Professional Doctorate: EdD Education - Teaching English to Speakers of Other Languages (Dubai)
The modules are taught at Dubai Knowledge Village by lecturers from the Graduate School of Education.
The EdD TESOL pathway in Dubai is only available as a part-time study option, allows up to seven years to complete, you will need to aim to submit the thesis for examination by the end of your sixth year of part-time study in order to allow for examination, corrections and completion.
The EdD TESOL aims to provide experienced senior professionals within the field of language teaching with an opportunity to study at advanced level for a doctoral degree by means of a taught programme plus a thesis. The course involves an in-depth examination of issues related to language learning and teaching and language teacher education. It also provides a solid grounding in research methodology appropriate for undertaking research at doctoral level within these fields.
We are committed to and actively engaged in undertaking research into a number of different aspects of TESOL and our students have published in a wide variety of journals. The programme attracts ELT professionals residing in the United Arab Emirates and other countries in the Region. We currently have students from Bahrain, Oman, Saudi Arabia, Pakistan, Jordan, Kuwait, Qatar and Japan doing their doctorate with us.
This part-time programme entails a number of intensive weekend periods of study (up to seven per year) conducted at our Dubai Centre. The modules are taught in Dubai by lecturers from the Graduate School of Education. Excellent classroom facilities and library facilities are available as well as support from two local tutors who provide academic support in the form of group and individual tutorials. The remainder of the course will involve distance learning and individual study.
Doctoral students attend five modules during the first two years, after this they conduct their research project for the thesis. Blended learning and online facilities are available to help you finish your degree in good time.
The EdD TESOL is licensed by the Knowledge and Human Development Authority (KHDA) in Dubai. More information on the KHDA can be found here.
The EdD TESOL programme is divided into two phases:
Phase 1 (pre-thesis)
Part 1 of the programme consists of six modules, delivered through a combination of lectures, personal study, and reflective discussion amongst peers. It is equivalent to 1 year of full-time study or 2 years of part-time study.
All students will complete the following shared core modules:
|EEDD041||Educational Research: Theory and Practice-Part 1||30|
|EEDD042||Educational Research: Theory and Practice-Part 2||30|
|EEDD043||Perspectives on Professionalism||30|
In addition shared core modules, you will also take the following 'special field' modules:
|EEDD044||Critical Issues in Teaching English||30|
|EEDD045||TESOL Classrooms and Pedagogy: Theory and Practice||30|
In this phase you are guided through various readings and assessed assignments which allow for professional networking and collaborative learning, and which give you the opportunity to:
- explore the theoretical, historical and policy contexts in which your professional work is set, as well as the ways in which these contexts impact upon current practices in your professional field
- explore research methodologies that may inform your research in phase 2
- reflect critically upon your own professional practice, before embarking on the research phase
Stage 2 (thesis)
This is the research phase of the degree. In this phase you will undertake properly informed and ethical research within educational settings (which may include your own workplace) and produce a doctoral dissertation.
|EEDD039||Thesis for the Doctor of Education||360|
The thesis of approximately 50,000 words is expected to demonstrate a deep knowledge of the research process at doctoral level, including ethical dimensions and the selection and defence of an appropriate methodological approach; and to make an original contribution to (professional) knowledge. Two supervisors are nominated for research supervision and a mentor is also allocated to each student.
The College of Social Sciences & International Studies has a dedicated Graduate Research School which is committed to supporting its vibrant postgraduate research student community. It helps to support both intellectual and social contact between graduates of different disciplines and from different backgrounds and countries.
During the pre-thesis phase, you are required to attend intensive teaching weekends held at Dubai Knowledge Village.
During the research phase attendance becomes optional but is still strongly advised (whether in Dubai or in Exeter) as they allow for professional networking and collaborative learning through pre-arranged workshops and lectures that will assist you with your dissertation work.
A doctoral research culture
A few years ago a publication scheme for our Dubai-based doctoral students was established encouraging them to publish papers while studying for their doctorate. These are all part-time students who are all full-time lecturers and teachers in the UAE and other Gulf countries and beyond, as far as Pakistan and Japan.
The scheme has been successful and a number of students have managed to publish research studies and discussion papers in journals and edited books. The scheme has been extended to include all TESOL students based in Exeter and elsewhere.
EdD TESOL Dubai students’ publications
Kondos, S. (2018). The Effect of the Use of Technology on the nature of Teacher’s Profession. Arab World English Journal, 9 (1). DOI: https://dx.doi.org/10.24093/awej/vol9no1.16
Masri, T. I. (2018). The professional identity of adjunct faculty: Exploratory study at a private university in the UAE. English Language Teaching(11), 10, 16-29. doi: http://doi.org/10.5539/elt.v11n10p16
Knott, D. (2017). Switching it up: Investigating ways teachers change their practices to reach their students. The Journal of Teaching English for Specific and Academic Purposes, 5 (4), 629-638.
Latif. M. W., (2017), Tertiary EFL Practitioners' Understanding of the Dynamics of Assessment Literacy. In C. Coombe, P. Davidson, A. Gebril, D. Boraie, & S. Hidri (Eds.), Language Assessment in the Middle East and North Africa: Theory, Practice and Future Trends (pp. 71-87). Dubai: TESOL Arabia
Patent, D. (2017). Democratizing English language assessment through critical action research in the United Arab Emirates. Radical Pedagogy, 14(1), pp. 62-88.
Rajabieslami, N. 2016. Teachers’ Perceptions of the Post-method Feasibility. Arab World Journal. Volume 7. Number 3. pp. 222-234.
Solloway, A. J. (2017) English in the United Arab Emirates: Innocuous lingua franca or insidious cultural Trojan Horse? In L. Buckingham (Ed.) Language, identity and education on the Arabian Peninsula: Bilingual policies in a multilingual context (pp.176-196). Bristol: Multilingual Matters.
Solloway, A. J. (2016) Do two wrongs make a write(r)? Some effects and non-effects of WCF on Arabic L1 students’ English academic writing. In H. Abouabdelkader & A. Ahmed (Eds.) Teaching EFL writing in the 21st century Arab world: Realities and challenges (pp.189-219). Basingstoke: Palgrave Macmillan.
Sperrazza, L. & Raddawi, R. (2016). Writing in the UAE: Transforming critical thought in the composition classroom. In H. Abouabdelkader and A. Ahmed(Eds.) Teaching EFL Writing in the 21st Century Arab World. Hampshire, UK: Palgrave Macmillan.
Sperrazza, L. (2016). Narrative of Struggle: Understanding Writer Identity in the UAE. International Journal of Bilingual & Multicultural Teachers of English. 4(1), 15-24.
McCallum, L. (2017). Exploring the Value of Corpora in Validating and Informing Language Proficiency Assessments: Directions and Thoughts for the MENA Region. In C. Coombe., P. Davidson., Gebril, A., & Hidri, S. (Eds). Language Assessment in the Middle East & North Africa (pp. 233-245). TESOL Arabia Publications.
McCallum, L. (2016). Exploring Authorial Presence through the Use of First Person Pronouns: Evidence from a Saudi University. Arab World English Journal, 7 (2), 118-135.
Burkett, T. (2016) Emirati Students' Cultural Norms and University Teachers' Awareness: A Socio-Cultural Gap. TESOL Arabia Perspectives, 24:1, pp.5-11.
Burkett, T. (2015) An investigation into the use of frequency Lists in university intensive English programs. International Journal of Bilingual & Multilingual Teachers of English. 3(2). 71-83.
Cullinan, M. (2015). A Critical Review of Curriculum in ES: Practical application to the UAE context. International Journal of Curriculum and Instruction. 8 (1) 000-000
Cullinan, M. (2015). Issues of power in ESL teaching in the UAE. In P. Mclaren, M. Al-Hamly, C. Gunn, J. Riddlebarger, S. Calladine, D. Anderson & S. Troudi (Eds) The Proceedings of the 20th TESOL Arabia Conference: Methods and Means in ELT (pp. 100-106). Dubai: TESOL Arabia Publications
Al-Bakri, S. (2015). Written corrective feedback: Teachers' beliefs, practices and challenges in an Omani context. Arab Journal of Applied Linguistics, 1 (1), 44-73.
Sperrazza, L. (2015). Arabizi: From revolution to techno-lution. In J. Block and A. Haste (Eds.) Constructing Identity in an Age of Globalization. (pp. 93-100). Paris: Ex Modio Editions.
Sperrazza, L. (2014). Arabizi: From revolution to techno-lution. In E. Golson, L. Youssef, and A. Fields (Eds.), Toward, Around, and Away from Tahrir: Tracking Emerging Expressions of Egyptian Identity. (pp. 31-40). Newcastle upon Tyne: Cambridge Scholars Publishing.
Sperrazza, L. & Vincent, C. (2012). Designing stories of our lives: An exploration of interdisciplinary teaching. In C. Gunn (Ed.) Enhancing Teaching and Learning in Higher Education in the United Arab Emirates: Reflections from the Classroom. (pp. 9-21). Newcastle upon Tyne: Cambridge Scholars Publishing.
Sperrazza, L. (2011). The kairotic liberation of an American educator. International Journal of Arts and Sciences, 4(8), p. 399-408
Sperrazza, L. (2011). I am not my tongue. AUC TESOL Journal, 1(1). 95-104.
Moorhouse, B. L. (2014). Using Critical Pedagogies with Young EFL Learners in a Hong Kong Primary School. International Journal of Bilingual & Multilingual Teachers of English, 2 (2), 79-90.
Shazia Nawaz Awan
Awan, S. N. (2014). "Non-Nativeness" and its Critical Implications on Non-Native English Speaking Teachers in an L1 Context. International Journal of Bilingual & Multilingual Teachers of English, 2 (2), 97-105.
AlShahrani, A. (2014). Bilingual English speaking professionals and the current recruitment practices in EFL market. International Journal of Bilingual & Multilingual Teachers of English, 2, No. 2, 115-123.
Al Shahrani, A. (2010). ELT teachers’ beliefs and perceptions about professional development. In M. AL-Hamly, Coombe, C., Davidson, P., Shehadeh, A., & Troudi, S. (Eds.), Proceedings of the 15th TESOL Arabia Conference: English in LEARNING: Learning in ENGLISH (pp. 267-275). Dubai: TESOL Arabia Publications.
Chirciu, A., (2014), Teachers' views of learner autonomy in the Omani context in R. Al-Mahrooqi & C. Denman (Eds.), Issues in English Language Education in the Arab World (pp. 233-257). Newcastle upon Tyne: Cambridge Scholars Publishing.
Chirciu, A. & Mishra, T., (2014), Looking through the crystal ball: Exploring leaner autonomy within the classroom dynamic interrelational space in R. Al-Mahrooqi & C. Denman (Eds.), Issues in English Language Education in the Arab World (pp. 257-283). Newcastle upon Tyne: Cambridge Scholars Publishing.
Chirciu, A. & Mishra, T., (2014), Self-access or access to self? - experimenting with e-learning in Oman in R. Al-Mahrooqi & S. Troudi (Eds), Using Technology in Foreign Language Teaching (pp. 45-63). Newcastle upon Tyne: Cambridge Scholars Publishing.
King, M. (2015) ‘Evaluating experienced teachers’ in Howard, A & Donaghue, H. (eds.), Teacher evaluation in second language education. London: Bloomsbury, (pp. 167-180).
Dammak, A. & Eno, M. (2014). Debating the "Case Study" Dilemma: Controversies and Considerations. VERITAS: The Academic Journal of St Clements Education Group, 5 (3), 1-8.
Al-Hilali, Z. (2014). Towards enhancing the status quo of Arabic as a foreign language (AFL). Proceedings of the Fifth Annual Gulf Comparative Education Society Symposium: Locating the National in the International (pp. 86-94). Dubai: Gulf Comparative Education Society (GCES) Publications.
Rajabieslami, N. (2014)., Cultural Awareness; A Key Element in Teaching English in the Globalization Era.,
Arab World English Journal., 5(3), 319-329.
Moore-Jones, P.J. (2014). Teaching Approaches and Teachers’ Perceptions in Varying
Cultures. Journal of English Language Teaching and Applied Linguistics, 2:2, 29-47
Solloway, A. J. (2014). Do two wrongs make a write(r)? An investigation into the efficacy of written corrective feedback on the linguistic accuracy of students' academic writing. In M. McLaren, M. Al-Hamly, C., Coombe, P. Davidson, C. Gunn, & S. Troudi (Eds.). Proceedings of the 19th TESOL Arabia Conference: From KG to College to Career. Dubai: TESOL Arabia Publications (pp. 35-40).
AlShahrani, A. (2013). Non-Native English Speaking Teachers and Employment Discrimination. Magic INNO: new technologies in language training specialists in international relations, 4, 260-273.
Dler, I (2014). The Influence of TESOL Teacher Assessment Literacy on the Ethicality of English Language Assessment and the Position of Kurdish TESOL teachers. International Journal of Bilingual & Multilingual Teachers of English, 2, No. 1, 55-68.
Al-Bakri, S. (2014). Problematizing English medium instruction in Oman. International Journal of Bilingual and Multilingual Teachers of English, 2 (1), 19-33.
Mullick, H. (2014). Voices imprisoned within classrooms: A critical approach to curriculum development and teacher voice on a preparatory year English language program in the Kingdom of Saudi Arabia. International Journal of Bilingual & Multilingual Teachers of English, 2(1), 1-12.
Guven, Z.Z., & Brewster, M.T. (2013). The faculty development program strategies and practices: Selcuk University. Selcuk University Journal of the Institute of Social Sciences, 29, 99-109.
Scotland, J. (2014). Operating in global educational contact zones: How pedagogical adaptation to local contexts may result in the renegotiation of the professional identities of English language teachers. Teaching and Teacher Education, 37, 33-43.
Stanfield, P. W. (2013). An exploration of place-based TESOL. Saarbrucken: LAP, Lambert Academic Publishing.
Islam Al Murabat:
AL-Murabit, I. (2012). A Closer Look at an English Language Curriculum of a Community College in Saudi Arabia. English Language Teaching, 5(8), 226-242.
AL-Murabit, I. (2011). Review of Two Research Studies in Education: “Assessment of Achievement through Portfolios and Teacher-Made Tests” and “Management System Design for a Learner Centered School”. Interdisciplinary Journal of Contemporary Research in Business, 3(3), 1196-1208.
1. “Does every student have a voice? Critical action research on equitable classroom participation practices” Language Teaching Research, Refereed, July 2012.
2. "Reflective Journals in EFL tutoring," The Journal of Asia TEFL, pp. 165-189, Refereed, 2012
3. “Teaching Global English to EFL Classes,” Intercultural Communication Studies Journal, XIX:3 pp. 202-221, Refereed. 2010. (This one wasn't an Exeter assignment but I did it after I was enrolled)
4. “The Philosophical underpinnings of Educational Research,” Polyglossia, October, pp. 5-13, Refereed. 2010.
Ostrowska, S. (2011). ‘Course Content and Student Motivation’ in Teaching and Learning in the Arab World: Peter Lang Publishing Group.
Ostrowska, S. & Ryan, R. (2009). ‘World Knowledge or Word Knowledge: The Influence of Content Schemata on the Formal Assessment of Reading Skills’ in Cultivating Real Readers. Higher Colleges of Technology, UAE.
King. M. (2014). Countering learner incivility with continuous feedback on in-class performance: An action research project in an Emirati college context. In H. Donoghue & A. Howard (Eds.), Participant Voices. Abu Dhabi: HCT Press.
King, M. (2014). Tertiary English Medium Instruction to Arab Learners in the UAE: A Policy Perspective. In P. Mclaren, M. Al-Hamly, C. Coombe, P. Davidson, C. Gunn &, S. Troudi (Eds.), Proceedings of the 19th TESOL Arabia Conference: Form KG to College to Career (pp. 224-230). Dubai: TESOL Arabia Publications.
King, M., Smith, L. and Umar, F. (2014). Developing Leadership Skills through Participation in Insider Action Research in Perspectives on Student Leadership Development. Coombe, C., Wiens, B., Davidson, P. & Cedro, K. (Eds.). TESOL Arabia Publications: Dubai. pp. 134-147.
King, M. (2013). Rethinking teacher evaluation. In P. Davidson, M. Al-Hamly, C. Coombe, S. Troudi & C.Gunn (Eds.), Proceedings of the 18th TESOL Arabia conference: Achieving excellence through life skills education (pp. 372-279). Dubai: TESOL Arabia Publications.
King, M (2012). Redefining ESP in Gulf tertiary settings, TESOL Arabia Perspectives, 19/2: 21-25.
King, M (2012). This house believes that content and language integrated learning is not working. In M. Al-Hamly, C. Coombe, P. Davidson, C. Gunn, S. Troudi & M. Engin (Eds.), Rethinking English language teaching: Proceedings of the 17th TESOL Arabia international conference (pp. 325-330). Dubai: TESOL Arabia Publications.
King, M (2011). Text interaction in undergraduate academic writing: a bridge too far? An analysis into non-native speaker students’ text interaction skills in the dissertation literature review. In A. Karnik & M. Stephenson, (Eds.), Proceedings of 1st international conference on emerging research paradigms in business and social sciences. Dubai: Middlesex University Dubai.
King, M. (2011). Transformations in TESOL: Debating the pros and cons of changes in our profession. In M. Al-Hamly, C. Coombe, P. Davidson, A. Shehadeh & S. Troudi (Eds.), Transformations in TESOL: Proceedings of the 16th TESOL Arabia annual conference (pp. 22-30). Dubai: TESOL Arabia Publications.
King, M. (2011). Implementing problem-based learning in the Gulf: A case study of Arab students. In C. Gitsaki (Ed.), Teaching and learning in the Arab world (pp. 357-376). Berne: Peter Lang.
King, M. (2011). From paper to proposal: Presenting through the 3 P’s. TESOL Arabia Perspectives, 18/1: 45-46.
King, M.J. (2010) Management and ownership issues in CLIL: A strategic analysis into stakeholder reactions to implementing content and language integrated learning – Case study CHN university Qatar. In M. Al-Hamly, C. Coombe, P. Davidson, A. Shehadeh & S. Troudi (Eds.), Proceedings of the 15th TESOL Arabia annual conference: English in Learning: Learning in English (pp. 25-32). Dubai: TESOL Arabia Publications.
King, M (2008). Academic reading: ‘Have to’ or ‘want to’? In A. Jendli, C. Coombe & S. Troudi (Eds.), Best practice in English teaching (pp.193-206). Dubai: TESOL Arabia Publications.
Berger, M. (2012). A Critical Review of an On-going University English Curriculum Reform Project. Polyglossia: the Asia-Pacific's Voice in Language and Language Teaching, 22, 167-178.
Berger, M. (2011). From Language Teachers to Language Advisors. Polyglossia: the Asia-Pacific's Voice in Language and Language Teaching, 21, 79-90.
Iimuro, A. and Berger, M. (2011). Incorporating Autonomous Learning into Pre-University English Education. The Kyushu Academic Society of English Language Education Bulletin, 39, 43-52. (Refereed)
Berger, M. (2011). English-Only Policy for All? Case of a University English Class in Japan. Polyglossia: the Asia-Pacific's Voice in Language and Language Teaching, 20, 27-43.
Berger, M. (2010). Introducing Learner Autonomy in a University English Course. Polyglossia: the Asia-Pacific's Voice in Language and Language Teaching, 19, 127-141.
Sperrazza, L. (2012). A Clash of Cultural Identities in the UAE. International Journal of Arts and Sciences, 5 (7), 297-306.
Ali, B. (2013). Teacher and student views of educational technology in Saudi Arabia. TESOL Arabia Perspectives, 20 (1), 34-36.
Warner, R. ( 2013). Personal and professional skills of TESOL practitioners of the future. In P. Davidson, M. Al-Hamly, C. Coombe, S. Troudi & C.Gunn (Eds.), Proceedings of the 18th TESOL Arabia conference: Achieving excellence through life skills education (pp. 22-28). Dubai: TESOL Arabia Publications.
Oana El Naggar:
El Naggar, O. (2012). The Effect of the Pre-Reading Semantic Mapping Technique on Arab Students' L2 Reading Comprehension. AUC TESOL Journal Special Edition Fall 2012(2), pp. 93- 116
El Naggar, O. (2013). The effect of pre-reading semantic mapping technique on L2 Arab students’ reading comprehension. In P. Davidson, M. Al-Hamly, C. Coombe, S. Troudi & C.Gunn (Eds.), Proceedings of the 18th TESOL Arabia conference: Achieving excellence through life skills education (pp. 257-262). Dubai: TESOL Arabia Publications.
Hunt, N.D. (2012). Managing Method: A Critical inquiry into language policy in a tertiaryinstitution in the United Arab Emirates. RELC Journal, 43 (3), 295 –311.
International and National conference presentations
EdD Dubai TESOL students have been presenting their research at national and international conferences and contributing to educational debates around issues of TESOL and language education. Starting from Dubai, our doctoral students have formed an international research community with members in a large number of countries in the Gulf region and beyond. Many of the conference presentations have led to academic publications in proceedings and journals. All students are encouraged to be research active. Dubai-based students have also disseminated their research at University of Exeter conferences and doctoral forums.
In the last few years students have presented in the following countries
India, Japan, Italy, Qatar, Oman, Lebanon, Saudi Arabia, South Korea, Sudan, United Arab Emirates, United Kingdom.
List of presenters and presentation
1. A Day With Multilingual Children. May 20, 2017. Second JALT Oita Pecha Kucha (PK). Oita, Japan.
2. Collaboration among the faculty, students, and staff at the Center for Language Education at Ritsumeikan Asia Pacific University. July 8, 2017. The 29th JACET Kyushu-Okinawa Chapter Annual Conference "Collaborative Enterprise in Language Education." Miyazaki, Japan.
The Cassette Player in the Corner of the Classroom. The 21st Century Academic Forum, on April 3rd, 2017.
March 2017. PIRC Research Symposium, Petroleum Institute, Abu Dhabi: Is there a Best Engineering Word List?
March 2017. TESOL Arabia, Dubai: Recording Read Aloud to Develop Speaking Accuracy
Guiding Journals: on the way to reflectivity presented in TESOL Arabia March 2015
Students’ Perceptions of Socratic Seminars in Discussion Sessions presented in Oman ELT Conference April, 2016
Let’s ask big questions: a required 21st century skill presented in Oman ELT Conference April, 2017
March 2017. TESOL Arabia, Dubai. "Expat teacher, what's your story?".
Patent, D. (2016, March). Language and identity in the UAE context. Paper presented at the 22nd TESOL Arabia Conference, Dubai, United Arab Emirates.
McCallum, L. Wearing Many Hats When Teaching Writing
Conference: ELT International & MENAWCA Conference: Sultan Qaboos University, Oman.
Date: April 21-22nd 2016
McCallum, L. : Using Corpus Tools to Address Vocabulary Difficulties: How Data Driven Learning can Enhance your Classroom.
Conference: King Saud University COLT Symposium
Date: 23rd March 2016
McCallum, L. Authorial presence: Evidence from Saudi university students
Conference: TESOL Arabia
Date: 10-12th March 2016
Al-Hilali, Z. (2015, March). Medium of instruction in the UAE. Paper presented at TESOL Arabia International Conference, Dubai, UAE.
(2014, June). Using critical pedagogies with young EFL learners in a Hong Kong primary school. Paper presented at the 5th Hong Kong Association for Applied Linguistics conference, Hong Kong Polytechnic University, Hong Kong.
'Research Paradigms: Ways of compatibility among their methodologies and methods; is it a myth?', Making Sense through Diverse Methodologies in the Social Sciences, Bristol University: Paper presented at Bristol Graduate School of Education, available at: http://www.bristol.ac.uk/education/research/doctoralconference/doctoral-conference-handbook.pdf
- Autonomous Learning in the University English Course. 2009/09/06
2009 JACET 48th Convention in Hokkaido, Japan
- English-only policy for all? Case of lower-level college students. 2010/07/03
The 24th JACET Kyushu-Okinawa Chapter Conference, Japan
- Developing Autonomous Learners through Pre-University English Education. 2010/09/08
2010 JACET 49th Convention in Miyagi, Japan
- Creativity and Collaboration in Curriculum Design. 2010/11/20
JALT2010 36th Annual International Conference on Language Teaching and Learning & Educational Materials Expo, Japan
- Developing Autonomous Learners through Pre-University English Education. 2010/12/12
The 39th Annual Conference of KASELE, Japan
- From Language Teachers to Language Advisors. 2011/07/29
The 9th Asia TEFL International Conference, Seoul, South Korea
- Language Teachers’ Transition into Language Advisors. 2011/09/01
The JACET 50th Commemorative International Convention, Japan
- Planning short-term study abroad programs. 2011/11/20
JALT 2011 37th Annual International Conference on Language Teaching and Learning & Educational Materials Expo, Japan
- A Critical Analysis of an On-going Curriculum Reform Project. 2011/12/10
The 40th Annual Conference of KASELE, Japan
- Examining weekly extensive reading. 2012/10/13
JALT2012 38th Annual International Conference on Language Teaching and Learning & Educational Materials Expo, Japan
- Learner Attitudes towards Graded Readers in the Course Curriculum. 2012/10/21
KOTESOL International Conference 2012, South Korea
- Globalization of Asia and APU's role - From the viewpoint of language education in Oita Prefecture. 2012/11/24
The Kyushu Association of Education. The 64th Convention, Japan
- What Makes a Difference in Short-term Study Abroad? - A Pilot Study. 2012/12/08
The 41st Annual Conference of KASELE, Japan
The 13th Annual Current Trends in English Language Testing Conference (CTELT). November 18-20, 2009. Dubai, The United Arab Emirates. Senior Teachers in the Kingdom of Bahrain: An Observation of Three Senior Teachers and their Team Members
Presentation Title: Perceptions of TESOL Teachers & Students of Educational Technology Tools
Conference & Venue: 15th Annual Current Trends in English Language Testing (CTELT), Higher Colleges of Technology, Dubai Men's College, November 24-25, 2011.
Conference & Venue: From KG to College to Career, TESOL Arabia, Hyatt Regency Hotel, Dubai, 14-16 March 2013.
TPACK Framework for Technology Integration, Embracing Mobile Learning Conference, 20 Nov. - 21 Nov., 2013, United Arab Emirates University, Al Ain, United Arab Emirates.
Title of presentation: Curriculum Evaluation and the Revision of a Conversation Course at Taibah University. 12th - 13th April 2011.
Name of the conference: Saudi Preparatory Year English Programme: The Future and Beyond. Madinah, Saudi Arabia
Reem Abu Shawish
The title of presentation: The Effects of the Collegial Management Model on Teachers’ Job Satisfaction at Qatar’s Independent Schools. The 14th Annual Current Trends in English Language Testing Conference (CTELT). Dubai Men’s College, November 4-5, 2010.
April 2009. 9th Oman International ELT Conference, SQU, Oman. Paper: “Trainee Teacher Perceptions and Course Evaluations”
March 2007. The 13th International TESOL Arabia Conference, Dubai, UAE. Paper: "Culture, Coeducation and the Speaking Class".
- The Annual Current Trends in English Testing Conference (CTELT) on November 5th, 2010. The title: Institutional factors and professional leadership in TESOL at a Gulf tertiary institution.
- March 15th, 2013 at TESOL Arabia. The title: Emirati learner characteristics: Implications for course design. Dubai, United Arab Emirates.
- Presentation title: Teacher Leadership and Student Motivation Theme: Teaching English as a Foreign Language. February 15-16, 2009. King Abdulaziz University, Saudi Arabia
- Workshop title: Teacher Leadership and Student Motivation . Training workshop for university teaching staff . March 15-17, 2009. Place: Center for Teaching and Learning Development (CTLD), King Abdulaziz University, Saudi Arabia
1.Tertiary Teacher Views on English Medium Policies, March 14-16, 2013, 19th TESOL Arabia Conference and Exhibition – From KG to College to Career, Dubai, UAE.
2. Championing Indian TESOL Teachers in the Arabian Gulf, February 22-23, 2013, Confluence IV - Annual International Conference on Teaching and Learning English as a Second Language, Nagpur, India.
3. Personalizing Language Needs: The Benefits of Individual Diagnostic Feedback in Tertiary English Medium Education, February, 9, 2013, The Teacher-led Research Conference: Tales from the Chalkface, Abu Dhabi, UAE.
4. The Benefits of Individual Diagnostic Feedback in Tertiary English Medium Education, November, 22-23, 2012, 16th Annual Conference Current Trends in English Language Testing 2012. Dubai, UAE.
5. Evaluating experienced teachers, May 17-18, 2012, 2nd Observation and Feedback Conference: Research and Practice, Dubai, UAE.
6. Speed Debating: This House Believes that Managerial Quality Control is Essential in Contemporary Education, May 10, 2012, 4th Annual Teacher Leadership Academy, Dubai, UAE.
7. Finding a Niche for ESP (Keynote speaker), April 28, 2012, The 2nd ESP SIG Conference: Supporting the Language Learner in the ESP Classroom, Abu Dhabi, UAE.
8. Help! My Teacher is an Alien!, March 8-10, 2012, 18th Annual TESOL Arabia Conference – Achieving Excellence through Life Skills Education, Dubai, UAE.
9. Text Interaction in Undergraduate Academic Writing: A Bridge Too Far? - An Analysis into Non-Native Speaker Students’ Text Interaction Skills in the Dissertation Literature Review. November 22-24, 2011, 1st International Conference on Emerging Research Paradigms in Business and Social Sciences, Dubai, UAE.
10. Personal Portfolio to IELTS Success (with A. Young), November 24-25, 2011, 15th Annual Conference Current Trends in English Language Testing 2011- Back to Basics, Dubai, UAE.
11. Continuous Feedback on In-Class Performance, May 19-20, 2011, 1st Observation and Feedback Conference – Observation and Feedback: The Way Forward, Dubai, UAE.
12. Should We Reward Student Input? (with C. Cosgrove & S. Lancaster), November 4-5, 2010, 14th Annual Conference Current Trends in English Language Testing 2010 – Social Responsibility in Language Assessment. Dubai, UAE.
13. Is IELTS Killing CLIL?, March 11-13, 2010, 16th International TESOL Arabia Conference – Transformations in TESOL, Dubai, UAE.
14. ELT Management in the Gulf: What They Never Told Me in College, May 20, 2010, 2nd Annual Teacher Leadership Academy. Dubai, UAE.
15. Student and Teachers Views on IELTS in a Gulf-Based College Context, April 6, 2010, 2nd Sharjah ELT Colloquium – Test to Teach or Teach to the Test: Unpacking an Awkward Compromise, Sharjah, UAE.
16. Room at the Content Inn?, November 18-20, 2009, 13th Annual Conference Current Trends in English Language Testing: Teacher Development in Language Assessment, Dubai, UAE.
17. Ownership issues in CLIL, March 12-14, 2009, 15th International TESOL Arabia Conference and Exhibition 2009 – English in Learning: Learning in English, Dubai, UAE.
18. Synthesising IELTS and Content, March 16, 2009, 1st Sharjah ELT Colloquium: Learning and Teaching in the ELT Classroom, Sharjah, UAE.
19. Assessment Policy and Power, November 12-14, 2008, 12th Annual Current Trends in English Language Testing Conference: Developing Assessment Literacy, Dubai, UAE.
TESOL Arabia Eastern Region Conference entitled "Unexpected outcomes: The role of ideology in ELT curricula" on November 7th, 2009.
- (2011). Learning Vocabulary in the EAP classroom. Invited Speaker: International Conference on Teaching and Learning as Tools of Progress in Higher Education. Prince Sultan University, Riyadh, Kingdom of Saudi Arabia.
- (2010). Assessment Practices and Beliefs: Strengthening Assessment Literacy in EFL Teachers. International Association of Teachers of English as a Foreign Language (IATEFL) Conference, Harrogate, United Kingdom.
- Rogier, D., Boyd, D., & Meijer, D. (2010). Working Toward Standardization in Marking Writing. IATEFL Testing Evaluation and Assessment SIG, Establishing and Maintaining Standards, 11-12 February 2010, Dubai, United Arab Emirates.
- (2009). Assessment Practices and Beliefs: Strengthening Assessment Literacy in EFL Teachers. Program and Learning Assessment in Higher Education, Beirut, Lebanon.
- Teacher Leadership: Does Culture Make a Difference? TESOL-Italy’s XXXV National Convention, November 19-20, 2010.
- Professional Development: Is it Worth the Trouble? Qatar TESOL, April 13-14, 2012
Teacher-driven writing curriculum evaluation, JALT 2012 38th Annual International Conference on Language Teaching and Learning & Educational Materials Expo, Japan, 2012/10/13
Making a difference through self access, JALT 2012 38th Annual International Conference on Language Teaching and Learning & Educational Materials Expo, Japan, 2012/10/13
Nurturing autonomy: Authentic English Clubs, JALT 2012 38th Annual International Conference on Language Teaching and Learning & Educational Materials Expo, Japan, 2012/10/12
Creating Curriculum in line with Critical Pedagogy Annual JALT Japanese Association of Language Teachers Conference, Japan, 2010/11
Undervaluing Silence in the Classroom, Annual JALT Japanese Association of Language Teachers Conference, Japan, 2010/11
The Power of Teaching Assistants, Annual JALT Japanese Association of Language Teachers Conference, Japan, 2010/11
Creativity and Collaboration in Curriculum Design, JALT 2010 36th Annual International Conference on Language Teaching and Learning & Educational Materials Expo, Japan, 2010/11/20
Using Mind Maps to Promote Critical Thinking, Annual JALT Japanese Association of Language Teachers Conference, Japan, 2009/11
As a condition of its license to operate within Knowledge Village (KV), the Graduate School of Education has been asked by Dubai International Academic City (DIAC) to sign an undertaking in respect of the behaviour of its students while studying in Dubai.
As a student based in Knowledge Village, you will need to bear in mind at all times, the particular cultural sensitivities that you need to demonstrate while you are guests in the United Arab Emirates, and on these premises in particular. We are aware that many of you work and live in the Emirates or other Gulf countries and are therefore familiar with the cultural sensitivities of the region.
If you are accepted on the EdD programme you will be asked to signify your intention to adhere to appropriate behaviour that would not compromise this Code of Conduct by signing an undertaking of agreement.
If you would like further details of the full Code of Conduct, please contact us via our web enquiry form.
If you have any questions, please send them to:
Dr Salah Troudi (email@example.com)
Director EdD TESOL Dubai
Graduate School of Education
University of Exeter