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

Rassaei, E. (2020). Effects of Mobile-mediated Dynamic and Non-dynamic Glosses on L2 Vocabulary Learning: A Sociocultural Perspective, Modern Language Journal, 104 (1), 284-303. 

Listen to Dr Ehsan's podcast interview with The Versatilist


Rassaei, E. (2020). The Separate and Combined Effects of Recasts and Textual Enhancement as Two Focus on Form Techniques on L2 Development, System, 89, https://doi.org/10.1016/j.system.2019.102193


Rassaei, E. (2019). Recasts during Mobile-Mediated Audio and Video Interactions: Learners' Responses, Their Interpretations, and the Development of English Articles, Computer Assisted Language Learning, DOI: 10.1080/09588221.2019.1671461


Rassaei, E. (2019). Computer-mediated text-based and audio-based corrective  feedback, perceptual style and L2 development, System, 82, 97-110.


Rassaei, E. (2019). Effects of dynamic and non-dynamic corrective feedback on  EFL writing accuracy during dyadic and small group interactions, International  Review of Applied Linguistics in Language Teaching (a head of print), DOI:  https://doi.org/10.1515/iral-2016-0044.


Rassaei, E. (2019). Effects of Two Forms of Concept Mapping on L2 Reading  Comprehension and Strategy Awareness. Applied Linguistics Review, 10 (2), 93-

116.


Rassaei, E. (2019). Tailoring mediation to learners’ ZPD: Effects of dynamic  and non-dynamic corrective feedback on L2 development. The Language Learning Journal, 45 (5), 591-607.


Rassaei, E. (2018). Computer-mediated Textual and Audio Glosses, Perceptual Style and L2 Vocabulary Learning, Language Teaching Research. 22 (6), 657-675.


Bagheri, M. & Rassaei, E. (2021). The Effects of Two Forms of Written Corrective Feedback and Ambiguity Tolerance on EFL Learners’ Writing Accuracy, English Teaching & Learning, https://doi.org/10.1007/s42321-021-00082-6


Azizi, M., Rassaei, E., Bagheri, M. (2021). Iranian EFL Learners’ Understanding of Ubiquitous Learning: Examining Factors Affecting L2 Learner’s Classroom Achievement Using Structural Equation Modeling. International Journal of Foreign Language Teaching and Research, 9(36), 77-90.


Honarzad, R., & Rassaei, E. (2019). The Role of EFL Learners' Autonomy, Motivation and Self-Efficacy in Using Technology-Based Out-of-Class Language Learning Activities. JALT CALL Journal15(3), 23-42.


Boggu, A., 2021. Building Upon the Past, Envisioning the Future. In: 20th Oman International ELT Conference. [online] Muscat: Sultan Qaboos University Press, pp.130-143.


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.


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 guest lecturer in research proposal writing: perception of students, Arab World English Journal. Proceedings of 1st MEC TESOL Conference 2018, pp. 24-36.


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 and Possibilities. Singapore, 12-14th March. 


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.


Nikolayeva, L., (2017). Experiential learning in writing a research proposal. TESOL Arabia, 9 - 11 March, 2017, Dubai.


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.

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