AWEJ Arab World English Journal INTERNATIONAL PEER REVIEWED JOURNAL ISSN: 2229-9327 جمةل اللغة الانلكزيية يف العامل العريب AWEJ Volume.7 Number.3 September, 2016 www.awej.org Arab World English Journal AWEJ INTERNATIONAL PEER REVIEWED JOURNAL ISSN: 2229-9327 مجلة اللغة اﻻنكليزية في العالم Number.3, September 2016 7العربي.Arab World English Journal (AWEJ) Volume Team of this issue Editor Dr. Khairi Al-Zubaidi Associate Editor Dr. Robert Arthur Coté Center for English as Second Language College of Humanities, University of Arizona, USA ACKNOWLEDGEMENT I would like to thank all those who contributed to this volume as reviewers of papers. Without their help and dedication, this volume would have not come to the surface. Among those who contributed were the following: Dr.Anita G. Welch Associate Dean, Teachers College, Associate Professor, Educational Studies Ball State University, Muncie, Indiana, U.S.A. Dr. Michaela Cocca Faculty of Sports Organization, Autonomous University of Nuevo Leon, Mexico Arab World English Journal www.awej.org ISSN: 2229-9327 Arab World English Journal AWEJ INTERNATIONAL PEER REVIEWED JOURNAL ISSN: 2229-9327 مجلة اللغة اﻻنكليزية في العالم العربي Arab World English Journal (AWEJ) Volume 7 number 3 September 2016 Pp.1-2 Contents Article Titles & authors Pages Team of this issue 1 Contents 1-2 Cultural Diversity and the Challenges of Teaching Multicultural Classes in the 3- 17 Twenty-First Century Ahmed Chouari Does Arabizi Constitute a Threat to Arabic? 18-30 Ibrahim M R Al-Shaer Hindrances Encountering Undergraduate Jordanian Translation Students in 31-50 Translating Islamic Terms Haytham Hamad Althawbih & Reem Ibrahim Rabadi Teachers Are in Great Demand in the Digital Age 51-64 Nazmi Tawfiq Al-Shalabi The Level of Anxiety on the Achievement of the Saudi EFL Learners 65-76 Merzin Awdah Alshahra Arabic for Tourism: Guidelines for Linguists and Translators 77-94 Idris Mansor & Ghada Salman Second Language Writing from an Intercultural Rhetoric Perspective 95-109 Brahim Khartite & Badia Zerhouni Investigating Views of Omani Students' Majoring in English on 110- 123 Their Undergraduate Translation Course Holi Ibrahim Holi Ali Comparison of the Impacts of Writing To Learn and Writing To Communicate 124- 133 Activities on Academic Achievement in TESL Classrooms Ayhan İNCİRCİ The Impact of Poor English Language Proficiency on Professional Development 134- 145 of Professors at Jordanian Universities Nisreen Al-Khawaldeh, Baker Bani-Khair & Yaser Al-Edwan Facilitating Character Building through an Academic Writing Practice 146-160 Aunurrahman, Fuad Abdul Hamied & Emi Emilia Thai Students’ Perceptions on the Direct Vs. Indirect Written Corrective 161- 176 Feedback: A Thai University Context Supong Tangkiengsirisin & Rusma Kalra Investigating Students 'Attitude towards E-Learning Model for Studying 177-187 English in Delta University Abdelrahman E. AlAdl The Level of Anxiety among Jordanian EFL Undergraduates in Oral 188-202 Arab World English Journal www.awej.org 1 ISSN: 2229-9327 Arab World English Journal (AWEJ) Volume 7. Number3 September, 2016 Contents Communication Performance Yousef Zrekat, Nadzrah Abu Bakar & Hafizah Latif The Universal Nature of the Qur’an’s Phonetics 203-214 Amina A. Amer The Use of Communication Strategies among Indonesian Young Learners of 215-237 English in Early Total Immersion Program Djoko Sutopo & Steffie Mega Mahardhika Teachers’ Perceptions of the Post-method Feasibility 238-250 Natasha Rajabieslami Teaching American Civilization Effectively: A Melange of Professional 251-258 Development Procedures El-Alia Wafaâ ZAGHAR Exploring the School Improvement Specialist Coaches’ Experience in Coaching 259-271 English Language Teachers Ahmad Syahiran Mohamad, Radzuwan Ab Rashid, Kamariah Yunus & Safawati Basirah Zaid The Effect of Reading-To-Write Approach on EFL Undergraduate Essay 272-286 Writing Adnan I. Abu Ayyash & Ruba A. Khalaf The Effect of Metacognitive Strategy Instruction on Moroccan EFL Learners’ 287-301 Strategy Use and Reading Achievement Mohammed Msaddek Comparing Jordanian Families First and Second Language Home Literacy Practices and Functions in Malaysia 302-316 Mustafa T.R. Aloqaili & Radha M.K. Nambiar Explicitation Techniques in English-Arabic Translation: A Linguistic Corpus- based Study 317-335 Mohamed Mohamed Mostafa El-Nashar ICT Integration in Academic Writing: An Experiment in Blended Learning 336-355 Justin James Jordanian English Language Teachers' Use of the Teacher's Book 356-372 Mohammad Zaher Al-Kharabsheh, Oqlah Smadi & Abdallah Baniabdelrahman Place of Linguistics in English Language Teaching 373-384 Ali Akbar Khansir & Farhad Pakdel The Indonesian Junior High School Students’ Strategies in Learning Writing 385-393 Skill Alfan Zuhairi & Atik Umamah Exploring Arab ESL Students’ Perceptions on Integrating Social Networking 394-409 Websites into English Writing Classrooms Abdullah Mutlaq Alshayee Document Analysis As a Tool in Evaluation English As A Foreign Language 410-424 Grammar Course Imen Ksouri Arab World English Journal www.awej.org 2 ISSN: 2229-9327 Arab World English Journal (AWEJ) Volume 7. Number3 September, 2016 Contents Programme Identity in Academia: The Case of One EAP Unit in the Arabian 425-444 Gulf Faisal Al-Maamari Issue of Identity and Boundary between Applied Linguistics and English 445-462 Language Teaching Hayat Al-Khatib Enhancing the Saudi EFL Students' Pronunciation of the English Phoneme /v/ 463-478 via Immersion in Virtual Platforms Shafi S. Alqahtani Language Learning Strategies Use in Teaching the Writing Skill for EFL 479-486 Algerian Learners Ould Si Bouziane Sabria Initiating and Maintaining Learners’ Talking Time through Problem Solving 487-495 Situations Abdallah Amin Terriche The Role of Social Evaluation in Influencing Public Speaking Anxiety of 496-505 English Language Learners at Omar Al-Mukhtar University Fadil Elmenfi & Ahmed Gaiban Arab World English Journal www.awej.org 2 ISSN: 2229-9327 Arab World English Journal (AWEJ) Volume.7 Number.3September, 2016 Pp. 3 -17 Cultural Diversity and the Challenges of Teaching Multicultural Classes in the Twenty-First Century Ahmed Chouari School of Arts and Humanities, University of Moulay Ismail Meknes, Morocco Abstract This study is a meta-analysis of the recent literature on teaching culturally and linguistically diverse (CLD) students. Extant literature on this issue has shown that teaching students coming from different ethnic and cultural backgrounds seems to pose serious threats to teachers at different levels of education. Using a quantitative content analysis, this paper examines twenty studies and book chapters in the field of multicultural education so as to identify the major challenges of the multicultural classroom. The aim is also to identify and describe the most effective competencies that teachers need to be better equipped to survive in today’s “fast- changing world”. The findings of this study show that teaching CLD students requires special training, extra competencies, and “culturally responsive” pedagogies. The findings can also be of help to university teachers as universities today are becoming more and more multicultural all over the world. Finally, the results can advance knowledge about the issue of teaching CLD students both in the university environment and in the field of research. Keywords: cultural diversity, ethnicity, multicultural education, teacher competencies 3 Arab World English Journal (AWEJ) Vol.7. No.3 September 2016 Cultural Diversity and the Challenges of Teaching Multicultural Ahmed Chouari Introduction The fall of the Berlin wall in 1989 and the rise of globalization in the last decade of the twentieth century had tremendous effects on education all over the world as cultural encounters became more frequent and immigration reached a high peak. By the end of the twentieth century, schools started witnessing an important change, for most of the classrooms turned into a “small village” with “culturally and linguistically diverse students” (Den Brok & Levy, 2005). However, multicultural classes largely differ from monocultural ones because they require teachers with “additional” competencies and skills (McAllister & Irvine, 2002). Studies in the field of multicultural education show that effective teaching of multicultural classes is unquestionably one of the biggest challenges that teachers face today (Den Brok & Levy, 2005; Howard, 1999; Jeevanantham, 2001). McAllister and Irvine (2002), for example, argue that teachers in multicultural classrooms “face increasing challenges in providing an appropriate classroom environment and high standards of instruction that foster the academic achievement of all students, particularly students of color from low socioeconomic backgrounds” (p. 3). Other researchers uphold that teaching multicultural classes today requires teachers with extra competencies and skills at the level of interaction, classroom management, and assessment (Chamberlain, 2005; Samovar, Porter, McDaniel, & Roy, 2012). This review, therefore, focuses on the studies that have been conducted since the beginning of the twenty-first century on the multicultural classroom. More precisely, focus is on what these studies have found on the challenges of the multicultural classroom and the required teacher competencies to become more effective. Rationale This study has been triggered by several reasons. First and foremost, understanding cultural diversity is today one of the most important requirements in the educational context