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Professor Salah Troudi

Professor Salah Troudi

Professor of TESOL and Language Education / Doctoral Research Forum Coordinator

 4775

 +44 (0) 1392 724775

 Baring Court BC208

 

Baring Court, University of Exeter St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK

Overview

 Professor

Teaching English to Speakers of Other Languages (TESOL) and Language Education

 

Qualifications

Bachelor of Arts  in English language, literature and linguistics. University of Tunis, Tunisia.

Certificat D'aptitute a la Recherche (MA) in English Language Teaching and Sociology of Education. University of Tunis, Tunisia.

Masters of Science in Teaching English for Specific Purposes. Aston University, UK.

Doctor of Philosophy in Multilingual and Multicultural Education/ TESOL. Frorida State University, USA.

Post-Doctorate in Applied Linguistics and Education: Florida State University.

Research group links

Research

Research interests

My research interests are in the areas of:

  • Critical pedagogy and critical applied linguistics.

  • Curriculum and syllabus design in TESOL,

  • Teacher education and professional development

  • Techology in language teaching

  • Classroom-based research,

  •  Language programme evaluation

  • Teaching  of Arabic as foreign language

I currently supervise doctoral students in the following areas:

  • English as a language of instruction In Oman
  • Classroom discourse analysis
  • Action research in EFL
  • CALL and the role of Computer Mediated Chat
  • EFL teacher evaluation
  • Assessment of oral skills in EFL
  • The role of non-native speaker teachers in EFL
  • The role of teachers in the EFL curriculum
  • Mentoring and advising TESOL Students
  • Educational change in the Arab world
  • Learning strategies in Arabic as a foreign language
  • Curriculum evaluaiton in Oman
  • Curriculum evaluation in Indonesia
  • Teacher evaluation in Saudi Arabia
  • English as medium of instruction in Kuwait
  • ELT professional development in Oman 
  • ELT Curriculum in Syria
  • Teacher evaluation in Malaysia
  •  Critical pedagogy/ education in Korea
  • Expatriate teachers' professionalism and indentity in Qatar
  • Research methodology in Algeria

Research projects

 

Critical pedagogy in teacher education in the United Arab Emirates

Research networks

Langauge Education Network

Education Theory Reading Netwrok

 

Research grants

  • 2009 Emirates Foundation
    This is a collaborative research grant to explore effectiveness of English language teachers in the United Arab Emirates. A bid for a bigger grant will be submitted next year to extend the study to wider population.

Publications

Key publications | Publications by category | Publications by year

Key publications

Troudi S (2022). issues of Educational Language Policy and EMI in North Africa. In Curle S, Holi Ali HI, Ahassan A, Scatolini SS (Eds.) English-Medium Instruction in Higher Education in the Middle East and North Africa Policy, Research and Pedagogy, London: Bloomsbury Academic, 129-146.  Abstract.
Troudi S (2020). Critical Issues in Teaching English and Language Education: International Research Perspectives. Cham, Switzerland, Palgrave Macmillan. Abstract.
Al-Bakri S, Troudi S (2020). EFL teachers’ beliefs about professionalism and professional development: a case study from Oman. Journal of Applied Linguistics and Professional Practice, 15(1), 1-23. Abstract.
Mustafa R, Troudi S (2019). Saudi Arabia and Saudi Women in Research Literature: a Critical Look. Asian Social Science, Vol. 15, No. 2;(2), 133-141. Abstract.
Louber I, Troudi S (2019). “Most of the Teaching is in Arabic Anyway”, English as a Medium of Instruction in Saudi Arabia, Between De Facto and Official Language Policy. International Journal of Bias, Identity and Diversities in Education, 4(2), 59-73. Abstract.
Raddawi R, Troudi S (2018). Critical Pedagogy in EFL Teacher Education in the United Arab: Possibilities and Challenges. TESOL International Journal, Vol. 13 Issue 1(1), 79-99. Abstract.

Publications by category

Books

Troudi S (2020). Critical Issues in Teaching English and Language Education: International Research Perspectives. Cham, Switzerland, Palgrave Macmillan. Abstract.
Ahmed A, Troudi S, Riley S (eds)(2020). Feedback in L2 English Writing in the Arab World: Inside the Black Box., Palgrave Macmillan. Abstract.
Troudi S (eds)(2015). The proceedings of the 20th TESOL Arabia Conference: Methods and Means in ELT. Dubai, TESOL Arabia Publications. Abstract.
Troudi S (eds)(2014). The Proceedings of the 19th TESOL Arabia Conference: from KG to College to Career. Dubai, TESOL Arabia Publications. Abstract.
Troudi S (eds)(2014). Using Technology in Foreign Language Teaching. Newcastle upon Tyne, Cambridge Scholars Publishing. Abstract.
Troudi S (eds)(2013). Achieving excellence through life skills education. Dubai, TESOL Artabia Publications. Abstract.
Davidson P, Al-Hamly C, Coombe C, Troudi S, Gunn C, Engin M (2012). Rethinking English Language Teaching: Proceedings of the 17th TESOL Arabia Conference. Dubai, United Arab Emirates, TESOL Arabia Publications.
Al-Hamly C, Davidson P, Coombe C, Shehada A, Troudi S (2011). Transformations in TESOL: Proceedings of the 16th TESOL Arabia Conference. Dubai, United Arab Emirates, TESOL Arabia Publications.
Troudi S (eds)(2009). Finding Your Voice: Critical Issues in ELT. Dubai, TESOL Arabia Publications.
Coombe, C., Al-Hamly, M. Davidson, P. Troudi, S. (2007). Evaluating Teacher Effectivess in ESL/EFL Contexts. Ann Arbor, University of Michigan Press.
Jendli, A., Coombe, C. Troudi S (2007). The Power of Language: Perspectives from Arabia.  Dubai, UAE, TESOL Arabia Publications.
Al-Hamly, M. Aydelott, J. Coombe, C. Troudi S (2006). Teaching, Learning, Leading. Dubai, UAE, TESOL Arabia Publications.
Al-Hamly, M. Coombe, C. Troudi, S. (2005). Standards in English language teaching and assessment. UAE, TESOL Arabia Publications.
Coombe, C. Troudi, S. (2003). Critical reflection and practice. UAE, TESOL Arabia Publications.
Troudi S, Riley, S. Coombe, C. (2002). EFL challenges in the new millennium. UAE, TESOL Arabia Publications.
Riley, S. Troudi, S. (eds)(2001). Bridging the gap between teacher and learner \r.  UAE, TESOL Arabia Publications.

Journal articles

Maazoun E, Troudi S (2023). Beyond the Written Corrective Feedback (WCF) Debate: Tunisian EFL University Lecturers’ Views of their WCF Practices. International Journal of Humanities and Cultural Studies (IJHCS), 10(2), 21-53. Abstract.
Mazandarani O, Troudi S (2021). Measures and features of teacher effectiveness evaluation: perspectives from Iranian EFL lecturers. Educational Research for Policy and Practice Abstract.
Ru S, Troudi S (2020). Critical English foreign language teacher education in China. Journal of Advances in Educaiton Research, 15(2), 92-104. Abstract.
Al-Bakri S, Troudi S (2020). EFL teachers’ beliefs about professionalism and professional development: a case study from Oman. Journal of Applied Linguistics and Professional Practice, 15(1), 1-23. Abstract.
Troudi S, Maazoun Zayani E (2020). Scaffolding EFL Teachers' Black Box:Towards a Theoretical Framework of EFL Teachers’ Reading Knowledge. International Journal of Research and. Innovation in Social Science, 4(7), 7-15. Abstract.
Abou Assali M, Troudi S (2019). Expatriate Leaders’ leadership styles vs. Local subordinates’ perspectives in a United Arab Emirates higher education institution. Rhetoric and Communications(39), 74-88. Abstract.
Mustafa R, Troudi S (2019). Saudi Arabia and Saudi Women in Research Literature: a Critical Look. Asian Social Science, Vol. 15, No. 2;(2), 133-141. Abstract.
Louber I, Troudi S (2019). “Most of the Teaching is in Arabic Anyway”, English as a Medium of Instruction in Saudi Arabia, Between De Facto and Official Language Policy. International Journal of Bias, Identity and Diversities in Education, 4(2), 59-73. Abstract.
Raddawi R, Troudi S (2018). Critical Pedagogy in EFL Teacher Education in the United Arab: Possibilities and Challenges. TESOL International Journal, Vol. 13 Issue 1(1), 79-99. Abstract.
Ahmed A, Troudi S (2018). The study identified the assessment practices used in an Egyptian EFL writing course at university and explored teachers and students’ perspectives of these assessment practices. The focus was on the assessment practices to inform and propose appropriate implications. This study is informed by social constructivism where knowledge is constructed socially through the perceptions of different participants. Eight students and eight EFL writing teachers were interviewed, and three EFL writing classes were observed. Findings revealed that writing assessment is important to both teachers and students. Diagnosing students’ writing was done rarely and superficially, using a non-standardised assessment. Reported formative assessment practices include attendance, homework, samples of students’ writing, class participation, assignments, and oral presentation. Stereotypical final exams were reported as the only summative assessment practice. Finally, the assessment criteria and the analytical scoring method were not communicated to students. Observed EFL writing classes mostly confirmed students’ perspectives about the reported practices. Implications and suggestions are provided. Journal of Language Teaching and Research, 9(6), 1229-1242. Abstract.
Uztozun MS, Troudi S (2015). LECTURERS’ VIEWS OF CURRICULUM CHANGE AT ENGLISH LANGUAGE TEACHING DEPARTMENTS IN TURKEY. Novitas-ROYAL (Research on Youth and Language), 9(1), 15-29. Abstract.
Al-Ebaikan R, Troudi S (2010). Blended learning in Saudi universities: challenges and perspectives. ALT-J Research in Learning Technology, 18(1), 49-59. Abstract.
Al-Ebaikan R, Troudi S (2010). Online discussion in blended courses at Saudi Universities. Proceedia Social and Behavioral Sciences, 2, 507-514. Abstract.
Troudi S, Alwan F (2010). Teachers' feelings during curriculum change in the United Arab Emirates: Opening Pandora's box. Teacher Development, 14(1), 107-121. Abstract.
Troudi S, Coombe C, Al-Hamly M (2009). EFL Teachers' Views of English Language Assessment in Higher Education in the United Arab Emirates and Kuwait. TESOL Quartlery, 43(3), 546-555. Abstract.
Troudi S (2007). TEACHING WORLD LANGUAGES FOR SOCIAL JUSTICE: a SOURCEBOOK OF PRINCIPLES AND PRACTICES, Terry A. Osborn. Studies in Second Language Acquisition, 29(4), 633-634.
Troudi S (2007). Teaching world languages for social justice: a sourcebook of principles and practices. STUDIES IN SECOND LANGUAGE ACQUISITION, 29(4), 633-634. Author URL.
Troudi, S. (2006). An investigation into the changes in perceptions of. and attitudes towards learning English in a Malaysaian college\r \r \r \r \r \r. Interantional Journal of Teaching and Learning in Higher Education, 18(2), 120-130.
Rich SAL, Troudi S (2006). Hard Times: Arab TESOL students' experiences of racialization and othering in the United Kingdom. TESOL Quarterly, 40(3), 615-627.
Troudi, S. (2005). Critical content and cultural knowledge for TESOL Teachers \r. Teacher Development, 9(1), 115-129.
Troudi S (2005). Critical content and cultural knowledge for teachers of english to speakers of other languages. Teacher Development, 9(1), 115-129.
Troudi S (2005). Values in English language teaching. STUDIES IN SECOND LANGUAGE ACQUISITION, 27(4), 631-632. Author URL.
Troudi S (2003). Critical applied linguistics: a critical introduction. TESOL QUARTERLY, 37(4), 776-777. Author URL.
Troudi, S. (2002). English as a language of Instruction in the UAE. TESOL Arabia News, 9(3), 5-10.
Troudi S (1998). Teaching pronunciation: a reference teachers of English to speakers of other languages. TESOL QUARTERLY, 32(4), 783-784. Author URL.
Platt, E. (1997). Mary and her teachers: a Grebo-speaking child's place in the mainstream classroom. Modern Language Journal, 81(1), 28-49.
TROUDI S (1995). RESEARCH METHODS IN LANGUAGE-LEARNING - NUNAN,D. TESOL QUARTERLY, 29(3), 601-602. Author URL.

Chapters

Assali MA, Troudi S (2022). Positive and Negative Emotions of Emirati Student-Teachers During an EFL Practicum. In  (Ed) English Language and General Studies Education in the United Arab Emirates, Springer Nature, 223-240.
Troudi S (2022). Research Paradigms in TESOL and Language Education. In  (Ed) Research Questions in Language Education and Applied Linguistics, Springer Nature, 761-766.
Troudi S (2022). issues of Educational Language Policy and EMI in North Africa. In Curle S, Holi Ali HI, Ahassan A, Scatolini SS (Eds.) English-Medium Instruction in Higher Education in the Middle East and North Africa Policy, Research and Pedagogy, London: Bloomsbury Academic, 129-146.  Abstract.
Troudi S, Riley S (2020). Conclusion and Final Remarks. In  (Ed) Feedback in L2 English Writing in the Arab World, Springer Nature, 233-237.
Troudi S (2020). Critical Issues: an Introduction. In  (Ed) Critical Issues in Teaching English and Language Education, Springer Nature, 1-8.
Al-Bakri S, Troudi S (2020). Effects of the English Medium Instruction Policy on Students’ Writing Experiences in Content Courses in a Public College in Oman. In  (Ed) Critical Issues in Teaching English and Language Education, Springer Nature, 11-40.
Al-Bakri S, Troudi S (2020). Effects of the English Medium Instruction Policy on Students’ Writing Experiences in Content Courses in a Public College in Oman. In Troudi S (Ed) Critical Issues in Teaching English and Language Education: International Research Perspectives, Cham, Switzerland: Palgrave |Macmillan, 11-40.  Abstract.
Riyami T, Troudi S (2020). Introducing Critical Pedagogy to English Language Teachers at Tertiary Education in Oman: Definitions and Attitudes. In Troudi S (Ed) Critical Issues in Teaching English and Language Education: International Research Perspectives, Cham, Switzerland.: Palgrave Macmillan, 161-293.  Abstract.
Al Riyami T, Troudi S (2020). Introducing Critical Pedagogy to English Language Teachers at Tertiary Education in Oman: Definitions and Attitudes. In  (Ed) Critical Issues in Teaching English and Language Education, Springer Nature, 261-293.
Al Harbi N, Troudi S (2020). Supervisors’ Written Feedback on Saudi Postgraduate Students’ Problems with Academic English Writing in Selected UK Universities. In Ahmed A, Troudi S, Riley S (Eds.) Feedback in L2 English Writing in the Arab World: Inside the Black Box, Cham, Switzerland: Palgrave Macmillan, 171-200.  Abstract.
Al-Harbi N, Troudi S (2020). Supervisors’ Written Feedback on Saudi Postgraduate Students’ Problems with Academic English Writing in Selected UK Universities. In  (Ed) Feedback in L2 English Writing in the Arab World, Springer Nature, 171-200.
Troudi S (2018). Politics of Testing and Assessment. In  (Ed) The TESOL Encyclopedia of English Language Teaching, Wiley, 1-6.
Troudi S (2018). The politics of testing and assessment. In. (Ed.) the TESOL Encyclopedia of English Language Teaching (pp. 5139-5145) (1st Ed.). (Project Editor: Margo DelliCarpini; Volume Editor: Christine Coombe). Hoboken, USA: John Wiley & Sons, Inc. In Liontas JI, DelliCarpini M, Coombe C (Eds.) Encyclopedia of English Language Teaching, Hoboken, USA: John Wiley & Sons, Inc, 5139-5145.  Abstract.
Alamoudi K, Troudi S (2017). EFL teacher evaluation: a theoretical perspective. In Hidri S, Coombe C (Eds.) Evaluation in Foreign Language Education in the Middle East and North Africa, London: Springer, 29-42.  Abstract.
Boukadi S, Troudi S (2017). English education policy in Tunisia: Issues of language policy in post-revolution Tunisia. In Kirkpatrick R (Ed) Enlgish language education policy in the Middle East and North Africa, Cham, Switzerland.: Springer, 275-278.  Abstract.
Boukadi S, Troudi, S (2017). English education policy inTunsia: Isues of language epolicy in post-revolution Tunisia. In Kirkpatrick R (Ed) Enlgish language education policy in the Middle East and North Africa, Cham, Switzerland.: Springer, 257-277.  Abstract.
Mazandarani O, Troudi S (2017). Teacher evaluation: What counts as an effective teacher. In Hidri S, Coombe C (Eds.) Evaluation in Foreign Language Education in the Middle East and North Africa, London: Spinger, 3-28.
Troudi S, Hafidh G (2017). The dilemma of English and its roles in the United Arab Emirates and the Gulf. In Mahboob A (Ed) Challenges to Education in GCC during the 21st Century, Cambridge, UK: Gulf Research Center. 93-116.  Abstract.
Alamoudi K, Troudi S (2016). EFL Teacher Evaluation: a Theoretical Perspective. In  (Ed) Evaluation in Foreign Language Education in the Middle East and North Africa, Springer Nature, 29-41.
Troudi S (2015). Critical research in TESOL and Language education. In Brown JD, Coombe C (Eds.) The Cambridge Guide to Research in Language Teaching and Learning, Cambridge: Cambridge University Press, 89-98.  Abstract.
Raddawi R, Troudi S (2015). ELT teachers' stress: can emotional intelligence help?. In McLaren P, Al-Hamly M, Gunn C, Riddlebarger J, Calladine S, Anderson D, Troudi S (Eds.) The Proceedings of the 20th TESOL Arabia Conference:. Methods and Means in ELT, Dubai: TESOL Arabia Publications, 73-81.  Abstract.
Habbash M, Troudi S (2015). The Discourse of Global English and its Representation in the Saudi Context: a Postmodernist Critical Perspective. In  (Ed) Intercultural Communication with Arabs, Springer, 57-73.  Abstract.
Al-Ebaikan R, Troudi S (2014). Blended learning in Saudi Arabia: Potential for its use in EFL at the tertiary level. In Al-Mahrooqi R, Troudi S (Eds.) , Newcastle upon Tyne: Cambridge Scholars Publishing, 30-44.  Abstract.
Raddawi R, Troudi S (2014). Emotional intelligence in ELT teacher education. In McLaren P, Al-Hamly M, Coombe C, Davidson P, Gunn C, Troudi S (Eds.) From KG to College to Career Proceedings of 19th TESOL Arabia Conference, Dubai: TESOL Arabia Publications, 174-158.  Abstract.
Mynard J, Troudi S (2014). The internet chat room : a tool for promoting learner autonomy. In Al-Mahrooqi R, Troudi S (Eds.) Using Technology in Foreign Language. Teaching, Newcastle upon Tyne: Cambridge Scholars Publishing, 162-185.  Abstract.
Chandella N, Troudi S (2013). Critical pedagogy in language education: Challenges and potentials. In Akbari R, Coombe C (Eds.) Middle East Handbook of Applied Linguistics, Dubai: TESOL Arabia Publication, 42-61.  Abstract.
Raddaoui R, Troudi S (2013). Three elements of ctitical pedagogy in ELT: an overview. In Davidson P, Al-Hamly M, Coombe C, Troudi S, Gunn C (Eds.) Achieving excellence through life skills education: Proceedings of the 18th TESOL Arabia Conference, Dubai: TESOL Arabia Publications, 73-82.
Chandella, N, Troudi S (2012). Critical Pedagogy and English Teaching. In Davidson P, Al-Hamly M, Coombe C, Troudi S, Gunn C, Engin M (Eds.) Rethinking English Language Teaching: Proceedings of the 17th, TESOL Arabia Conference, Dubai, United Arab Emirates: TESOL Arabia Publications, 3-13.
Coombe, C, Troudi S, Al-Hamly M (2012). Foreign and Second Language Teacher Assesement Literacy: Issues, Challenges, and Recommendations. In Coombe C, Stoynoff S, O'Sullivan B, Davidson P (Eds.) The Cambridge Guide to Second Language Assessment, Cambridge: Cambridge Univ Pr, 20-29.  Abstract.
Troudi S (2012). Teaching Portfolios: an Opportunity for Reigniting and Retooling. In Coombe C, England L, Schmidt J (Eds.) Reigniting, Retooling, Retiring in English Language Teaching, University of Michigan Press, 55-65.  Abstract.
Troudi S, Jendli A (2011). Emirati Students' experiences of English as a medium of instruction. In Issa A, Dahan L (Eds.) Global English: Issues of Language, Culture, and Identity in the. Arab World, Oxford: Peter Lang Publishers.
Troudi S (2011). The Conceptualisation of a Research Study in Language Education. In Al-Hamly M, Coombe C, Davidson P, Shehada A, Troudi S (Eds.) Transformations in TESOL: Proceedings of the 16th TESOL Arabia Conference, Dubai, United Arab Emirates: TESOL Arabia Publications, 211-221.
Troudi S (2010). Paradigmatic nature and theoretical framework in educational research. In Al-Hamly M, Coombe C, Davidson P, Shehada A (Eds.) English in learning: Learning in English, Dubai: TESOL Arabia Publications, 315-323.  Abstract.
Troudi S (2010). Two major approaches to researching speaking and interaction in TESOL. In Jendli A, Coombe C (Eds.) Developing oral skills in English: Theory, research. and pedagogy, Dubai: TESOL Arabia Publications, 61-88.  Abstract.
Troudi S (2009). Recognising and rewarding teachers' contributions. In Hamly MA, Coombe C, Shehada A, Troudi S (Eds.) Finding your voice: Critical issues in ELT. Proceedings of the 14th TESOL Arabia Conference, Dubai: TESOL Arabia Publications, 60-67.
Troudi S (2009). The Effects of English as Medium of Instruction on Arabic as a Language of Science and Academia. In Wachob P (Ed) Power in the EFL Classroom: Critical Pedagogy in the Middle East, New Castle upon Tyne: Cambridge Scholars Publishing, 199-216.
Al Kamil, I. Troudi S (2008). Can theory help us understand the nature of writing challenges?. In Coombe C, Jendli A, Davidson P (Eds.) Teaching Writing Skills in EFL: Theory, Research and Pedagogy, Dubai: TESOL Arabia Publications, 3-15.
Maynard, J. Troudi S (2008). Female Emirati students' perceptions of using a chat room to learn English. In Davidson P, Shewell J, Moore WJ (Eds.) Educational Technology in the Arabian Gulf: Theory, Research and Pedagogy, Dubai: TESOL Arabia Publications, 249-262.
Troudi, S. (2008). The Effects of english as a medium of instruction. In A, Jendli, Coombe C, Troudi S (Eds.) , Dubai: TESOL Arabia Publications, 3-19.
Troudi, S. (2007). An Evaluation of student ratings of teaching in a Japanese university context. In Coombe C, Al-Hamly M, Davidson P, Troudi S (Eds.) Evaluating Teacher Effectiveness in ESL/EFL Contexts, Ann Arbor: University of Michigan Press, 152-166.
Troudi, S. (2007). Negotiating with multiple repeaters. In Coombe C, Barlow L (Eds.) ELT teacher research in the Middle East, Alexandria, Virginia: TESOL Publications, 161-172.
Troudi, S. (2007). Teacher perception of teaching English in Malaysian schools: a case study. In Midraj S, Jendli S, Sellami A (Eds.) Research in ELT contexts, Dubai, UAE: TESOL Arabia Publications, 85-102.
Troudi, S. (2007). The Effects of English as a Medium of Instruction. In Jendli A, Troudi S, Coombe C (Eds.) The Power of Language: Perspectives from Arabia, Dubai, UAE: TESOL Arabia Publications, 3-19.
Troudi, S. (2006). Empowering ourselves through action research. In Davidson P, Al-Hamly M, Aydelott J, Coombe C, Troudi S (Eds.) Teaching, Learning, Leading, Dubai, UAE: TESOL Arabia Publications, 277-290.
Troudi, S. (2003). A critical approach to language teacher education. In Coombe C, Davidson P, Llyod D (Eds.) Current Trends in English Language Testing, UAE: TESOL Arabia Publications, 141-154.
Troudi, S. (2003). Virtues of Action Research: a practical EFL example. In Syed Z, Coombe C, Troudi S (Eds.) Critical reflection and practice, UAE: TESOL Arabia Publications, 186-211.
Troudi, S. (2001). Getting published: Seeing your name in print. In Coombe C, Riley S, Troudi S (Eds.) Bridging the gap between teacher and learner, UAE: TESOL Arabia Publications, 132-138.

Conferences

Troudi S (2009). English versus Arabic: Languages for science and academia. IATEFL. Internatioanl Assocition of Teachers of Eglish as a Froreign Language. 7th - 11th Apr 2008.

Publications by year

2023

Maazoun E, Troudi S (2023). Beyond the Written Corrective Feedback (WCF) Debate: Tunisian EFL University Lecturers’ Views of their WCF Practices. International Journal of Humanities and Cultural Studies (IJHCS), 10(2), 21-53. Abstract.

2022

Assali MA, Troudi S (2022). Positive and Negative Emotions of Emirati Student-Teachers During an EFL Practicum. In  (Ed) English Language and General Studies Education in the United Arab Emirates, Springer Nature, 223-240.
Troudi S (2022). Research Paradigms in TESOL and Language Education. In  (Ed) Research Questions in Language Education and Applied Linguistics, Springer Nature, 761-766.
Troudi S (2022). issues of Educational Language Policy and EMI in North Africa. In Curle S, Holi Ali HI, Ahassan A, Scatolini SS (Eds.) English-Medium Instruction in Higher Education in the Middle East and North Africa Policy, Research and Pedagogy, London: Bloomsbury Academic, 129-146.  Abstract.

2021

Mazandarani O, Troudi S (2021). Measures and features of teacher effectiveness evaluation: perspectives from Iranian EFL lecturers. Educational Research for Policy and Practice Abstract.

2020

Troudi S, Riley S (2020). Conclusion and Final Remarks. In  (Ed) Feedback in L2 English Writing in the Arab World, Springer Nature, 233-237.
Ru S, Troudi S (2020). Critical English foreign language teacher education in China. Journal of Advances in Educaiton Research, 15(2), 92-104. Abstract.
Troudi S (2020). Critical Issues in Teaching English and Language Education: International Research Perspectives. Cham, Switzerland, Palgrave Macmillan. Abstract.
Troudi S (2020). Critical Issues: an Introduction. In  (Ed) Critical Issues in Teaching English and Language Education, Springer Nature, 1-8.
Al-Bakri S, Troudi S (2020). EFL teachers’ beliefs about professionalism and professional development: a case study from Oman. Journal of Applied Linguistics and Professional Practice, 15(1), 1-23. Abstract.
Al-Bakri S, Troudi S (2020). Effects of the English Medium Instruction Policy on Students’ Writing Experiences in Content Courses in a Public College in Oman. In  (Ed) Critical Issues in Teaching English and Language Education, Springer Nature, 11-40.
Al-Bakri S, Troudi S (2020). Effects of the English Medium Instruction Policy on Students’ Writing Experiences in Content Courses in a Public College in Oman. In Troudi S (Ed) Critical Issues in Teaching English and Language Education: International Research Perspectives, Cham, Switzerland: Palgrave |Macmillan, 11-40.  Abstract.
Ahmed A, Troudi S, Riley S (eds)(2020). Feedback in L2 English Writing in the Arab World: Inside the Black Box., Palgrave Macmillan. Abstract.
Riyami T, Troudi S (2020). Introducing Critical Pedagogy to English Language Teachers at Tertiary Education in Oman: Definitions and Attitudes. In Troudi S (Ed) Critical Issues in Teaching English and Language Education: International Research Perspectives, Cham, Switzerland.: Palgrave Macmillan, 161-293.  Abstract.
Al Riyami T, Troudi S (2020). Introducing Critical Pedagogy to English Language Teachers at Tertiary Education in Oman: Definitions and Attitudes. In  (Ed) Critical Issues in Teaching English and Language Education, Springer Nature, 261-293.
Troudi S, Maazoun Zayani E (2020). Scaffolding EFL Teachers' Black Box:Towards a Theoretical Framework of EFL Teachers’ Reading Knowledge. International Journal of Research and. Innovation in Social Science, 4(7), 7-15. Abstract.
Al Harbi N, Troudi S (2020). Supervisors’ Written Feedback on Saudi Postgraduate Students’ Problems with Academic English Writing in Selected UK Universities. In Ahmed A, Troudi S, Riley S (Eds.) Feedback in L2 English Writing in the Arab World: Inside the Black Box, Cham, Switzerland: Palgrave Macmillan, 171-200.  Abstract.
Al-Harbi N, Troudi S (2020). Supervisors’ Written Feedback on Saudi Postgraduate Students’ Problems with Academic English Writing in Selected UK Universities. In  (Ed) Feedback in L2 English Writing in the Arab World, Springer Nature, 171-200.

2019

Abou Assali M, Troudi S (2019). Expatriate Leaders’ leadership styles vs. Local subordinates’ perspectives in a United Arab Emirates higher education institution. Rhetoric and Communications(39), 74-88. Abstract.
Mustafa R, Troudi S (2019). Saudi Arabia and Saudi Women in Research Literature: a Critical Look. Asian Social Science, Vol. 15, No. 2;(2), 133-141. Abstract.
Louber I, Troudi S (2019). “Most of the Teaching is in Arabic Anyway”, English as a Medium of Instruction in Saudi Arabia, Between De Facto and Official Language Policy. International Journal of Bias, Identity and Diversities in Education, 4(2), 59-73. Abstract.

2018

Raddawi R, Troudi S (2018). Critical Pedagogy in EFL Teacher Education in the United Arab: Possibilities and Challenges. TESOL International Journal, Vol. 13 Issue 1(1), 79-99. Abstract.
Troudi S (2018). Doctoral Research Forum.  Abstract.
Troudi S (2018). Politics of Testing and Assessment. In  (Ed) The TESOL Encyclopedia of English Language Teaching, Wiley, 1-6.
Troudi S (2018). The politics of testing and assessment. In. (Ed.) the TESOL Encyclopedia of English Language Teaching (pp. 5139-5145) (1st Ed.). (Project Editor: Margo DelliCarpini; Volume Editor: Christine Coombe). Hoboken, USA: John Wiley & Sons, Inc. In Liontas JI, DelliCarpini M, Coombe C (Eds.) Encyclopedia of English Language Teaching, Hoboken, USA: John Wiley & Sons, Inc, 5139-5145.  Abstract.
Ahmed A, Troudi S (2018). The study identified the assessment practices used in an Egyptian EFL writing course at university and explored teachers and students’ perspectives of these assessment practices. The focus was on the assessment practices to inform and propose appropriate implications. This study is informed by social constructivism where knowledge is constructed socially through the perceptions of different participants. Eight students and eight EFL writing teachers were interviewed, and three EFL writing classes were observed. Findings revealed that writing assessment is important to both teachers and students. Diagnosing students’ writing was done rarely and superficially, using a non-standardised assessment. Reported formative assessment practices include attendance, homework, samples of students’ writing, class participation, assignments, and oral presentation. Stereotypical final exams were reported as the only summative assessment practice. Finally, the assessment criteria and the analytical scoring method were not communicated to students. Observed EFL writing classes mostly confirmed students’ perspectives about the reported practices. Implications and suggestions are provided. Journal of Language Teaching and Research, 9(6), 1229-1242. Abstract.

2017

Alamoudi K, Troudi S (2017). EFL teacher evaluation: a theoretical perspective. In Hidri S, Coombe C (Eds.) Evaluation in Foreign Language Education in the Middle East and North Africa, London: Springer, 29-42.  Abstract.
Boukadi S, Troudi S (2017). English education policy in Tunisia: Issues of language policy in post-revolution Tunisia. In Kirkpatrick R (Ed) Enlgish language education policy in the Middle East and North Africa, Cham, Switzerland.: Springer, 275-278.  Abstract.
Boukadi S, Troudi, S (2017). English education policy inTunsia: Isues of language epolicy in post-revolution Tunisia. In Kirkpatrick R (Ed) Enlgish language education policy in the Middle East and North Africa, Cham, Switzerland.: Springer, 257-277.  Abstract.
Mazandarani O, Troudi S (2017). Teacher evaluation: What counts as an effective teacher. In Hidri S, Coombe C (Eds.) Evaluation in Foreign Language Education in the Middle East and North Africa, London: Spinger, 3-28.
Troudi S, Hafidh G (2017). The dilemma of English and its roles in the United Arab Emirates and the Gulf. In Mahboob A (Ed) Challenges to Education in GCC during the 21st Century, Cambridge, UK: Gulf Research Center. 93-116.  Abstract.

2016

Alamoudi K, Troudi S (2016). EFL Teacher Evaluation: a Theoretical Perspective. In  (Ed) Evaluation in Foreign Language Education in the Middle East and North Africa, Springer Nature, 29-41.

2015

Troudi S (2015). Critical research in TESOL and Language education. In Brown JD, Coombe C (Eds.) The Cambridge Guide to Research in Language Teaching and Learning, Cambridge: Cambridge University Press, 89-98.  Abstract.
Raddawi R, Troudi S (2015). ELT teachers' stress: can emotional intelligence help?. In McLaren P, Al-Hamly M, Gunn C, Riddlebarger J, Calladine S, Anderson D, Troudi S (Eds.) The Proceedings of the 20th TESOL Arabia Conference:. Methods and Means in ELT, Dubai: TESOL Arabia Publications, 73-81.  Abstract.
Uztozun MS, Troudi S (2015). LECTURERS’ VIEWS OF CURRICULUM CHANGE AT ENGLISH LANGUAGE TEACHING DEPARTMENTS IN TURKEY. Novitas-ROYAL (Research on Youth and Language), 9(1), 15-29. Abstract.
Habbash M, Troudi S (2015). The Discourse of Global English and its Representation in the Saudi Context: a Postmodernist Critical Perspective. In  (Ed) Intercultural Communication with Arabs, Springer, 57-73.  Abstract.
Troudi S (eds)(2015). The proceedings of the 20th TESOL Arabia Conference: Methods and Means in ELT. Dubai, TESOL Arabia Publications. Abstract.

2014

Al-Ebaikan R, Troudi S (2014). Blended learning in Saudi Arabia: Potential for its use in EFL at the tertiary level. In Al-Mahrooqi R, Troudi S (Eds.) , Newcastle upon Tyne: Cambridge Scholars Publishing, 30-44.  Abstract.
Raddawi R, Troudi S (2014). Emotional intelligence in ELT teacher education. In McLaren P, Al-Hamly M, Coombe C, Davidson P, Gunn C, Troudi S (Eds.) From KG to College to Career Proceedings of 19th TESOL Arabia Conference, Dubai: TESOL Arabia Publications, 174-158.  Abstract.
Troudi S (eds)(2014). The Proceedings of the 19th TESOL Arabia Conference: from KG to College to Career. Dubai, TESOL Arabia Publications. Abstract.
Mynard J, Troudi S (2014). The internet chat room : a tool for promoting learner autonomy. In Al-Mahrooqi R, Troudi S (Eds.) Using Technology in Foreign Language. Teaching, Newcastle upon Tyne: Cambridge Scholars Publishing, 162-185.  Abstract.
Troudi S (eds)(2014). Using Technology in Foreign Language Teaching. Newcastle upon Tyne, Cambridge Scholars Publishing. Abstract.

2013

Troudi S (eds)(2013). Achieving excellence through life skills education. Dubai, TESOL Artabia Publications. Abstract.
Chandella N, Troudi S (2013). Critical pedagogy in language education: Challenges and potentials. In Akbari R, Coombe C (Eds.) Middle East Handbook of Applied Linguistics, Dubai: TESOL Arabia Publication, 42-61.  Abstract.
Raddaoui R, Troudi S (2013). Three elements of ctitical pedagogy in ELT: an overview. In Davidson P, Al-Hamly M, Coombe C, Troudi S, Gunn C (Eds.) Achieving excellence through life skills education: Proceedings of the 18th TESOL Arabia Conference, Dubai: TESOL Arabia Publications, 73-82.

2012

Chandella, N, Troudi S (2012). Critical Pedagogy and English Teaching. In Davidson P, Al-Hamly M, Coombe C, Troudi S, Gunn C, Engin M (Eds.) Rethinking English Language Teaching: Proceedings of the 17th, TESOL Arabia Conference, Dubai, United Arab Emirates: TESOL Arabia Publications, 3-13.
Coombe, C, Troudi S, Al-Hamly M (2012). Foreign and Second Language Teacher Assesement Literacy: Issues, Challenges, and Recommendations. In Coombe C, Stoynoff S, O'Sullivan B, Davidson P (Eds.) The Cambridge Guide to Second Language Assessment, Cambridge: Cambridge Univ Pr, 20-29.  Abstract.
Davidson P, Al-Hamly C, Coombe C, Troudi S, Gunn C, Engin M (2012). Rethinking English Language Teaching: Proceedings of the 17th TESOL Arabia Conference. Dubai, United Arab Emirates, TESOL Arabia Publications.
Troudi S (2012). Teaching Portfolios: an Opportunity for Reigniting and Retooling. In Coombe C, England L, Schmidt J (Eds.) Reigniting, Retooling, Retiring in English Language Teaching, University of Michigan Press, 55-65.  Abstract.

2011

Troudi S, Jendli A (2011). Emirati Students' experiences of English as a medium of instruction. In Issa A, Dahan L (Eds.) Global English: Issues of Language, Culture, and Identity in the. Arab World, Oxford: Peter Lang Publishers.
Troudi S (2011). The Conceptualisation of a Research Study in Language Education. In Al-Hamly M, Coombe C, Davidson P, Shehada A, Troudi S (Eds.) Transformations in TESOL: Proceedings of the 16th TESOL Arabia Conference, Dubai, United Arab Emirates: TESOL Arabia Publications, 211-221.
Al-Hamly C, Davidson P, Coombe C, Shehada A, Troudi S (2011). Transformations in TESOL: Proceedings of the 16th TESOL Arabia Conference. Dubai, United Arab Emirates, TESOL Arabia Publications.

2010

Al-Ebaikan R, Troudi S (2010). Blended learning in Saudi universities: challenges and perspectives. ALT-J Research in Learning Technology, 18(1), 49-59. Abstract.
Al-Ebaikan R, Troudi S (2010). Online discussion in blended courses at Saudi Universities. Proceedia Social and Behavioral Sciences, 2, 507-514. Abstract.
Troudi S (2010). Paradigmatic nature and theoretical framework in educational research. In Al-Hamly M, Coombe C, Davidson P, Shehada A (Eds.) English in learning: Learning in English, Dubai: TESOL Arabia Publications, 315-323.  Abstract.
Troudi S, Alwan F (2010). Teachers' feelings during curriculum change in the United Arab Emirates: Opening Pandora's box. Teacher Development, 14(1), 107-121. Abstract.
Troudi S (2010). Two major approaches to researching speaking and interaction in TESOL. In Jendli A, Coombe C (Eds.) Developing oral skills in English: Theory, research. and pedagogy, Dubai: TESOL Arabia Publications, 61-88.  Abstract.

2009

Troudi S, Coombe C, Al-Hamly M (2009). EFL Teachers' Views of English Language Assessment in Higher Education in the United Arab Emirates and Kuwait. TESOL Quartlery, 43(3), 546-555. Abstract.
Troudi S (2009). English versus Arabic: Languages for science and academia. IATEFL. Internatioanl Assocition of Teachers of Eglish as a Froreign Language. 7th - 11th Apr 2008.
Troudi S (eds)(2009). Finding Your Voice: Critical Issues in ELT. Dubai, TESOL Arabia Publications.
Troudi S (2009). Recognising and rewarding teachers' contributions. In Hamly MA, Coombe C, Shehada A, Troudi S (Eds.) Finding your voice: Critical issues in ELT. Proceedings of the 14th TESOL Arabia Conference, Dubai: TESOL Arabia Publications, 60-67.
Troudi S (2009). The Effects of English as Medium of Instruction on Arabic as a Language of Science and Academia. In Wachob P (Ed) Power in the EFL Classroom: Critical Pedagogy in the Middle East, New Castle upon Tyne: Cambridge Scholars Publishing, 199-216.

2008

Al Kamil, I. Troudi S (2008). Can theory help us understand the nature of writing challenges?. In Coombe C, Jendli A, Davidson P (Eds.) Teaching Writing Skills in EFL: Theory, Research and Pedagogy, Dubai: TESOL Arabia Publications, 3-15.
Maynard, J. Troudi S (2008). Female Emirati students' perceptions of using a chat room to learn English. In Davidson P, Shewell J, Moore WJ (Eds.) Educational Technology in the Arabian Gulf: Theory, Research and Pedagogy, Dubai: TESOL Arabia Publications, 249-262.
Troudi, S. (2008). The Effects of english as a medium of instruction. In A, Jendli, Coombe C, Troudi S (Eds.) , Dubai: TESOL Arabia Publications, 3-19.

2007

Troudi, S. (2007). An Evaluation of student ratings of teaching in a Japanese university context. In Coombe C, Al-Hamly M, Davidson P, Troudi S (Eds.) Evaluating Teacher Effectiveness in ESL/EFL Contexts, Ann Arbor: University of Michigan Press, 152-166.
Coombe, C., Al-Hamly, M. Davidson, P. Troudi, S. (2007). Evaluating Teacher Effectivess in ESL/EFL Contexts. Ann Arbor, University of Michigan Press.
Troudi, S. (2007). Negotiating with multiple repeaters. In Coombe C, Barlow L (Eds.) ELT teacher research in the Middle East, Alexandria, Virginia: TESOL Publications, 161-172.
Troudi S (2007). TEACHING WORLD LANGUAGES FOR SOCIAL JUSTICE: a SOURCEBOOK OF PRINCIPLES AND PRACTICES, Terry A. Osborn. Studies in Second Language Acquisition, 29(4), 633-634.
Troudi, S. (2007). Teacher perception of teaching English in Malaysian schools: a case study. In Midraj S, Jendli S, Sellami A (Eds.) Research in ELT contexts, Dubai, UAE: TESOL Arabia Publications, 85-102.
Troudi S (2007). Teaching world languages for social justice: a sourcebook of principles and practices. STUDIES IN SECOND LANGUAGE ACQUISITION, 29(4), 633-634. Author URL.
Troudi, S. (2007). The Effects of English as a Medium of Instruction. In Jendli A, Troudi S, Coombe C (Eds.) The Power of Language: Perspectives from Arabia, Dubai, UAE: TESOL Arabia Publications, 3-19.
Jendli, A., Coombe, C. Troudi S (2007). The Power of Language: Perspectives from Arabia.  Dubai, UAE, TESOL Arabia Publications.

2006

Troudi, S. (2006). An investigation into the changes in perceptions of. and attitudes towards learning English in a Malaysaian college\r \r \r \r \r \r. Interantional Journal of Teaching and Learning in Higher Education, 18(2), 120-130.
Troudi, S. (2006). Empowering ourselves through action research. In Davidson P, Al-Hamly M, Aydelott J, Coombe C, Troudi S (Eds.) Teaching, Learning, Leading, Dubai, UAE: TESOL Arabia Publications, 277-290.
Rich SAL, Troudi S (2006). Hard Times: Arab TESOL students' experiences of racialization and othering in the United Kingdom. TESOL Quarterly, 40(3), 615-627.
Al-Hamly, M. Aydelott, J. Coombe, C. Troudi S (2006). Teaching, Learning, Leading. Dubai, UAE, TESOL Arabia Publications.

2005

Troudi, S. (2005). Critical content and cultural knowledge for TESOL Teachers \r. Teacher Development, 9(1), 115-129.
Troudi S (2005). Critical content and cultural knowledge for teachers of english to speakers of other languages. Teacher Development, 9(1), 115-129.
Al-Hamly, M. Coombe, C. Troudi, S. (2005). Standards in English language teaching and assessment. UAE, TESOL Arabia Publications.
Troudi S (2005). Values in English language teaching. STUDIES IN SECOND LANGUAGE ACQUISITION, 27(4), 631-632. Author URL.

2003

Troudi, S. (2003). A critical approach to language teacher education. In Coombe C, Davidson P, Llyod D (Eds.) Current Trends in English Language Testing, UAE: TESOL Arabia Publications, 141-154.
Troudi S (2003). Critical applied linguistics: a critical introduction. TESOL QUARTERLY, 37(4), 776-777. Author URL.
Coombe, C. Troudi, S. (2003). Critical reflection and practice. UAE, TESOL Arabia Publications.
Troudi, S. (2003). Virtues of Action Research: a practical EFL example. In Syed Z, Coombe C, Troudi S (Eds.) Critical reflection and practice, UAE: TESOL Arabia Publications, 186-211.

2002

Troudi S, Riley, S. Coombe, C. (2002). EFL challenges in the new millennium. UAE, TESOL Arabia Publications.
Troudi, S. (2002). English as a language of Instruction in the UAE. TESOL Arabia News, 9(3), 5-10.

2001

Riley, S. Troudi, S. (eds)(2001). Bridging the gap between teacher and learner \r.  UAE, TESOL Arabia Publications.
Troudi, S. (2001). Getting published: Seeing your name in print. In Coombe C, Riley S, Troudi S (Eds.) Bridging the gap between teacher and learner, UAE: TESOL Arabia Publications, 132-138.

1998

Troudi S (1998). Teaching pronunciation: a reference teachers of English to speakers of other languages. TESOL QUARTERLY, 32(4), 783-784. Author URL.

1997

Platt, E. (1997). Mary and her teachers: a Grebo-speaking child's place in the mainstream classroom. Modern Language Journal, 81(1), 28-49.

1995

TROUDI S (1995). RESEARCH METHODS IN LANGUAGE-LEARNING - NUNAN,D. TESOL QUARTERLY, 29(3), 601-602. Author URL.

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External Engagement and Impact

External examiner St Andrwe's University. MA in TESOL Programme

Member of Editorial Board: Arab Journal of Applied Linguistics

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International  ELT/TEFL/TESOL Curricullum Evaluator

International Consultant for TESOL Arabia

International Consultant for Tunsian Association of Teachers of English (TATE)

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