UNIVERSITY OF SHARJAH
FULLL PROFESSOR OF LINGUISTICS (AUGUST 30/08/2020)
I deliver undergraduate and graduate courses: Discourse Analysis, Error Analysis, Methods of Teaching English, Language Testing, and Research Methodology (MA).
University of Jordan, Jordan
FULL PROFESSOR OF LINGUISTICS (August 2017 to 30th August)
I deliver undergraduate and graduate courses: Writing, Research Methods, English for Business, English for Tourism, Oral Skills, Listening and Speaking, Professional Writing, Public Speaking, Discourse Analysis, Communication & Negotiation, Contrastive Linguistics, Sociolinguistics, Bilingualism, and Teaching English as a Second Language. I supervise and examine theses and dissertations for MA and PhD students. I serve as a member on multiple committees and councils (Qualifying Exam Committee, JU Scientific Research Council & Scientific Journal Accreditation Committee from 2017 – Present).
Al-Ghad Colleges for Applied Medical Sciences, Saudi Arabia (SABBATICAL)
ENGLISH LANGUAGE FOUNDATION PROGRAM MANAGER (2015 to 2016 – one year on sabbatical)
I managed a program with five English language supervisors and 130 English language lecturers across 15 diverse campus locations. I oversaw unified tests for Preparatory Year English Program courses and handled approval of test results. I balanced staffing, placement, curriculum, course specifications, registration, equivalency, progression, and retention. I prepared a Language Center Manual and Guide.
University of Jordan, Jordan
ASSOCIATE PROFESSOR & CHAIR OF DEPARTMENT OF LINGUISTICS (2013 - 2015/2016 - 2017)
I managed a department that offers BA in Applied English and MA in Language, Culture and Communication. I taught MA and PhD level courses: Listening & Speaking, Writing, Professional Writing, Essentials of Public Speaking, Semantics, Sociolinguistics, Teaching English as a Second Language and Translation.
Alfaisal University, Saudi Arabia
ASSOCIATE PROFESSOR, CHAIR OF DEPARTMENT OF HUMANITIES AND SOCIAL SCIENCES & DIRECTOR OF THE ENGLISH PROGRAM AT UPP (2010 to 2013 –Leave from the
University of Jordan)
I managed a department with 20 faculty members. I prepared and delivered courses like Freshman English, Rhetoric, Oral Communication, and Report Writing. Directed the Preparatory Year English Program, and restructured it and developed its curriculum, its testing and evaluation procedures.
University of Jordan, Jordan
ASSISTANT PROFESSOR OF ENGLISH & ASSISTANT DEAN FOR QUALITY ASSURANCE AND STUDENT AFFAIRS, FACULTY OF FOREIGN LANGUAGES (2006 to 2010)
I taught undergraduate courses, such as Writing, Professional Writing, Advanced Writing, Listening and Speaking, Reading Sociolinguistics, and Semantics. I served as Assistant Dean for Quality Assurance and Accreditation (January 2008 – September 2008), and Assistant Dean for Student Affairs (September 2008 – September 2009). I proposed strategic training plans for administrative staff and faculty professional development. I solved issues related to registration between departments and secured guest presenters for faculty events. I chaired several committees such as Quality Assurance and Accreditation Committee, Faculty Members' Committee, and Examinations Committee.
King Saudi University, Saudi Arabia
ASSISTANT PROFESSOR, DEPARTMENT OF ENGLISH Language and Literature (2003 – 2006)
I taught graduate and undergraduate courses including Writing, listening and speaking, reading, Essay Writing, Applied Linguistics, Language and Technology and Research Methods. I supervised and examined MA students majoring in Applied Linguistics &Teacher Education. I served as a member on a number of departmental committees, and supervised the English Language Labs at the Faculty of Arts.
1. Rabab’ah, G. & Alali, N. (2020). Impoliteness in Reader Comments in Al-Jazeera Channel News Website. Journal of Politeness Research, 16 (1). ISI & Scopus Q1
2. Rabab'ah, G.; Idir, L. & Alghazo, S. (2020). Persuasive appeals in Jordanian and Algerian telecommunication television commercials. Open Linguistics, 6/1: 307-321. Scopus Q2.
3. Rabab'ah, G. and Fowler Al-Hawamdeh, R. (2020). Apologies in Arabic and English: A Cross-Cultural Study. Journal of Psycholinguistic Research, 49(5). ISI & Scopus Q1.
4. Rababah, G. and Al-Yasin, N. (2019). Arabic audiovisual translation of taboo words in American hip hop movies: A contrastive study. Babel: International Journal of Translation,65. ISI & Scopus Q2.
5. Rababah, G., Rababah, B., Alnaimi, T. (2019). Oprah Winfrey Talk Show: The relationship between positive politeness and ethnic background. Kemanusiaan: The Asian Journal of Humanities, 26, 1. Scopus Q4.
6. Rababah, G and Noor Al-Yasin (2018). Impoliteness Strategies in the Fresh Prince of Bel Air, IJAES, vol. 18. Scopus Q2
7. Rababah, G. (2016). The Effect of Communication Strategy Training on the Development of EFL Learners’ Strategic Competence and Oral Communicative Ability. Journal of Psycholinguistic Research, Vol. 45, issue 3. ISI & Scopus Q1
8. Rababah, G., Rababah, B., Suleiman, N. (2016). Instant Messaging Language in Jordanian Female School Students' Writing. Teaching English with Technology, 16 (2). Scopus Q2
9. Rababah, G. & Al-Yasin, N. (2017). English-Arabic Code Switching in Jordanian EFL Teachers' Discourse. DIRASAT: Human & Social Sciences, 42 (2). Scopus Q3
10. Rababah, G. & Khawaldeh, M. (2016). Persuasive Appeals in English and Arabic TV
11. Advertisements: Implications for EFL Learners and Teachers. DIRASAT: Human & Social Sciences, 16 (5). Scopus Q3
12. Rababah, G. (2015). An analysis of conjunctive discourse markers in the EFL classroom: a case study of EFL teachers in Arabia, International Journal of Innovation and Learning, Vol. 15, 2015. Scopus Q3.
13. Rababah, G. & Abu Seileek, A. (2013). Discourse functions and vocabulary use in EFL learners' synchronous computer-mediated communication, Teaching English with Technology, 13 (1), pp. 42-60. Scopus Q2
14. Rababah, G. & AbuSeileek, A. (2012). The pragmatic functions of repetition in TV discourse. Research in Language, 10 (4). Scopus Q2
15. Rababah, G. and Qarni, A. (2012). Euphemism in Saudi Arabic and British English, Journal of Pragmatics,44 (6-7),pp. 730-743. ISI & Scopus Q1.
16. Rababah, G. and Bulut, D. (2007).Compensatory Strategies in Arabic as a Second Language. Poznan Studies in Contemporary Linguistics, Vol.43, No.2, pp.83-106. ISI & Scopus Q2.
17. Rababah, G. & Tamimi, Y. (2007).The Effect of Phonological Awareness on Word Reading Ability. Poznan Studies in Contemporary Linguistics, Vol.43, No. 2. ISI & Scopus Q2
18. Rababah, G. & AbuSeileek, A.(2007).Computer-based Grammar Instruction and the Acquisition of English Verb Tenses, JALT CALL Journal, 1(2),pp.59-80. Scopus Q2.
19. Bulut, D & Rababah, G. (2007). Pragmatics of e-mail communication between Saudi female students and male professors, JALT CALL Journal,3 (3),pp. 49-73. Scopus Q2
20. Rababah, G. (2008). Communication Strategies in Translation. Babel: International Journal of Translation,Vol.54, Issue 1, pp. 97-109. ISI & Scopus Q2.
21. Rababah, G. (2004). Strategic Competence in an ELT Syllabus. ITL: International Journal of Applied Linguistics, Vol.145-146, (pp. 145-164). Scopus Q1.
22. Rababah, G. and Abu Rumman, R. (2015). Hedging in Political Discourse: Evidence from the Speeches of King Abdullah II of Jordan, Prague Journal of English Studies, 4 (1), 157-185.
23. Rababah, G. (2013). Hedging in nursing and education academic articles. Journal of Education, Business & Society, Vol. 6, Issue 3/4, pp. 195-215. Scopus (2008-2014)
24. Rababah, G. (2013). Strategies of repair in EFL learners' oral discourse, English Language Teaching Journal (ELT), 6 (6), pp. 123-131. DOI: 10.5539/elt.v6n6p123. Scopus Q2 (to 2015)
25. Rababah G. & Marshadi, A. (2013). Integrative vs. non-integrative citations among native and nonnative English Writers, International Education Studies, Vol. 6, No. 7, pp. 78-87.) Scopus Q3 (to 2015)
26. Safadi, E. and Rababah, G. (2012).The Effect of scaffolding instruction on reading comprehension skills, International Journal of Language Studies (IJLS),6(2),pp.1-38. Scopus (Rank - NA)
27. Rababah, G. (2005). Second Language Communication Strategies: Definitions, Taxonomies, Data Elicitation Methodology, Classification Problems and Teachability Issues- Review Article. The Educational Journal, Kuwait University/Kuwait, Issue 74, Vol.19,pp. 11-57.
28. Rababah, G. (2005). Communication Problems Facing Arab Learners of English. Journal of Language and Learning, Vol.3, No.1, (pp. 180–197).
29. Rababah, G. and P. Seedhouse (2004). Communication Strategies and Message Transmission with Arab Learners of English in Jordan, ARECLS Journal, University of Newcastle upon Tyne–UK.
30. Rababah, G. (2005). Circumlocution: A Means of Developing Strategic Competence and Fluency among L2 Learners, Proceedings of the International Seminar on Languages and Translation: Realities and Aspirations, Imam Mohammed University, Riyadh (10-11April 2005).
1) BOOKS AND BOOK CHAPTERS
1. Translation of the novel "Animal Farm" (by George Orwell). I translated the original novel from English into Arabic. It was published in 1986 in Amman.
2. Writing: A Course Book (Published by Express Publishing, Saudi Arabia, 2008 and revised in 2011.
3. Rababah, G. Abuseileek A., Proenza, F. Fraihat, O., and Rababah, S. (2015). User Perceptions of Impact of Jordan's Internet Cafes. In Proenza, F. (ed.)ICT and Social Change: The Impact of Public Access to Computers and the Internet, MIT Press, USA.
1. A Critical Discourse Analysis of Disney Animated Movies, by Noor Alysin, PhD Dissertation, University of Jordan (2020)
2. A Linguistic Study of Metaphor and Metonymy in Jordanian Arabic and American English Body-Based Idiomatic Expressions by Omar Bani Mofarrej. PhD dissertation, University of Jordan (2020).
3. The rhetorical strategies of humor in Jordanian stand-up comedy by Sara Al-Sawaeer, MA thesis (2020), University of Jordan.
4. Impoliteness strategies used in Jordanian and American TV sitcoms by Bayan Rababah, PhD dissertation, University of Jordan, Under supervision)
5. A Multimodal Discourse Analysis of Violence Awareness Campaigns against Women: A Contrastive Study of English and Arabic Posters, by Souad Belgrimet, PhD dissertation, University of Jordan. (Under supervision)
6. Strategies of refusal used by Algerians in Arabic and English by Amel Benbouya, PhD dissertation, University of Jordan. (Under supervision),
7. Hate speech and persuasive strategies of US President Donald Trump, MA thesis by Asma Ali, University of Jordan (2019).
8. Metaphor in Jordanian Arabic cynical spoken discourse, MA thesis by Saja Al-Qteishat, University of Jordan, 2019.
9. Strategies of reprimand in Jordanian Arabic, MA thesis by Amel Khawaldeh, University of Jordan, 2019.
10. The effect of Facebook and WhatsApp on Education of Jordanian Students, MA thesis by Haya Iskandarani, University of Jordan, 2019.
11. Strategies of Persuasion in Presidential Speeches of Hilary Clinton and Trump: Critical Discourse Analysis, PhD Dissertation by Majid Tarawneh, University of Jordan, April, 2018.
12. A Socio-pragmatic Analysis of the Speech Act of Criticism in Jordanian Arabic and British English, PhD Dissertation by Murad Al-Kayed, The University of Jordan, May, 2018.
13. A Corpus-assisted Critical Discourse Analysis of the Ideology in the Arab Media Coverage of the 2017 Riyadh Summit. MA Thesis by Shahd Dibas, 2018, University of Jordan
14. Impoliteness Strategies in the Fresh Prince of Bel Air, MA Thesis by Noor Al-Yasin, University of Jordan, May 2016.
15. Rhetorical Devices in Arabic and English Print Advertisements, MA Thesis, by Juhainah Alessa, 2016. University of Jordan.
16. Persuasive appeals in American restaurant menus, MA thesis by Sewar Al-Qudah (2018). University of Jordan.
17. The Role of Extensive Reading on Vocabulary Acquisition , MA Thesis by Nouf Al-Hammad – King Saud University, 2006
18. Incidental Vocabulary Learning in Reading and Writing tasks Using Bilingual Computerized Dictionaries. MA Thesis by Mona Al-Qahtani - King Saud University, 2006.
19. The Effect of Strategic Reading Techniques on the Achievement of Saudi Students’ in Reading Comprehension. MA Thesis by Mohammad Al-Roomy– King Saud University (2005) .
20. The Effectiveness of CALL on Developing Listening and Speaking Skills of Female Students at the College of Health Sciences. MA Thesis by Amal Al-Bureikan - King Saud University, 2006.
21. Impact of Socio-political Factors on Meaning Change, MA Thesis by Ala' Ghazi, University of Jordan, 2008.
22. The Effect of Scaffolding Instruction on the Achievement of First Secondary Students in English Language Reading Skills, PhD Dissertation by Eman Safadi, University of Jordan, 2011/2012.
The origin of my teaching philosophy is built upon second language acquisition research, my personal research, knowledge I have gained from 28 years of teaching at schools, colleges and universities, and my observation of ESL/EFL classrooms and people's daily communication and interaction. I have extensive experience teaching linguistics, applied linguistics (Discourse Analysis, Sociolinguistics and Pragmatics), and language skills courses at both undergraduate and graduate levels in different cultural contexts. At postgraduate levels (MA and PhD Programs), I taught Semantics, Communication and Negotiation, Sociolinguistics, Discourse Analysis, Comparative and Contrastive Linguistics, Bilingualism, and Research Methods for Graduate Students. At the undergraduate level, I taught, in addition to the English language skills, ESP courses like English for Business, English for Tourism, Legal Translation, English for Journalism, Technical English, Computer-Assisted Language Learning, Sociolinguistics, Discourse Analysis, etc. Below is a brief account of the philosophy that helped me to develop.
I believe that successful teaching involves knowledge of the subject matter, pedagogical competence and outstanding interpersonal skills. To me, this is of utmost importance because taking English courses is likely to be a new and an anxiety-provoking experience for some students. I have found it extremely rewarding to empathetically listen, understand and respond to my students' concerns and inquiries during the first weeks of their university experience and throughout their academic journey.
As a teacher, I consider my approach to teaching English to be eclectic. Thus, I aim to use the approach that would suit my students' proficiency levels, needs, and learning styles. I believe that using collaborative learning (pair work and group work) would foster teamwork and help students learn from each other. I also use task-based and problem-based approaches in which the learner is the center of the learning process. Preparing extra materials, which can function as handouts, and activities are used. Creating a warm and friendly learning atmosphere in class is also one of my ultimate goals. Before getting into any of my classes, I learn the course intended learning outcomes (ILOs), and work hard to achieve them. I always assess my teaching method and teaching materials for better future classes.
Integrating technology into language teaching is one of the main features of my classes. Throughout my teaching career, I am used to using computer-assisted language learning programs (e.g. New DynED), platforms like MOODLE, many web-based language learning resources (e.g. Videos and language learning websites), and web based assessment tools for creating tests and quizzes (e.g. Hot Potatoes, Quiz Your Friend).