المنشورات العلمية
منذ نشأته ، أصدر مختبر أبحاث اللغويات التطبيقية (ALLAB) المنشورات التالية:
2021
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-interative 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 Eplore 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.
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.
2020
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.
2019
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.
2018
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.