To all practitioners

Abeer Ali Okaz




2013. Recycling Lesson Plan. Teaching English with Technology. Vol.13  Issue 3  pp.65-70 (source)

2014. Lesson Plan: Online Games to Teach Vocabulary to Young Learners. Teaching English with Technology. Vol. 14  Issue 1  pp.76-82 (source)

2014. “Integrating Blended Learning in Higher Education''. The World Conference on Learning, Teaching and Educational Leadership, Prague. (source)

2015. Integrating Blended Learning in Higher Education. Procedia Social and Behavioral Sciences. Vol. 186  pp.600-603 (source)

2015. “The instructional benefits of using online tools and apps in second language undergraduate classes”. Digital ELT Ireland Technology & Pedagogy in Practice

2020. One Size Does Not Fit All. Humanising Language Teaching, Year 22 Issue 3. (source)

2022. Quick tip: 7 innovative ways to use padlets. TESOL Connections (source)

2022. Professional Development is as easy as ABC. EL Gazette. Issue 481 (source)

2022. A look at English instruction in Egypt. EL Ggazette. Issue 479 (source)

2023. Seven Ways to Use Padlets. English Language Centre Newsletter, Pharos University in Alexandria. (source)

Article Sources:





ELC Newsletter


Google Scholar

el gazette

TESOL Connections

Research Gate

Abeer Ali Okaz

Recommended books

The Grammar Book: An ESL/EFL Teacher’s Course.

Marianne Celce-Murcia and Diane Larsen-Freeman.

1999, Boston, MA: Heinle and Heinle. (source)

Teaching English as a Second or Foreign Language.

Marianne Celce-Murcia.

2001, Boston, MA: Heinle and Heinle. (source)

How Languages are Learned.

Patsy M. Lightbown and Nina Spada.

2006, Oxford: Oxford University Press. (source)

Mindset: The New Psychology of Success.

Carol S. Dweck.

2007, New York, NY: Random House. (source)

Second Language Acquisition.

Susan M Gass and Larry Selinker.

2008, London: Routledge. (source)

Techniques and Principles in Language Teaching.

Diane Larsen-Freeman.

2011, Oxford: Oxford University Press. (source)

Education Assessment of Students.

Anthony Nitko and Susan Brookhart.

2011, London: Pearson. (source)

On Managing People.

Various authors.

2011, Brighton, MA: Harvard Business Review. (source)

On Leadership.

Various authors.

2011, Brighton, MA: Harvard Business Review. (source)

Place in HLT

Long before the dramatic impact of Covid-19, Abeer had already been advocating for the integration of ICT tools and more traditional teaching approaches, moving towards blended forms of teaching and learning. As she puts it, “Technology supports differentiation” (source), as it can engender different expressive channels for students, through tools such as blogs or forums. It also allows for self-paced learning, thereby encouraging independence and autonomy for the student, who is given a degree of control in the pedagogic process.

Abeer feels that the use of ICT resources such as Padlet tends to motivate students and stimulate high levels of interaction, thus generating more collaboration and the consequent development of higher-level thinking skills. She recognises that students already use online platforms and resources outside the classroom and that this has significantly impacted on how they communicate, interact and learn in their everyday lives. In her view, teaching should adjust to these changes in students’ communication choices, relational modes, attention span and memory retention dynamics.

Acknowledging the challenges this might pose for teachers, in her talk, A Journey Through Time (2021), Abeer outlined how staff at Pharos University had to quickly adapt their practice at the start of the pandemic, reassessing teaching systems and training programmes. As she describes, the confidence gap in the use of technology among staff became a platform for collaboration and idea-sharing among teachers and administrative staff alike, thus generating the kind of engaged collective learning that is encouraged in language teaching. These dynamics simultaneously encouraged staff to become more responsible for their own learning and training, recalling the empowered learning processes fostered in humanistic teaching. For Abeer, the conscientious use of ICT tools therefore has much to offer in any language teaching approach that promotes self-determination, self-motivation and collaborative learning, and she believes that technology, in its blended form, is “here to stay”.

The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.