Muhammad Rahimi
Biographic Data
| ID | 6213018 |
|---|---|
| NAME | Muhammad Rahimi |
| GIVEN NAMES | Muhammad |
| FAMILY NAME | Rahimi |
| SIGNATURE | RAHIMI M |
| AFFILIATIONS | Singapore Institute of Technology |
| ORCID | 0000-0002-7450-8902 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 42 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Dialogic Coordination Through the Compassionate Impactful Communication Cycle
In this commentary, I engage with Eugene Matusov’s (2026) “Uniqueness Model of Educational Justice” to critique standardisation enacted as non-dialogic sameness that marginalises students’ perspectives, values, and self-authored goals. In response, I propose a dialogic coordination framework that supports students in articulating and pursuing their own educational trajectories through sustained, critical dialogue with educators and educational in…
Effects of integrating motivational instructional strategies into a process-genre writing instructional approach on students’ engagement and argumentative writing
This study advances the strand of research on motivational instructional strategies, the process-genre writing instructional approach, as well as student engagement and writing achievements. To this end, motivational writing instructional strategies were integrated into the process-genre argumentative writing instructional approach and the impacts on students' writing engagement and achievements were assessed at a university in China. Quantitativ…
Exploring expert teachers' cognitions and practices of teaching English speaking and their students’ experiences and engagement
This study aims to provide insights into creating engaging and effective learning opportunities for learners of English as a foreign language. To this end, we explored five expert teachers' cognitions and practices and their 79 students' experiences and engagement by collecting data through semi-structured interviews, observations, and focus-group discussions. We adopted a reflexive thematic approach to our data analysis that showed the expert te…
Effects of Task Complexity and Planning Conditions on L2 Argumentative Writing Production
Investigating the effects of task design and implementation features on second language (L2) production is necessary, as the findings can provide potential insights into pedagogical and assessment task design and sequencing as well as into the nature of L2 learners’ attentional resources. To this end, this study probed into the effects of task complexity and pretask planning on L2 writing production. Eighty L2 learners of upper-intermediate Engli…
Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication
EFL learners' anxiety level and their beliefs about corrective feedback in oral communication classes
Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication
EFL learners' anxiety level and their beliefs about corrective feedback in oral communication classes
Effects of Task Complexity and Planning Conditions on L2 Argumentative Writing Production
Investigating the effects of task design and implementation features on second language (L2) production is necessary, as the findings can provide potential insights into pedagogical and assessment task design and sequencing as well as into the nature of L2 learners’ attentional resources. To this end, this study probed into the effects of task complexity and pretask planning on L2 writing production. Eighty L2 learners of upper-intermediate Engli…
Effects of integrating motivational instructional strategies into a process-genre writing instructional approach on students’ engagement and argumentative writing
This study advances the strand of research on motivational instructional strategies, the process-genre writing instructional approach, as well as student engagement and writing achievements. To this end, motivational writing instructional strategies were integrated into the process-genre argumentative writing instructional approach and the impacts on students' writing engagement and achievements were assessed at a university in China. Quantitativ…
EFL learners' anxiety level and their beliefs about corrective feedback in oral communication classes
Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication
Effects of Task Complexity and Planning Conditions on L2 Argumentative Writing Production
Investigating the effects of task design and implementation features on second language (L2) production is necessary, as the findings can provide potential insights into pedagogical and assessment task design and sequencing as well as into the nature of L2 learners’ attentional resources. To this end, this study probed into the effects of task complexity and pretask planning on L2 writing production. Eighty L2 learners of upper-intermediate Engli…
Exploring expert teachers' cognitions and practices of teaching English speaking and their students’ experiences and engagement
This study aims to provide insights into creating engaging and effective learning opportunities for learners of English as a foreign language. To this end, we explored five expert teachers' cognitions and practices and their 79 students' experiences and engagement by collecting data through semi-structured interviews, observations, and focus-group discussions. We adopted a reflexive thematic approach to our data analysis that showed the expert te…
Effects of integrating motivational instructional strategies into a process-genre writing instructional approach on students’ engagement and argumentative writing
This study advances the strand of research on motivational instructional strategies, the process-genre writing instructional approach, as well as student engagement and writing achievements. To this end, motivational writing instructional strategies were integrated into the process-genre argumentative writing instructional approach and the impacts on students' writing engagement and achievements were assessed at a university in China. Quantitativ…
Dialogic Coordination Through the Compassionate Impactful Communication Cycle
In this commentary, I engage with Eugene Matusov’s (2026) “Uniqueness Model of Educational Justice” to critique standardisation enacted as non-dialogic sameness that marginalises students’ perspectives, values, and self-authored goals. In response, I propose a dialogic coordination framework that supports students in articulating and pursuing their own educational trajectories through sustained, critical dialogue with educators and educational in…
EFL/ESL Teaching and Learning (5 works) · Psychology (5 works) · Mathematics education (4 works) · Innovative Teaching and Learning Methods (3 works) · Pedagogy (3 works) · Argumentative (2 works) · Cognition (2 works) · Computer Science (2 works) · Corrective Feedback (2 works) · Linguistics (2 works)