Leveraging YouTube Visual Storytelling for Fostering Richer Reading and Writing Proficiency by Foreign Language Undergraduates

Published in: Eurasian Journal of Educational Research

May 19, 2024

The Correlation Between the Use of YouTube Short Videos to Enhance Foreign Language Reading and Writing Proficiency, and the Academic Performance of Undergraduates

Published in: Eurasian Journal of Educational Research

May 06, 2024

Wafa' Hazaymeh

Examining the use of social media in teaching and learning foreign languages and the impact on students' speaking abilities

Published in: Research Journal in Advanced Humanities

Apr 07, 2024

Examining the use of social media in teaching and learning foreign languages and the impact on students' speaking abilities

Published in: Research Journal in Advanced Humanities

Apr 07, 2024

EFL Instructors’ Perspective on Using AI Applications in English as a Foreign Language Teaching and Learning

Published in: Emerging Science Journal

Mar 12, 2024

The Effectiveness of Social Networks in Enhancing Student-Teachers' Teaching Experiences in the Postgraduate Professional Diploma Program

Published in: 2023 Tenth International Conference on Social Networks Analysis, Management and Security (SNAMS) 02 January 2024

Jan 02, 2024

The Role of Artificial Intelligence in Education from the Perspective of Students.

Published in: 2023 Tenth International Conference on Social Networks Analysis, Management and Security (SNAMS) 02 January 2024

Jan 02, 2024

The School Curriculum: Contemporary Visions and Trends.

Published in: Al Ain University

Nov 29, 2023

Ibtehal Mahmoud Aburezeq Suad Alwaely Omran Musleh Wafa' Hazaymeh Eman Zaitoun Abdeldjalil Bouzenoun

The Level of Environmental Education Awareness Among Student-Teachers Enrolled in the Professional Diploma Program in Teaching and its Relation with some Variables

Published in: Journal of Namibian Studies

Jun 19, 2023

Wafa' Hazaymeh Abdellateef AlQawasmi Ibtehal Aburezeq Azhar Shater Asmaa Almahdawi

The School as a Learning Organization from the Perspective of Private School Teachers in Irbid Governorate

Published in: Computers & Education

Mar 17, 2023

Wafa' Hazaymeh

EFL Teachers’ Perceptions on the Motivational Strategies for Successful Online Learning Environment

Published in: Journal of Positive School Psychology

Nov 06, 2022

Wafa' Hazaymeh

The purpose of this study was to investigate English as a Foreign Language (EFL) teachers' perceptions of the motivational strategies they used to inspire their online students. It offers suggestions for encouraging and motivating students throughout their online learning experience. As a result, 62 EFL teachers from various private and public schools in the UAE took part in the study. For the purposes of this study, a qualitative method design, including a survey, was used. The survey was distributed to participants via a Google form, and their responses were coded accordingly. According to the findings of the study, the majority of participants communicate and interact with their students using technological tools in order to effectively engage them in an online learning environment. EFL teachers used a variety of motivational strategies to ensure the effectiveness of their online classes. The proposed ten key motivational strategies to help EFL learners succeed in online learning. The majority of participants believe that technology-based online learning has numerous advantages for keeping students motivated to learn English effectively. The study's contribution is to assist EFL teachers in developing high levels of motivation in order to ensure students' success in an online learning environment.

Challenges of Online Education for Teachers and Parents in the Emirati School System

Published in: European Journal of Educational Research

Oct 15, 2022

Wafa' Hazaymeh Ahmed Khaled

This study examined the challenges and issues faced by teachers and parents related to the transition from face-to-face instruction to online instruction. During the COVID-19 pandemic, ten teachers and ten parents from the United Arab Emirates (UAE) school system were interviewed to reveal their challenges in managing online teaching and learning. According to the findings, both teachers and parents encountered several problems. Teachers faced challenges such as the need to adapt their teaching strategies and techniques to the new situation, the need for technical support to facilitate the teaching-learning process, the lack of students’ in-class participation and genuine motivation, and the nature and format of the teaching platform, and the fact that they need to have a high level of experience in using technology to serve their students well and engage them in interactive classroom activities. Parents reported several challenges, including lack of experience with the online learning platform, unwillingness to work with teachers to use the online learning platform effectively, lack of experience in properly preparing their children to participate in active online instruction, and multiple children attending different classes at the same time. These challenges place a great burden on parents who must support their children in the younger grades.

Teachers' Perceptions of Code-Switching Functions and Effects in English as a Foreign Language Classrooms

Published in: European Journal of Educational Research

Jul 15, 2022

Wafa' Hazaymeh

The purpose of this study was to look into teachers' perceptions of code-switching functions and effects in English as a foreign language classroom. In the study, a descriptive survey design and an interview were used to investigate the functions and effects of code-switching in English as a foreign language (EFL) classroom. 46 people responded to the survey questionnaire about code-switching functions and their impact in the classroom. Seven teachers participated in the group interview. The interview findings revealed six functions and four effects of code-switching. According to the survey findings, the majority of teachers supported the use of code-switching in their classrooms because it served a useful purpose in the process of teaching and learning English. The findings also revealed that teachers believed code-switching provided a clear purpose and had a positive impact on instruction and language development in EFL classrooms by creating a sociable environment. It was also demonstrated that code-switching to teachers was effective in EFL classrooms and played an important role in English learning and teaching. The implications of the findings for EFL teachers and language learning settings were discussed.

Evaluating the Practicum Program of the Faculty of Education, Humanities and Social Sciences at Al-Ain University from the Perspective of Pre-service Teachers

Published in: The International Journal of Humanities Education

Feb 22, 2022

Wafa' Hazaymeh Moath Al Omery

The Effectiveness of Visual Mind Mapping Strategy for Improving English Language Learners' Critical Thinking Skills and Reading Ability

Published in: European Journal of Educational Research

Jan 05, 2022

Wafa' Hazaymeh

EFL Students’ Perceptions of Online Distance Learning for Enhancing English Language Learning During Covid-19 Pandemic

Published in: International Journal of Instruction

Jul 01, 2021

Wafa' Hazaymeh

The Impact of Integrating Digital Technologies with Learners’ Multiple Intelligences to Facilitate Learning English as a Foreign Language

Published in: Asian EFL Journal

Oct 01, 2020

Wafa' Hazaymeh

Traditional theories of development versus the theory of symbolic sites of belonging

Published in: Opción, Año 36, Especial.27, 1399-1413

May 01, 2020

Mastur Rahim Wafa' Hazaymeh Rana Alsalaymeh

The Effect of Flipped Classroom Instruction on Developing Emirati EFL Learners’ Pragmatic Competence

Published in: International Journal of Learning, Teaching and Educational Research

Oct 15, 2019

Wafa' Hazaymeh Abdel Rahman Altakhaineh