Publications by category
Books
Troudi S (2020).
Critical Issues in Teaching English and Language Education: International Research Perspectives. Cham, Switzerland, Palgrave Macmillan.
Abstract:
Critical Issues in Teaching English and Language Education: International Research Perspectives
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:
Feedback in L2 English Writing in the Arab World: Inside the Black Box
Abstract.
Troudi S (eds)(2015).
The proceedings of the 20th TESOL Arabia Conference: Methods and Means in ELT. Dubai, TESOL Arabia Publications.
Abstract:
The proceedings of the 20th TESOL Arabia Conference: Methods and Means in ELT
Abstract.
Troudi S (eds)(2014).
The Proceedings of the 19th TESOL Arabia Conference: from KG to College to Career. Dubai, TESOL Arabia Publications.
Abstract:
The Proceedings of the 19th TESOL Arabia Conference: from KG to College to Career
Abstract.
Troudi S (eds)(2014).
Using Technology in Foreign Language Teaching. Newcastle upon Tyne, Cambridge Scholars Publishing.
Abstract:
Using Technology in Foreign Language Teaching
Abstract.
Troudi S (eds)(2013).
Achieving excellence through life skills education. Dubai, TESOL Artabia Publications.
Abstract:
Achieving excellence through life skills education
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:
Beyond the Written Corrective Feedback (WCF) Debate: Tunisian EFL University Lecturers’ Views of their WCF Practices
This paper is located in the research area of writing assessment and feedback literacy at the
Tunisian EFL tertiary level which is still an under-investigated research area (Maazoun 2020,
Athimni (2020), and Enneifer (2021). This research study attempts to address this gap by
investigating WCF effectiveness in the foreign language classroom which has been considered a
debatable topic of research. Most studies have either supported or debunked the implementation
of WCF to enhance grammatical accuracy. However, very few studies have looked beyond this
debate. Therefore, this study is an attempt to go beyond this traditional debate to investigate the
WCF issue through revisiting Bachman’s (1990) model of communicative language competence
which consists of textual and pragmatic competencies. The rationale behind opting for Bachman’s
(1990) framework is informed by the research objectives which focus on unveiling Tunisian EFL
tertiary teachers’ beliefs about their students’ communicative competencies in relation to writing
literacy. The analysis of the closed-ended questionnaire and the semi-structured interview has led
to in-depth findings of WCF beliefs of twenty EFL writing teachers who are currently working at
the Tunisian tertiary level. Their lack of focus on on pragmatic competence led to considerable theoretical and practical insights.
Abstract.
Mazandarani O, Troudi S (2021). Measures and features of teacher effectiveness evaluation: perspectives from Iranian EFL lecturers.
Educational Research for Policy and PracticeAbstract:
Measures and features of teacher effectiveness evaluation: perspectives from Iranian EFL lecturers
Reporting on the results of a sequential mixed-methods study conducted in the Iranian higher education context, this paper addressed measures and features of teacher effectiveness evaluation from EFL lecturers’ perspectives. In so doing, two groups of lecturers were recruited to participate in quantitative (n = 43) and qualitative (n = 14) phases of the research. The findings obtained from a researcher-developed questionnaire and semi-structured interviews were threefold. First, five independent evaluation measures (SETs/students’ ratings, student learning outcomes, peer evaluation, self-evaluation, and observation) were introduced. Second, features of a successful teacher evaluation system were discussed. Third, evidence for a differentiated teacher appraisal model was presented. The model discussed called for L2-specific features in L2 teacher effectiveness evaluation. The findings were imbued with several implications for the main stakeholders, e.g. administrators and teachers.
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:
Critical English foreign language teacher education in China
Abstract. This paper is an attempt to address two distinct approaches to English language teacher education in China. The first represents an established mainstream approach to teacher development which reflects the central role of linguistic and communicative elements within teacher knowledge. This approach is often characterised by a focus on communicative pedagogy, social interaction, language proficiency, standardisation, and language curricula that aspire to strike a balance between language and communication. The second approach, still in its infancy, espouses principles of critical language education and critical pedagogy in developing teacher education programmes. This approach stresses the centrality of the humanistic element of education. It aims to raise teachers’ awareness about the importance of relating content and classroom pedagogy to macro social issues beyond the boundary of the classroom. The paper will also consider the feasibility and challenges of adopting such a critical approach to English language teacher education in China.
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:
EFL teachers’ beliefs about professionalism and professional development: a case study from Oman
This study explores how English as a Foreign Language (EFL) teachers’ perspectives on professionalism and beliefs about the usefulness of professional development (PD) activities influence their teaching practices and acceptance of new approaches. The focus is on tertiary English-language teachers working in Oman, and an exploratory research methodology was employed in which qualitative data were obtained from two focus group interviews with two groups of six teachers. The first group, which was asked about the meaning of professionalism, indicated that while a variety of aspects were of concern, there was a shared belief that professionalism is mainly related to moral values, which should be context sensitive. The second group, which was asked about PD, indicated that teachers’ engagement with PD activities is mainly related to context-specific skills improvement activities, and that the main obstacle to PD is a lack of institutional support. The research thus contributes to the study of Englishlanguage teachers’ own perspectives on professionalism, a topic which has previously received only limited attention.
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:
Scaffolding EFL Teachers' Black Box:Towards a Theoretical Framework of EFL Teachers’ Reading Knowledge
This paper presents an instructional framework for EFL teachers’ knowledge about reading instruction. Grounded in theories of EFL instruction, mainstream, critical literacies and EFL theories of teachers' knowledge base, the proposed framework provides several dimensions that illustrate the core knowledge base system of an EFL teacher while teaching reading. This framework is meant to boost the understanding of the components of the knowledge that they should acquire. This paper focuses on the idea that EFL teachers are “lifelong learners by nature” (Troudi, 2009: 64). Therefore, it is meant to inform EFL teachers’ pre-service training, in-service practice, and post-service - reflection
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:
Expatriate Leaders’ leadership styles vs. Local subordinates’ perspectives in a United Arab Emirates higher education institution.
The main aim of this small scale qualitative pilot exploratory study is to examine how the local subordinates in one of the United Arab Emirates (UAE) higher education institutions perceive their expatriate western leaders’ behaviors, what work and personal relationship is established between them, what leadership skills, if any, the UAE local subordinates think their expatriate leaders need to improve or develop to cope with their culture, and what strategies the UAE local subordinates use to adapt to their expatriate leaders’ behaviors. Semi-structured interviews were used to interview three UAE local subordinates in a higher education institution. The purpose was particularly to answer the following research questions as perceived by the local subordinates: 1) What were your expectations of the expatriate leadership? 2) How would you describe your relation with your expatriate leader? 3) What skills do you think your leader needs to develop to cope with your cultural norms? 4) What strategies do you use to cope with your leader’s behaviors? the main findings show a significant contradiction between what local subordinates expected from their expatriate leaders and their perceptions of leadership behavior.
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:
Saudi Arabia and Saudi Women in Research Literature: a Critical Look
The literature abounds with many researches and articles that are written in a way that portray the Kingdom of
Saudi Arabia as the poster child of hegemony, essentialism and women oppression. In recent years, no aspect of
Saudi Arabian society has been subject to more scrutiny and debate than the women’s domain. Women’s rights
and responsibilities have been controversial issues among both conservatives and progressives in Saudi Arabia;
nevertheless, Saudi women remain among the least studied population. This study draws on the academic and
professional experiences of the author dealing with Saudi women in Canada, the UK, the USA and inside Saudi
Arabia to further the critical scholarship on Saudi Arabia and Saudi women as site and population of academic
research to avoid the essentialist, orientalist and Westernized understanding of Saudi Arabia and Saudi women.
This article is a springboard to any researcher interested in studying – critically- Saudi women’s issues.
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:
“Most of the Teaching is in Arabic
Anyway”, English as a Medium of
Instruction in Saudi Arabia, Between De
Facto and Official Language Policy
There has been much debate about the issue of English as a Medium of Instruction (EMI) and the
place of English in the context of international education in general and in the Arabian/Persian Gulf
region in particular. This study explores the use of EMI in an undergraduate engineering programme
in the Kingdom of Saudi Arabia (KSA). Using a qualitative approach to data collection by means
of open-ended questionnaires and semi-structured interviews, this study explores the views of Arab
expatriate teachers of scientific subjects, Saudi engineering students and preparatory year EFL non-
Arab expatriate teachers on the use of EMI in their institution. The study sheds light on a certain gap
in terms of actual classroom practices, between EMI as an official language policy and Arabic as de
facto medium of instruction. Furthermore, the findings of the study suggest that the implementation
of EMI may pose several challenges to both teachers and students
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:
Critical Pedagogy in EFL Teacher Education in the United Arab: Possibilities and Challenges
This study examines the possibilities and obstacles present in adopting a critical approach to English language education in
the United Arab Emirates (UAE). Three main elements of critical pedagogy in language teaching were suggested: cultural
representation in the curriculum, perceptions of global English(es), and local and global issues. Within a research design
informed by an adapted action research methodology, six secondary public schools from three emirates were selected for
inclusion in the study. The pre-action stage included questionnaires, interviews, and class observations. An action plan and
intervention followed this frst phase of data collection. The intervention was informed by Freire’s (1996) “Conscientization”
approach, Shor’s (1992) generative themes, and Heaney’s (1995) codifcation and problem-posing methods of teaching. The
action phase consisted of a hands-on workshop for 20 volunteers from the 42 pre-phase participants. The results indicate
that while teachers showed interest and even enthusiasm about critical pedagogy, they were aware of a number of obstacles
and challenges in applying it in their classrooms.
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:
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.
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.
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:
LECTURERS’ VIEWS OF CURRICULUM CHANGE
AT ENGLISH LANGUAGE TEACHING DEPARTMENTS IN TURKEY
This study seeks to understand lecturers’ views about the effectiveness of curriculum change procedures taking place in 2006 at the English language teacher education departments of Turkish universities.
The study collected both quantitative and qualitative data through an open-ended questionnaire completed by 27 lecturers working at fifteen different universities and semi-structured interviews with five of the participants. The results indicated that lecturers did not have voice during the change process and were not well informed about the changes. The change process was reported to disregard some important steps of curriculum development such as needs analysis, teacher training, and evaluation. With regard to course-specific changes, the 2006
curriculum was reported to be effective in involving practical courses. Combining separate literature courses, adding a vocabulary course, and extending class hours of some courses were found to be effective changes. Conversely, removing skill-based courses, decreasing class hours of the research skills course, combining advanced reading and writing courses, and removing school experience course were reported as negative aspects of the 2006 curriculum change. Considering these findings, a number of suggestions are made to achieve effective curriculum change at English Language Teaching Departments.
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:
Blended learning in Saudi universities: challenges and perspectives
This study is an attempt to investigate the nature of obstacles encountered by Saudi universities while implementing a blended learning approach.
Abstract.
Al-Ebaikan R, Troudi S (2010). Online discussion in blended courses at Saudi Universities.
Proceedia Social and Behavioral Sciences,
2, 507-514.
Abstract:
Online discussion in blended courses at Saudi Universities
This paaper reports on an investigation of the effectiveness of online discussion us ein blended courses at Saudi Arabian Universities.
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:
Teachers' feelings during curriculum change in the United Arab Emirates: Opening Pandora's box
This paper reports partial findings of a qualitative interpretive study of female secondary school English teachers' perceptions of curriculum change in the United Arab Emirates.
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:
EFL Teachers' Views of English Language Assessment in Higher Education in the United Arab Emirates and Kuwait
The paper reports the findings of an exploratory study aboout. EFL teachers' philosophies of assessment in the UAE and Kuwait
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
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\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:
issues of Educational Language Policy and EMI in North Africa
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:
Effects of the English Medium Instruction Policy on Students’ Writing Experiences in Content Courses in a Public College in Oman
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:
Introducing Critical Pedagogy to English Language Teachers at Tertiary Education in Oman: Definitions and Attitudes
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:
Supervisors’ Written Feedback on Saudi Postgraduate Students’ Problems with Academic English Writing in Selected UK Universities
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:
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
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:
EFL teacher evaluation: a theoretical perspective
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:
English education policy in Tunisia: Issues of language policy in post-revolution Tunisia
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:
English education policy inTunsia: Isues of language epolicy in post-revolution Tunisia
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:
The dilemma of English and its roles in the United Arab Emirates and the Gulf.
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:
Critical research in TESOL and Language education
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:
ELT teachers' stress: can emotional intelligence help?
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:
The Discourse of Global English and its Representation in
the Saudi Context: a Postmodernist Critical Perspective
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:
Blended learning in Saudi Arabia: Potential for its use in EFL at the tertiary level
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:
Emotional intelligence in ELT teacher education
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:
The internet chat room : a tool for promoting learner autonomy
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:
Critical pedagogy in language education: Challenges and potentials
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:
Foreign and Second Language Teacher Assesement Literacy: Issues, Challenges, and Recommendations
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:
Teaching Portfolios: an Opportunity for Reigniting and Retooling
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:
Paradigmatic nature and theoretical framework in educational research
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:
Two major approaches to researching speaking and interaction in TESOL
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:
Beyond the Written Corrective Feedback (WCF) Debate: Tunisian EFL University Lecturers’ Views of their WCF Practices
This paper is located in the research area of writing assessment and feedback literacy at the
Tunisian EFL tertiary level which is still an under-investigated research area (Maazoun 2020,
Athimni (2020), and Enneifer (2021). This research study attempts to address this gap by
investigating WCF effectiveness in the foreign language classroom which has been considered a
debatable topic of research. Most studies have either supported or debunked the implementation
of WCF to enhance grammatical accuracy. However, very few studies have looked beyond this
debate. Therefore, this study is an attempt to go beyond this traditional debate to investigate the
WCF issue through revisiting Bachman’s (1990) model of communicative language competence
which consists of textual and pragmatic competencies. The rationale behind opting for Bachman’s
(1990) framework is informed by the research objectives which focus on unveiling Tunisian EFL
tertiary teachers’ beliefs about their students’ communicative competencies in relation to writing
literacy. The analysis of the closed-ended questionnaire and the semi-structured interview has led
to in-depth findings of WCF beliefs of twenty EFL writing teachers who are currently working at
the Tunisian tertiary level. Their lack of focus on on pragmatic competence led to considerable theoretical and practical insights.
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:
issues of Educational Language Policy and EMI in North Africa
Abstract.
2021
Mazandarani O, Troudi S (2021). Measures and features of teacher effectiveness evaluation: perspectives from Iranian EFL lecturers.
Educational Research for Policy and PracticeAbstract:
Measures and features of teacher effectiveness evaluation: perspectives from Iranian EFL lecturers
Reporting on the results of a sequential mixed-methods study conducted in the Iranian higher education context, this paper addressed measures and features of teacher effectiveness evaluation from EFL lecturers’ perspectives. In so doing, two groups of lecturers were recruited to participate in quantitative (n = 43) and qualitative (n = 14) phases of the research. The findings obtained from a researcher-developed questionnaire and semi-structured interviews were threefold. First, five independent evaluation measures (SETs/students’ ratings, student learning outcomes, peer evaluation, self-evaluation, and observation) were introduced. Second, features of a successful teacher evaluation system were discussed. Third, evidence for a differentiated teacher appraisal model was presented. The model discussed called for L2-specific features in L2 teacher effectiveness evaluation. The findings were imbued with several implications for the main stakeholders, e.g. administrators and teachers.
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:
Critical English foreign language teacher education in China
Abstract. This paper is an attempt to address two distinct approaches to English language teacher education in China. The first represents an established mainstream approach to teacher development which reflects the central role of linguistic and communicative elements within teacher knowledge. This approach is often characterised by a focus on communicative pedagogy, social interaction, language proficiency, standardisation, and language curricula that aspire to strike a balance between language and communication. The second approach, still in its infancy, espouses principles of critical language education and critical pedagogy in developing teacher education programmes. This approach stresses the centrality of the humanistic element of education. It aims to raise teachers’ awareness about the importance of relating content and classroom pedagogy to macro social issues beyond the boundary of the classroom. The paper will also consider the feasibility and challenges of adopting such a critical approach to English language teacher education in China.
Abstract.
Troudi S (2020).
Critical Issues in Teaching English and Language Education: International Research Perspectives. Cham, Switzerland, Palgrave Macmillan.
Abstract:
Critical Issues in Teaching English and Language Education: International Research Perspectives
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:
EFL teachers’ beliefs about professionalism and professional development: a case study from Oman
This study explores how English as a Foreign Language (EFL) teachers’ perspectives on professionalism and beliefs about the usefulness of professional development (PD) activities influence their teaching practices and acceptance of new approaches. The focus is on tertiary English-language teachers working in Oman, and an exploratory research methodology was employed in which qualitative data were obtained from two focus group interviews with two groups of six teachers. The first group, which was asked about the meaning of professionalism, indicated that while a variety of aspects were of concern, there was a shared belief that professionalism is mainly related to moral values, which should be context sensitive. The second group, which was asked about PD, indicated that teachers’ engagement with PD activities is mainly related to context-specific skills improvement activities, and that the main obstacle to PD is a lack of institutional support. The research thus contributes to the study of Englishlanguage teachers’ own perspectives on professionalism, a topic which has previously received only limited attention.
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:
Effects of the English Medium Instruction Policy on Students’ Writing Experiences in Content Courses in a Public College in Oman
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:
Feedback in L2 English Writing in the Arab World: Inside the Black Box
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:
Introducing Critical Pedagogy to English Language Teachers at Tertiary Education in Oman: Definitions and Attitudes
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:
Scaffolding EFL Teachers' Black Box:Towards a Theoretical Framework of EFL Teachers’ Reading Knowledge
This paper presents an instructional framework for EFL teachers’ knowledge about reading instruction. Grounded in theories of EFL instruction, mainstream, critical literacies and EFL theories of teachers' knowledge base, the proposed framework provides several dimensions that illustrate the core knowledge base system of an EFL teacher while teaching reading. This framework is meant to boost the understanding of the components of the knowledge that they should acquire. This paper focuses on the idea that EFL teachers are “lifelong learners by nature” (Troudi, 2009: 64). Therefore, it is meant to inform EFL teachers’ pre-service training, in-service practice, and post-service - reflection
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:
Supervisors’ Written Feedback on Saudi Postgraduate Students’ Problems with Academic English Writing in Selected UK Universities
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:
Expatriate Leaders’ leadership styles vs. Local subordinates’ perspectives in a United Arab Emirates higher education institution.
The main aim of this small scale qualitative pilot exploratory study is to examine how the local subordinates in one of the United Arab Emirates (UAE) higher education institutions perceive their expatriate western leaders’ behaviors, what work and personal relationship is established between them, what leadership skills, if any, the UAE local subordinates think their expatriate leaders need to improve or develop to cope with their culture, and what strategies the UAE local subordinates use to adapt to their expatriate leaders’ behaviors. Semi-structured interviews were used to interview three UAE local subordinates in a higher education institution. The purpose was particularly to answer the following research questions as perceived by the local subordinates: 1) What were your expectations of the expatriate leadership? 2) How would you describe your relation with your expatriate leader? 3) What skills do you think your leader needs to develop to cope with your cultural norms? 4) What strategies do you use to cope with your leader’s behaviors? the main findings show a significant contradiction between what local subordinates expected from their expatriate leaders and their perceptions of leadership behavior.
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:
Saudi Arabia and Saudi Women in Research Literature: a Critical Look
The literature abounds with many researches and articles that are written in a way that portray the Kingdom of
Saudi Arabia as the poster child of hegemony, essentialism and women oppression. In recent years, no aspect of
Saudi Arabian society has been subject to more scrutiny and debate than the women’s domain. Women’s rights
and responsibilities have been controversial issues among both conservatives and progressives in Saudi Arabia;
nevertheless, Saudi women remain among the least studied population. This study draws on the academic and
professional experiences of the author dealing with Saudi women in Canada, the UK, the USA and inside Saudi
Arabia to further the critical scholarship on Saudi Arabia and Saudi women as site and population of academic
research to avoid the essentialist, orientalist and Westernized understanding of Saudi Arabia and Saudi women.
This article is a springboard to any researcher interested in studying – critically- Saudi women’s issues.
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:
“Most of the Teaching is in Arabic
Anyway”, English as a Medium of
Instruction in Saudi Arabia, Between De
Facto and Official Language Policy
There has been much debate about the issue of English as a Medium of Instruction (EMI) and the
place of English in the context of international education in general and in the Arabian/Persian Gulf
region in particular. This study explores the use of EMI in an undergraduate engineering programme
in the Kingdom of Saudi Arabia (KSA). Using a qualitative approach to data collection by means
of open-ended questionnaires and semi-structured interviews, this study explores the views of Arab
expatriate teachers of scientific subjects, Saudi engineering students and preparatory year EFL non-
Arab expatriate teachers on the use of EMI in their institution. The study sheds light on a certain gap
in terms of actual classroom practices, between EMI as an official language policy and Arabic as de
facto medium of instruction. Furthermore, the findings of the study suggest that the implementation
of EMI may pose several challenges to both teachers and students
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:
Critical Pedagogy in EFL Teacher Education in the United Arab: Possibilities and Challenges
This study examines the possibilities and obstacles present in adopting a critical approach to English language education in
the United Arab Emirates (UAE). Three main elements of critical pedagogy in language teaching were suggested: cultural
representation in the curriculum, perceptions of global English(es), and local and global issues. Within a research design
informed by an adapted action research methodology, six secondary public schools from three emirates were selected for
inclusion in the study. The pre-action stage included questionnaires, interviews, and class observations. An action plan and
intervention followed this frst phase of data collection. The intervention was informed by Freire’s (1996) “Conscientization”
approach, Shor’s (1992) generative themes, and Heaney’s (1995) codifcation and problem-posing methods of teaching. The
action phase consisted of a hands-on workshop for 20 volunteers from the 42 pre-phase participants. The results indicate
that while teachers showed interest and even enthusiasm about critical pedagogy, they were aware of a number of obstacles
and challenges in applying it in their classrooms.
Abstract.
Troudi S (2018). Doctoral Research Forum.
Abstract:
Doctoral Research Forum
Contribute to the Doctoral Research Forum at the Graduate School of Education and CSSIS at the University of Exeter
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:
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
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:
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.
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.
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:
EFL teacher evaluation: a theoretical perspective
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:
English education policy in Tunisia: Issues of language policy in post-revolution Tunisia
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:
English education policy inTunsia: Isues of language epolicy in post-revolution Tunisia
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:
The dilemma of English and its roles in the United Arab Emirates and the Gulf.
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:
Critical research in TESOL and Language education
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:
ELT teachers' stress: can emotional intelligence help?
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:
LECTURERS’ VIEWS OF CURRICULUM CHANGE
AT ENGLISH LANGUAGE TEACHING DEPARTMENTS IN TURKEY
This study seeks to understand lecturers’ views about the effectiveness of curriculum change procedures taking place in 2006 at the English language teacher education departments of Turkish universities.
The study collected both quantitative and qualitative data through an open-ended questionnaire completed by 27 lecturers working at fifteen different universities and semi-structured interviews with five of the participants. The results indicated that lecturers did not have voice during the change process and were not well informed about the changes. The change process was reported to disregard some important steps of curriculum development such as needs analysis, teacher training, and evaluation. With regard to course-specific changes, the 2006
curriculum was reported to be effective in involving practical courses. Combining separate literature courses, adding a vocabulary course, and extending class hours of some courses were found to be effective changes. Conversely, removing skill-based courses, decreasing class hours of the research skills course, combining advanced reading and writing courses, and removing school experience course were reported as negative aspects of the 2006 curriculum change. Considering these findings, a number of suggestions are made to achieve effective curriculum change at English Language Teaching Departments.
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:
The Discourse of Global English and its Representation in
the Saudi Context: a Postmodernist Critical Perspective
Abstract.
Troudi S (eds)(2015).
The proceedings of the 20th TESOL Arabia Conference: Methods and Means in ELT. Dubai, TESOL Arabia Publications.
Abstract:
The proceedings of the 20th TESOL Arabia Conference: Methods and Means in ELT
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:
Blended learning in Saudi Arabia: Potential for its use in EFL at the tertiary level
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:
Emotional intelligence in ELT teacher education
Abstract.
Troudi S (eds)(2014).
The Proceedings of the 19th TESOL Arabia Conference: from KG to College to Career. Dubai, TESOL Arabia Publications.
Abstract:
The Proceedings of the 19th TESOL Arabia Conference: from KG to College to Career
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:
The internet chat room : a tool for promoting learner autonomy
Abstract.
Troudi S (eds)(2014).
Using Technology in Foreign Language Teaching. Newcastle upon Tyne, Cambridge Scholars Publishing.
Abstract:
Using Technology in Foreign Language Teaching
Abstract.
2013
Troudi S (eds)(2013).
Achieving excellence through life skills education. Dubai, TESOL Artabia Publications.
Abstract:
Achieving excellence through life skills education
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:
Critical pedagogy in language education: Challenges and potentials
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:
Foreign and Second Language Teacher Assesement Literacy: Issues, Challenges, and Recommendations
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:
Teaching Portfolios: an Opportunity for Reigniting and Retooling
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:
Blended learning in Saudi universities: challenges and perspectives
This study is an attempt to investigate the nature of obstacles encountered by Saudi universities while implementing a blended learning approach.
Abstract.
Al-Ebaikan R, Troudi S (2010). Online discussion in blended courses at Saudi Universities.
Proceedia Social and Behavioral Sciences,
2, 507-514.
Abstract:
Online discussion in blended courses at Saudi Universities
This paaper reports on an investigation of the effectiveness of online discussion us ein blended courses at Saudi Arabian Universities.
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:
Paradigmatic nature and theoretical framework in educational research
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:
Teachers' feelings during curriculum change in the United Arab Emirates: Opening Pandora's box
This paper reports partial findings of a qualitative interpretive study of female secondary school English teachers' perceptions of curriculum change in the United Arab Emirates.
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:
Two major approaches to researching speaking and interaction in TESOL
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:
EFL Teachers' Views of English Language Assessment in Higher Education in the United Arab Emirates and Kuwait
The paper reports the findings of an exploratory study aboout. EFL teachers' philosophies of assessment in the UAE and Kuwait
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
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\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.