Publications

Since its inception, the Language and Communication Research Lab (LCRL) has produced the following publications:

Afzaal, M., Shanshan, X. & El-Dakhs, D.A.S. (2024). A comprehensive bibliometric analysis of speech acts in international journals (2013-2023). Cogent Arts & Humanities, 11(1), 2380556. https://doi.org/10.1080/23311983.2024.2380556

AlAmer, A., Sonbul, S. & El-Dakhs, D.A.S. (2024). Revisiting the validity of the vocabulary learning strategies questionnaire using the confirmatory composite analysis (CCA): Setting new directions for the field. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12609

Awad, D. (2024). Reasons for re-paragraphing in the translation process: An ongoing project. In Y. Haralambous (ed.), Grapholinguistics in the 21st Century 2022. Proceedings Grapholinguistics and Its Applications (ISSN: 2681-8566, e-ISSN: 2534-5192), Vol. 9. Fluxus Editions, Brest, 2024, pp. 391–398.

El-Dakhs, D.A.S. & Ahmed, M.M. (2024). The realization of the speech act of suggestion in Alexandrian and Najdi Arabic: A variational pragmatic study. Humanities and Social Sciences Communication, 11, 1231. https://doi.org/10.1057/s41599-024-03754-3

El-Dakhs, D.A.S., Mardini, L. & Alhabbad, L. (2024). The persuasive strategies in more and less prestigious journals: Focus on research article abstracts. Cogent Arts & Humanities, 11(1), 2325760. https://doi.org/10.1080/23311983.2024.2325760

Mustafa, B.K. (2024). The rise of translation technology and its historical and continued symbiotic relationship to the pursuit of ideological power. In: Peng, Y., Hunag, H., Li, D. (eds). New advances in translation technology. New frontiers in translation studies. Singapore: Springer.

Ordin, M., El-Dakhs, D.A.S., Tao, M., Chu, F. & Polyanskaya, L. (2024). Cultural influence on metacognition: Comparison across three societies. Humanities and Social Sciences Communications, 11, 1492. https://doi.org/10.1057/s41599-024-04013-1

Ozfidan, B., El-Dakhs, D. A. S., & Alsalim, L. A. (2024). The use of AI tools in English academic writing by Saudi undergraduates. Contemporary Educational Technology, 16(4), ep527. https://doi.org/10.30935/cedtech/15013

Polyanskaya, L., El-Dakhs, D.A.S., Tao, M., Chu, F. & Ordin, M. (2024). The effect of writing script on efficiency and metacognitive monitoring in inferential word learning. Metacognition and Learning. https://doi.org/10.1007/s11409-024-09380-3

Rashid, S., Malik, S., Abbas, F. & Khan, J.A. (2024). Pakistani students’ perceptions about knowledge, use and impact of artificial intelligence (AI) on academic writing: A case study. Journal of Computers in Education. https://doi.org/10.1007/s40692-024-00338-7

Roncevic, I. (2024). Developing Reflexive Discourse Competence in Bilingual Subject Teaching. International Journal of Research Publication and Reviews, Vol. 5(5), 1507–1510. https://ijrpr.com/uploads/V5ISSUE2/IJRPR22694.pdf

Roncevic, I. (2024). Intercultural Rhetoric in the Age of Social Media. TAC - Translation and Authoring Center, Prince Sultan University, Riyadh. ISBN 978-603-05-0839-6.

Roncevic, I. (2024). Multilingual habitus and language prestige: Value profiles of Croatian, English, German and Italian in Croatia. World Journal of English Language, 14(5), 1–7.

Roncevic, I. (2024). The Causes, Treatment Approaches, and Treatment Success of State Anxiety in Public Speaking in Relation to Language Learning. Journal of Knowledge Learning and Science Technology, Vol. 3(2), 196–208. https://doi.org/10.60087/jklst.vol3.n2.p208

Sonbul, S. & El-Dakhs, D.A.S. (2024). Which factors predict teachers’ evaluation of the difficulty and usefulness of phrasal verbs in L2 contexts? International Review of Applied Linguistics in Language Teaching, 2024. https://doi.org/10.1515/iral-2023-0292

El-Dakhs, D.A.S., Ahmed, M.M., Altarriba, J. & Sonbul, S. (2023). Differential emotional expression in autobiographical narratives: The case of Arabic-English bilinguals. International Journal of Bilingualism. https://doi.org/10.1177/13670069231201173

Fayez, O., Ozfidan, B. & Ismail, H. (2023). The praxis of user experience (UX) in the design of undergraduate online classes: Framing the perceptions of Engineering and Social Sciences students. Sustainability, 15, 3300. https://doi.org/10.3390/su15043300

Ozfidan, B & El-Dakhs, D.A.S. (2023).Students’ perceptions of online learning in non-L1 environments, International Journal of Multilingualism, DOI: 10.1080/14790718.2023.2239856

AlSufayan, R. & El-Dakhs, D.A.S. (2023). Achievement emotions in paper-based exams vs. computer-based exams: The case of a private Saudi university. International Journal of Online Pedagogy and Course Design, 13(1), 1-21.

Ambreen, F., Ozdemir, B. & El-Dakhs, D.A.S. (2023). Saudi undergraduate EFL learners’ attitudes towards using textism in their academic writing. Asian-Pacific Journal of Second and Foreign Language Education, 8(38), https://doi.org/10.1186/s40862-023-00213-5.

El-Dakhs, D.A.S. & Ahmed, M.M. (2023). A pragmatic analysis of students’ complaints and professors’ responses to complaints: A case study of an Egyptian private university. Cogent Arts & Humanities, 10(1): 2252634. https://doi.org/10.1080/23311983.2023.2252634.

El-Dakhs, D.A.S., Ahmed, M.M., AlHaqbani, J.N. & Alenezi, A. (2023). How do Alexandrians and Najdis apologize? A variational pragmatic study of Arabic. Journal of Ethnic and Cultural Studies, 10(5), 147–171.

El-Dakhs, D.A.S., Alhaqbani, J.N. & Mardini, L. (2023).How do Saudi EFL learners realize the speech act of request? Cogent Arts & Humanities, 10(2). https://doi.org/10.1080/23311983.2023.2285097

El-Dakhs, D.A.S. & Ibrahim, N.G.(2023). The realization of the speech act of complaint and responding to complaint in Vodafone Egypt versus Vodafone UK: A cross-cultural pragmatic study. Language and Dialogue. https://doi.org/10.1075/ld.00157.dak

El-Dakhs, D.A.S., Ozfidan, B. & Ibrahim, N.G. (2023).Teachers’ perceptions of digital language learning strategies: The case of a private Egyptian university. International Journal of Online Pedagogy and Course Design. https://doi.org/ 10.4018/IJOPCD.329967

El-Dakhs, D.A.S., Sonbul, S. & Altarriba, J. (2023).How Do Foreign Language Learners Process L2 Emotion Words in Silent Reading? An Eye-Tracking Study. Languages, 8(2), 125. https://doi.org/10.3390/languages8020125

Sadiamalik, Noreen, A., Hakimi, A.H. & Rashid, S.(2022). Understanding move structure and language in Urdu plaint letters of family lawsuits: Implications for legal professionals. Russian Law Journal, 11(4), 1055-1065. Peer-reviewed

Awad, D. (2023). Employing theories of discourse analysis in translating racist discourse. Majalat Khitabat, 7, 401-416 under review.

El-Dakhs, D.A.S. & Ibrahim, N. G. (2022). Egyptian parents’ responses to children’s complaints focusing on the influence of sex and age. Journal of Pragmatics, 200, 52-72. [Scopus Q1]

Sonbul, S., Almusharraf, N. & El-Dakhs, D.A.S. (2022). Examining teachers’ awareness of effective vocabulary instructional practices: Voices from Saudi Arabia. International Journal of Applied Linguistics, 32(3), 476-492. [Scopus Q1]

Sonbul, S., El-Dakhs, D.A.S., Conklin, K. & Carrol, G. (2022). “Bread and butter” or “butter and bread”? Nonnatives’ processing of novel lexical patterns in context. Studies in Second Language Acquisition, 1-23. doi:10.1017/S0272263122000237 [Scopus Q1]

Sonbul, S., El-Dakhs, D., & Masrai, A. (2022). Second language productive knowledge of collocations: Does knowledge of individual words matter? Studies in Second Language Acquisition, 1-23. doi:10.1017/S0272263122000341 [Scopus Q1]

El-Dakhs, D.A.S., Masrai, A., Ahmed, M.M. & Altarriba, J. (2022). Achievement emotions in online versus in-person lectures: The case of Egyptian undergraduates during the COVID-19 pandemic. International Journal of Web-based Learning and Teaching Technologies, 17(1), 1-21. [Scopus Q3]

El-Dakhs, D.A.S., Yahya, N. & Pawlak, M. (2022). Investigating the impact of explicit and implicit instruction on the use of interactional metadiscourse markers. Asian-Pacific Journal of Second and Foreign Language Education, 7(44), 1-21. [Scopus Q1]

El-Dakhs, D.A.S. (2022). Persuasion in health communication: The case of Saudi and Australian tweets on COVID-19 vaccination. In Pascal Hohaus (ed.), Discourse approaches to politics, society and culture 96 [pp. 119-142]. John Benjamins.

El-Dakhs, D.A.S. & Altarriba, J. (2022). Pragmatics and emotions in social contexts. In G.L. Schiewer, J. Altarriba & B.C. Ng (Eds.), Language and emotion (pp. 589-605). Berlin/Boston: DeGruyter.

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. https://doi.org/10.1177/21582440221101044

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. https://doi.org/10.3389/feduc.2021.748884.

Ozdemir, B., Gelbal, S.( (2022). Measuring language ability of students with compensatory multidimensional CAT: A post-hoc simulation study. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10853-0

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. https://doi.org/10.1080/1750399X.2022.2084251

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 , https://doi.org/10.1007/s10639-021-10449-8.

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), https://doi.org/10.1075/ld.00089.dak.

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: https://doi.org/10.1515/iral-2020.0116.

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). https://doi.org/10.1075/ld.00099.dak

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. https://doi.org/10.1177/13621688211045040.

Almusharraf, N. (2020). Teachers’ perspectives on promoting learner autonomy for vocabulary development: A case study. Cogent Education, 7: 1823154. https://doi.org/10.1080/2331186X.2020.1823154

Almusharraf, N. & Alotaibi, H. (2020). Gender-based EFL writing error analysis using human and computer-aided approaches. Educational Measurement: Issues and Practice. https://doi.org/10.1111/emip.12413

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. https://doi.org/10.1016/j.amper.2020.100069.

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. https://doi.org/10.1016/j.system.2020.102361

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), https://doi.org/10.29333/ejmste/108618

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.