- American University in Dubai
Sheikh Zayed Road
P.O. Box 28282
Dubai, UAE - +971 52 647 6851
Nader Ayish
American University in Dubai, School of Education, Faculty Member
- Khalifa University, English, Faculty MemberThe Petroleum Institute, Communication, Faculty Memberadd
- Associate Professor of Educationedit
Research Interests:
While an abundance of fossil fuels has helped Gulf Arab countries develop rapidly over the past several decades, governments in the region have invested heavily in education, science, and technology relatively recently as a means to... more
While an abundance of fossil fuels has helped Gulf Arab countries develop rapidly over the past several decades, governments in the region have invested heavily in education, science, and technology relatively recently as a means to diversify their economies in order to ensure their continued growth. In the process, English, as the perceived language of science and technology, has been adopted as the medium of instruction (EMI) in most tertiary institutions. This paper describes how EMI has developed in these countries and the achievements and challenges to date. Recommendations to address these challenges are also given.
Research Interests:
This experiment was carried out using delta winglet arrays of vortex generators (VG) with inline arrangement in a tube heat exchanger to study enhanced heat transfer and flow behaviour. The experiment was conducted for the turbulent flow... more
This experiment was carried out using delta winglet arrays of vortex generators (VG) with inline arrangement in a tube heat exchanger to study enhanced heat transfer and flow behaviour. The experiment was conducted for the turbulent flow (Re = 6000 to 27000). In this experiment, different parameters, pitch ratios (PR = 1.6, 2.4, and 4.8), lengths (L = 10, 15, and 20 mm), and attack angles (B = 0°, 10°, 20°, 30°, and 45°) were studied and then their effect on thermal performance was observed. Results indicate that the PR affected f and Nu significantly. For PR = 1.6, VGs showed the highest f and Nu for all of the cases. Vortex generators with L10 B45 PR4.8 achieved the best TPE with 1.23 at Re = 6000. Attack angle B indicated a significant impact on thermal performance and 45 degree showed the TPE of 1.23 at lower Re. Oil film flow and smoke flow visualization were employed to identify the flow vortices and understand flow mechanism. The oil film flow and smoke flow visualization clearly traced longitudinal vortex, and induced vortex, which induced impingement flow and recirculation zone that lead to significant heat transfer enhancement.
Research Interests:
Research Interests:
Qualitative adjectives are often used in expressive writing, including reflective writing. They express and (de)intensify feelings and emotions, thereby expressing stance. This study investigates the adjective profiles of 60 first-year... more
Qualitative adjectives are often used in expressive writing, including reflective writing. They express and (de)intensify feelings and emotions, thereby expressing stance. This study investigates the adjective profiles of 60 first-year EFL students’ reflective essays and compares male and female university students’ utilization of qualitative adjectives and those used as attitudinal stance markers. Data were collected from a reflective writing task after students participated in a seminar on effective listening. Analyses were conducted considering the General Service List (GSL), the Academic Word List (AWL), and words that do not appear in either of the preceding lists. The results indicated that qualitative adjectives accounted for 6% of the words in these reflective writing essays, and the male students used a greater number of adjectives than the female students. This difference, which was at a statistically significant level, likely stems from male students’ greater use of adjec...
Research Interests:
Abstract There is a worldwide concern about science and engineering undergraduate students, particularly those who are English language learners, struggling with their entry-level content courses. From a teacher cognition perspective and... more
Abstract There is a worldwide concern about science and engineering undergraduate students, particularly those who are English language learners, struggling with their entry-level content courses. From a teacher cognition perspective and drawing on semi-structured interviews with chemistry, mathematics and physics teachers at a university in the Middle East, we sought to gain insights into the extent to which language is seen as interfering with content learning and how this issue is being addressed. Focusing particularly on challenges students face with processing written text in English, since this emerged through thematic analysis as the investigated content teachers’ primary concern, we explore reported practices and highlight needs for in-service professional development. We suggest that science and mathematics instructors may need heightened syntactical and morphological awareness to prepare them to more effectively help their students to decode dense word problems. They may also need consciousness-raising, so that they can see themselves as language teachers too.
Research Interests:
Research Interests:
The way engineering students perceive an engineering course that is co-taught between an English instructor and two engineering faculty at an English medium instruction (EMI) university has not been studied. In order to better understand... more
The way engineering students perceive an engineering course that is co-taught between an English instructor and two engineering faculty at an English medium instruction (EMI) university has not been studied. In order to better understand how students perceive such a course, a survey consisting of 12 items with a 5-point Likert-scale and two open-ended questions was distributed to 45 Emirati male and female sophomore engineering students at a UAE university. Ten semi-structured interviews were also conducted. Three themes were identified from the interviews: writing and research skills, language and communication support, and distribution of responsibility. Results also indicate that most students found that having an English instructor co-teach their course was beneficial and made a meaningful impact on their learning and language development. Implications for practice and suggestions for future research are discussed, along with the role instructors from different disciplines can play in developing an effective co-teaching course.
Research Interests:
While a common refrain among some educators is that many young adults lack personal responsibility for learning, little empirical research exists that examines how tertiary students perceive or operationalize this construct. This research... more
While a common refrain among some educators is that many young adults lack personal responsibility for learning, little empirical research exists that examines how tertiary students perceive or operationalize this construct. This research investigated how 124 freshman engineering students perceive responsibility in terms of what responsibility means, its benefits, and the factors that contribute to their own and peers’ learning. Students were surveyed in two project-based learning Communication courses. The survey sought to identify a) students’ perception of responsibility for their own learning and for supporting the learning of their peers, b) particular aspects of the courses that contribute to students’ development of responsibility, and c) the effect responsible behavior has on their own and peers’ learning. Results indicate that most students: 1) believe that they have more responsibility for their own learning than the need to support their peers’ learning; 2) can identify p...
Research Interests:
University freshman students’ critical thinking (CT) and lifelong learning (LLL) skills are often taken for granted. This can lead to tertiary education that is built on a weak foundation. In this paper, results of a small-scale study... more
University freshman students’ critical thinking (CT) and lifelong learning (LLL) skills are often taken for granted. This can lead to tertiary education that is built on a weak foundation. In this paper, results of a small-scale study conducted to identify freshman students’ CT and LLL readiness levels and the correlation between them are explored. Participants included 87 freshman students with a mean age of 19 studying at a university in Abu Dhabi. Data were collected using two instruments developed by other researchers. Results indicate that students’ overall CT score are at the lower end, while their LLL score are slightly above the average. Female students’ CT and LLL scores are higher than male students’ score with differences at statistically significant levels. Also, there is a weak positive correlation between students’ overall CT and LLL scores. However, there is a moderate positive correlation between female students’ scores for CT and LLL. Recommendations are made in ord...
Research Interests:
Research Interests:
ABSTRACT Typescript. Thesis (Ph. D.)--George Mason University, 2003. Vita: leaf 198. Includes bibliographical references (leaves 155-169). Photocopy.
Qualitative adjectives are often used in expressive writing, including reflective writing. They express and (de)intensify feelings and emotions, thereby expressing stance. This study investigates the adjective profiles of 60 first-year... more
Qualitative adjectives are often used in expressive writing, including reflective writing. They express and (de)intensify feelings and emotions, thereby expressing stance. This study investigates the adjective profiles of 60 first-year EFL students' reflective essays and compares male and female university students' utilization of qualitative adjectives and those used as attitudinal stance markers. Data were collected from a reflective writing task after students participated in a seminar on effective listening. Analyses were conducted considering the General Service List (GSL), the Academic Word List (AWL), and words that do not appear in either of the preceding lists. The results indicated that qualitative adjectives accounted for 6% of the words in these reflective writing essays, and the male students used a greater number of adjectives than the female students. This difference, which was at a statistically significant level, likely stems from male students' greater use of adjectives from the Academic Word Lists. The results also showed that 47.5% of the adjectives used in these essays were attitudinal. There was no statistically significant difference between the frequencies with which the male and the female students used these attitudinal adjectives. The results are discussed and recommendations are made to increase students' effective use of adjectives in reflective writing.
Research Interests:
This experiment was carried out using delta winglet arrays of vortex generators (VG) with inline arrangement in a tube heat exchanger to study enhanced heat transfer and flow behaviour. The experiment was conducted for the turbulent flow... more
This experiment was carried out using delta winglet arrays of vortex generators (VG) with inline arrangement in a tube heat exchanger to study enhanced heat transfer and flow behaviour. The experiment was conducted for the turbulent flow (Re = 6000 to 27000). In this experiment, different parameters, pitch ratios (PR = 1.6, 2.4, and 4.8), lengths (L = 10, 15, and 20 mm), and attack angles (B = 0°, 10°, 20°, 30°, and 45°) were studied and then their effect on thermal performance was observed. Results indicate that the PR affected f and Nu significantly. For PR = 1.6, VGs showed the highest f and Nu for all of the cases. Vortex generators with L10 B45 PR4.8 achieved the best TPE with 1.23 at Re = 6000. Attack angle B indicated a significant impact on thermal performance and 45 degree showed the TPE of 1.23 at lower Re. Oil film flow and smoke flow visualization were employed to identify the flow vortices and understand flow mechanism. The oil film flow and smoke flow visua-lization clearly traced longitudinal vortex, and induced vortex, which induced impingement flow and re-circulation zone that lead to significant heat transfer enhancement. K E Y W O R D S delta winglet, flow visualization, inline arrays, longitudinal vortex, thermal performance, vortex generators Heat Transfer. 2020;1-21. wileyonlinelibrary.com/journal/htj
Research Interests:
There is a worldwide concern about science and engineering undergraduate students, particularly those who are English language learners, struggling with their entry-level content courses. From a teacher cognition perspective and drawing... more
There is a worldwide concern about science and engineering undergraduate students, particularly those who are English language learners, struggling with their entry-level content courses. From a
teacher cognition perspective and drawing on semistructured
interviews with chemistry, mathematics and physics teachers at a university in the Middle East, we sought to gain insights into the extent to
which language is seen as interfering with content learning and how this issue is being addressed. Focusing particularly on challenges students face with processing written text in English, since this emerged through thematic analysis as the investigated content teachers’ primary concern, we explore reported practices and highlight needs for in-service
professional development. We suggest that science and mathematics instructors may need heightened syntactical and morphological awareness to prepare them to more effectively help their students to
decode dense word problems. They may also need consciousness-raising, so that they can see themselves as language teachers too.
teacher cognition perspective and drawing on semistructured
interviews with chemistry, mathematics and physics teachers at a university in the Middle East, we sought to gain insights into the extent to
which language is seen as interfering with content learning and how this issue is being addressed. Focusing particularly on challenges students face with processing written text in English, since this emerged through thematic analysis as the investigated content teachers’ primary concern, we explore reported practices and highlight needs for in-service
professional development. We suggest that science and mathematics instructors may need heightened syntactical and morphological awareness to prepare them to more effectively help their students to
decode dense word problems. They may also need consciousness-raising, so that they can see themselves as language teachers too.
Research Interests:
Research Interests:
Student engagement is a common concern among many instructors in higher education. This is particularly true relative to student feedback. Indeed, of all the responsibilities inherent in university teaching, grading papers and offering... more
Student engagement is a common concern among many instructors in higher education. This is particularly true relative to student feedback. Indeed, of all the responsibilities inherent in university teaching, grading papers and offering feedback is considered one of the most important, yet least enjoyable among instructors. There are numerous reasons for this, including the amount of time it takes to grade and offer personalized feedback as well as the perception among many instructors that students do not consider feedback as anything but a justification for a particular grade. An overarching goal of feedback, namely to encourage a more thoughtful revision process and to help individuals develop as learners, seems to be lost on many students. This study investigated how to increase student engagement through a
process of structured feedback by more effectively utilizing the tracking feature of Microsoft Word. A total of 42 first-semester female engineering students at a university in the UAE were involved in the study. Quantitative and qualitative data were collected through a survey of both students and faculty, semi-structured interviews of both students and faculty, and analysis of student-written text and observations. Preliminary findings from student-driven data only suggest that students given explicit instruction and training in how to interpret and act on written comments improve their writing, engagement, and motivation to learn.
Keywords: student engagement, structured feedback, engineering students, motivation, attrition, ESP
process of structured feedback by more effectively utilizing the tracking feature of Microsoft Word. A total of 42 first-semester female engineering students at a university in the UAE were involved in the study. Quantitative and qualitative data were collected through a survey of both students and faculty, semi-structured interviews of both students and faculty, and analysis of student-written text and observations. Preliminary findings from student-driven data only suggest that students given explicit instruction and training in how to interpret and act on written comments improve their writing, engagement, and motivation to learn.
Keywords: student engagement, structured feedback, engineering students, motivation, attrition, ESP
Research Interests:
A common refrain among many educators is that freshman university students, especially those involved with project-based learning, lack empathy and are mainly concerned with their own well-being. Unfortunately, it is often assumed that... more
A common refrain among many educators is that freshman university students, especially those involved with project-based learning, lack empathy and are mainly concerned with their own well-being. Unfortunately, it is often assumed that students, once put on teams, will acquire, through personal responsibility, the essential interpersonal skills necessary for success. To determine if this is the case within the context of an engineering university in the UAE, 143 freshman students' responsibility and interpersonal communication propensities in two project-based courses were analyzed. Data were collected using two questionnaires. Students' scores were analyzed according to gender and the courses they attended as well as the relationship between their responsibility and interpersonal communication. Results indicate that both the students' responsibility and interpersonal communication scores were at a moderate level, while students' responsibility scores in the second level course were higher. In addition, female students' interpersonal communication scores were more varied than male students'. Results are discussed and recommendations are made as to how to increase students' responsibility behaviors in courses that require the effective use of interpersonal communication skills.
Research Interests:
While a common refrain among some educators is that many young adults lack personal responsibility for learning, little empirical research exists that examines how tertiary students perceive or operationalize this construct. This research... more
While a common refrain among some educators is that many young adults lack personal responsibility for learning, little empirical research exists that examines how tertiary students perceive or operationalize this construct. This research investigated how 124 freshman engineering students perceive responsibility in terms of what responsibility means, its benefits, and the factors that contribute to their own and peers' learning. Students were surveyed in two project-based learning Communication courses. The survey sought to identify a) students' perception of responsibility for their own learning and for supporting the learning of their peers, b) particular aspects of the courses that contribute to students' development of responsibility, and c) the effect responsible behavior has on their own and peers' learning. Results indicate that most students: 1) believe that they have more responsibility for their own learning than the need to support their peers' learning; 2) can identify particular tasks and assignments that require them to be responsible for their learning; and 3) can recognize the benefits of being responsible for their own learning and for supporting their peers' learning, but do not always operationalize this understanding. Results are discussed and recommendations are made as to how to develop students' personal responsibility in team-based courses.
Research Interests:
Reading for pleasure is considered by many to be an essential component of learning, growth, and development. Indeed, the educational, psychosocial, and personal benefits of pleasure reading, both tangible and intangible, are numerous... more
Reading for pleasure is considered by many to be an essential component of learning, growth, and development. Indeed, the educational, psychosocial, and personal benefits of pleasure reading, both tangible and intangible, are numerous and well-documented. This is particularly true for second-language learners. For example, children and adults who read for pleasure tend to have enhanced language skills deemed essential for literacy and effective communication as well as increased cognitive development in a range of areas. Ironically, while the importance of pleasure reading is often recognized by young and old alike, fewer and fewer children or adults are putting into practice what is arguably one of the keys to academic and personal success. This is the case among many students at this UAE engineering university. This study sought to understand the reasons why some freshman ESP students rarely read for pleasure in English or in Arabic and the role increased engagement and motivation can play in helping to develop a community of readers. A total of 9 first-semester male engineering students with a mean age of 19 were involved in the study. Participants were enrolled in a communication course in the summer of 2016. Quantitative and qualitative data were collected through student surveys, semi-structured interviews, analysis of student-written text, and observations. Findings suggest that the reasons why most of these students do not read for pleasure—despite its recognized benefits—are varied and complex and dispel the popular notion that young adults are simply disinterested or lazy. Implications for EAP and ESP, along with the role instructors can play in motivating and supporting students as they develop a community of readers, are discussed.
Research Interests:
Freshman university students often face challenges adjusting academically due to a number of complex factors, including increased academic demands and changes to their social environment. Universities, mindful of the financial and... more
Freshman university students often face challenges adjusting academically due to a number of complex factors, including increased academic demands and changes to their social environment. Universities, mindful of the financial and academic costs of attrition, seek effective initiatives to increase retention rates. One such initiative, called the Freshman Year Experience program (FYE), is taken by the Petroleum Institute (PI) in the United Arab Emirates. This study, conducted with 80 second-semester students with a mean age of 19, sought to identify the effect FYE had on students’ well-being. Data were collected from written papers that required students to reflect on experiences of well-being. Results showed that students experienced many types of well-being during the FYE program; common factors included meetings with advisors, workshops, and social and volunteer activities. Participants’ self-confidence, self-awareness, and ability to communicate effectively were also affected. It is argued that an integrated, structured intervention program linked to the needs of freshman students has the potential to positively affect feelings of belonging, a desire to learn, and motivation for overcoming barriers to success.
Key Words:
well-being; reflective writing; growth; freshman; positive psychology
Key Words:
well-being; reflective writing; growth; freshman; positive psychology
Research Interests:
University freshman students' critical thinking (CT) and lifelong learning (LLL) skills are often taken for granted. This can lead to tertiary education that is built on a weak foundation. In this paper, results of a small-scale study... more
University freshman students' critical thinking (CT) and lifelong learning (LLL) skills are often taken for granted. This can lead to tertiary education that is built on a weak foundation. In this paper, results of a small-scale study conducted to identify freshman students' CT and LLL readiness levels and the correlation between them are explored. Participants included 87 freshman students with a mean age of 19 studying at a university in Abu Dhabi. Data were collected using two instruments developed by other researchers. Results indicate that students' overall CT score are at the lower end, while their LLL score are slightly above the average. Female students' CT and LLL scores are higher than male students' score with differences at statistically significant levels. Also, there is a weak positive correlation between students' overall CT and LLL scores. However, there is a moderate positive correlation between female students' scores for CT and LLL. Recommendations are made in order to enhance students' CT and LLL skills and strengthen the relationship between them. Birinci Sınıf Üniversite Öğrencilerinin Eleştirel Düşünme ve Yaşam Boyu Öğrenme Becerileri Arasındaki İlişki Öz: Üniversiteye henüz başlamış öğrencilerinin eleştirel düşünme (ED) ve yaşam boyu öğrenmeye (YBÖ) ilişkin becerilerinin yeterli düzeyde olduğunu varsaymak, bu öğrencilerin üniversite eğitimini zayıf temeller üzerine inşa etmelerine neden olabilir. Bu durumdan hareketle, bu araştırma birinci sınıf üniversite öğrencilerinin ED ve YBÖ'e yönelik hazır bulunuşluk düzeylerini belirlemek üzere yürütülmüştür ve bu iki beceri arasındaki ilişkiyi tartışmaktadır. Araştırmaya, Abu Dhabi şehrindeki bir üniversiteden 19 yaş ortalamasıyla 87 öğrenci katılmıştır. Veriler daha önce diğer araştırmacılar tarafından geliştirilmiş olan iki farklı veri toplama aracı kullanılarak toplanmıştır. Sonuçlar, öğrencilerin ED puanlarının düşük, YBÖ puanlarının ise ortalamanın biraz üzerinde olduğunu göstermiştir. Kız öğrencilerin ED ve YBÖ puanlarının erkek öğrencilerinkine kıyasla daha yüksek olduğu belirlenmiştir. Ayrıca genel olarak ED ve YBÖ arasında zayıf pozitif yönde bir ilişki olduğu belirlenmiştir. Ancak kız öğrencilerin puanları arasındaki ilişki orta derecede pozitif yönde olmuştur. Sonuçlar tartışılmakta, öğrencilerin ED ve YBÖ puanları arasındaki ilişkiyi güçlendirici önerilerde bulunulmaktadır. Anahtar Kelimeler: eleştirel düşünme, yaşam boyu öğrenme, hazır bulunuşluk, birinci sınıf, ilişki
Research Interests:
What role does acculturation play in the identity formation of freshman Emirati female engineering students as they engage with a field of study and with an industry dominated by non-Arab Western males? How do these students see... more
What role does acculturation play in the identity formation of freshman Emirati female engineering students as they engage with a field of study and with an industry dominated by non-Arab Western males? How do these students see themselves in relation to Western stereotypes that have historically portrayed Arab women as anything but intelligent, creative, and independent thinkers capable of great achievements? Finally, what is the effect of acculturation on the attrition rate of these students? The main aim of this study is to investigate through interviews and classroom observations in a communication course the effect acculturation has on the identity formation and attrition rate of first-semester Emirati female students at the Petroleum Institute (PI). The PI is a segregated engineering university and research center in Abu Dhabi funded and governed by the Abu Dhabi National Oil Company (ADNOC) and a number of other international oil companies. Highlights of the interviews and classroom observations suggest that understanding the challenges posed by acculturation on these students is worth considering for a number of practical reasons, foremost among them the need to reduce the rate of attrition.
Research Interests:
Research Interests:
Arab American Muslims are one of the most misunderstood ethnic and religious groups in the United States. Indeed, to many Americans, Arabs and Islam seem alien and shrouded in mystery. For a number of complicated reasons, the education... more
Arab American Muslims are one of the most misunderstood ethnic and religious groups in the United States. Indeed, to many Americans, Arabs and Islam seem alien and shrouded in mystery. For a number of complicated reasons, the education and social adjustment of Arab American Muslims has received less scholarly attention than other ethnic and religious groups. This is ironic given that Arab American Muslims are highly visible (albeit in a negative sense) and one of the fastest growing populations in the U.S. In an effort to better understand this diverse community, this study investigated how five Arab American Muslim high school students perceive and cope with stereotypes and the way their culture and religion is portrayed in film, the media, popular culture, and school curricula. Through the compelling words of these quintessential Arab American Muslim teenagers, we come to appreciate the lived experiences of the 'Other' as they navigate growing up in a post-September 11 world. This book is intended for educators interested in incorporating critical pedagogy, critical literacy, equity, and multicultural education into their instruction.