Submissions from 2020
Behavioral intention to use mobile technology in language teaching: A qualitative analysis of a UAE case study, Ibtehal Mahmoud Aburezeq, Fawzi Fayez Ishtaiwa-Dweikat, and Marielle Patronis
The role of self-efficacy as an attribute of principals’ leadership effectiveness in K-12 private and public institutions in Lebanon, Sandra Baroudi and Zeina Hojeij
A Quantitative Investigation of Intrinsic and Extrinsic Factors Influencing Teachers’ Job Satisfaction IN Lebanon, Sandra Baroudi, Rana Tamim, and Zeina Hojeij
Effective assessment of workplace problem-solving in higher education, Maurice Danaher and Kevin Schoepp
A case study on improving reading fluency at a university in the UAE, Jenny Eppard, Sandra Baroudi, and Aicha Rochdi
An investigation into the linguistic landscape of translingual storybooks for Arabic-English bilingual children, Kay Gallagher and Afaf Bataineh
Connecting literacy to curriculum ideologies, Majed Harb and Hanada Taha Thomure
The use of English and linguistic hybridity among Emirati millennials, Sarah Hopkyns, Wafa Zoghbor, and Peter John Hassall
Does size really matter in university preparatory english language classrooms?, Wayne Jones, Kay Gallagher, and Jessica Midraj
Does language really matter when solving mathematical word problems in a second language? A cognitive load perspective, Jase Moussa-Inaty, Mark Causapin, and Timothy Groombridge
Age and knowledge of morphosyntax in english as an additional language: Grammatical judgment and error correction, Muhammad Asif Qureshi
Grammaticality judgment task: Reliability and scope, Muhammad Asif Qureshi
Arabic children’s literature: Glitzy production, disciplinary content, Hanada Taha Thomure, Shereen Kreidieh, and Sandra Baroudi
Submissions from 2019
A digital platform for supervised self-directed learning in emergencies: the case of the Syrian crisis, Nada Almasri, Luay Tahat, Sawsan Skaf, and Aman Al Masri
Effective evaluation of the non-technical skills in the computing discipline, Maurice Danaher, Kevin Schoepp, and Ashley Ater Kranov
Teaching and measuring the professional skills of information technology students using a learning oriented assessment task, Maurice Danaher, Kevin Schoepp, and Ashley Ater Kranov
Reliability and validity of the computing professional skills assessment, Maurice Danaher, Kevin Schoepp, and Anthony Rhodes
Using songs to improve literacy in a dual-language kindergarten in the United Arab Emirates, Anna Dillon, Hanan Aguleh, and Nadia Al Seyabi
Global nomads, cultural chameleons, strange ones or immigrants? An exploration of Third Culture Kid terminology with reference to the United Arab Emirates, Anna Dillon and Tabassim Ali
The experience of co-teaching for emergent Arabic-English literacy, Anna M. Dillon and Kay Gallagher
Student voice: perceptions of fair treatment in a Foundations program, Kay Gallagher
Hanada's Text Leveling System (HTLS) from Text Engagement to Text Engagingness, Majed Harb
Instructional mode: A better predictor of performance than student preferred learning styles, Jase Moussa-Inaty, Fida Atallah, and Mark Causapin
Lexical sophistication across languages: a preliminary study of undergraduate writing in Arabic (L1) and English (L2), David M. Palfreyman and Suha Karaki
Attitudes and perceptions towards summative e-assessment for free-text responses: A case study of a UAE university, Marielle Patronis, Fawzi Fayez Ishtaiwa-Dweikat, Mouawiya Al Awad, and Ibtehal M. Aburezeq
Assessing teamwork in a computing programme, Kevin Schoepp, Maurice Danaher, Anthony Rhodes, and Ashley Ater Kranov
Submissions from 2018
The effect of explicit instruction of formulaic language on EFL argumentative writing quality, Armağan Bakili Akkoç, Jingjing Qin, and Erkan Karabacak
Attitudes towards translanguaging: how future teachers perceive the meshing of Arabic and English in children’s storybooks, Afaf al-Bataineh and Kay Gallagher
The state of research on distance, online, and blended learning: Meta-analyses and qualitative systematic reviews, Robert M. Bernard, Eugene Borokhovski, and Rana M. Tamim
Finding innovation and imagination in a bag of loose parts, Anna Dillon
How can arts-based educational research be emancipatory? Insights from three research projects, Majed Harb
Action research as professional development: Its role in education reform in the United Arab Emirates, Conley Hathorn and Anna Marie Dillon
Student perceptions on peer feedback training using a blended method: A UAE case, Zeina Hojeij and Sandra Baroudi
Creative hybridity over linguistic purity: the status of English in the United Arab Emirates, Sarah Hopkyns, Wafa Zoghbor, and Peter John Hassall
‘This is my life style, Arabic and English’: students’ attitudes to (trans)languaging in a bilingual university context, David M. Palfreyman and Afaf Al-Bataineh
Use of collocations in freshman composition: Implications for L1 English and Arabic ESL writers, Asif Qureshi and Ulugbek Nurmukhamedov
An effective rubric norming process, Kevin Schoepp, Maurice Danaher, and Ashley Ater Kranov
Blended Learning for Learner Empowerment: Voices from the Middle East, Rana M. Tamim
Submissions from 2017
Biliteracy as policy in academic institutions, Beverly Baker, David M. Palfreyman, Gwenn Hiller, Wilson Poha, and Zina Manu
Are students in graduate programmes adequately attaining professional skills?, Maurice Danaher, Kevin Schoepp, and Ashley Ater Kranov
Reflections of Academic Experiences From Formerly Incarcerated African American Males, Adam R. Jeffers
Mobile or Not? Assessing the Instructional Value of Mobile Learning, Catherine Nickerson, Chrysi Rapanta, and Valerie Priscilla Goby
School-going teenage mothers and fathers: Gender, challenges and the negotiation of learner-parent roles, Thobeka Ntini and Vishanthie Sewpaul
Academic biliteracies: Multilingual repertoires in higher education, David M. Palfreyman and Christa Van Der Walt
Introduction: Biliteracies in higher education, David M. Palfreyman and Christa Van Der Walt
Examining the Effectiveness of a Learning Outcomes Assessment Program: a Four Frames Perspective, Kevin Schoepp and Burcu Tezcan-Unal
Social work education in the Arabian Gulf: Challenges and opportunities, Lacey M. Sloan, Nicole F. Bromfield, John Matthews, and Karen Smith Rotabi
Submissions from 2016
Assessment of online information literacy learning objects for first year community college english composition, Mara Bordignon, Alana Otis, Adele Georgievski, Jennifer Peters, Gail Strachan, Joy Muller, and Rana Tamin
Technology-supported student interaction in post-secondary education: A meta-analysis of designed versus contextual treatments, Eugene Borokhovski, Robert M. Bernard, Rana M. Tamim, Richard F. Schmid, and Anna Sokolovskaya
Divorce from Arranged Marriages: An Exploration of Lived Experiences, Nicole F. Bromfield, Sanaa Ashour, and Kennon Rider
A new approach for assessing ABET's professional skills in computing, Maurice Danaher, Kevin Schoepp, and Ashley Ater Kranov
An exploration of linguistic Neo-Colonialism through educational language Policy-An Irish perspective, Anna Marie Dillon
Undergraduate employability training and employment: A UAE study, Osama El-Temtamy, K. Kathleen O'Neill, and Sadiq Midraj
The next generation of technology: Mobile apps in the english language classroom, Jenny Eppard, Omaima Nasser, and Preeya Reddy
Emirati cultural identity in the age of 'Englishisation': Voices from an Abu Dhabi university, Sarah Hopkyns
Accidental burns in children under five years of age: The gendered burden of care and socio-economic deprivation, Sharmilla Maharaj and Vishanthie Sewpaul
A meta-analysis: Age and second language grammar acquisition, Muhammad Asif Qureshi
Supporting Emirati females leadership skills through teaching them how to debate: Design, assessment, and considerations, Chrysi Rapanta and Dany Badran
Meta-Assessment: Assessing the Learning Outcomes Assessment Program, Kevin Schoepp and Scott Benson
IELTS and academic success in higher education: A UAE perspective, Kevin Schoepp and Dawn Garinger
The West and the Rest Divide: Human Rights, Culture and Social Work, Vishanthie Sewpaul
Submissions from 2015
Incorporating iPad technology: Creating more effective language classrooms, Khawlah Ahmed and Omaima Nasser
Implementing mobile learning devices into tertiary classrooms: A UAE case study, Troy Priest and Kevin Schoepp
Orientations to Interpersonal Arguing in the United Arab Emirates, with Comparisons to the United States, China, and India, Chrysi Rapanta and Dale Hample
Submissions from 2014
An exploration of bias in meta-analysis: the case of technology integration research in higher education, Robert M. Bernard, Eugene Borokhovski, Richard F. Schmid, and Rana M. Tamim
Detecting bias in meta-analyses of distance education research: big pictures we can rely on, Robert M. Bernard, Eugene Borokhovski, and Rana M. Tamim
Science teaching self-efficacy of culturally foreign teachers: A baseline study in Abu Dhabi, Merryn McKinnon, Jase Moussa-Inaty, and Lydia Barza
Being in the users' shoes: Anticipating experience while designing online courses, Chrysi Rapanta and Lorenzo Cantoni
“Going mobile” in business communication at an Arabian gulf university, Chrysi Rapanta, Catherine Nickerson, and Valerie Priscilla Goby
Submissions from 2013
Public versus private education in primary science: The case of abu dhabi schools, Merryn McKinnon, Lydia Barza, and Jase Moussa-Inaty
What Is Meant by Argumentative Competence? An Integrative Review of Methods of Analysis and Assessment in Education, Chrysi Rapanta, Merce Garcia-Mila, and Sandra Gilabert
Team design communication patterns in e-learning design and development, Chrysi Rapanta, Marcelo Maina, Nicole Lotz, and Alberto Bacchelli
Teachers' Use of YouTube in the United Arab Emirates: An Exploratory Study, Rana M. Tamim
Submissions from 2012
Are contextual and designed student-student interaction treatments equally effective in distance education?, Eugene Borokhovski, Rana Tamim, Robert M. Bernard, Philip C. Abrami, and Anna Sokolovskaya
Improving Listening Skills in English as a Foreign Language by Reading Rather than Listening: A Cognitive Load Perspective, Jase Moussa-Inaty, Paul Ayres, and John Sweller
Determinants of student satisfaction in higher education: an empirical study in Dubai, Sanjai K. Parahoo and Rana M. Tamim
Self-initiated expatriate faculty in the UAE: Balancing the profession and financial rewards, Kevin Schoepp and Ingo Forstenlechner
Challenging the traditional idea of leadership in UAE schools, Lauren Stephenson, Robin Dada, and Barbara Harold
Research as a requirement in a problem-based learning medical curriculum in Saudi Arabia, Hani M. Tamim, Hanan M. Al-Kadri, Mohammed F. Zamakhshary, Ibrahim A. Al-Alwan, Mohamed S. Al-Moamary, Rana M. Tamim, Essam A. Al-Banyan, Mohi M. Magzoub, and Abdullah A. Al-Sayyari
Submissions from 2011
Family, friends, and learning beyond the classroom: Social networks and social capital in language learning, David M. Palfreyman
Using a metaphor to help couples rebuild trust after an affair, Kennon V. Rider
Submissions from 2010
Researcher development in UAE classrooms: Becoming teacher-leaders, Barbara Harold and Lauren Stephenson
Community service learning: Preparing female students in the United Arab Emirates for the workplace, Sandra Poirier, Deborah G. Wooldridge, Gloysis Mayers, Nancy Sonleitner, and Chris Coughlin
The role of family considerations in an expatriate majority environment, Kevin Schoepp and Ingo Forstenlechner
Information systems project manager soft competencies: A project-phase investigation, Gregory J. Skulmoski and Francis T. Hartman
Developing curriculum leadership in the UAE, Lauren Stephenson
Submissions from 2007
The employment of Pygmalion myth in Arabic poetry, Hani Nasrallah
Online media: New dimensions for language awareness, David Palfreyman
"A Funky Language for Teenzz to Use", David Palfreyman and Muhamed Al Khalil
Submissions from 2006
Social context and resources for language learning, David Palfreyman
Submissions from 2005
Othering in an English language program, David Palfreyman
Submissions from 2004
Special education in the United Arab Emirates: Anxieties, attitudes and aspirations, Keith Bradshaw, Lilly Tennant, and Steve Lydiatt
Submissions from 2003
Expanding the Discourse on Learner Development: A reply to Anita Wenden, David Palfreyman
"A funky language for teenzz to use": Representing gulf arabic in instant messaging, David Palfreyman and Muhamed Al Khalil
Touching the screen: Issues related to the use of touchscreen technology in early childhood education, Geoff Romeo, Suzy Edwards, Sue McNamara, Ian Walker, and Christopher Ziguras