Kathleen M. Bailey is a Professor of Applied Linguistics in the Master of Arts in the TESOL-TFL Program at the Monterey Institute of International Studies, and President of The International Research Foundation for English Language Education (TIRF).Ryan M. Damerow is the Executive Assistant of The International Research Foundation for English Language Education (TIRF).

"Indeed, this volume deals with a wide range of issues which are interesting to researchers in the Arabic region […] The volume reminds us as readers that there is more room for research into the teaching and learning of English in such fertile contexts as the Arabic-speaking world. Hence, Teaching and Learning English in the Arabic-Speaking World is a timely book which has shed some light on more recent and updated issues and, furthermore, should inspire researchers in the ELT field to focus on the Middle East and the Gulf countries." – Tariq Elyas, Professor of Applied Linguistics at King Abdulaziz University, Saudi Arabia “A fascinating insight into the diversity of issues that language educators in the Middle East grapple with.”- Dudley Reynolds, Carnegie Mellon University in Qatar“…an essential resource for those individuals who are interested in the latest research from the Arab world.”- Christine Coombe, Dubai Men’s College, UAE; TESOL President (2011-2012)

• ContentsForewordYehia El-EzabiPrefaceKathleen 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

Kathleen M. Bailey is a Professor of Applied Linguistics in the Master of Arts in the TESOL-TFL Program at the Monterey Institute of International Studies, and President of The International Research Foundation for English Language Education (TIRF).Ryan M. Damerow is the Executive Assistant of The International Research Foundation for English Language Education (TIRF).

"Indeed, this volume deals with a wide range of issues which are interesting to researchers in the Arabic region […] The volume reminds us as readers that there is more room for research into the teaching and learning of English in such fertile contexts as the Arabic-speaking world. Hence, Teaching and Learning English in the Arabic-Speaking World is a timely book which has shed some light on more recent and updated issues and, furthermore, should inspire researchers in the ELT field to focus on the Middle East and the Gulf countries." – Tariq Elyas, Professor of Applied Linguistics at King Abdulaziz University, Saudi Arabia “A fascinating insight into the diversity of issues that language educators in the Middle East grapple with.”- Dudley Reynolds, Carnegie Mellon University in Qatar“…an essential resource for those individuals who are interested in the latest research from the Arab world.”- Christine Coombe, Dubai Men’s College, UAE; TESOL President (2011-2012)

• ContentsForewordYehia El-EzabiPrefaceKathleen 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

Kathleen M. Bailey is a Professor of Applied Linguistics in the Master of Arts in the TESOL-TFL Program at the Monterey Institute of International Studies, and President of The International Research Foundation for English Language Education (TIRF).Ryan M. Damerow is the Executive Assistant of The International Research Foundation for English Language Education (TIRF).

"Indeed, this volume deals with a wide range of issues which are interesting to researchers in the Arabic region […] The volume reminds us as readers that there is more room for research into the teaching and learning of English in such fertile contexts as the Arabic-speaking world. Hence, Teaching and Learning English in the Arabic-Speaking World is a timely book which has shed some light on more recent and updated issues and, furthermore, should inspire researchers in the ELT field to focus on the Middle East and the Gulf countries." – Tariq Elyas, Professor of Applied Linguistics at King Abdulaziz University, Saudi Arabia “A fascinating insight into the diversity of issues that language educators in the Middle East grapple with.”- Dudley Reynolds, Carnegie Mellon University in Qatar“…an essential resource for those individuals who are interested in the latest research from the Arab world.”- Christine Coombe, Dubai Men’s College, UAE; TESOL President (2011-2012)

• ContentsForewordYehia El-EzabiPrefaceKathleen 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