Kathleen M. Bailey a Professor Emerita at the Middlbury Institute of International Studies at Monterey, USA and a TIRF Trustee.David Nunan is Professor Emeritus of Applied Linguistics at the University of Hong Kong, President Emeritus and Distinguished Research Professor at Anaheim University in California, and a TIRF Trustee.

• ForewordPrefaceAcknowledgementsContributors ELT in the Middle-East and North-Africa: A survey of the landscapeDavid NunanPart I: Teachers and teaching English reading in primary school students in LebanonRana Aridi, Eva Kozma, Sara Kassab, Kara McBride, Mirvat Merhi, and Rajani Shrestha Teaching and assessing speaking in the context of curricular reform: The case of IsraelOrly Haim and Tziona Levi Moroccan teachers’ perceptions of EFL instruction in the wake of the Covid-19 pandemic: Lessons learnedAdil Bentahar, Mohammed Elmeski, and Mohammed Hassim The communicative orientation of EFL classrooms: The Tunisian contextKhaled el Houche Matches and mismatches between Egyptian high school EFL teachers’ grammar instruction practices and beliefs Noha Abdel-hamid Ibrahim and Muhammad M. M. Abdel LatifPart II: Identity and affect EFL learner identity and L2 pragmatic choices: Evidence from Omani EFL contextFatema Al Rubai'ey Culture, Motivation, and Self-efficacy in the Sudanese EFL ContextElham Yahia and Aymen Elsheikh An English language teacher candidate’s tensions in the context of Turkey: What does an identity-oriented practicum course offer?Özgehan Uştuk and Bedrettin YazanPart III: Academic writing Metadiscourse in academic abstracts written by Algerian, Saudi, and native English researchers Tarek Assassi Introducing a curriculum-based tutoring model in the Foundation English Program at Qatar University Mansoor Al-Surmi, Pakize Uludag, and Mohammad Manasreh Teaching academic writing in the online environment: Challenges and benefits in the context of higher education in the UAEDoaa Hamam and Christine CoombePart IV: Policy Linguistic visibility in the University of Bahrain’s linguistic landscape Yasser A. Gomaa Factors influencing Iranian language education policy: An empirical investigation Mahdi Dahmardeh and David Nunan Language preferences in the Hashemite Kingdom of Jordan: An exploratory study Fatima Esseili Factors contributing to Gaza pre-service teachers’ poor proficiency in English language Enas Abdullah Rajab HammadIndex

Kathleen M. Bailey a Professor Emerita at the Middlbury Institute of International Studies at Monterey, USA and a TIRF Trustee.David Nunan is Professor Emeritus of Applied Linguistics at the University of Hong Kong, President Emeritus and Distinguished Research Professor at Anaheim University in California, and a TIRF Trustee.

• ForewordPrefaceAcknowledgementsContributors ELT in the Middle-East and North-Africa: A survey of the landscapeDavid NunanPart I: Teachers and teaching English reading in primary school students in LebanonRana Aridi, Eva Kozma, Sara Kassab, Kara McBride, Mirvat Merhi, and Rajani Shrestha Teaching and assessing speaking in the context of curricular reform: The case of IsraelOrly Haim and Tziona Levi Moroccan teachers’ perceptions of EFL instruction in the wake of the Covid-19 pandemic: Lessons learnedAdil Bentahar, Mohammed Elmeski, and Mohammed Hassim The communicative orientation of EFL classrooms: The Tunisian contextKhaled el Houche Matches and mismatches between Egyptian high school EFL teachers’ grammar instruction practices and beliefs Noha Abdel-hamid Ibrahim and Muhammad M. M. Abdel LatifPart II: Identity and affect EFL learner identity and L2 pragmatic choices: Evidence from Omani EFL contextFatema Al Rubai'ey Culture, Motivation, and Self-efficacy in the Sudanese EFL ContextElham Yahia and Aymen Elsheikh An English language teacher candidate’s tensions in the context of Turkey: What does an identity-oriented practicum course offer?Özgehan Uştuk and Bedrettin YazanPart III: Academic writing Metadiscourse in academic abstracts written by Algerian, Saudi, and native English researchers Tarek Assassi Introducing a curriculum-based tutoring model in the Foundation English Program at Qatar University Mansoor Al-Surmi, Pakize Uludag, and Mohammad Manasreh Teaching academic writing in the online environment: Challenges and benefits in the context of higher education in the UAEDoaa Hamam and Christine CoombePart IV: Policy Linguistic visibility in the University of Bahrain’s linguistic landscape Yasser A. Gomaa Factors influencing Iranian language education policy: An empirical investigation Mahdi Dahmardeh and David Nunan Language preferences in the Hashemite Kingdom of Jordan: An exploratory study Fatima Esseili Factors contributing to Gaza pre-service teachers’ poor proficiency in English language Enas Abdullah Rajab HammadIndex

Kathleen M. Bailey a Professor Emerita at the Middlbury Institute of International Studies at Monterey, USA and a TIRF Trustee.David Nunan is Professor Emeritus of Applied Linguistics at the University of Hong Kong, President Emeritus and Distinguished Research Professor at Anaheim University in California, and a TIRF Trustee.

• ForewordPrefaceAcknowledgementsContributors ELT in the Middle-East and North-Africa: A survey of the landscapeDavid NunanPart I: Teachers and teaching English reading in primary school students in LebanonRana Aridi, Eva Kozma, Sara Kassab, Kara McBride, Mirvat Merhi, and Rajani Shrestha Teaching and assessing speaking in the context of curricular reform: The case of IsraelOrly Haim and Tziona Levi Moroccan teachers’ perceptions of EFL instruction in the wake of the Covid-19 pandemic: Lessons learnedAdil Bentahar, Mohammed Elmeski, and Mohammed Hassim The communicative orientation of EFL classrooms: The Tunisian contextKhaled el Houche Matches and mismatches between Egyptian high school EFL teachers’ grammar instruction practices and beliefs Noha Abdel-hamid Ibrahim and Muhammad M. M. Abdel LatifPart II: Identity and affect EFL learner identity and L2 pragmatic choices: Evidence from Omani EFL contextFatema Al Rubai'ey Culture, Motivation, and Self-efficacy in the Sudanese EFL ContextElham Yahia and Aymen Elsheikh An English language teacher candidate’s tensions in the context of Turkey: What does an identity-oriented practicum course offer?Özgehan Uştuk and Bedrettin YazanPart III: Academic writing Metadiscourse in academic abstracts written by Algerian, Saudi, and native English researchers Tarek Assassi Introducing a curriculum-based tutoring model in the Foundation English Program at Qatar University Mansoor Al-Surmi, Pakize Uludag, and Mohammad Manasreh Teaching academic writing in the online environment: Challenges and benefits in the context of higher education in the UAEDoaa Hamam and Christine CoombePart IV: Policy Linguistic visibility in the University of Bahrain’s linguistic landscape Yasser A. Gomaa Factors influencing Iranian language education policy: An empirical investigation Mahdi Dahmardeh and David Nunan Language preferences in the Hashemite Kingdom of Jordan: An exploratory study Fatima Esseili Factors contributing to Gaza pre-service teachers’ poor proficiency in English language Enas Abdullah Rajab HammadIndex