The inaugural English Language Teaching Conference hosted by the University of Nizwa recently received prestigious patronage from His Excellency Abdullah Mohammed Al Sarmi, a State Council Member. Collaborating entities including the University Foundation institution, Cambridge University Press and Assessment, the Department of Foreign Languages, and the Al-Khalil bin Ahmed Center for Arabic and Humanities Studies joined hands to organize this event, which also formed a part of this year's cultural season activities. The primary objective of this conference was to underscore the significance of advancing education and learning through innovative methodologies and contemporary technologies.
Dr. Ahmed Al Rawahi, Director of the University Foundation Institute, kicked off the conference with an address highlighting the transformative potential of e-learning in English language education. He underscored its capacity to transcend geographical and socio-cultural barriers. Throughout the event, attendees delved into forward-thinking strategies, exemplary practices, and emergent technologies that are reshaping the landscape of online language instruction.
Mrs. Karen Ryan, a learning assessment consultant at GCC, Cambridge University Press, expressed her enthusiasm as the conference's main sponsor. She underscored Cambridge Press's dedication to societal impact, assessment solutions, and student learning experiences, particularly through initiatives like The Unlock.
Furthermore, Dr. Serge and Dr. Cécile Gabarre, associate professors at the University of Nizwa, delivered a plenary presentation centred on "A systematic literature review of mobile-assisted language learning for ELT in Oman." Additionally, the conference featured a plenary presentation by Prof.
Ali Al Issa from Sultan Qaboos University, shared insights into English language instruction, addressing the challenges encountered by both educators and learners. He emphasized the significance of fostering an interactive learning milieu and the necessity of adapting pedagogical approaches to accommodate diverse learning preferences.
