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Relevant bibliographies by topics / Arab EFL students

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Academic literature on the topic 'Arab EFL students'

Author: Grafiati

Published: 3 June 2025

Last updated: 1 August 2025

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Journal articles on the topic "Arab EFL students"

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M ALI, Salah, Kamariah Yunus, Turky Alshaikhi, Mohammed Abdulgalil Abugohar, Taleb Mohana, and Taya Mustafa. "The Effects of Blended Learning on First-Year Arab University Students' Oral Production." World Journal of English Language 13, no. 8 (2023): 146. http://dx.doi.org/10.5430/wjel.v13n8p146.

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Arab language learners struggle with oral production due to limited exposure to the English language, the absence of direct interaction with English-speaking populations, and the prevailing English teaching and learning approaches offered by educational institutions. Blended learning approaches in language teaching and learning were established in the English as a Foreign Language (EFL) context to improve students’ skills. This study examined the impact of a blended learning approach on first-year Arab university male and female students’ oral production using a mixed-methods’ approach. The st

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Saeed, Aziz Thabit. "Arab EFL Learners’ Acquisition of Modals." Research in Language 7 (December 23, 2009): 75–98. http://dx.doi.org/10.2478/v10015-009-0006-5.

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This paper investigates Arab EFL learners’ acquisition of modal verbs. The study used a questionnaire, which comprises two versions, testing students’ mastery of modals at the levels of both recognition and production. The questionnaire was distributed to 50 English major university students who had studied English for 12-14 years and who had scored 500 or more on the TOEFL. The findings of the study show that the overall performance of the subjects in the study was quite low. The study established a hierarchy of difficulty and identified the major causes of difficulty in the use of modals.

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Assaggaf, Hussein Taha. "A Process Genre Approach to Teaching Report Writing to Arab EFL Computer Science Students." International Journal of English Linguistics 6, no. 6 (2016): 8. http://dx.doi.org/10.5539/ijel.v6n6p8.

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<p>In the teaching and learning of EFL writing, the Process Genre Approach (PGA), an integration of the process approach and the genre approach, has recently received much attention worldwide. This approach, however, has not been given enough focus in the Arab EFL context. The purpose of this paper is twofold: to report an implementation of a process genre approach in teaching a report writing course; and to explore views of the Arab EFL students attending that course. The study employs two instruments for data collection: observation, for describing the implementation of the PGA; and a

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Fareh, Shehdeh. "Problems Arab EFL Students Encounter in Learning Prepositions." International Journal of Arabic-English Studies 10, no. 1 (2009): 93–112. http://dx.doi.org/10.33806/ijaes2000.10.1.8.

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This paper reports the findings of a study that aimed at identifying the difficulties that Arab EFL learners encounter in using prepositions at the levels of both recognition and production. Data were collected through a specially designed questionnaire that was given to 50 university students. It was found that the overall performance of the subjects was low as they encounter a number of tangible difficulties in acquiring English prepositions. A hierarchy of difficulty was established and the major causes of these difficulties were identified. The semantic complexity of prepositions, the mult

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Al-Salman, Saleh M., and Aziz T. Saeed. "Effects of Text-messaging on the Academic Writing of Arab EFL Students." Research in Language 15, no. 3 (2017): 237–52. http://dx.doi.org/10.1515/rela-2017-0014.

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This paper investigates the effect of text-messaging on Arab EFL learners’ English academic writing. It also investigates teachers’ attitudes and reactions to the presence of e-texting features in their students’ writing. Qualitative and quantitative methods of analysis were employed on data obtained from the following sources: (1) a sample of freshman students’ writing, (2) a survey investigating students’ use of e-chatting in Arabic and English, and (3) a questionnaire eliciting teachers’ reactions to students’ use of texting features in academic writing. The data were collected from a stude

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Abood, Ajwad Thamir, and May S. Rizqallah. "Stressed and Unstressed Forms as Recognized by Iraqi EFL Arab and Kurdish University Students." Al-Adab Journal 3, no. 139 (2021): 1–8. http://dx.doi.org/10.31973/aj.v3i139.2278.

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This study aims to investigate the Iraqi EFL Arab and Kurdish University students’ ability to recognize the stressed (full or strong) forms and the unstressed (reduced or weak) forms within connected speech of English. The material chosen includes six auxiliary verbs. The sample of the study is twenty Iraqi EFL Arab and Kurdish fourth year university students of both genders (males and females). The participants are from the University of Baghdad and the University of Duhok.

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Al-Jarrah, Hamza, and Nur Salina Binti Ismail. "Reading Comprehension Difficulties Among EFL Learners in Higher Learning Institutions." International Journal of English Linguistics 8, no. 7 (2018): 32. http://dx.doi.org/10.5539/ijel.v8n7p32.

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One of the most significant problems faced by instructors is reading deficiency in English texts among the university students, which reflects the students&rsquo; poor academic performance. It is assumed that learners who are unable to read and comprehend face many challenges during their studies and after graduation. This study aims to investigate reading comprehensions difficulties among EFL learners in higher learning institutions. The study employed quantitative method, 100 out of 281 Arab students of Universiti Sultan Zainal Abidin (UniSZA) and Universiti Malaysia Terengganu (UMT) wer

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Alfghe, Abudalslam, and Behbood Mohammadzadeh. "Realisation of the Speech Act of Request, Suggestion and Apology by Libyan EFL Learners." SAGE Open 11, no. 4 (2021): 215824402110503. http://dx.doi.org/10.1177/21582440211050378.

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This study investigates the three speech act strategies of request, suggestion and apology in Libyan Arab EFL undergraduate students (AREFLUS) and Amazigh EFL undergraduate students (AMEFLUS). It also examines their linguistic and pragmatic competence in these strategies. Two Libyan universities (Sebha and Zwara) are selected for the study, which includes 50 AREFLUS and 37 AMEFLUS participants. To investigate the students’ socio-pragmatic and pragma linguistic competence, two instruments are used: a questionnaire in the form of a Discourse Completion Test (DCT) and a rating scale. The results

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Atari, Omar. "A Text-Oriented Procedure for Corrective Feedback in an Arab EFL/EAL Writing Class*." International Journal of Arabic-English Studies 5, no. 1 (2004): 207–20. http://dx.doi.org/10.33806/ijaes2000.5.1.13.

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This paper proposes an EFL corrective feedback procedure at the intermediate level that is based on both (1) findings of empirical research on Arab EFL writers' compositions (Atari, 1985; Atari and Triki, 2000; Kharma, 1986; Kaplan, 1966; Mukattash , 1986; etc.) and (2) a unified theory of EFL writing pedagogy integrating both product and process at all language levels: cf Connor (1987). The proposed procedure consists of four recursive cycles of revising processes as p art of the "overarching " composing process (Witte, 1985). These are: 1. Awareness-raising; 2. Peer evaluation of students' i

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Nazari, Ahmad, and Majid Rasim Younus. "THE EFFECTS OF ACCENT FAMILIARITY ON ARAB EFL LEARNERS’ PERCEPTIVE INTELLIGIBILITY." LLT Journal: A Journal on Language and Language Teaching 24, no. 1 (2021): 103–16. http://dx.doi.org/10.24071/llt.v24i1.3081.

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In accord with the current status of English as an International Language, the aim of this article is to develop a methodological framework to investigate the effects, if any, of accent familiarity on perceptive intelligibility in an Arab EFL context. To this end, a perception intelligibility test was developed to measure the intelligibility of Arab EFL learners and to determine the extent to which intelligibility varied in relation to accent familiarity. A listening text in English from the Speech Accent Archives produced by three speakers of different first language backgrounds constituted t

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Dissertations / Theses on the topic "Arab EFL students"

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Saafin, Saleh Mohamed. "An investigation into Arab students' perceptions of effective EFL teachers at university level." Thesis, University of Exeter, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421574.

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Monassar, Hisham M. "Cohesion and coherence : contrastive transitions in the EFL/ESL writing of university Arab students." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1312004.

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This dissertation investigates the expression of contrastive transitions in the ESL/EFL (English as a Second Language/English as a Foreign Language) writing of university students of Arabic language background. For this purpose, an experimental group of 30 freshmen at Sohar University in Oman whose native language is Arabic served as the experimental group. They did three tasks, two writing activities and a cloze test, ranging from semi controlled (free writing) to the highly controlled cloze test. A control group of 30 Ball State University freshmen in Muncie, Indiana who speak English as a n

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Rogier, Dawn. "The effects of English-medium instruction on language proficiency of students enrolled in higher education in the UAE." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/4482.

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This research seeks to discover what happens to students’ English language skills while studying in English-medium classes in UAE universities, and to look at how this compares with what instructors and students think happens to students’ English proficiency during the four years of study. This is explored through a retrospective panel study using a test/retest method to investigate score gains on the IELTS exam after four years of undergraduate study. Student and teacher beliefs about how English-medium instruction (EMI) affects language proficiency, the need for language support after admiss

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Al-Hujaili, Hamdah A. "The organization of general-specific information structure in the EFL compositions of Arab students : a contrastive rhetorical study of Arabic and English." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272993.

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Abou-Assali, Mouna. "The emotional experiences of United Arab Emirates EFL student teachers during the practicum." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14926.

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This qualitative study explores the emotional experiences, challenges and coping strategies experienced by EFL student teachers during their practicum. The sample consisted of 16 pre-service teachers: 6 males and 10 females. Data collection methods included focus groups interviews, in-depth semi-structured individual interviews and critical reflective documents. Interpretation of data indicated that participants experienced a wide range of positive and negative emotions, mainly focused around areas related to their classroom practices, language proficiency, professional knowledge and support r

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Qandil, Mahmoud Ahmed. "The Effect of Text Structure and Signaling Devices on Recall of Freshman Arab Students." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331413/.

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The problem of this study was to examine the effect of text structure and signaling devices on immediate and delayed recalls of freshman Arabic-speaking students after reading a text. Subjects for the study were forty-five freshman Arabic-speaking students enrolled in three freshman English courses at a state university. All subjects were male students. The subjects-were chosen on a voluntary basis. The subjects were given the Reading Comprehension Section of the TOEFL. They were then divided into groups of good, average, and poor readers according to their performance on the TOEFL. Two well—o

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Menkabu, Ahlam. "Stance and engagement in postgraduate writing : a comparative study of English NS and Arab EFL student writers in Linguistics and Literature." Thesis, University of Essex, 2017. http://repository.essex.ac.uk/19115/.

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This study investigated the ways English native and Arab EFL student writers in a UK university from two disciplines (i.e. Linguistics and Literature) use language in their master’s dissertations to interact with readers. How they present themselves and convey judgements and opinions, and how they connect with readers and establish rapport were examined by the employment of Hyland’s (2005b) model of stance and engagement, which encompasses nine categories: hedges, boosters, attitude markers, self-mentions, reader references, directives, asides, questions, and references to shared knowledge. Th

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Alhosani, Najwa M. "Utilizing the writing process approach with English as a second language writers: a case study of five fifth grade ESL Arab students." Diss., Kansas State University, 2008. http://hdl.handle.net/2097/1128.

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Doctor of Philosophy<br>Curriculum and Instruction Programs<br>Marjorie R. Hancock<br>This qualitative case study sought to gain deeper understanding of the role the writing process approach played in developing the writing ability of five fifth grade Saudi Arabian students when writing in English as a second language. The study extended for five months in a Midwest elementary school serving a large ESL population. Participants of this study included four ESL teachers and five Saudi ESL students, four females and one male. Two main queries guided this study: 1) the roles of ESL teachers when u

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Books on the topic "Arab EFL students"

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Noor, Hashim H., and Nassir S. Al-Qadi. Course in Applied Linguistics for Arab EFL/ESL Students. Lang AG International Academic Publishers, Peter, 2016.

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Course in Applied Linguistics for Arab EFL/ESL Students. Lang AG International Academic Publishers, Peter, 2016.

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Course in Applied Linguistics for Arab EFL/ESL Students. Lang AG International Academic Publishers, Peter, 2016.

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Course in Applied Linguistics for Arab EFL/ESL Students. Lang AG International Academic Publishers, Peter, 2016.

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Book chapters on the topic "Arab EFL students"

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Larouz, Mohammed, and Soufiane Abouabdelkader. "Teachers’ Feedback on EFL Students’ Dissertation Writing in Morocco." In Feedback in L2 English Writing in the Arab World. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-25830-6_8.

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Dehdary, Nazanin, and Hashil Al-Saadi. "Students’ Perceptions of 4D Feedback Treatment on EFL Writing in Oman." In Feedback in L2 English Writing in the Arab World. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-25830-6_3.

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Hammad, Enas Abdullah. "Palestinian University Students’ Problems with EFL Essay Writing in an Instructional Setting." In Teaching EFL Writing in the 21st Century Arab World. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-46726-3_5.

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Abouabdelkader, Soufiane. "Moroccan EFL University Students’ Composing Skills in the Balance: Assessment Procedures and Outcomes." In Assessing EFL Writing in the 21st Century Arab World. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64104-1_4.

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Sperrazza, Lelania. "EFL Assessment and the Construction of Positioned Writer Identities in Gulf University Students." In Assessing EFL Writing in the 21st Century Arab World. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64104-1_8.

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Zyad, Hicham, and Abdelmajid Bouziane. "The Effect of EFL Correction Practices on Developing Moroccan Students’ English Writing Skills." In Feedback in L2 English Writing in the Arab World. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-25830-6_5.

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Shabana, Noha Omaya. "Topical Structure Analysis: Assessing First-Year Egyptian University Students’ Internal Coherence of Their EFL Writing." In Assessing EFL Writing in the 21st Century Arab World. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64104-1_3.

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Sadek, Nehal. "The Effect of Self-Assessment as a Revision Technique on Egyptian EFL Students’ Expository Essay Writing." In Assessing EFL Writing in the 21st Century Arab World. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64104-1_2.

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Weber, Alan S. "English Writing Assessment and the Arabic Speaker: A Qualitative Longitudinal Retrospective on Arabic-Speaking Medical Students in Qatar." In Assessing EFL Writing in the 21st Century Arab World. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64104-1_6.

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Solloway, Anthony. "Do Two Wrongs Make a Write(r)? Some Effects and Non-effects of WCF on Arabic L1 Students’ English Academic Writing." In Teaching EFL Writing in the 21st Century Arab World. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-46726-3_8.

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