Members - Ghaith, Ghazi
Ghaith, Ghazi
ghaith@aub.edu.lb
Ph.D. in Language Education Indiana University, Bloomington, 1991
Professor of Education
American University of Beirut
Teaching of English as a Foreign Language
(in press)Ghaith, G. M..An Exploratory Study of the Achievement of Twenty-First Century Skills in Higher Education. Education + Training
(2008): Ghaith, G. M. & Diab, H. Determinants of EFL Achievement among Arab College-Bound Learners. Education, Business and Society Contemporary Middle Eastern Issues. 1 (4), 278-286.
(2008): Ghaith, G. M. & Madi, M. Reader Response versus New Criticism: Effects on Orientations to Literary Reading. TESL Reporter. 41(2), 14-26.
(2007): Ghaith, G. M., Shaaban, K., & Harkous, S . An Investigation of the Relationship Between Forms of Positive Interdependence, Social Support, and Selected Aspects of Classroom Climate. System 35 (2), 229-240.
(2006): Al-Badawi, G., Ghaith, G.M. & Shaaban, K. An Initial Study of the Effects of Cooperative Learning on Vocabulary, Reading Comprehension, and Motivation to Read. Reading Psychology. 27(5), 377-403.
(2005): Ghaith, G.M. & Shaaban, K. Cooperative Learning for the Disaffected ESL/EFL Learner. International Journal on School Disaffection. 3(2), 44-47.
(2005): Shaaban, K. & Ghaith, G. M. The Theoretical Relevance and Efficacy of Using Cooperative Learning in the ESL/EFL Classroom. TESL Reporter 38 (2), 14-28.
(in press). Ghaith, G. M. Correlates of the implementation of the STAD Cooperative Learning Method in the EFL Classroom. International Journal of Bilingual Education and Bilingualism.
(2004). Ghaith, G. M. & Abd El- Malak M. Effect of Jigsaw II on EFL Reading Comprehension. Educational Research and Evaluation, 10(2), 105-115.
(2003). Ghaith, G. M. Effects of the Learning Together Model of Cooperative Learning on EFL Reading Achievement, Academic Self-esteem, and Feelings of School Alienation. Bilingual Research Journal , 27(3), 451-474.
(2003): Ghaith, G. M. The Problems and Prospects of Using Selected Cooperative Learning Structures in Educating Teachers of English as a Foreign Language. Journal of Student Centered Learning, 2(1), 93-100.
(2003): Ghaith, G. M. and Bouzeineddine, A. Relationship Between Reading Attitudes, Achievement, and Learner’s Perceptions of Their Jigsaw II Cooperative Learning Experience. Reading Psychology, 24(2), 105-120.
(2003): Ghaith, G. M. The Relationship between Forms of Instruction, Achievement, and Classroom Climate. Educational Research, 45(1), 107-117.
(2003): Ghaith, G. M. Readiness of Educational Reform: The Case of EFL Reading Teachers in Lebanon. Journal of Education for Teaching, 29(2), 177-178.
(2003): Ghaith, G. M. and Harkous, S. Role of Text Structure Awareness in the Recall of Expository Discourse. Foreign Language Annals, 35(1), 86-96.
(2003): Ghaith, G. M. and Obeid, H. Effect of Think-alouds on Literal and Higher-order Reading Comprehension. Educational Research Quarterly, 26(4).
(2003): Shaaban, K. and Ghaith, G. M. Effect of Religion, First Foreign Language, and Gender on the Perception of the Utility of Language. Journal of Language Identity and Education, 2(1), 53-77.
(2002): Shaaban, K. and Ghaith, G. M. University Students’ Perceptions of the Ethnolinguistic Vitality of Arabic, French, and English in Lebanon. Journal of Sociolinguistics, 6(4), 557-574.
(2002): Ghaith, G. M. The Relationship Between Cooperative Learning, Social Support and Achievement. System, 30(3), 263-273.
