Faculty of English Language Studies

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

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. (2016) Reconsidering Paragaphing Pedagogy: A Descriptivist Pedagogy. English in Education 50:3, 233-254 (Wiley)

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.

Boggu, A. (2015) ‘Poster Presentation as an Effective Communication Tool in an EFL Context’, International Journal of Language and Linguistics, 2(5), p. pp.203–213.

Boggu, A. (2015) ‘Poster Presentation as an effective communication tool’, International Conference on 'Regional Challenges to Multidisciplinary Innovation, 05-06 October 2015, Dubai

Boggu, A. (2015) ‘Unsuccessful language learners contribution towards strategy instruction’, 15th International ELT Conference, 23-24 April 2015, Oman

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

Tajeddin, Z. and Tayebipour, F. (2015).  Interface between L2 learners' pragmatic performance, language proficiency, and individual/group ZPD, Journal of Applied Research on English Language, 4 (1), pp. 31-43.

Sobhani M. and Tayebipour F. (2015).The Effects of Oral vs. Written Corrective Feedback on EFL Learners’ Essay Writing, Theory and Practice in Language Studies, 5, (8).

Tayebipour F. and Riasati M.J. (2015). Grammatical competence development of nursery school children acquiring Persian, The Journal of Applied Linguistics, Islamic Azad University of Tabriz.

Kargar N. and Tayebipour F. (2015). The effect of scaffolding on EFL learners’ reading comprehension,Modern Journal of Language Teaching Methods, 5 (4).

Eftekharian E. and Tayebipour F. (2015). On the effects of pair work on EFL learners’ writing skill. Modern Journal of Language Teaching Methods, 5 (3), September, pp.100-113.

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.

Tayebipour, F. (2015). Effect of oral vs. written corrective feedback on EFL learners essay writing, LILA, Istanbul, Turkey.

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