British University in Dubai (BUiD), 2024-03) SHAKER, ENAS GHAZY; Professor Sufian Forawi
In recent years, the UAE has emerged as a thriving hub for higher education, attracting global students and academics. Recognizing the importance of sustainability and Education for Sustainable Development (ESD) in shaping its future, UAE universities actively promote ESD within STEM education. Understanding perceptions and applications of ESD in UAE higher education is crucial in the rapidly evolving 21st-century landscape. Accordingly, this study investigates how UAE higher education stakeholders, including instructors and students, perceive and implement ESD with a focus on STEM education through: (1) Investigating stakeholders' perceptions of ESD in UAE universities' STEM education, (2) Investigating demographic differences in stakeholders' perceptions of ESD in UAE universities' STEM education, (3) Exploring stakeholders' applications of ESD in UAE universities' STEM education, and (4) Explaining the contextual factors influencing stakeholders' engagement in ESD-STEM activities in UAE universities. Various educational theories such as Vygotsky’s social constructivist theory, cognitive constructivist theory, theory of change, transformative learning theory, education for sustainable human development theory, and competency-based education model were considered. The study employed an explanatory sequential mixed method design, including questionnaires for 200 higher education instructors and 501 students, interviews with both instructors and students, and document analysis of nine participating HEIs. The findings indicate that UAE HEI stakeholders possess knowledge, skills, and attitudes related to ESD in STEM education, with perceptions increasing with experience and involvement in STEM subjects. Several applications and initiatives within HEIs were identified to promote ESD in STEM education, along with contextual factors suggested for enhancing engagement and guiding policymakers toward a unified ESD-STEM education policy in UAE HEIs Key words: Higher Education Stakeholders, STEM education, ESD, Sustainability, Contextual Factors
The Effects of Teacher-Turnover due to Short-term Contracts on Students’ Academic Performance: A Study among Selected Primary Private Schools in the United Arab Emirates
(The British University in Dubai (BUiD), 2023-07) ACHAHBAR, HIND; Dr Solomon Arulraj
Teacher-turnover has been a major factor affecting the scale of education that has been offered to students in recent years. These factors have transcended from affecting the academic performance of students to having more radical effect on the overall education system in the country and beyond. The major aim of this study was to analyse the effects of high teacher-turnover rates on the academic performance of children in private schools in the UAE. This was achieved by analysing to what extent the turnover of teachers affects students' academic performance, and by carrying out research of what the perspectives of teachers and school leaders are on the turnover of teachers and their performance and on students' academic achieve ments. Studies have identified staffing flexibility, reduction of the excelsside cost of enhancing motivational factors and promoting existing teachers, and the ease of dismissal are reasons behind the use of short-term contracted teachers. Despite the efforts of the UAE government to address the increase of teacher-turnover in the region, their policy on employing expatriate teachers on short-term contracts has been central in increasing the teachers-turnover rate in the country. On research methodology, this study utilised a mixed-research approach that integrates both qualitative and quantitative methods in collecting and analysing data. On the one hand, the qualitative approach utilised both primary and secondary sources of data. The Primary sources of data employed the use of a close-ended questionnaire that contained different questions. The study utilised a total of 300 respondents who were able to take part in the action. The quantitative method of data collection, on the other hand, did a correlational analysis of the problem at hand through a detailed interview of parents, teachers and principals who were interviewed using the qualitative research methods. The methodology further a pragmatic research approach that minimised inherent weaknesses of using each research approach by itself. Based on the findings, it was evident that the majority of respondents argue that the lack of adequate government involvement in the welfare of teachers, and the lack of adequate teachers’ unions are to blame for the increased teachers-turnover in the country. This study’s implications are tailored towards informing the government, policymakers, heads of institutions and academicians to work on modalities to improve the level of education in the region. The limitations of this study include the limited number of respondents and the limited literature review on the subject in addition to the issues surrounding cultural bias when it comes to the problem at hand. For posterity, the UAE government and relevant Ministries need to ensure that teachers’ welfare is met and adequate capacity building needs to be enhanced for teachers. Finally, there is a need for unionism, whereby teachers need to incorporate themselves into unions for their own welfare.
Effects and Perceptions of Game-Based Formative Assessment on Vocabulary Acquisition in EFL Primary Classrooms in the UAE
(The British University in Dubai (BUiD), 2023-10) ALABEDI, FARAH; Dr Emad Abu Ayyash
In foreign language classes, vocabulary acquisition plays a crucial role in improving learners' language skills as it directly impacts their ability to communicate effectively in the target language. However, many EFL students face challenges in acquiring vocabulary which has created a recurring issue in language learning. This mixed methods study investigated the effects of GBFA (Quizlet) on EFL students’ vocabulary acquisition. It also aimed at investigating students’ perceptions about the use of GBFA (Quizlet) for vocabulary learning and explored EFL teachers’ perceptions about using GBFA (Quizlet) in teaching the new vocabulary words among EFL primary age students in a private school in Abu Dhabi/United Arab Emirates. The quantitative data was gathered through employing pre- and post- tests as well as a questionnaire. While the qualitative data was obtained by conducting semi-structured interviews with 6 EFL primary teachers. Constructivist learning theory, input-process-outcome game-based learning model, computer assisted language learning (CALL), mobile assisted language learning (MALL), and technology acceptance model (TAM) were used as theoretical frameworks to understand the impact of GBFA, specifically Quizlet, on students’ vocabulary learning to get a holistic picture of students’ as well as teacher’s perceptions of the implementation of Quizlet for vocabulary learning. The findings revealed that there was a significant effect of employing Quizlet on students' vocabulary acquisition. The questionnaire responses indicated that the majority of students had positive perceptions of Quizlet, considering it user-friendly, easy to navigate, and beneficial for enhancing their vocabulary learning. Students also expressed a strong intention to continue using Quizlet for vocabulary learning. Furthermore, the interviews conducted with EFL teachers confirmed a consensus among them regarding the positive effect of Quizlet on vocabulary learning. Limitations and recommendations were addressed based on the main results of this research.
The Impact of Leaders’ Collegiality on Teachers’ Engagement for Organizational Improvement: A Case Study in an IB School in the United Arab Emirates
(The British University in Dubai (BUiD), 2023-11) AKIJIAN, ROUPINA; Dr Solomon David
The essence of this study arises from the developments observed in the 21st century, where researchers have dedicated substantial endeavors towards investigating the importance of collegiate leadership in elevating the standard of education within school environments. This study delves into the crucial role of leaders' collegiality in driving school improvement, emphasizing the necessity for positive school leadership practices in enhancing educational quality. The primary objective is to investigate how leaders' collegiality contributes to school improvement and students' academic achievement. Shedding the light on the main research question, which is: What is the impact of leaders’ collegiality on teachers’ engagement for school improvement in IB schools? Drawing upon a range of leadership theories and studies, with particular emphasis on selected key theories, the research employs a mixed-methods approach, combining qualitative data from interviews with senior and middle leaders and teachers with quantitative data from surveys distributed to middle and senior leaders and teachers. This study does not only highlight the importance of leaders’ collegiality in Abu Dhabi schools but also ensures the importance of collegiality in IB schools since ADEC / ADEK evaluation forms as Irtiqaa that are utilized to evaluate schools’ performance in Abu Dhabi is one of the main aspects schools focus on in teachers’ performances to achieve during all school academic year. The findings of this study reveal that leaders' collegiality positively influences employees, fostering a conducive working environment and ultimately leading to improved student academic success. This study underscores the critical importance of leaders' collegiality in educational practice, offering insights for future research and emphasizing the need for positive school leadership practices in school improvement efforts.
Investigation Into the Impact of Distance Learning on Secondary Students’ Digital Information Literacy Skills (DIL) in Selected Private Schools in Dubai, UAE
(The British University in Dubai (BUiD), 2023-11) AL FAQIR, OMAR HASAN; Professor Abdulai Abukari
Education interruptions have affected the quality and methods of teaching and learning as technology has been further integrated into how students learn around the world through distance learning including the United Arab Emirates. The main purpose of the study is to investigate the impact of distance learning on secondary students’ digital information literacy (DIL) skills. This research has three objectives: (1) to investigate how secondary teachers and students practice the use of digital information literacy skills in distance learning; (2) to investigate secondary teachers’ and students’ perceptions of digital information literacy skills in distance learning; and (3) to investigate what demographic differences secondary students and teachers have regarding their use and perceptions of digital information literacy skills in distance learning. A concurrent mixed-method design was used to guide the process of the study. Teachers’ and students’ questionnaires, document analysis, and focus groups were used to collect data to achieve the aim and objectives of this research. The key findings of this study show that: (1) Students use DIL skills in distance learning; however, the skills are still at the basic level; (2) Distance learning has become essential to implement even during normal school days; and (3) Distance learning policies mainly focus on the teaching aspect, paying less attention to what DIL skills students have, how they use them, and how they can be promoted. This study has significant implications for students, teachers, and policymakers. It provides students with a clear understanding of DIL skills and how they can practice them effectively in distance learning. It also helps teachers improve their knowledge and planning regarding DIL skills. Finally, the study draws policymakers' attention to the importance of reviewing distance learning evaluation framework and policies to enhance students' DIL skills further.
Investigating Senior and Middle Level Leaders’ Perceptions of the Implementation of School Inspection Models in Selected Dubai and Northern Emirates Private Schools
(The British University in Dubai (BUiD), 2023-06) EZZELDIN, ESMAT; Dr Abdulai Abukari
Research has shown that school inspection is one of the most important tools that can be used to track and ensure the quality of education provided to students is at the expected level. The United Arab Emirates (UAE) has, in the past few years, initiated several policies to raise the quality of education. The UAE Vision 2030 lays specific attention on raising the educational quality of its residents, hence raising the human productivity and efficiency of the future workforce. As a result, several initiatives and projects have been implemented to monitor the quality of education in schools. One of them is the foundation of quality assurance entities that supervise and oversee the educational process through different inspection models. However, different stakeholders have various perceptions of the effectiveness of these initiatives to achieve quality education. In view of this, the main aim of this study is to investigate senior and middle leaders’ perceptions of the implementation of the school inspection models in selected private schools. The theoretical framework of the thesis is based on the following theories: Taylors’ Scientific Management Theory; School Inspection Effects and Causal Mechanism Model; School Inspection Effects and Effectiveness Model; and School Inspection Outcome Model. A sequential mixed method is used to facilitate the research process. Document analysis, questionnaires, and interviews were used to collect data from senior and middle leaders in the selected private schools. The research findings identify and classify the models of school inspection that are implemented. The findings also show that school inspection models have a significant role in supporting school leadership in school improvement and continuous development; however, the findings also show that school inspection could lead to some unintended consequences, such as some schools showing activities they have never done before or focusing on the quantity of policies and practices more than their quality. The study provides a set of recommendations about how to improve school inspection models based on the best practices implemented that led to the desired outcomes such as the implementation of monitoring and development visits that guide schools on how to address the recommendations received from full inspections.
Exploring Nursing Education Stakeholders’ Perceptions of Students with Disabilities Inclusion in Nursing Education Programs in the United Arab Emirates: Issues and Challenges
(The British University in Dubai (BUiD), 2023-01) DARWISH, AMANI ABDUL RAZZAK; Professor Emaan Gaad
The purpose of the study was to explore nursing education stakeholders’ perceptions about inclusion of students with disabilities in nursing education programs in the UAE and the barriers and facilitators to their inclusion. A sequential exploratory mixed-methods design was used to conduct this study. Data was collected using unstructured interviews, -semi-structured interviews, and questionnaires. Thematic analysis of the interviews with 7 nursing education stakeholders revealed the following barriers to the inclusion of nursing students with disabilities: 1) Nature of Disability 2) Knowledge of Nursing Faculty 3) Attitudes 4) Communication 5) Resources 6) Nursing Program Requirements 7) Admission and Support Policies 8) Disability Outreach Activities. Semi-structured interviews with 14 nursing education stakeholders showed eight themes related to the facilitators of the inclusion of nursing students with disabilities in nursing education programs: 1) Disability Laws and Policies 2) Disability Awareness 3) Establish Early Detection of Cases 4) Education and Training Programs 5) Creative Access 6) Attitudes 7) Communication to Meet Needs 8) Collaboration with Potential Employers. 284 nursing education students and 29 nursing education faculty members from health science academic institutions in Abu Dhabi, Ajman, Al-Ain, and Al Dhafra in the UAE completed the questionnaires. The descriptive and inferential statistical analysis of the responses of nursing education faculty members and nursing education students was performed using SPSS software. The findings showed that the educators and students had concerns regarding inclusion of students with disabilities. However, implementing facilitators and overcoming barriers can enhance the accessibility of nursing students with disabilities to nursing education programs. The findings also showed significant differences in nursing students' and faculty's perceptions toward inclusion concerning their interactions with students with disabilities and having completed a course about individuals with disabilities. This research fills a knowledge gap related to disability inclusivity in nursing education in the UAE. Understanding the perceptions of nursing education stakeholders towards the inclusion of students with disabilities in nursing education may help in reducing negative attitudes and discriminatory practices and may assist in improving the general understanding of how to increase the participation of students with disabilities in nursing education and the access to care for underrepresented groups. Moreover, the findings of the will support nursing educators in meeting the needs of students with disabilities from legal, ethical and individualistic perspectives. Furthermore, findings will aid nursing education faculty members, nursing education administrators, disability services, and clinical practice partners to determine and provide reasonable accommodations that promote success of nursing students with disabilities in theory and clinical settings, Finally, findings will aid in the revision and subsequent development of policies and guidelines related to educating and supporting students with disabilities in nursing education programs in the UAE.
Investigating Reflective Practices and their Impact on English Language Teachers’ Professional Development: An Explanatory Case Study in the UAE Education Sector
(The British University in Dubai (BUiD), 2023-09) ZOELFAKAR, SOHA; Dr Tendai Charles
This PhD thesis examines the reflective practices of English Language Teaching (ELT) teachers in the United Arab Emirates (UAE). It explores their understanding of reflective practice, its significance in professional development, the prevalent strategies within various dimensions of reflection, and factors influencing their engagement. The research further delves into the impact of demographic factors on ELT teachers' perceptions and the support they receive for continuous reflective practice. It also investigates how reflective practice is represented in official institutional documents within the UAE education sector. Adopting a mixed-methods approach, the study uses both quantitative and qualitative data collection and analysis techniques to comprehensively address the research objectives. The findings reveal a broad recognition among UAE's ELT teachers of reflective practice's importance for their professional development and its potential to enhance their teaching effectiveness. However, the extent of their engagement in various reflective practices differs, ranging from regular to sporadic or limited involvement. This variability is influenced by factors such as institutional support, time constraints, access to professional development resources, and individual teaching and learning beliefs. This study identifies the reflective practices and strategies most commonly used by ELT teachers in the UAE and explores their application across different teaching contexts and levels of experience. The research also examines whether demographic variables, such as age, gender, teaching experience, and native language, influence ELT teachers' perceptions of reflective practice. Moreover, it investigates teachers' perceptions of the support they receive for ongoing reflective practice and professional development, identifying the forms of support they believe would best facilitate their growth. Finally, the study analyses the extent to which official documents, policies, and guidelines in the UAE education sector promote and support reflective practice and the strategies outlined for its implementation among educators, including ELT teachers. This research contributes to the understanding of reflective practice within the context of ELT in the UAE. It provides valuable insights for educators, policymakers, and teacher trainers seeking to enhance reflective practices, professional development of ELT teachers, and thereby improve the quality of English language teaching in the region. Keywords: reflective practice, reflective teaching and learning, professional development, ELT/TESOL education
Exploring College Students’ English Language Learning Motivation and Their Teachers’ Motivational Strategies
(The British University in Dubai (BUiD), 2023-07-20) ABBAS, SHEHAB A. R.
Motivation is a key element in the process of L2 learning. This leads many researchers to investigate the students' motivational factors, teachers' motivational strategies, students' perceptions about their teachers' strategies, and what strategies students use to maintain their L2 learning motivation insides and outside the classroom. The literature reveals that many studies explored students’ perceptions regarding their motivational factors for learning English but rarely tackled both students’ and teachers’ perceptions regarding students’ motivational components and the motivational strategies which teachers use to maintain or boost students’ English learning motivation. This study explores students' motivational factors and what approaches students use to maintain their motivation. Besides, it will explore EFL teachers’ and students’ views about motivational strategies used in Abu Dhabi EFL classrooms in order to investigate potential mismatches. Collecting qualitative and quantitative data adopted a mixed-method approach which was carried out in the academic context of three campuses in one of Abu-Dhabi's private colleges. This involved first the administration of a questionnaire to teachers and students. Second, six EFL teachers and six EFL students were in-depth interviewed individually for the purpose of exploring further those essential issues which might be revealed from both teachers and students' personal opinions in regard to motivational factors in learning the language along with those that might be shown in respect to teachers and students' viewpoint relating to the strategies adopted by teachers for motivating their students. Findings reveal that students have average interest and motivation to learn English. Besides, their motivation is mostly instrumental i.e., future career, academic study, and travelling. In addition, there are discrepancies between students and teachers’ perceptions of the important motivational strategies which should be used by teachers to boost students’ motivation to learn English. The findings will help teachers focus more on their students’ motivational factors; and consequently, they will help in tailoring their classes in a way which will be more motivating for the learners. Moreover, by having a clear picture of students’ perceptions of the motivational strategies used in classroom, teachers will have more awareness of the motivational strategies used in their classes. Moreover, policy makers of English language teaching in the UAE will get a good picture about how things go with college students regarding English language learning.
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.
An Investigation of the Development and Implementation of Teacher's Licensing in Saudi Arabia Based on Local Stakeholders' Perceptions, Compared to International and Regional Practices
(The British University in Dubai (BUiD), 2023-03) HAMEEDADIN, AMAL ABDULLAH
Globally, there has been considerable concern about education reform to prepare future citizens for the unpredictable demand for labour. It is widely agreed among stakeholders in the education industry that teachers are central to the learning and teaching processes. However, promoting teacher quality concerns leaders in the education sector, and significant efforts to raise teacher quality are paramount to government leaders. At this level, teacher licensure has been introduced to measure teachers' performance and prepare them for the education industry. Saudi Arabia is moving steadily and swiftly toward Vision 2030 to prepare the young generation to pursue advanced studies. Accordingly, the Educational & Training Evaluation Commission (ETEC) has teamed up with the Ministry of Education in Saudi Arabia to update and raise the 'Teacher Licensure Programme' bar. The exploratory sequential mixed method aimed to investigate the development and implementation of the 2019 teacher licensure programme in Saudi Arabia. The study was based on reviewing policies of best practices and stakeholders' perceptions. During the study, a model framework was proposed to the relevant stakeholders and educational leaders aligned with Gulf culture and international standards. The study consisted of three stages. In the first stage, six policies were reviewed and analyzed to compare international, regional, and local licensures and collected secondary data from official documents. During this stage, the researcher conducted an in-depth interview with an ETEC policymaker, who provided insight and enlightened the researcher regarding the programme's foundation. Stage two delved into a large portion of stakeholders. The study collected quantitative data from 306 teachers from public schools who shared their experiences and perceptions of the licensing exam through an online survey. The last stage collected qualitative data through a school leaders' questionnaire and a policymaker interview. The qualitative data investigated leaders' perspectives on the teachers' data findings and the implementation of licensing in schools based on principals, supervisors, and a policymaker's point of view. Stage one findings were linked to international and regional practices. A comparative study revealed a lack of career development at the college level and during in-service training in Saudi Arabia. Furthermore, there is a need for a standardized teacher evaluation system that includes constructive feedback and reflection. Based on stage two findings, teachers expressed negative views regarding the current licensing programme. In addition, phase three findings followed up on teachers' perceptions from the perspective of school leaders and policymakers. This study filled a critical gap in the theoretical field of teacher licensing in the Gulf Region. Additionally, the research suggested a flexible framework based on the best practices and the perceptions and experiences of the stakeholders. The framework asserted that the licensing examination is one of several teacher evaluation methods.
An Investigation into the Impact of School Leadership Practices and School Policies on Abu Dhabi (UAE) Governmental School Inspection Outcomes
(The British University in Dubai (BUiD), 2023-05) AL THEHLI, SAMAH MOHAMED ALI
This thesis focuses on how schools implement three of six standards in the UAE inspection framework which are: Standard 3, teaching and assessment based on teaching for effective learning; Standard 5, how protection, care, guidance, and support of students has been implemented; and Standard 6, leadership, and management, which illustrates gaps in educational leadership due to differences in the direction, vision, and communication. The study’s significance is that it will help determine how school leadership practices influence governmental school inspection outcomes in the UAE. School leadership must have supporting standards that schools should implement to improve their performance. There is a gap on the impact of leadership practices on school performance management and inspection outcomes in the UAE. Although the UAE school inspection framework emphasizes a visionary education system that is knowledge-based and drives innovation through research, it provides standards to ensure comprehensive performance to achieve quality education (Ministry of Education, 2017). It clearly defines the specific governance systems that should aid schools in implementing the framework. This research is expected to provide details about new leadership practices that should be developed to help school principals identify and implement good educational and learning practices and offer recommendations on how to implement the inspection framework to improve performance. The research also provides a distinctive recommendation for school principals to develop their performance using the government excellence system in the United Arab Emirates GEM 2.
The Effectiveness of Instructional Supervisors in Promoting Personalized Professional Learning at Four Private Schools in Abu Dhabi
(The British University in Dubai (BUiD), 2023-01) EL MAMLOUK, SALIM GHALEB
Personalized professional learning (PPL) is conceptualized as a targeted set of instructional supervisory practices designed to address teachers’ diverse growth needs and relevant interests. Research across a wide range of contexts shows that some schools that implement the PPL are led from the side by instructional supervisors who have challenged the traditional top-down paradigm of professional learning and redesigned its core practices to facilitate offering a personalized set of bottom-up professional learning strategies. These strategies involve teachers collaborating individually in a personalized focus with their instructional supervisors or collectively with other teachers. The PPL is practiced in the UAE, yet there is no transparent and clear investigation to show whether it is promoted effectively. Thus, this study investigated the effectiveness of instructional supervisors in promoting PPL at four private schools in Abu Dhabi, United Arab Emirates. A mixed research method was employed as a methodological triangulation design to guide the investigation using a model for PPL and an integrated theoretical framework that merges various theories and models related to leadership and learning. Both quantitative and qualitative data were collected using data collection instruments that included self-administered questionnaires, semi-structured and focus group interviews, and document analysis. The study’s findings revealed that the professional learning provided impacted teachers’ performance based on the perceptions of instructional supervisors. However, teachers perceived that instructional supervisors were still relying on top-down professional learning practices that limited their choice, restricted their voice, and barely tailored professional learning content to their growth needs or interests. Teachers were restrained by top-down decisions that limited their freedom to choose or design their PPL activities. The study concluded with implications and recommendations for policy and practice to better foster a profound PPL experience. These recommendations include adopting more personalized and job-embedded strategies from the bottom-up professional learning model. Also, using digital platforms adaptive to assess, track and manage teachers’ needs, granting them a space to exchange experiences and share best practices, along with offering more ongoing learning opportunities to teachers everywhere at any time. For policymakers, upgrading the professional learning policy and the school inspection framework with guiding statements that provide more detailed descriptions of personalized professional learning would be valuable.
Investigating Perceptions of Pre-Service Teachers and Instructors about Field Experience: An Explanatory Study from a Federal University in the UAE
(The British University in Dubai (BUiD), 2022-10) AL MOHSEN, FATIMA
Quality of the field experience provided to pre-service teachers is a decisive factor in producing efficient and skilled teachers after graduation. To implement field experience of quality in pre-teacher training, it is first important to understand stakeholders’ perceptions about it. If any drawbacks in the programme are identified, then proper measures, programs and courses should be applied to enhance effectiveness of the field experience program. In federal universities in the United Arab Emirates (UAE), research work on pre-service teachers’ perceptions of pre-service training is lacking. Therefore, the present study attempted to investigate the perceptions of pre-service teachers and instructors about their field experience. To do so, this research work employed Bem’s self-perception theory and Danielson’s framework for assessing the efficacy of the pre-service teachers’ teaching quality. Using these theoretical backgrounds, this research work used mixed methodology of quantitative surveys, followed by qualitative open-ended unstructured interviews in which 113 pre-service teachers and 13 instructors provided their perceptions about the field experience. Further, suggestions for improving the program were also collected. The surveys and interviews were conducted as per international ethical guidelines. After analysing the collected data, it was revealed that most of the pre-service teachers and instructors have highly positive perceptions about the field experience. However, some areas were identified which needed improvement, as a considerable fraction of the pre-service teachers and instructors provided negative feedback about these areas. These crucial drawbacks identified were discussed and suggestions for rectification are provided in the present study. Based on the results, the present study made proposals for improving field experience programs in UAE, which can be optimized further to provide world-class training for pre-service teachers in the UAE before they graduated as certified teachers. It is anticipated that the findings of the present research study will also help policymakers in the education sector to implement appropriate programs and training to achieve the highest skill levels, to strengthen the pre-service teachers’ preparation program. Furthermore, it is expected that the present study will add on to the essential knowledgebase for achieving the goals set for the education sector in the UAE’s Vision 2030.

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