Teaching EFL Writing in the 21st Century Arab World Realities and Challenges Edited by Hassan Abouabdelkader and Abdelhamid Ahmed Teaching EFL Writing in the 21st Century Arab World Abdelhamid Ahmed • Hassan Abouabdelkader Editors Teaching EFL Writing in the 21st Century Arab World Realities and Challenges Editors Abdelhamid Ahmed Hassan Abouabdelkader Core Curriculum Program Rte Agourai, Hay Al Mansour 903 Qatar University Moulay Ismail University Doha , Qatar Meknès , Morocco ISBN 978-1-137-46725-6 ISBN 978-1-137-46726-3 (eBook) DOI 10.1057/978-1-137-46726-3 Library of Congress Control Number: 2016951101 © Th e Editor(s) (if applicable) and Th e Author(s) 2016 Th e author(s) has/have asserted their right(s) to be identifi ed as the author(s) of this work in accordance with the Copyright, Designs and Patents Act 1988. Th is work is subject to copyright. 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London Contents 1 Introduction 1 Abdelhamid Ahmed and Hassan Abouabdelkader 2 EFL Writing Instruction in an Egyptian University Classroom: An Emic View 5 Abdelhamid Ahmed 3 Th e Teaching of EFL Writing in Morocco: Realities and Challenges 35 Hassan Abouabdelkader and Abdelmajid Bouziane 4 Shared Writing in Omani Young Learner Classrooms 69 Fawziya Hamdan Al Zadjali 5 Palestinian University Students’ Problems with EFL Essay Writing in an Instructional Setting 99 Enas Abdullah Hammad v vi Contents 6 Examining the Characteristics of Tunisian Advanced EFL Learners’ Essays 125 Ibtissem Knouzi 7 Academic Writing in the UAE: Transforming Critical Th ought in the EFL Classroom 157 Lelania Sperrazza and Rana Raddawi 8 Do Two Wrongs Make a Write(r)? Some Eff ects and Non-eff ects of WCF on Arabic L1 Students’ English Academic Writing 189 Anthony Solloway 9 Teaching and Learning EFL Writing at Yemeni Universities: A Review of Current Practices 221 Abdulghani Muthanna 10 Conclusion 245 Abdelhamid Ahmed and Hassan Abouabdelkader Index 253 Notes on Contributors Hassan A bouabdelkader is currently Professor of English and coordinator of the English programmes at the École Nationale Supérieure des Arts et Métiers at Moulay Ismail University in Meknès, Morocco. He completed his Ph.D. in TEFL methodology at Mohamed V University in Rabat and the Institute of Education of the University of London. Dr. Abouabdelkader served as a teacher educator for twenty years at the École Normale Supérieure in Meknès. He is an active academic with several publications. He has also participated in confer- ences in Morocco and abroad. Abdelhamid Ahmed is the Curriculum and Instruction Coordinator at the Core Curriculum Program, Qatar University in Qatar. He is experienced in teach- ing and researching EFL writing. He holds a M.Ed. and a Ph.D., and has numer- ous research publications to his name. He obtained his Ph.D. in Education (TESOL/TEFL) at the Graduate School of Education at the University of Exeter, UK. His areas of expertise include EFL writing diffi culties, assessment, feedback, teacher training, and teaching practice. He has taught in many universities around the world, including Helwan University, Cairo University, Exeter University, Birmingham University, Qatar University, and University College London, Qatar. Fawziya H amdan Al Zadjali is a qualifi ed English language teacher, teacher trainer and EFL course writer, as well as an educational manager. Fawziya works at the Ministry of Education of the Sultanate of Oman. She holds a Master’s degree in TESOL Teacher Education from the University of Leeds. Fawziya is pursuing a Ph.D. at Leeds Beckett University, UK. Her research is on the impact vii viii Notes on Contributors of prescribed curricula on teacher professional identity. Fawziya has presented papers in national and international conferences and has published a number of research articles and chapters in the fi eld of EFL and TESOL. Abdelmajid Bouziane holds a doctorate in education. He is an associate pro- fessor at Hassan II University in Casablanca, Morocco. He has participated in many national and international conferences, workshops, and projects. He has published research work on various issues related to ELT and has reviewed books, CD-ROMs, and websites. His main interests include: (quantitative) classroom- oriented research, ICT in education (especially in the teaching of languages), literacy (in ESL/EFL), governance and quality in higher education, teacher training, and NGOs. He is the President of the Moroccan Inter-university Network of English (MINE). He is also the editor of ELTCS AME List (English Language Teaching Contacts Scheme for Africa and the Middle East). Enas Abdullah Hammad c urrently works as Assistant Professor of TEFL at Al-Aqsa University in Palestine. From 1999–2007, she served as an English teacher at Gaza governmental and United Nations Relief and Work Agency (UNRWA) schools. She is the winner of the 2010 Sheikh Nahayan Doctoral Dissertation Fellowship granted by the International Research Foundation for English Language Education (TIRF). Her research interests include English lan- guage teaching methods and language assessment. Ibtissem Knouzi is a Ph.D. candidate at the Ontario Institute for Studies in Education of the University of Toronto, Canada. Her research interests include second language reading and writing, discourse analysis and pragmatics, and sociocultural theory. She received her M.A. in Applied Linguistics and B.A. in English Language and Literature from the University of Tunis, Tunisia. Abdulghani Muthanna is a Ph.D. scholar at Beijing Normal University in China. His major is Educational Leadership and Policy in the Institute for International and Comparative Education. He has a Bachelor’s Degree with honors in Teaching English as a Foreign Language (TEFL) from Taiz University, Yemen, and a Master’s Degree with distinction in Foreign Language Education: English Language Teaching from Middle East Technical University, Turkey. He has taught several courses, including academic writing courses at diff erent state and private higher education institutions in Yemen. He has also authored pub- lications focusing on higher education institutions in Yemen. Rana Raddawi i s Associate Professor at the American University of Sharjah. She teaches in the Master’s TESOL programme in the Department of English in Notes on Contributors ix addition to undergraduate courses on intercultural communication, English for Specifi c Purposes (ESP), curriculum development, and emotional intelligence. She has supervised a number of Master’s and Ph.D. theses. She has mastered fi ve languages: English, Arabic, French, Portuguese, and Turkish. She has many p ublications and translations in her areas of expertise. She is the editor of Intercultural Communication with Arabs (2015). Her research interests relate to cross-cultural studies, TESOL, critical pedagogy, and emotional intelligence. Anthony Solloway h as taught EFL/ESL, English for Academic Purposes (EAP), ESP, and English literature at various levels in England, the People’s Republic of China, the Special Administrative Region of Hong Kong (where he also taught German), the Sultanate of Oman, and most recently in the United Arab Emirates, where he teaches academic composition and where he has also acted as mentor to fi nal year baccalaureate-l evel students completing teaching practicums. His current research interests include English as a medium of instruction and the role, place, and standing of English in the Arabian Gulf, with particular reference to the UAE. Lelania Sperrazza has been teaching academic writing in the Middle East for over ten years. She has trained ESL teachers in Yemen for the Department of State; taught English to doctoral students at Al-Azhar University; and taught rhetoric courses at the American University in Cairo. Currently, she teaches academic writing at the American University of Sharjah in the UAE. Her research interests are language and writer identity, which she is exploring in more depth as a doctoral student at the University of Exeter.