Date of Defense
25-11-2025 9:00 AM
Location
H1-0009
Document Type
Dissertation Defense
Degree Name
Doctor of Philosophy in Language and Literacy Education
College
CEDU
Department
Language and Literacy
First Advisor
Dr. Qilong Zhang
Keywords
Biliteracy, academic, Arabic, English, university, UAE.
Abstract
Framed by Hornberger’s continua of biliteracy model, this study investigated the developmental dynamics of academic biliteracy among Emirati university students. The research employed a sequential mixed-methods design, conducted across three public universities in the UAE. In the initial qualitative phase, interview data were collected from 30 students. Informed by these findings and the extant literature, a quantitative survey was then developed and administered to a sample of 299 students from various disciplines. The qualitative data were analyzed using reflexive thematic analysis, while the quantitative data were examined using advanced statistical analyses, including structural equation modeling. Three primary themes emerged from the qualitative phase. Academic Biliteracy Context encompasses the settings and factors (e.g., home, school, university, society) that shape students’ development of dual-language academic literacy. Academic Biliteracy Identity involves students’ perceptions of their own abilities and roles when performing academic tasks in two languages. Finally, the Academic Biliteracy Process comprises the cognitive, linguistic, and educational steps students undertake to develop these skills. The quantitative analysis identified key influencing factors and the complex relationships among them. Specifically, the perceived usefulness of both Arabic and English, coupled with English self-efficacy, emerged as the strongest predictors of academic biliteracy. This indicates that biliteracy development is driven primarily by positive utility values and confidence in both languages. By delineating the complex factors and dynamics that define academic biliteracy development, this study provides empirically validated information to guide the implementation of intervention programs aimed at enhancing Emirati university students’ academic biliteracy.
How Do Emirati University Students Develop Their Academic Biliteracy? A Mixed-Method Study
H1-0009
Framed by Hornberger’s continua of biliteracy model, this study investigated the developmental dynamics of academic biliteracy among Emirati university students. The research employed a sequential mixed-methods design, conducted across three public universities in the UAE. In the initial qualitative phase, interview data were collected from 30 students. Informed by these findings and the extant literature, a quantitative survey was then developed and administered to a sample of 299 students from various disciplines. The qualitative data were analyzed using reflexive thematic analysis, while the quantitative data were examined using advanced statistical analyses, including structural equation modeling. Three primary themes emerged from the qualitative phase. Academic Biliteracy Context encompasses the settings and factors (e.g., home, school, university, society) that shape students’ development of dual-language academic literacy. Academic Biliteracy Identity involves students’ perceptions of their own abilities and roles when performing academic tasks in two languages. Finally, the Academic Biliteracy Process comprises the cognitive, linguistic, and educational steps students undertake to develop these skills. The quantitative analysis identified key influencing factors and the complex relationships among them. Specifically, the perceived usefulness of both Arabic and English, coupled with English self-efficacy, emerged as the strongest predictors of academic biliteracy. This indicates that biliteracy development is driven primarily by positive utility values and confidence in both languages. By delineating the complex factors and dynamics that define academic biliteracy development, this study provides empirically validated information to guide the implementation of intervention programs aimed at enhancing Emirati university students’ academic biliteracy.