Wafa' Abdemahdi Hazaymeh, Ph.D

Assistant Professor

Al Ain Campus

+971 3 7024908



Assistant Professor in teaching English Language Curriculum and Instructions (Applied Linguistics)


  • PhD in English Curriculum and Instructions (Applied Linguistics), Yarmouk University, Irbid, Jordan, 2012
  • MA in Linguistics, Yarmouk University, Irbid, Jordan, 2008
  • Diploma in Educational Methods of English, Yarmouk University, Irbid, Jordan, 2004
  • BA in English language and literature, Yarmouk University, Irbid, Jordan, 1991

Academic experience

  • Assistant Professor in teaching English Language Curriculum and Instructions (Applied Linguistics) September 2019 to present - AL Ain University - 
  • Assistant Professor (Head of General Education Department and Foundation Program), Al- Khwarizmi International University College February 2013 to June 2018
  • English Language supervisor, Ministry of Education, Jordan June 2010 to February 2012
  • English Language Instructor at High Schools, Ministry of Education, Jordan April 1992 – to June 2010

 Teaching Courses

Master level

  1. Educational Technology and its Applications in Islamic Education - Master
  2. Assessment and Classroom Environment

Diploma level

  1. Foundations of Education- Diploma
  2. Instructional Technology - Diploma
  3. Educational Psychology - Diploma
  4. Assessment and Classroom Environment – Diploma

Bachelor level

  1. Instructional Technology
  2. Introduction to Psychology
  3. Educational Psychology
  4. Teaching Diverse Students
  5. English 101
  6. English 102
  7. Business Communications
  8. Teaching English Writing Skills
  9. Critical Thinking
  10. Islamic Culture
  11. Preparation for Work
  12. Business Ethics
  13. Environmental Issues
  14. English Composition

 Non-academic experience

  • Experience in creating program planning and implementation skills.
  • Experience in Electronic Learning and demonstrated ability to integrate technology into the learning environment and teaching curriculum and instructions.
  • Having the ability to function as a team player within a multi-cultural work environment
  • Experience in Education Reform Support Program, Leadership in Education
  • Experience in English Interactive Online (EIO), Curriculum Computerizing
  • Experience in Best Practices in Critical Thinking Skills

Certifications or professional registration

  • A certificate from the Ministry of Education for participating in the challenge of the World Arabic Language Day
  • A certificate from the UAE Syndication Association for Cancer Patients in the UAE for participating in the Emotional Intelligence
  • A certificate from the Training and Professional department in the Ministry of Education/ UAE for my participation in the Second Teacher Forum
  • A Certificate of training in "Ebrary content & functionality"
  • A Certificate in "Emerald Platform User Courses”
  • A Certificate in "IEEE Computer Society Digital Library Workshop"
  • A Certificate in "Understanding Los Delivery and Assessment with focus on the Topic Level Workshop"

Current membership in professional organisations

  • A member of the College Council of Education, Humanities and Social Sciences Council as a representative of Dept. of Professional Diploma in Teaching at Al Ain University.
  • The Head of Standard 4 (Program Effect) in International Accreditation (CAEP)
  • Chairman of Examining Students’ Achievements Portfolio
  • A member of the following committees at AAU:
  • Quality Assurance for Administrative Affairs, Strategic Plan Committee
  • Community Engagement, Academic Advisement, Electronic Education, Coordination Among Campuses, Student Grievances 

 Service activities

  • Participation in the challenge of the World Arabic Language Day
  • Participation in the Emotional Intelligence to support the UAE Syndication Association for Cancer Patients
  • Participation in the Second Teacher Forum


  1. Hazaymeh, W. A., (2022). EFL Teachers’ Perceptions on the Motivational Strategies for Successful Online Learning Environment. Journal of Positive School Psychology, 6,10, 2833-2846https://journalppw.com/index.php/jpsp/article/view/13762
  2. Hazaymeh, W. A. (2022). "Challenges of Online Education Faced by Teachers and Parents in the Emirati School System" (Accepted for publication)
  3.  Hazaymeh, W. A., (2022). Teachers’ Perceptions of Code-Switching Functions and Effects in English as a Foreign Language Classroom. Teachers’ Perceptions of Code-Switching Functions and Effects in English as a Foreign Language Classroom11(3), 1839-1849. https://doi.org/10.12973/eu-jer.11.3.1839
  4. Hazaymeh, W. A., & Alomery, M. K. (2022). Evaluating the Practicum Program of the Faculty of Education, Humanities and Social Sciences at Al-Ain University from the Perspective of Pre-service Teachers. The International Journal of Humanities Education 20, 1, 97-114. https://doi.org/10.18848/2327-0063/CGP/v20i01/97-114
  5. Hazaymeh, W. A., & Alomery, M. K. (2022). The Effectiveness of Visual Mind Mapping Strategy for Improving English Language Learners' Critical Thinking Skills and Reading Ability. European Journal of Educational Research, 11, 1, 141-150.https://doi.org/10.12973/eu-jer.11.1.141
  6. Hazaymeh, W. A. (2021). EFL students’ perceptions of online distance learning for enhancing English language learning during the Covid-19 pandemic. International Journal of Instruction,14, 3, pp. 501-518. https://doi.org/10.29333/iji.2021.14329a
  7. Hazaymeh, W.A. (2020). The Impact of Integrating Digital Technologies with Learners’ Multiple Intelligences to Facilitate Learning English as a Foreign Language. Asian EFL Journal, 27(4.1), 182-212. https://www.asian-efl-journal.com
  8. Rehim, M, Alsalaymeh, A. and Hazaymeh, W. (2020). Traditional Theories of Development versus the Theory of Symbolic Sites of Belonging. Opción, Año 36, Especial.27, 1399-1413. https://doi.org/10.13140/RG.2.2.29454.38722
  9. Hazaymeh, W., & Altakhaineh, A. (2019). The Effect of Flipped Classroom Instruction on Developing Emirati EFL Learners’ Pragmatic Competence. International Journal of Learning, Teaching and Educational Research,18, (10), pp. 89-111. https://doi.org/10.26803/ijlter.18.10.6
  10. Hazaymeh, W.A. (2012). The Effect of a Proposed Instructional E-program on Developing Jordanian First Secondary EFL Students' Pragmatic Competence. Unpublished Doctoral dissertation, Yarmouk University.
  11. Hazaymeh, W.A. (2008). A Sociolinguistic Study of Written Expressions on Vehicles in Jordan. Unpublished Master Thesis, Yarmouk Univers

Recent professional development activities

Workshops on different topics such as:

  • Micro-teaching
  • How to use online library databases effectively
  • The Effective Use of Turnitin
  • A training course for the online courses (Moodle)
  • Innovation & Creative Thinking for problem-solving
  • Innovative Pedagogies for Better Student Engagement
  • International Accreditation (CAEP)
  • QS Ranking System
  • Forum of Second Subjects / Teacher Training Institute
  • Risk Management
  • Program Leaders & Personal Skill and Training Form
  • Engaging learners in Classroom & Solving Student's Problems
  • Library Resources & E-textbooks workshop
  • Research Methods and SPSS
  • Leeds Met- UK Seminar
  • Writing Well Organized, Clear and Correct Essay
  • Final Exam Proctoring & Assessment
  • The improvement of quality and efficiency of education 




EFL Teachers’ Perceptions on the Motivational Strategies for Successful Online Learning Environment

Published in: Journal of Positive School Psychology

Nov 06, 2022

/ Wafa' Hazaymeh

The purpose of this study was to investigate English as a Foreign Language (EFL) teachers' perceptions of the motivational strategies they used to inspire their online students. It offers suggestions for encouraging and motivating students throughout their online learning experience. As a result, 62 EFL teachers from various private and public schools in the UAE took part in the study. For the purposes of this study, a qualitative method design, including a survey, was used. The survey was distributed to participants via a Google form, and their responses were coded accordingly. According to the findings of the study, the majority of participants communicate and interact with their students using technological tools in order to effectively engage them in an online learning environment. EFL teachers used a variety of motivational strategies to ensure the effectiveness of their online classes. The proposed ten key motivational strategies to help EFL learners succeed in online learning. The majority of participants believe that technology-based online learning has numerous advantages for keeping students motivated to learn English effectively. The study's contribution is to assist EFL teachers in developing high levels of motivation in order to ensure students' success in an online learning environment.


Challenges of Online Education for Teachers and Parents in the Emirati School System

Published in: European Journal of Educational Research

Oct 15, 2022

/ Wafa' Hazaymeh / Ahmed Khaled

This study examined the challenges and issues faced by teachers and parents related to the transition from face-to-face instruction to online instruction. During the COVID-19 pandemic, ten teachers and ten parents from the United Arab Emirates (UAE) school system were interviewed to reveal their challenges in managing online teaching and learning. According to the findings, both teachers and parents encountered several problems. Teachers faced challenges such as the need to adapt their teaching strategies and techniques to the new situation, the need for technical support to facilitate the teaching-learning process, the lack of students’ in-class participation and genuine motivation, and the nature and format of the teaching platform, and the fact that they need to have a high level of experience in using technology to serve their students well and engage them in interactive classroom activities. Parents reported several challenges, including lack of experience with the online learning platform, unwillingness to work with teachers to use the online learning platform effectively, lack of experience in properly preparing their children to participate in active online instruction, and multiple children attending different classes at the same time. These challenges place a great burden on parents who must support their children in the younger grades.


Teachers' Perceptions of Code-Switching Functions and Effects in English as a Foreign Language Classrooms

Published in: European Journal of Educational Research

Jul 15, 2022

/ Wafa' Hazaymeh

The purpose of this study was to look into teachers' perceptions of code-switching functions and effects in English as a foreign language classroom. In the study, a descriptive survey design and an interview were used to investigate the functions and effects of code-switching in English as a foreign language (EFL) classroom. 46 people responded to the survey questionnaire about code-switching functions and their impact in the classroom. Seven teachers participated in the group interview. The interview findings revealed six functions and four effects of code-switching. According to the survey findings, the majority of teachers supported the use of code-switching in their classrooms because it served a useful purpose in the process of teaching and learning English. The findings also revealed that teachers believed code-switching provided a clear purpose and had a positive impact on instruction and language development in EFL classrooms by creating a sociable environment. It was also demonstrated that code-switching to teachers was effective in EFL classrooms and played an important role in English learning and teaching. The implications of the findings for EFL teachers and language learning settings were discussed.