Muhammad Athar Shah
Biographic Data
| ID | 5167872 |
|---|---|
| NAME | Muhammad Athar Shah |
| GIVEN NAMES | Muhammad Athar |
| FAMILY NAME | Shah |
| SIGNATURE | SHAH M A |
| AFFILIATIONS | University of Lusaka |
| ORCID | 0000-0001-5742-9068 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Human-AI collaboration in academic writing
Framed through Vygotsky’s sociocultural theory and a metacognitive lens, this research investigates university students’ reflections on utilizing AI (specifically ChatGPT) to support academic writing development. Drawing on 37 written reflections from undergraduates across diverse majors at a national university in Qatar, thematic analysis was employed to gain nuanced insights into students’ critical engagement with generative AI. Six themes emer…
English and Culture in Qatar
The current article presents a state-of-the-art review of peer-reviewed research published between 2014 and 2024 on English language use and cultural transformation in Qatar, authored by scholars affiliated with Qatari institutions and indexed in the Scopus and Web of Science databases. The review synthesizes a decade of empirical research to examine the sociocultural implications of English language instruction, particularly its role in reshapin…
Teachers as Reflective Practitioners
The paper presents a critical review of major works on reflective practice in teaching that mainly define reflection as a technical and isolated process, taking place in an individual’s mind. Critiquing the cognitive nature of reflective practice promoted in mainstream research, the paper directs attention to the increasing recognition of sociocultural factors in teacher professional learning, and highlights the significance of reflection as a so…
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Teachers as Reflective Practitioners
The paper presents a critical review of major works on reflective practice in teaching that mainly define reflection as a technical and isolated process, taking place in an individual’s mind. Critiquing the cognitive nature of reflective practice promoted in mainstream research, the paper directs attention to the increasing recognition of sociocultural factors in teacher professional learning, and highlights the significance of reflection as a so…
Human-AI collaboration in academic writing
Framed through Vygotsky’s sociocultural theory and a metacognitive lens, this research investigates university students’ reflections on utilizing AI (specifically ChatGPT) to support academic writing development. Drawing on 37 written reflections from undergraduates across diverse majors at a national university in Qatar, thematic analysis was employed to gain nuanced insights into students’ critical engagement with generative AI. Six themes emer…
English and Culture in Qatar
The current article presents a state-of-the-art review of peer-reviewed research published between 2014 and 2024 on English language use and cultural transformation in Qatar, authored by scholars affiliated with Qatari institutions and indexed in the Scopus and Web of Science databases. The review synthesizes a decade of empirical research to examine the sociocultural implications of English language instruction, particularly its role in reshapin…
Sociocultural evolution (3 works) · Academic writing (1 works) · Agency (philosophy) (1 works) · AI in Service Interactions (1 works) · Artificial Intelligence in Healthcare and Education (1 works) · Competence (human resources) (1 works) · Constructivism (international relations) (1 works) · Critical reflection (1 works) · Educational and Psychological Assessments (1 works) · EFL/ESL Teaching and Learning (1 works)