Qatar National Convention Centre

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Qatar National Convention CentreDeveloping Disciplinary Expertise in the Basic Writing ClassroomPresenters: Andreas Karatsolis, Carnegie Mellon University Qatar; Silvia Pessoa, Carnegie MellonUniversity Qatar; Krishnapuram Karthikeyan, Carnegie Mellon University Qatar; Dudley Reynolds,Carnegie Mellon University QatarThe presenters explore the ways that a rhetorical understanding of the arguments surrounding sustainabilitycan be enacted within the freshman writing classroom. The presenters then discuss the implications of thesefindings for both in introductory writing classrooms and in professional communication programs, especiallyin professionalizing nonnative English speakers in a global context.Students’ and Teachers’ Perceptions of Critical ReadingPresenter: Najat Al Kalbani, Sultan Qaboos UniversityTeachers believe that students need to become critical readers. In a context where time is spent encouragingstudents to “just” read, can we expect them to read critically? The presenter discusses students’ andteachers’ perceptions of the scope and teachability of critical reading and the implications of theseperceptions.11:40–12:00 Concurrent SessionsI’m an Engineer, Not an English Teacher: Issues Arising When Content Specialists TeachEFL Students in University-Level English-Medium ClassesPresenter: Marilyn Plumlee, Hankuk University of Foreign StudiesEnglish-medium instruction (EMI) content courses are widespread in universities in EFL countries, but themastery of content frequently falls short of expectations. This study investigated faculty attitudes in Korearegarding the feasibility of providing support in EMI classes. The presenter suggests ways that languageteachers can address the content specialists’ concerns. The presenter then proposes ways that Englishlanguage teaching specialists can address the concerns raised by the content specialists and opens thefloor for discussion.The Impact of Qatari Students’ Reading Habits on Their College ReadinessPresenters: Rachid Bendriss, Weill Cornell Medical College in Qatar; ; Krystyna Golkowska, WeillCornell Medical College in QatarArab learners frequently face challenges in the area of critical reading. The presenters discuss a study onQatari students’ reading habits and use of reading strategies. Based on their findings regarding the role ofsociocultural factors and first language literacy, they propose a pilot program enabling students to becomeconfident readers.12:00–13:30 Networking Lunch and Exhibits13:30–14:15 Concurrent SessionsA Study of Classroom Observation, and the Implications for Teacher Evaluationand ResearchPresenter: Amanda Howard, British University in DubaiClassroom observation is a common educational practice and serves many purposes, from research toteacher appraisal. However, the concept of putting additional people into a teaching environment toobserve normal behavior is intrinsically flawed, and, for the benefit of all involved, it is important thatalternatives are identified.16
Qatar National Convention CentreDeconstructing Bottlenecks in the University Research-to-Writing ProcessPresenters: Anne Nebel, Georgetown University Qatar; Bronwyn Bethel, Georgetown University Qatar;Robert Laws, Georgetown University QatarFor many first-year university students the research-to-writing process is unfamiliar and difficult to navigate.The presenters report on a collaborative study by library and writing center staff to examine conceptualbottlenecks in the academic research-to-writing process. The presenters propose a framework for makingthreshold knowledge more available to students.Engaging Students in Practical Authentic Learning Situations Using Social Networks inESL ContextPresenters: Ismail Fayed, Qatar University; Amer Yacoub, Qatar UniversityThe presenters describe practical models for using social networks in teaching ESL. Hands-on activities inusing some social networks are introduced. The presenters then discuss how such technologies can facilitatelanguage teaching and learning in ESL contexts.Developing the Lesson Discussion Skills of Senior English TeachersPresenters: Donald Sargeant, Ministry of Education Oman; Mohammed Al Ghafri, Ministry ofEducation OmanThis interactive talk demonstrates how an Omani in-service teacher training programme helped to developOmani senior English teachers’ pre-and postlesson discussion skills with their English teachers. Researchevidence based on the action research project shows the effectiveness of these training procedures andtheir impact on future senior English teacher training courses are examined.Arabic for L2 Writing FeedbackPresenter: Rami Mustafa, Exeter UniversityThe presenter discusses a study that investigated whether Saudi students and teachers use Arabic to give,receive, and negotiate feedback on L2 writing in an ESL context and how Arabic can be exploited to augmentthe feedback process. The study showed that Saudi teachers and students use Arabic judiciously in the L2writing feedback process, and that the numerous errors in writing necessitate the use of Arabic. The study alsoshowed that Arabic scaffolded teachers’ and students’ performances in L2 writing feedback. Moreover, thestudy revealed that Arabic had a wide array of other applications during the feedback sessions.14 :15–14:35 Concurrent SessionsM-learning: Using Mobile Phones in a Language Class EffectivelyPresenter: Pir Suhail Ahmed, King Abdul Aziz UniversityMobile devices are ubiquitous, especially mobile phones, which are widely used in many developed anddeveloping countries. This session describes the importance, use, meme, and implementation of M-learning(mobile learning), with emphasis on mobile phones that encourages and supports teaching and learning.14:15–15:00 Concurrent SessionsAn EAP Performance Gap: Developing Arab Students’ Critical Thinking SkillsPresenters: Ozgur Pala, Qatar University; David Bartsch, Qatar University, Foundation ProgramSuccessful academic English performance requires effective critical thinking skills. However, Gulf students’substandard higher-order thinking skills inhibit their performance in EAP programs. The presenters examinethe findings of a study investigating the handling of critical thinking in EAP programs. Suggestions are thenmade for introducing and developing critical thinking skills.17
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