Since its inception, the Applied Linguistics Research Lab (ALLAB) has produced the following publications:


Almusharraf, N. & AlOtaibi, H. (2022). An error-analysis study from an EFL writing context: Human and automated essay scoring approaches. Technology, Knowledge and Learning. 10.1007/s10758-022-09592-z

El-Dakhs, D.A.S. (2022). The speech act of advising in teacher-teacher interaction. International Review of Pragmatics, 14, 115-141.

El-Dakhs, D.A.S., Khan, K.S. & Al-Khodair, M. (2022). Do foreign language learners mine input texts for multiword expressions? The case of writing story retellings. Ampersand 9, 100080.

El-Dakhs, D.A.S., Masrai, A. & Yahya, N. (2022). University student use and perception of listening comprehension strategies: The case of online EMI lectures. International Journal of Computer Assisted Language Learning and Teaching, 12(1), 1-21.

Masrai, A., El-Dakhs, D.A.S. & Alkhawar, H. (2022). General and specialist vocabulary knowledge as predictors of academic success in EMI university programs. Language Learning in Higher Education, 12(1), 273-289.

Masrai, A., El-Dakhs, D.A.S. & Yahya, N. (2022). What predicts academic achievement in EMI courses? Focus on vocabulary knowledge and self-perceptions of L2 skills. SAGE Open.

Ozdemir, B. & AlGhamdi, H.M. (2022). Investigating the distractors to explain DIF effects across gender in large-scale tests with non-linear logistic regression models. Frontiers in Education.

Ozdemir, B., Gelbal, S.( (2022). Measuring language ability of students with compensatory multidimensional CAT: A post-hoc simulation study. Education and Information Technologies.

Ozfidan, B. & Mitchell, C. (2022). Assessment of students’ argumentative writing: A rubric development. Journal of Ethnic and Cultural Studies, 9(2), 121-133.

Sonbul, S., El-Dakhs, D.A.S. & Al-Otaibi, H. (2022). Translation competence and collocation knowledge: Do congruency and word type have an effect on the accuracy of collocations in translation? The Interpreter and Translator Trainer.


Almusharraf, A. (2021). Perceptions and application of learner autonomy for vocabulary development in Saudi EFL classrooms. International Journal of Education and Practice, 9(1), 13-36 .

Almusharraf, A. & Almusharraf, N. (2021). Socio-interactive practices and personality within an EFL online learning environments. Education & Information Technologies ,

Bailey, D. & Almusharraf, N. (2021). Investigating the effect of chatbot-to-user questions and directives on student participation. IEEE Explore proceedings of the First International Conference on Artificial Intelligence and Data Analytics (CAIDA) , DOI:10.1109/CAIDA51941.2021.9425208.

El-Dakhs, D.A.S. (2021). #StayHome – A pragmatic analysis of COVID-19 health advice in Saudi and Australian tweets.. Language and Dialogue, 11(2),

El-Dakhs, D.A.S., Altarriba, J. & Masrai, A. (2021). COVID-19 health communication: Key moderators of message framing.. Psycholinguistics, 29(1), 30-58.

El-Dakhs, D.A.S. & Amroun, F. (2021). The relative contribution of explicit and implicit instruction in the learning of EFL apologies. Humanities and Social Sciences Letters, 9(2), 122-151.

El-Dakhs, D.A.S., Sonbul, S. & Alwazzan, R. (2021). Learning phrasal verbs in the EFL classroom: The effect of prior vocabulary knowledge and opacity. International Review of Applied Linguistics in Language Teaching. DOI:

El-Dakhs, D.A.S. (2021). Compliments and compliment responses in Egyptian and Saudi Arabic: A variational pragmatic comparison. Pragmatics and Society, 12(4), 537-567.

El-Dakhs, D.A.S. & Ahmed, M.M. (2021). A variational pragmatic analysis of the speech act of complaint focusing on Alexandrians and Najdis. Journal of Pragmatics, 181, 120-138.

El-Dakhs, D.A.S. & Ahmed, M.M. (2021). “What I advise you to do is…” Giving advice in Egypt. The case of university teachers.. Language and Dialogue, 11(3).

El-Dakhs, D.A.S., Alhaqbani, J.N. & Adan, S. (2021). Female university teachers’ realizations of the speech act of refusal: Cross-cultural and interlanguage perspectives. Linguistics and Culture Review, 5(S2). https://doi/org/10.21744/lingcure.v5nS2.1821

Kotluk, N. & Aydin, H. (2021). Culturally relevant/sustaining pedagogy in a diverse urban classroom: Challenges of pedagogy for Syrian refugee youths and teachers in Turkey. British Educational Research Journal. DOI 10.1002/berj.3700.

Masrai, A., Milton, J., El-Dakhs, D.E.S. & Elmenshawy, H. (2021). Measuring the contribution of specialist vocabulary knowledge to academic achievement: Disentangling effects of multiple types of word knowledge. Asian-Pacific Journal of Second and Foreign Language Education, 6(8), 1-15. DOI: 10.1186/s40862-021-00114-5.

Ozfidan, B. (2021). Verbal working memory and short-term memory: Bilingual vs. monolingual children. 3L: Language, Linguistics, Literature – The Southeast Asian Journal of English Language Studies, 27(3), 171-182.

Ozfidan, B., Ismail, H. & Fayez, O. (2021). Student perspective of online teaching and learning during the COVID-19 pandemic. Online Learning, 25(4), 381-405.

Sonbul, S. & El-Dakhs, D.A.S. (2021). L2 knowledge of English prefixes: The effect of vocabulary breadth and exposure. Language Teaching Research.


Almusharraf, N. (2020). Teachers’ perspectives on promoting learner autonomy for vocabulary development: A case study. Cogent Education, 7: 1823154.

Almusharraf, N. & Alotaibi, H. (2020). Gender-based EFL writing error analysis using human and computer-aided approaches. Educational Measurement: Issues and Practice.

Almusharraf, N.M. & Engemann, J.F. (2020). Postsecondary instructors’ perspectives on teaching English as a foreign language by means of a multimodal digital literacy approach. International Journal of Emerging Technologies in Learning, 15(18), 86-107.

Bailey, D., Almusharraf, N. & Hatcher, R. (2020). Finding satisfaction: Intrinsic motivation for synchronous and asynchronous communication in the online language learning context. Education & Information Technologies. https://doi.oeg/10.1007/s/10639-020-10369-2.

El-Dakhs, D.A.S. (2020). Are Arabic and English research article abstracts different? Rhetorical structure and interaction in focus. The Asian ESP Journal, 16(5.1), 6-32.

El-Dakhs, D.A.S. (2020). How do celebrities respond to criticism in media interviews? The case of an Egyptian TV show. Cogent Arts and Humanities, 7(1), 1-17.

El-Dakhs, D.A.S. (2020). The art of saying “No” to university students: A pragmatic analysis of the speech act of refusal in teacher-student role-plays. Journal of Language and Education, 6(4), 140-152.

El-Dakhs, D.A.S. (2020). Variation of metadiscourse in L2 writing: Focus on language proficiency and leaning context. Ampersand.

El-Dakhs, D.A.S., Al-Khodair, M., Alwazzan, R. & Altarriba, J. (2020). Does the morphological structure of L1 equivalents influence the processing of L2 words? Evidence from Arabic-English bilinguals. Psycholinguistics, 27(2), 11-43.

El-Dakhs, D.A.S., Salem, M. & Alhaqbani, J.N. (2020). The influence of L1 congruency, L2 exposure and word class on collocation learning: The case of Arab learners of English. The Asian EFL Journal, 27(2.1). 62-88.

El-Dakhs, D.A.S., Salem, M., Emara, H. & Alotaibi, H. (2020). Do translation trainees translate stance markers adequately? The case of Arabic-English undergraduates. The Asian ESP Journal, 16(2.1), 130-155.

Ozfidan, B. & Burlbaw, L. (2020). Teachers’ perspectives and attitudes towards computer-assisted language learning (CALL). Revista de Cercetare si Interventie Sociala, 71, 9-24. (Scopus Q3)

Ozfidan, B. & Mitchell, C. (2020). Detected difficulties in argumentative writing: The case of culturally and linguistically Saudi backgrounded students. Journal of Ethnic & Cultural Studies, 7(2), 15-29.

Ozfidan, B., Duman, J. & Aydin, H. (2020). Parents’ perceptions in STEM-oriented public schools: Correlations among ethnic, linguistic and socio-cultural factors. Educational Studies, DOI 10.1080/03055698.2020.1793299

Sonbul, S. & El-Dakhs, D.A.S. (2020). Timed versus untimed recognition of L2 collocations: Does estimated proficiency modulate congruency effects? Applied Psycholinguistics, 41, 1197-1222.

Sonbul, S., El-Dakhs, D.A.S. & Al-Otaibi, H. (2020). Productive versus receptive L2 knowledge of polysemous phrasal verbs: A comparison of determining factors. System, 95.

Yahya, N., Alotaibi, H. & El-Dakhs, D.A.S. (2020). Parallel corpora in EFL writing classrooms: Are they effective? International Journal of Computer-Assisted Language Learning and Teaching, 10(2), article 2.


El-Dakhs, D.A.S. & Alrarriba, J. (2019). How do emotion word type and valence influence language processing? The case of Arabic-English bilinguals. Journal of Psycholinguistic Research, 48(5), 1063-1085.

El-Dakhs, D.A.S., AlHaqbani, J.N., Althaqafi, M. & Alfouzan, S. (2019). How do Saudis complain? A dialogue-analytic analysis of the Najdi dialect. Language and Dialogue, 9(2), 264-293.

El-Dakhs, D.A.S., Ambreen F., Zaheer, M. & Gusarova, Y. (2019). A pragmatic analysis of the speech act of criticizing in university teacher-student talk: The case of English as a lingua franca. Pragmatics, 29(4), 493-520.

El-Dakhs, D.A.S., Ambreen, F. & Zaheer, M. (2019). The effect of textual enhancement on collocation learning: The case of Arab EFL learners. Electronic Journal of Foreign Language Teaching, 16(1), 114-139.

El-Dakhs, D.A.S., Rahman, M., Muhammad, M. & Amroun, F. (2019). The Saudi EFL learners' complaint behavior: A study on interlanguage pragmatics. Asian EFL Journal, 24(4), 295-324.

Kocabas, S., Ozfidan, B. & Burlbaw, L.M. (2019). American STEM Education in Its Global, National, and Linguistic Contexts. Eurasia Journal of Mathematics, Science & Technology Education, 16(1),

Ozfidan, B. & Burlbaw, L.M. (2019). A literature-based approach on age factors in second language acquisition: Children, adolescents, and adults. International Education Studies, 12(10), 27-36.

Ozfidan, B. (2019). Bilingualism and Multilingualism in Primary Education in Egypt. In M. Toprak (ed). Early Childhood Communication and Language Development. Bloomsbury Publishing, UK.

Ozfidan, B., Savas, A. C., & Demir, H. (2019). The moderating effect of organizational justice on the relationship between integrity and organizational citizenship behavior in educational institutions. Revista de Cercetare si Interventie Sociala, 66. 170-188.


El-Dakhs, D.A.S. & Altarriba, J. (2018). The distinctiveness of emotion words: Does it hold for foreign language learners? The case of Arab EFL learners. Journal of Psycholinguistic Research, 47(5), 1133-1149.

El-Dakhs, D.A.S. (2018). Comparative genre analysis of research article abstracts in more and less prestigious journals: Linguistics journals in focus. Research in Language, 16(1), 47-63.

El-Dakhs, D.A.S. (2018). Investigating the apology strategies of Saudi learners of English: Foreign language learning in focus. Pragmatics & Society, 9(4), 601-628.

El-Dakhs, D.A.S. (2018). Saying “yes” and “no” to requests: Is it the same in Egyptian and Saudi Arabic? Language & Dialogue, 8(2), 236–262.

El-Dakhs, D.A.S. (2018). Why are abstracts in PhD theses and research articles different? A genre-specific perspective. Journal of English for Academic Purposes. 36, 48-60.

El-Dakhs, D.A.S., Amroun, F. & Muhammad, M. (2018). What works better for collocation learning; explicit instruction or implicit learning? A case study of Arab female undergraduate learners of English. Electronic Journal of Foreign Language Teaching, 15(1), 39-54.

El-Dakhs, D.A.S., ElHajj, H. & Alhaqbani, J. (2018). The effect of word type on the L1 support for L2 vocabulary learning: The case of Arab EFL learners. International Journal of English Linguistics, 8(4), 25-38.