Atta
Gebril

Position
Associate Professor
Department
Department of Applied Linguistics
ملف
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Profile

Brief Biography

Atta Gebril is an associate professor and MATESOL program director at the Department of Applied Linguistics, The American University in Cairo. He obtained his PhD in foreign language and ESL Education with a minor in language testing from the University of Iowa. His dissertation work focused on score generalizability of academic writing tasks. He serves as an associate editor of Language Assessment Quarterly and he is also on the editorial boards of the Journal of Language Testing, Assessing Writing, and TESOL Journal. His work has appeared in top-tier journals including Language Assessment Quarterly, Language Testing, Assessing Writing, Second Language Writing, Assessment in Education, Journal of English for Academic Purposes, and Teacher Development. His book entitled Assessment Myths, coauthored with Lia Plakans was published by the University of Michigan Press in 2015.

Education

PhD, 2006, The University of Iowa, Iowa City, IA

Courses Taught

  • Assessment in Lang Learning

  • Proposal Writing

  • Research Methods in Applied Linguistics

Publications

Books

  • Plakans, Lia, & Gebril, Atta. (2015). Assessment myths: Applying second language research to classroom teaching. Ann Arbor, Michigan: The University of Michigan Press.

  • Gebril, Atta. (2009). Score generalizability in writing assessment: The interface between applied linguistics and psychometric research. Saarbruecken, Germany: VDM Verlag Dr. Müller.

Edited Volumes

  • Gebril, Atta. (2017). Applied linguistics in the Middle East and North Africa: Current practices and future directions. Amsterdam: John Benjamins.

  • Coombe, C., Davidson, P., Gebril. A., Boraie, D., & Hidri, S. (2017). Language assessment in the Middle East and North Africa: Theory, practice, and future trends. Dubai: TESOL Arabia.

Journal articles

  • Plakans, L., Gebril, A., & Bilki, Z. (in press). Shaping a score: The impact of fluency, accuracy, and complexity on integrated skills performances. Journal of Language Testing. https://doi.org/10.1177/0265532216669537

  • Ohta, R., Plakans, L., & Gebril, A. (2018). Integrated writing scores based on holistic and multi-trait scales: A generalizability analysis. Assessing Writing, 18, 21-36. https://doi.org/10.1016/j.asw.2018.08.001

  • Gebril, A. (2018). Test preparation in the accountability era: Toward a learning-oriented approach. TESOL Journal, 9 (1), 4-16. DOI: 10.1002/tesj.30

  • Gebril, A., & Eid, Michael. (2017). Test preparation beliefs and practices: A teacher’s perspective. Language Assessment Quarterly, 14 (4), 360-379.

  • Plakans, L., & Gebril, A. (2017). An assessment perspective on argumentation in writing. Journal of Second Language Writing, 36, 85-86. https://doi.org/10.1016/j.jslw.2017.05.008

  • Plakans, L. & Gebril, A. (2017). Exploring the relationship of organization and connection with scores in integrated writing assessment. Assessing Writing, 31, 98-112. https://doi.org/10.1016/j.asw.2016.08.005

  • Gebril, A. (2017). Language teachers’ conceptions of assessment: An Egyptian perspective. Teacher Development, 21(1), 81-100. http://dx.doi.org/10.1080/13664530.2016.1218364

  • Gebril, A. & Plakans, L. (2016). Source-based tasks in L2 writing assessment: Lexical diversity, textual borrowing, and proficiency. Journal of English for Academic Purposes (JEAP), 24, 78-88. http://dx.doi.org/10.1016/j.jeap.2016.10.001

  • Crusan, D., Plakans, L., & Gebril, A. (2016). Writing assessment literacy: Teachers' knowledge, beliefs, and practices. Assessing Writing Journal, 28, 43-56. https://doi.org/10.1016/j.asw.2016.03.001

  • Gebril, A. & Plakans, L. (2014). Assembling validity evidence for assessing academic writing: Rater reactions to integrated tasks. Assessing Writing, 21 (2), 56-73. https://doi.org/10.1016/j.asw.2014.03.002

  • Gebril, A., & Brown, G.T.L. (2014). The effect of high-stakes examination systems on teacher beliefs: Egyptian Teachers’ Conceptions of Assessment. Assessment in Education: Principles, Policy, and Practice, 21 (1), 16-33. http://dx.doi.org/10.1080/0969594X.2013.831030                                                          

  • Plakans, L. & Gebril, A. (2013).Using multiple texts in an integrated writing assessment: Source text use as a predictor of score. Journal of Second Language Writing, 22, 217-230.  https://doi.org/10.1016/j.jslw.2013.02.003

  • Gebril A. & Plakans, L. (2013). Towards a transparent construct of reading-to-write assessment tasks: The interface between discourse features and proficiency. Language Assessment Quarterly, 10 (1), 9-27 - A Special Issue on the Use of Integrated Writing Tasks in Language Assessment. DOI: 10.1080/15434303.2011.642040

  • Plakans, L. & Gebril, A.  (2012). A close investigation of source use in integrated writing tasks. Assessing Writing, 17(1), 18-34 doi.org/10.1016/j.asw.2011.09.002.

  • Gebril, A. (2010). Bringing reading-to-write and writing-only assessment tasks together: A generalizability analysis. Assessing Writing, 15, 100-117. doi.org/10.1016/j.asw.2010.05.002.

  • Gebril, A. (2009). Score generalizability of academic writing tasks: Does one test method fit it all? Journal of Language Testing, 26, 507-531. doi: 10.1177/0265532209340188

  • Gebril, A. & Plakans, L. (2009). Investigating source use, discourse features, and process in integrated writing tests. Spaan Fellow Working Papers in Second / Foreign Language Assessment 7, 47-84. Ann Arbor: The University of Michigan.

Book Chapters

  • Gebril, A. (Forthcoming). Assessment in primary schools in Egypt. In Bloomsbury Education and childhood studies.  London: Bloomsbury.

  • Gebril, A. (Forthcoming). Assessment in secondary schools in Egypt. In Bloomsbury Education and childhood studies.  London: Bloomsbury.

  • Gebril, A. (Forthcoming). Assessment in higher education in Egypt. In Bloomsbury  Education and childhood studies.  London: Bloomsbury.

  • Brown, G., Gebril, A., Michaelides, M., &, Remesal, A.  (in press). Assessment as an emotional practice: emotional challenges faced by L2 teachers within the assessment. In J. Agudo (Ed.), Emotions in second language teaching: Professional challenges and teacher education. London: Springer.

  • Gebril, A. (2018). Integrated-Skills Assessment. In John Liontas (Ed.), The TESOL encyclopedia of English language teaching.  Malden, MA: Wiley-Blackwell.

  • Gebril, A., Boraie, D., & Arrigoni, E. (2018). Assessment literacy. In John Liontas (Ed.), The TESOL encyclopedia of English language teaching.  Malden, MA: Wiley-Blackwell.

  • Boraie, D., Gebril, A., Gabriel, R. (2018). The interface between religious values and language pedagogy in Egypt: What do teachers think? In Mary Shepard Wong and Ahmar Mahboob (Eds.), Spirituality and language teaching: Religious explorations of teacher identity, pedagogy, context, and content (pp. 151-171). Bristol, UK: Multilingual Matters.

  • Gebril, A.  (2018). Arabic language teachers’ conceptions of assessment. In A. Benmamoun and R. Bassiouney (Eds.), The Routledge handbook of Arabic linguistics. New York, Routledge.

  • Gebril, A. (2017). Applied linguistics research in the Middle East and North Africa: An Overview. In A. Gebril (Ed.), Applied Linguistics Research in the Middle East and North Africa: Current practices and future directions. Amsterdam: John Benjamins.

  • Gebril, A. (2017). Applied linguistics in the MENA countries: A Research Agenda. In A. Gebril (Ed.), Applied Linguistics Research in the Middle East and North Africa: Current practices and future directions. Amsterdam: John Benjamins.

  • Gebril, A., Boraie, D., Arriogni, E. (2016). Assessment literacy training for English language educators in Egypt. In S.V. Aryadous and J. Fox (Eds.), Current Trends in Language Testing in the Pacific Rim and the Middle East: Policies, Analyses, and Diagnoses (pp. 416-437). Cambridge: Cambridge Scholars Publishing.

  • Gebril, A. (2016). Educational assessment in Muslim countries: Values, policies, and practices. In G. T. L. Brown & L. R. Harris (Eds.), Handbook of Human and Social Conditions in Assessment (pp. 420-435). New York: Routledge.

  • Boraie, D., & Gebril, A. (2015). Writing effective research questions. In J.D. Brown & C. Coombe (Eds.), The Cambridge guide to language research (pp. 190-197). Cambridge: University of Cambridge Press. 

  • Gebril, A. & Hozayin, R. (2014). Assessing English in the Middle East and North Africa. In Antony Kunnan (Ed.), The companion to language assessment. Malden, MA: Wiley-Blackwell.

  • Gebril, A. & Taha-Tamure, H. (2014). Assessing Arabic. In Antony Kunnan (Ed.), The companion to language assessment. Malden, MA: Wiley-Blackwell.

  • Gebril, A. (2013). Generalizability theory in language assessment. In C. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (pp. 2252–9). Malden, MA: Wiley-Blackwell.

  • Gebril, A. (2010). Reading-to-write assessment tasks: Fundamental issues in reliability, validity, and task development. In Arshad Samad & Sharifah Rahman, Readings in professional development in teaching English as a second language, pp 89-106.  Selangor, Malaysia: Universiti Putra Malaysia Press.

  • Gebril, A. (2009). ACTFL and ILR oral proficiency interviews: A tale of two scales. In C. Coombe, P. Davidson, & D. Lloyd. The fundamentals of language assessment: A practical guide for teachers, 2nd edition, pp. 132-146. Dubai, UAE: TESOL Arabia Publications.

  • Gebril, A. (2009). Assessing speaking through oral proficiency interviewing: A panacea for our testing dilemma? Proceedings of the UAE University 10th Annual Conference, Alain, UAE.

Professional Service

  • Consultant, UNICEF and Save the Children Whole of Syria Project: Early Literacy Assessment for Syrian Refugees (2018-2019).

  • Advisory board member, Standardized Arabic Proficiency Test (SAPT), The American University in Cairo (2015-2016). 

  • Consultant, the Australian Council for Educational Research (ACER) (2012-2017).

  • Consultant, UAE Ministry of Higher Education and Scientific Research: Arabic admission test for the UAE federal universities (2008-2010).

  • Consultant, Al Ayn Proficiency Test, University General Requirements Unit (UGRU), The United Arab Emirates University (2008-2010). 

University Service

  • Co-chair, NAQAAE Accreditation steering committee, the American University in Cairo (2018-2019).

  • Co-chair, ad hoc committee on authorship guidelines, The American University in Cairo (2017-2018).

  • Chair, ad hoc committee on academic integrity, The American University in Cairo (2017-2018).

  • Co-chair: Middle States Accreditation Working Group on “Educational Effectiveness and Assessment”, The American University in Cairo (2016-2017).

  • Member, the AUC strategic plan Committee (2013-2014)

  • Chair, Institutional Review Board, The American University in Cairo (2012-until now).

  • Grievance Committee member, The American University in Cairo Faculty Senate (2012-2013).

  • College of Humanities and Social Sciences Academic Affairs committee, The American University in Cairo. (2010-2012 and 2017-2018).

Research Interest
  • Language Assessment
  • Second Language Writing
  • Teacher Beliefs 
  • Test Validation 
  • Generalizability Theory 
  • Reading-writing Connections