English Education in Oman

Introduction.- Part I Teacher-centered Issues.- Professionalism by whose Model? Professionalism and Professionalisation of TESOL Teachers through Autonomy or Accountability.- Developing Texts that match Readers' Abilities in the Sciences: Seeking an Appropriate Instructional Level.- Teachers' Attitudes towards Alternative Assessment in the English-language Foundation Program of an Omani University.- Teachers Doing Research with their own Students: A Blessing or a Curse?.- Incorporating Intercultural Research into ELL/ELT in Oman.- Part II Student-centered Issues.- Student Evaluation of their English Language Teachers in Omani Basic Education Schools.- Learning for Real-Voices from the Classroom.- An Exploration of the English-language Reading Habits of Omani University Students.- Remediation in College: Some Preliminary Considerations for Establishing Support Schemes for Omani At-risk Students.- English Language Proficiency and Communicative Competence in Oman: Implications for Employability and Sustainable Development.- Understanding Attrition in English-medium University Programs in Oman: Identifying Push, Pull and Fallout Factors at an Arab Gulf University.- Readiness for Autonomy among EFL Students in Oman.- Part III Teaching-centered Issues.- Integrating Content Based Instructions in a Foundation Program for Omani Nursing Students.- Tasks: Effective Ways of Accomodating Learners' Identities in Higher Education Oman.- Comics in the Omani EFL Classroom: Boosting Student Vocabulary, Reading, and Motivation.- Teaching Sound-Spelling Coordination as a part of Productive Skills: A Case of Arabic-Speaking Undergraduate Students.- Corpus Linguistics and the Classroom: Avenues for Innovation.