Moskovsky Christo - English as a foreign language in Saudi Arabia : new insights into teaching and learning English

First published 2019

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2019 selection and editorial matter, Christo Moskovsky and Michelle Picard; individual chapters, the contributors

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ISBN: 978-1-138-91849-8 (hbk)

ISBN: 978-1-315-68846-6 (ebk)

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Dr. Christo Moskovsky is a senior lecturer in linguistics at the University of Newcastle where he has led the Universitys research program in applied linguistics. His research has focused on social, cognitive, and psychological aspects of the learning of second/foreign languages particularly English. His research output has been published in some of the highest ranked journals in this field. Dr. Moskovsky also has a strong track record in research supervision in applied linguistics including a number of successful candidates from Saudi Arabia with most of whom he has established long-lasting personal and professional relationships.

Dr. Michelle Picard is Associate Professor and Deputy Director at the English Language and Foundation Studies Centre at the University of Newcastle. Dr. Picard holds a PhD in Higher Education and has an MA (ESL) Teaching. She has taught and researched in the United Arab Emirates, the Sultanate of Oman, Singapore, South Africa, and Australia. She has supervised a number of Saudi PhD and Masters students and publishes on English teaching and English for Academic Purposes in higher and secondary education. Dr. Picard is particularly interested in research involving Global English, policy reform, e-learning, Academic Literacies, equity, and critical pedagogy.

Dr. Tariq Elyas is Associate Professor of Applied Linguistics at KAU ELI, Vice-Dean for Graduate Studies, and Director of the MA TESOL Program. He is also Research Unit Head for the Prince Khalid Al-Faisal Centre for Moderation in Saudi Arabia. He holds an MA in English Literature and a PhD in Applied Linguistics. Dr. Elyas has a strong background in research on Global English, Teacher Identity, Policy Reform, CALL, and Critical Pedagogy. His publication record includes scholarly papers in some of the most prestigious peer-reviewed journals in this field, as well as an edited book and a contribution to the most recent (2018) TESOL Encyclopaedia of English Language Teaching .

Dr. Musaad Alrahaili is an Assistant Professor in the Department of Languages and Translation, at Taibah University, Saudi Arabia. He is Director of the English Language Centre and Vice-Dean of Administrative Affairs in the Deanery of Academic Services. In addition, he is a conjoint fellow at the University of Newcastle, Australia. He received his BA in English from King Abdulaziz University, Saudi Arabia, and his MA and PhD from the University of Newcastle, Australia. His teaching interests include sociolinguistics, psycholinguistics, discourse analysis, and pragmatics. His primary research interests are in the field of social and psychological research, intergroup contact, intergroup threat, attitudes, and motivation in second language acquisition.

Dr. Fakieh Alrabai is an Associate Professor of Applied Linguistics at King Khalid University, Saudi Arabia. He holds a PhD degree in Applied Linguistics from the University of Newcastle, Australia. Dr. Alrabais research focusses on areas of Applied Linguistics, Second Language Acquisition, Psycholinguistics, L2 Motivation, Language anxiety, and Learner Autonomy.

Dr. Saleh Mohammad A Alqahtani is an Assistant Professor at the Department of English Language and Translation at the University of Jeddah, Saudi Arabia. He acquired his PhD in Applied Linguistics from the University of Newcastle, Australia. His research interests include L1 transfer, motivation, reading skills, writing skills, and second language acquisition. He is the Convener of the applied linguistics program at the Department of English Language and Translation.

Dr. Rachel Burke is a senior lecturer in the School of Education at the University of Newcastle, Australia. Her research focusses on linguistically and culturally diverse educational contexts with emphasis on the strengths and needs of tertiary learners from traditionally underrepresented backgrounds including students with migrant, refugee, and asylum seeker experiences. Dr. Burke is currently undertaking a cross-disciplinary investigation of linguistic diversity and inclusion practices in higher education in Australia funded by the Centre for Excellence in Equity in Higher Education, University of Newcastle. She is also an active member of the National Special Interest Group for Refugee Education and together with colleagues is studying barriers to higher education confronting people seeking asylum in Australia funded by the National Centre for Student Equity in Higher Education.