Emirati University Students Research Articles

The speech act of compliment in student-teacher interaction: A case study of Emirati university students’ attitudes

For effective communication, interlocutors must be cognizant of lingua-cultural aspects in context-dependent situations. Among others, they include culturally and linguistically diverse university settings where students are tempted to complain about grades to teachers and request grade changes. To reduce the negative impact of these speech acts, students may resort to compliments whose utilization varies from culture to culture. This study investigated the attitudes of 146 undergraduate Emirati students towards complimenting an instructor from a different lingua-cultural background before negotiating a grade at a university in the United Arab Emirates that uses English as the medium of instruction. Data were collected using a survey and a discourse completion task. Results show that 49% of the respondents thought that it would be appropriate to use a compliment prior to a complaint about a grade or a request for regrading. Students primarily complimented their teacher’s teaching skills and effort in teaching. The syntactic structures of their compliments mainly included You+V+NP (You+Verb+Noun Phrase). Results highlight the significance of considering interlocutors’ lingua-cultural backgrounds and the potential impacts of an ulterior motive behind a compliment in deciding whether or not to produce one. If it is used, topics (i.e., what is complimented upon) to include in the compliment must be chosen delicately, considering the cross-cultural nature of the context and social status of the interlocutors.

Deconstructing Summary Writing: Further Exploration of L2 Reading and Writing

The hybrid nature of reading-to-write tasks calls for more empirical research on understanding the relationship between L2 reading, writing, and proficiency. This study examines summaries written by 46 Emirati university students, who were asked to write a 150-word summary of an expository text on the topic of “consumerism” during class hours. The summary was assessed based on an analytic rubric. It was also assessed quantitatively in terms of the inclusion of the number of important ideas from the source text, namely, content analysis scores. In addition, the students’ language proficiency, reading proficiency, and writing proficiency had already been externally ascertained with their recent IELTS scores. Significantly positive correlations were found between summary scores and IELTS reading scores, IELTS writing scores, and IELTS proficiency scores. Only a significantly positive relationship was found between content analysis scores and IELTS reading scores, but not the IELTS writing scores and IELTS proficiency scores. This implies the importance of enhancing students’ reading, writing, and language proficiency to help them write an effective summary, and reading in itself is insufficient in the production of an effective summary.

Emirati University Students’ Use of the Request Speech Act in Arabic in Email Communication with Faculty

Students’ academic performance is greatly affected by their communication skills, a significant one of which is email writing. Due to technological advances and the distance education imposed by the COVID-19 pandemic, a great deal of communication between students and professors is in the form of email communication. Students’ inattention to the rules of this particular genre may result in face-threatening situations. Prompted by the lack of research on university students’ utilization of the request speech act in Arabic emails, this study investigated 96 Emirati first-year students’ request behaviors in Arabic in communication with university professors. Data were collected using a discourse-completion task and an evaluation form filled in by two judges. Results showed that the students mostly produced a direct request speech act. However, a significant number of them failed to follow the expected discourse structure often omitting the subject line, not thanking or writing their names at the end. The judges thought the emails were generally respectful. However, they felt they were not appropriate, which was mainly caused by the frequent mistakes with spelling, punctuation, and vocabulary. There were also instances of informal language use and grammatical errors. Based on these results, recommendations are provided focusing on awareness-raising and practice activities.

Toward Culturally and Linguistically Responsive E-Learning in Post-COVID-19 Higher Education: Perspectives from the United Arab Emirates

The COVID-19 pandemic has caused dramatic shifts in education worldwide. In the spring of 2020, universities abruptly moved to emergency remote teaching and learning (ERT&L), with online and hybrid education continuing into the post-pandemic era. In the Gulf, cultural, religious, and sociolinguistic dynamics can present additional challenges for teaching and learning online. Reluctance to use cameras due to modesty, privacy, and E-safety concerns, amongst others, affects interaction and rapport. This article presents empirical data from a qualitative phenomenological case study investigating male and female Emirati university students’ (n = 107) perspectives on access, interaction, and engagement during Zoom classes in the fall of 2020 and spring of 2021. Students’ reflective essays and researcher observations revealed that intersecting factors, such as gender, religion, culture, linguistic challenges in English-medium universities, and fear of judgment, affected participants’ comfort levels and learning effectiveness in online classes. Data are analyzed through interpretive phenomenological analysis and the analytical tool of intersectionality, through which complexities of learner identities are explored. Practical suggestions are made on adapting online and hybrid learning to suit the sociocultural realities of Gulf states better by enhancing interaction and engagement in online classes without compromising comfort, E-safety, and privacy in post-pandemic education

The effects of video games on communication and social interaction: A study on Emirati university students

This study examines the relationship between playing video games, communication and social interaction among Emirati university students, as several studies (Oei & Patterson, 2014) have shown that there is a real impact of video games on peoples’ interactions as social beings. The results of the study confirmed that 63.9% of the participants use video games on a daily basis, with 23.3% of them allocating two hours per day. Besides, 90.7% of the respondents prefer to play with their friends; which constitutes a form of communication and social interaction. However, 41.67% of the respondents confirmed that video games affect their family relationships, 36.45% affect their relationships with friends, 34.25% enable them to escape from their social reality, 43.59% increase their social isolation, and 39.9% prefer to play alone. This highlights the negative impact of video games on communication and social interaction.

Modelling Entrepreneurial Intentions and Attitudes towards Business Creation among Emirati Students Using Bayesian Networks

Purpose: Entrepreneurial intentions have been a major focus of research that have been studied using generic models. The paper will use Bayesian Networks to model entrepreneurial intentions as it provides an advantage over classical methods. Methodology: A cross-sectional study was conducted among a random sample of 324 Emirati University students by implementing the Unsupervised Structural Learning algorithm to build the Model. Findings: Entrepreneurial intentions are highly affected by attitude, self-efficacy, subjective norms, and opportunity feasibility. Whereas obstacles and university opportunity feasibility are the variables whose influence on entrepreneurial intention is less. Originality: This study looked at entrepreneurship intention and attitudes among students who are not yet entrepreneurs using Bayesian networks as a new technique and see how this can affect their intention in stating a business. Conclusions are stemming from the existing Emirati social construct (people-centric society of the Arab world, rather than system-centric society of the Western world). This has created value-added contribution of the paper to the research questions.

The development of Emirati university students' intercultural sensitivity

PurposeThis study investigated the effects of an intercultural communication (IC) course on Emirati university students' intercultural sensitivity (IS).Design/methodology/approachThe participants were 89 Emirati students. The course required student involvement in a variety of tasks and activities, both inside and outside the classroom. The development of the students' IS was tracked using two instruments: the Intercultural Sensitivity Scale (ISS) and a reflective writing task.FindingsThe difference between the students' overall pre-test and post-test scores was at a statistically significant level. The data from the reflective writing papers showed that the course developed the students' IS with a particular effect on their awareness of other cultures, barriers to effective communication and self-confidence.Originality/valueIn an increasingly globalized world, the findings of this study highlight the importance of a course designed to enhance university students' IS and therefore intercultural competence. They also indicate the need for more experiential learning to bridge in-class and out-of-class experiences which facilitate the development of students' intercultural competence.

Positive psychology interventions in the United Arab Emirates: boosting wellbeing - and changing culture?

As the science of wellbeing has grown, universities have adopted the challenge of prioritizing the wellbeing of students. Positive psychology interventions (PPIs), activities designed to increase the frequency of positive emotions and experiences, which help to facilitate the use of actions and thoughts that lead to human flourishing, are being increasingly used worldwide. Known to boost wellbeing and a number of other variables, it nonetheless remains unknown whether their use can influence other variables in non-Western cultures. In this study, we determined the impact of PPIs on a variety of wellbeing outcomes. The 6-week PPI program was conducted in the United Arab Emirates on Emirati university students (n = 120) who reported more positive emotion and overall balance of feelings that favored positivity over time relative to a control group. Yet, there was no effect found on negative emotions, life satisfaction, perceived stress, fear of happiness, locus of control, or somatic symptoms, and no effect on levels of collectivism or individualism. Our findings nonetheless support the use of PPIs in higher education as they show an increase in the experience of positive emotion, with this in itself bringing positive life outcomes, and no negative impact on culture. Our findings serve to build a foundation for understanding for whom PPIs work best - and least - around the world.

Cultural and linguistic struggles and solidarities of Emirati learners in online classes during the COVID-19 pandemic

The ongoing global COVID-19 pandemic has caused unprecedented shifts in higher education worldwide, with some nations more adversely affected than others. Since the onset of the crisis, almost all education abruptly moved to ‘emergency remote teaching and learning’. While the United Arab Emirates has been praised for its swift and effective responses, unique cultural and linguistic dynamics in this region present additional challenges for teaching and learning. This article presents empirical data from a qualitative phenomenological case study investigating female Emirati university students’ (n = 69) perspectives on the use of video cameras and microphones in online classes. Students’ reflective writing and researcher observations in autumn 2020 revealed discomfort using video cameras and microphones due to a range of cultural and linguistic factors. Such factors include Islamic beliefs relating to modesty, home as a gendered space, noise considerations, concerns about privacy, struggles with language in their English-medium instruction university and fear of judgement from peers. Data are interpreted thematically using intersectionality together with Goffman’s theories of everyday interaction, stigma and relative deprivation, through which complexities of learner identities are explored. Practical suggestions are made on ways to adapt online learning to better suit the cultural and sociolinguistic realities of periphery and Global South contexts. It is argued that greater efforts need to be made toward inclusion of marginalized learners during the COVID-19 period.

Patterns and Motivations Predicting Mobile Hard News and Soft News Consumption

The purpose of this study is to examine Emirati university students' usage of smartphones as a news resource. In addition to the motivations, patterns, and relationships between hard news and soft news consumption and the different gratifications sought, this study adopted perspectives from the both the uses and gratifications and media displacement theories and utilized a quantitative research design. Data was collected from 488 undergraduate students between February 2019 and March 2019. Results revealed that students were interested in both hard and soft news, but there was 7% more soft news consumption by students. Additionally, results revealed that smartphones have become students' main source of news as they allow them to find information easily. When assessing the relationships and dynamics between mobile news and the gratifications sought, results revealed that the convenience gratification was the only predictor of both mobile soft news and hard news out of all the gratifications offered.

A Qualitative Study of Barriers and Enablers of Physical Activity among Female Emirati University Students.

Interventions to promote physical activity participation should reflect social and culturally relevant influences of the target demographic. The aim of this study was to explore perceptions of barriers to and enablers of physical activity participation among female Emirati university students. Five semi-structured focus groups were conducted (n = 25). Participants were asked open-ended questions about benefits, barriers and enablers of physical activity, and recommendations to promote participation. Emergent themes were identified using Nvivo software. Commonly identified benefits included improved health, weight management, improved mood, and stress reduction. The main barriers were low family support, competing time demands from domestic and academic activities, lack of convenient access to women-only facilities, and hot weather. The main enablers and recommendations related to social support from family and friends, accessible and low-cost women-only facilities, and structured supervised sessions. Findings suggest that there are specific social-cultural influences of physical activity among female Emirati university students. Approaches to promote participation could include identifying benefits consistent with family and cultural values, using social media for education, support and modelling, on campus supervised physical activity sessions integrated with the academic timetable, low-cost women-only opportunities in the local residential area, and support for home-based activities.

Reflections on Teachers and Students’ Views on Teaching and Learning Experiences at University: A Diary Study

This study focuses on the research diaries of two researchers who conducted interviews with university teachers and students over a period of two years. Ten expatriate university teachers and ten Emirati university students were interviewed about their views on teaching and learning, the purpose of a university, best educational practices, the role of teachers, students and university in the broader society. After each interview was conducted, the researchers wrote reflections about the interviews in their personal research diaries. Through qualitative data analysis, the data in the diaries were analysed and the major themes were identified. In regards to the teachers interviewed, the analysis of the data showed that the diarists primarily focussed on the teachers’ “professional knowledge”, “communicative competence” and “adaptability to the new context”. With respect to the students interviewed, the data also revealed that the diarists frequently highlighted the significance of students’ “educational background”, “knowledge of English” and their views on “teacher and student relationship”. The findings of this study are in line with Ladson Bilings (1995) which show that the researchers’ sociocultural background and preconceptions can impact how they approach a research problem in a context that differs from their own. The findings also reveal that the researchers’ prior teaching and learning experiences impact their judgement of professional and academic competence. Implications for research and pedagogy will be discussed accordingly.
 
 Received: 30 October 2020 / Accepted: 8 December 2020 / Published: 17 January 2021

Exploration of Lifestyle Choices, Reproductive Health Knowledge, and Polycystic Ovary Syndrome (PCOS) Awareness Among Female Emirati University Students.

ObjectiveHealthy lifestyle and adequate reproductive health knowledge are prerequisites for maintenance of physical and mental well-being of women across the world. With increasing prevalence of metabolic disorders such as polycystic ovary syndrome (PCOS), it is important that sufficient awareness of these issues is generated, especially in conservative communities in Arab regions. The main objective of this study is to assess reproductive health (RH) knowledge and awareness of PCOS among female Emirati students and also to explore their lifestyle choices.Materials and MethodsA total of 493 Emirati students were recruited based on convenience sampling and completed a survey containing questions related to demography, lifestyle preferences, RH knowledge, and PCOS awareness.ResultsOf the students, 13% self-reported being diagnosed with PCOS, with 3.5% also taking medication for the same, 6% reported having high androgen levels, 30.7% reported polymenorrhea, and 3.5% reported oligomenorrhea for frequency of menstrual cycle. Also, 12.4% students experienced abnormal bleeding (heavy/none) during menstruation and 24% reported excessive body hair. It was found that 4.3% of students were taking medication for hyperglycemia and 75% of students reported a family history of diabetes. Students displayed low reproductive health knowledge and poor awareness of PCOS. Lifestyle preferences indicated low physical activity and high indulgence in fast food.ConclusionLifestyle choices adopted by Emirati University students may predispose them to disorders such as PCOS. Early detection and management of PCOS coupled with a dynamic awareness campaign for RH can help in improving fertility rates of Emirati women. The study identifies major gaps in knowledge and awareness of RH and PCOS in Emirati women that need to be addressed by creating a culturally congruent heathcare policy with emphasis on education and health promotion. Mandatory PA programs and increasing availability of healthy eating options in campus should be considered by all universities, particularly in Arab regions, for improving lifestyle and preventing metabolic disorders in young students.

A longitudinal cohort study to explore the relationship between depression, anxiety and academic performance among Emirati university students

BackgroundMany university students experience depression and anxiety, both of which have been shown to affect cognitive function. However, the impact of these emotional difficulties on academic performance is unclear. This study aims to determine the prevalence of depression and anxiety in university students in United Arab Emirates (UAE). It further seeks to explore the relationship between emotional difficulties and students’ academic performance.MethodsThis longitudinal study recruited 404 students (aged 17–25 years) attending one UAE university (80.4% response rate). At baseline, participants completed a paper-based survey to assess socio-economic factors and academic performance, including most recent grade point average (GPA) and attendance warnings. PHQ-9 and GAD-7 scales were used to assess depressive and anxiety symptoms. At six-month follow-up, 134 participants (33.3%) provided details of their current GPA.ResultsOver a third of students (34.2%; CIs 29.7–38.9%) screened for possible major depressive disorder (MDD; PHQ-9 ≥ 10) but less than a quarter (22.3%; CIs 18.2–26.3%) screened for possible generalized anxiety disorder (GAD; GAD-7 ≥ 10). The Possible MDD group had lower GPAs (p = 0.003) at baseline and were less satisfied with their studies (p = 0.015). The MDD group also had lower GPAs at follow-up (p = 0.035). The Possible GAD group had lower GPAs at baseline (p = 0.003) but did not differ at follow-up. The relationship between GAD group and GPA was moderated by gender with female students in the Possible GAD group having lower GPAs (p < 0.001) than females in the Non-GAD group. Male students in the Possible GAD group had non-significantly higher GPA scores. Higher levels of both depression and anxiety symptoms scores were associated with lower GPAs at baseline. PHQ-9 scores, but not GAD-7 scores, independently predicted lower GPA scores at follow-up (p = 0.006). This relationship was no longer statistically significant after controlling for baseline GPA (p < 0.09).ConclusionThis study confirms previous findings that around a third of university students are likely to be experiencing a depressive disorder at any one time. Furthermore, it provides important evidence regarding the negative impacts of emotional difficulties on students’ academic performance. The results support the need to consider the mental health of students who are struggling academically and highlight the importance of signposting those students to appropriate support, including evidence-based therapies.

The use of English and linguistic hybridity among Emirati millennials

AbstractFor Emirati millennials, multilingualism is both typical and expected. Although Modern Standard Arabic (MSA) is the official language of the United Arab Emirates (UAE), Emiratis mainly use Khaleeji (Gulf Arabic) dialects at home. English is the lingua franca and common medium of instruction with approximately 100 other languages also being spoken in the nation. While top‐down language policies overtly favor English and MSA, which appear on signage, in educational contexts, and online as two ‘pure’ languages placed side‐by‐side, language ‘on the ground’ is considerably more complex than as ‘planned’. This paper explores the language ideologies and language use of 100 Emirati university students through mixed‐method questionnaires and classroom observations recorded in researcher journals. Analysis of the data revealed creative translanguaging practices. It is argued that such grassroots hybridity could act as a counter‐discourse to rigid ‘English only’ expectations in English‐medium universities and policies advocating ‘pure and separate’ language use.

Knowledge of physical activity guidelines and mental health benefits among Emirati university students.

The purpose of this study was to assess Emirati university students' knowledge of physical activity guidelines and perceptions of the benefits of physical activity for mental health. A random sample (n = 628) completed an online questionnaire assessing the recommended amount of physical activity for good health (min/week) and to what extent exercise can help improve wellbeing, and manage depression and anxiety/stress (5-point Likert-type scale). Only 3% of respondents identified 150 min/week and less than half (39%) of the respondents reported an amount within the range of 150-300 min/week. Most respondents believed that physical activity could improve wellbeing (69%), and manage depression (71%) and anxiety/stress (74%). Females were more likely than males to view physical activity as a way to manage depression (p = .003), and anxiety/stress (p = .002). More work may be required to promote awareness of physical activity guidelines in this population, and males' awareness of mental health benefits of physical activity.

Recreational physical activity context and type preferences among male and female Emirati university students.

This study assessed recreational physical activity type and context preferences of Emirati university students. This was a cross-sectional study in which a stratified random sample (n=628) (female 69.1%, male 30.9% mean age 20.79±3.81 y) completed an online survey. Relationships between gender and preferences were assessed using regression analysis, adjusted for body mass index and age. Activities with a fun element were the most preferred context (87.1%). Walking (66.7%) and swimming (61.7%) were the most preferred activity types. Males had significantly higher odds of preferring competitive activities, and activity types such as football, fitness/weights and jogging. Females had significantly higher odds of preferring activities with people of the same gender, with supervision and done at home, and activity types such as walking, aerobics, cycling, squash and yoga. These results can inform physical activity planning for university students in the United Arab Emirates. Fun activity opportunities involving walking or swimming and in the local neighbourhood may be popular for both males and females. Future research could explore uptake and maintenance of activity options, based on preferred activity attributes.

Student Perceptions on Collaborative Writing in a Project-based Course

The traditional view that writing is an individual activity often translates into the teaching of it as an individual task. Rarely do students engage in extensive dialogue with their peers when writing. However, much writing in the workplace takes place in collaboration with others. Although, on the surface, many authors may not seem to write with others collaboratively, the truth is that they engage in intensive intrapersonal community affected by interpersonal communication. They also communicate with them through incorporating ideas from other authors and by following requirements set by publishers and teachers. Collectively, these entail that writing instruction at college be tailored towards students' current and future needs. In addition, the collection of student perceptions of such an instructional design is necessary for curriculum designers and teachers to better cater to student needs. It is also useful to identify student perceptions related to gender in gender-segregated learning environments commonly encountered in Arab nations. Motivated by these factors, this study investigated sixty-four first-year Emirati university students' (thirty-one males & thirty-three females) views on collaborative writing in a Project Based Learning (PBL) class on a gender segregated campus. Quantitative and qualitative data were collected using a survey and a discourse completion task. Results revealed that the students believed that collaborative project writing was compatible with the Emirati culture. As well, their overall satisfaction with their collaborative writing experience was positive. They were particularly happy that it contributed to general skills that included the use of technology and critical thinking skills. They were also positive about its effects on their English language and teamwork skills. Promotion of active learning and innovation was also agreed upon as a positive attribute of collaborative project writing. Results also showed that the female students were overall more content with their experience, with particularly positive opinions about its effects on English and teamwork skills. Results are discussed, and recommendations are made to enhance learning environments compatible with the principles of collaborative learning.

The effects of language simplification and pictures on the ability of Emirati university students to comprehend and solve mathematics word problems

This paper presents a study of Emirati university students learning mathematics in a second language (English). The study focused on students' responses to mathematical word problems in different versions: simpler/more complex versions of the problem in English; an Arabic translation of the problem; and the addition of a picture to support the text of the problem. Our findings suggest that neither language simplification nor pictures significantly affect students' comprehension and performance on word problem assessments; the lexical and syntactic features of the word problems have little effect on their understanding and ability to answer the questions presented to them. In addition, evidence suggests that there is no first-language (Arabic) advantage when answering these assessments. These findings are in line with previous studies that found no evidence that simplifying the language of mathematics tests had a significant positive effect on student performance. Implications on the appropriate theoretical perspectives to use when studying the relationship of language and mathematics learning are discussed. In addition, practical recommendations are presented for instructors and professors in ‘globalist’ multilingual classrooms (Barwell, 2003).

Inquiry-based learning: Emirati university students choose WhatsApp for collaboration

Considerable research has shown the value of Inquiry-Based Learning (IBL) regarding student engagement and motivation, depth of learning, and cognitive flexibility. Student collaboration is one component of this approach, since students must communicate and work together inside and outside of class time when engaging with an IBL project. Choosing a mobile learning tool can benefit student collaboration in so far as the tool enables anytime/anywhere collaborative learning. This study looked at how 118 Emirati undergraduate students in a government-sponsored university in the United Arab Emirates chose to collaborate in an IBL semester-long assignment. Unlike some approaches that dictate the technology selection to students (Barczyk &amp; Duncan, 2013; Prescott, Wilson &amp; Becket, 2013), in this project course instructors gave the students autonomy to choose the best mobile learning tools for their group. The study used a mixed-methods approach to collect data on which tools students perceived as best for IBL. Participants were surveyed three times about which tool they preferred for university work: a pre-project survey, a mid-project survey, and post-project survey. Results show that students changed their preferred tool to WhatsApp over the course of the semester. A focus group with each course section provided qualitative data as to why students preferred WhatsApp. The students also delivered poster presentations as to how WhatsApp helped them complete their community-based IBL projects. This study will show how WhatsApp can be a successful mobile learning tool for student collaboration in IBL.