Ali Shehadeh
Biographic Data
| ID | 3843768 |
|---|---|
| NAME | Ali Shehadeh |
| GIVEN NAMES | Ali |
| FAMILY NAME | Shehadeh |
| SIGNATURE | SHEHADEH A |
| AFFILIATIONS | United Arab Emirates University |
| ORCID | 0000-0002-6875-4824 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 25 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Leveraging digital twins for community-driven sustainable Wefe nexus management
Sustainability concerns and urbanization require creative solutions to align community needs with environmental management strategies. In this study, advanced digital modeling like a digital twin (DT) model is used to analyze the Water-Energy-Food-Environment (WEFE) nexus in Irbid Camp, a representative urban setting plagued by resource management issues. The research started by developing a dynamic Revit model of typical housing in Irbid Camp to…
It is a task, not an exercise
Some classroom studies (e.g., Chan, 2012; Magharabi, 2019) and researchers (e.g., Ellis, 2015; Ellis et al., 2020) have warned that the construct of task, the key concept in task-based language teaching (TBLT), is often confused with the construct of exercise, causing the task's loss of ‘taskness.’ However, no systematic attempt has been made to distinguish between the task and exercise constructs. Therefore, this article systematically compares …
Effects and student perceptions of collaborative writing in L2
Topics, Aims, and Constraints in English Teacher Research
AM - Accepted Manuscript
Diagnosing the Support Needs of Second Language Writers
A Task‐Based Analysis of Undergraduate Assessment
Learning Styles and Performance in Second Language Tasks
Learner output, hypothesis testing, and internalizing linguistic knowledge
Comprehensible Output, From Occurrence to Acquisition
After over a decade of research into Swain's (1985) comprehensible output (CO) hypothesis, there is still a severe lack of data showing that learner output or output modifications have any effect on second-language (L2) learning. Izumi and Bigelow (2000, p. 245) argued that this is because, in most cases, researchers assumed rather than showed whether and how output helps with language learning. In this article, I will argue that this, in turn, i…
Self- and Other-Initiated Modified Output during Task-Based Interaction
This study examines the role self- and other-initiations play in providing opportunities for modified output (MO), which Swain (1995, 1998) and Swain and Lapkin (1995) suggest is important for successful second language acquisition. Thirty-five adult participants—8 native speakers (NSs) and 27 nonnative speakers (NNSs) of English representing 13 different L1 backgrounds—performed three tasks (picture description, opinion exchange, and decision ma…
Non-Native Speakers' Production of Modified Comprehensible Output and Second Language Learning
This study investigated the ability of NNSs to modify their output toward comprehensibility in the contexts of NS-NNS and NNS-NNS interactions and the degree to which such modified comprehensible output (MCO) was other- or self-initiated. Picture-dictation and opinion-exchange tasks were used to collect data from 8 NSs and 24NNSs of English representing 13 different L1 backgrounds. The 2 tasks were performed in pairs (NS-NNS and NNS-NNS) and were…
Self- and Other-Initiated Modified Output during Task-Based Interaction
This study examines the role self- and other-initiations play in providing opportunities for modified output (MO), which Swain (1995, 1998) and Swain and Lapkin (1995) suggest is important for successful second language acquisition. Thirty-five adult participants—8 native speakers (NSs) and 27 nonnative speakers (NNSs) of English representing 13 different L1 backgrounds—performed three tasks (picture description, opinion exchange, and decision ma…
Non-Native Speakers' Production of Modified Comprehensible Output and Second Language Learning
This study investigated the ability of NNSs to modify their output toward comprehensibility in the contexts of NS-NNS and NNS-NNS interactions and the degree to which such modified comprehensible output (MCO) was other- or self-initiated. Picture-dictation and opinion-exchange tasks were used to collect data from 8 NSs and 24NNSs of English representing 13 different L1 backgrounds. The 2 tasks were performed in pairs (NS-NNS and NNS-NNS) and were…
Comprehensible Output, From Occurrence to Acquisition
After over a decade of research into Swain's (1985) comprehensible output (CO) hypothesis, there is still a severe lack of data showing that learner output or output modifications have any effect on second-language (L2) learning. Izumi and Bigelow (2000, p. 245) argued that this is because, in most cases, researchers assumed rather than showed whether and how output helps with language learning. In this article, I will argue that this, in turn, i…
Topics, Aims, and Constraints in English Teacher Research
AM - Accepted Manuscript
Learning Styles and Performance in Second Language Tasks
Learner output, hypothesis testing, and internalizing linguistic knowledge
Non-Native Speakers' Production of Modified Comprehensible Output and Second Language Learning
This study investigated the ability of NNSs to modify their output toward comprehensibility in the contexts of NS-NNS and NNS-NNS interactions and the degree to which such modified comprehensible output (MCO) was other- or self-initiated. Picture-dictation and opinion-exchange tasks were used to collect data from 8 NSs and 24NNSs of English representing 13 different L1 backgrounds. The 2 tasks were performed in pairs (NS-NNS and NNS-NNS) and were…
Self- and Other-Initiated Modified Output during Task-Based Interaction
This study examines the role self- and other-initiations play in providing opportunities for modified output (MO), which Swain (1995, 1998) and Swain and Lapkin (1995) suggest is important for successful second language acquisition. Thirty-five adult participants—8 native speakers (NSs) and 27 nonnative speakers (NNSs) of English representing 13 different L1 backgrounds—performed three tasks (picture description, opinion exchange, and decision ma…
Comprehensible Output, From Occurrence to Acquisition
After over a decade of research into Swain's (1985) comprehensible output (CO) hypothesis, there is still a severe lack of data showing that learner output or output modifications have any effect on second-language (L2) learning. Izumi and Bigelow (2000, p. 245) argued that this is because, in most cases, researchers assumed rather than showed whether and how output helps with language learning. In this article, I will argue that this, in turn, i…
Learner output, hypothesis testing, and internalizing linguistic knowledge
A Task‐Based Analysis of Undergraduate Assessment
Learning Styles and Performance in Second Language Tasks
Topics, Aims, and Constraints in English Teacher Research
AM - Accepted Manuscript
Diagnosing the Support Needs of Second Language Writers
Effects and student perceptions of collaborative writing in L2
It is a task, not an exercise
Some classroom studies (e.g., Chan, 2012; Magharabi, 2019) and researchers (e.g., Ellis, 2015; Ellis et al., 2020) have warned that the construct of task, the key concept in task-based language teaching (TBLT), is often confused with the construct of exercise, causing the task's loss of ‘taskness.’ However, no systematic attempt has been made to distinguish between the task and exercise constructs. Therefore, this article systematically compares …
Leveraging digital twins for community-driven sustainable Wefe nexus management
Sustainability concerns and urbanization require creative solutions to align community needs with environmental management strategies. In this study, advanced digital modeling like a digital twin (DT) model is used to analyze the Water-Energy-Food-Environment (WEFE) nexus in Irbid Camp, a representative urban setting plagued by resource management issues. The research started by developing a dynamic Revit model of typical housing in Irbid Camp to…
EFL/ESL Teaching and Learning (9 works) · Psychology (7 works) · Computer Science (6 works) · Cognitive psychology (5 works) · Linguistics (5 works) · Mathematics education (5 works) · Pedagogy (5 works) · Second Language Acquisition and Learning (4 works) · Second Language Learning and Teaching (4 works) · Sociology (4 works)