Despite growing criticisms of native-speakerism in English Language Teaching (ELT), the ‘native speaker’ concept is still used in the recruitment of teachers (Mahboob & Golden, 2013; Ruecker & Ives, 2015). This study critically evaluates the impact of native-speakerism on ELT hiring practices in the United Arab Emirates (UAE). To identify qualifications desired by employers and to document the role of the ‘native speaker’ criteria, 53 online job advertisements are analysed. The data are analysed using Legitimation Code Theory (LCT) to understand what characteristics, knowledge, and skills are discursively legitimized in the advertisements. Our results suggest that the ‘native speaker’ is indeed used as a model against which ELT applicants in the UAE are benchmarked. Because native-speakerism reflects a knower code orientation, which downplays specialized knowledge and skills, we argue that to challenge discriminatory hiring practices, employers should place more emphasis on teachers’ language proficiency and relevant knowledge and skills.

This study examines how the phonetic realisation of the phoneme /sˤ/ and its orthographic form ص is surfacing as the variant [s] in speaking and as س in writing in Ammani Arabic (AA), which is a variety of Jordanian Arabic (JA), and how this relates to language variation. We look at instances where certain Ammani Arabic speakers, particularly females, pronounce and write words containing /sˤ/ ص as [s] س, despite both /sˤ/ and /s/ being phonemes in JA in general and in AA in particular. We used a quantitative corpus-based approach, where we obtained written data from Facebook, and elicited spoken tokens and qualitative data through interviews. Our findings reveal that females in our two corpora [spoken and written] use and prefer [s] and س more than males, and our interviews revealed that female interviewees also prefer this pronunciation and writing. We suggest that the use of [s] س instead of [sˤ] ص by females can be seen as a direct index for femininity within their community of practice, and that this pronunciation/writing can indirectly index female gender in daily conversations and on social media websites, based on orders of indexicality (Silverstein, Michael. 2003. Indexical order and the dialectics of sociolinguistic life. Language & Communication 23. 193–229).

The purpose of the current study is to investigate the influence of integrating Turnitin peer-marking feature on students’ performance in a writing task within an English course. In addition, it seeks to elucidate the students’ perspectives on their experience with the Turnitin peer-marking feature. To achieve these objectives, a quasi-experimental design was utilized to assess the impact both before (pre-test) and after (post-test) the implementation of Turnitin peer-marking feature. Following this, the participants were prompted to write reflection papers articulating their insights concerning their experience with the peer-marking feature. Employing a mixed-method design of quantitative and qualitative methods, the study endeavors to achieve a comprehensive view of the efficacy of employing technology-mediated peer review has an impact on improving students’ writing skills, and how it is perceived by the intended users.