Contributing to the emerging body of research-based knowledge about teaching English to native speakers of Arabic, this volume presents empirical studies carried out in Egypt, Lebanon, Oman, Palestine, Saudi Arabia, and the United Arab Emirates.

ContentsForeword Yehia El-EzabiPreface Kathleen M. Bailey & Ryan M. DamerowAcknowledgmentsChapter One: Research on the Teaching and Learning of English in the Arabic-speaking World: Questions in Search of Answers Ryan M. Damerow & Kathleen M. BaileyChapter Two: Modality in Arab EFL Students’ Academic Writing: Implications for Policy, Practice, and Research Abdul Gabbar Al-SharafiChapter Three: Arab Students’ Use of Monitoring in their EFL Composing: The Role of Linguistic Knowledge Muhammad M. M. Abdel LatifChapter Four: Arabic Native Speakers’ Overpassivization in English Hassan El-NabihChapter Five: The Use of English for Education in the Arab World: An Ethnographic Investigation of Female Emirati Pre-service Teachers’ Conceptions of English as a Medium of Instruction Melanie van den HovenChapter Six: Exploring the Impact of Teacher Education Pedagogy on EFL Reading Teacher Identities: A United Arab Emirates Case Fíodhna Gardiner-HylandChapter Seven: English Language Teaching in Lebanese Schools: Trends and Challenges Fatima EsseiliChapter Eight: Palestinian Teachers’ Use of Questioning in Two Different Instructional Settings of EFL Reading Enas HammadChapter Nine: TV Shows, Word Coverage and Incidental Vocabulary Learning: Implications for Arabic Speakers Learning English Mansoor Al-SurmiChapter Ten: Explorations in the Predictive Validity of a Regionally Developed English Proficiency Exam: The CEPA Laila W. RumseyChapter Eleven: Age of L2 Learning Makes no Difference in Instructed Settings: Input Matters Most Kholoud A. Al-ThubaitiChapter Twelve: Summary and Concluding Observations G. Richard TuckerAbout the Contributors