Faculty of English Language Studies - Publications
Research Interests
Research interests of academic staff in the Faculty of English Language Studies (FoELS) include:
- Genre analysis
- Paragraphing practice
- Writing pedagogy
- Discourse analysis
- Experiential learning
- Language learning strategies
- Learner autonomy
- Teaching methodologies
- Second language acquisition
- Teaching and Testing
- Second language dynamic assessment
- Interlanguage pragmatics
- Learning styles
- Language and literature
- Critical pedagogy in TESOL
- Classroom discourse
- Classroom ethnography
Recent presentations and publications by FoELS staff
Mohammaditabar, M., Bagheri, M. S., Yamini, M., & Rassaei, E. (2019). Iranian EFL teachers’ perspectives of qualities of a good language teacher: Does educational context make a difference?. Cogent Education, 6(1), 1-20.
Nasr, M., Bagheri, M. S., Sadighi, F., & Rassaei, E. (2019). Iranian EFL teachers’ assessment for learning practices and barriers: Do textbooks taught and teaching context matter?. Cogent Arts & Humanities, 6(1), 1-28.
Marzban, A., Bagheri, M. S., Sadighi, F., & Rassaei, E. (2019). Probing into Native and Nonnative Students’ Mental Lexicon: a Case of Word Association Comparison. PSYCHOLINGUISTICS, 25(2), 197-213.
McGee, I. (2019). The Textual Management of the Solicit Response Move in Newspaper Fundraising Advertisements. Journal of Nonprofit & Public Sector Marketing. DOI:10.1080/10495142.2019.1656139
McGee, I. (2019) Macro- and micro-linguistic management of the argumentative essay: implications for teaching, Educational Studies, DOI: 10.1080/03055698.2019.1627661 (Taylor & Francis)
McGee, I., 2018. Corpus Linguistics and the Classroom - Avenues for Innovation. English Education in Oman: Current Scenarios and Future Trajectories. Eds. Rahma Al-Mahrooqi and Christopher Denman. Springer: Singapore, pp. 313 – 322.
Nasr, M., Bagheri, M. S., Sadighi, F., & Rassaei, E. (2018). Iranian EFL teachers’ perceptions of assessment for learning regarding monitoring and scaffolding practices as a function of their demographics. Cogent Education, 5(1), 1-29.
Chirciu, A. & Mishra, T., 2018. Learning for Real- Voices from the Classroom. English Education in Oman: Current Scenarios and Future Trajectories. Eds. Rahma Al-Mahrooqi and Christopher Denman. Springer: Singapore, pp. 133 – 147.
Nikolayeva, L., 2018. Role of
McGee, I. (2018) Understanding the paragraph and paragraphing. Sheffield: Equinox Publishing Limited.
McGee, I. (2018) Teaching Paragraphing: An Alternative Approach for the Disillusioned. 53rd RELC International Conference: 50 Years of English Language Teaching and Assessment – Reflections, Insights
McGee, I. (2016) Reconsidering
McGee, I. (2016) Paragraphing Beliefs, Pedagogy, and Practice: Omani TESOL Teacher Attempts to Hold it all Together. International Journal of Applied Linguistics (Wiley)
McGee, I. (2017) First Metadiscourse Across Genres International Conference, Middle East Technical University, Northern Cyprus Campus, Cyprus (30th March – 1st April) Interactive and Interactional Metadiscourse in Newspaper Fundraising Appeals: A Consideration of Textual Position and Function.
McGee, I. (2017) 17th International ELT Conference, Sultan Qaboos University, Muscat, Oman (20th-21st April). What we say and do: Reflecting on our gaps.
Boggu, A. (2016). The impact of experiential learning cycle on language learning strategies. International Journal of English Language Teaching, 4(10), pp.24-41.
Nikolayeva, L., (2017). Experiential learning in writing a research proposal. TESOL Arabia, 9 - 11
Tayebipour, F. and Tajeddin, Z. (2017). Dynamic assessment embedded into pragmatic instruction: The Effect of fine-tuned scaffolding on EFL learners’ speech act production strategies, in Coombe, C., Davidson, P., Gebril, A., Boraie D., and Hidri S., (eds.) Language Assessment in the Middle East and North Africa: Theory, Practice, and Future Trends, Dubai: TESOL Arabia Publication.
