Azza A M Abdelrahim
Biographic Data
| ID | 6521638 |
|---|---|
| NAME | Azza A M Abdelrahim |
| GIVEN NAMES | Azza A M |
| FAMILY NAME | Abdelrahim |
| SIGNATURE | ABDELRAHIM A A M |
| AFFILIATIONS | University of Tabuk |
| ORCID | 0000-0002-9569-9699 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Semiotic modes accentuating learners’ metafunctions
Drawing on the systemic functional approach to multimodal discourse analysis, this study investigates how struggling multilingual writers use semiotic modes to achieve different metafunctions in their multimodal composition. This study used the systemic functional approach to multimodal discourse analysis as a potential linguistic method to analyse how students’ semiotic choices work together in their multimodal composition to reflect three metaf…
Developing EFL learners’ syntactic complexity in writing
Improving Speaker’s Use of Segmental and Suprasegmental Features of L2 Speech
Unlike L1 acquisition, which is based on automatic acquisition, L2 adult learners’ acquisition of English phonology is based on mental reflection and processing of information. There is a limited investigation of L2 phonology research exploring the contribution of the cognitive/theoretical part of pronunciation training. The study reports on the use of online collaborative reflection for improving students’ use of English segmental and suprasegme…
Teaching and Assessing Metadiscoursal Features in Argumentative Writing
Metadiscoursal features are important in teaching and assessing argumentative writing. However, when analyzing some samples of students' writing at tertiary level, it is observed that there is a lack of many metadiscoursal features in students' argumentative writing. For this reason, the current study investigated the impact of the professional development training on teaching and assessing metadiscoursal features in argumentative writing. Using …
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Teaching and Assessing Metadiscoursal Features in Argumentative Writing
Metadiscoursal features are important in teaching and assessing argumentative writing. However, when analyzing some samples of students' writing at tertiary level, it is observed that there is a lack of many metadiscoursal features in students' argumentative writing. For this reason, the current study investigated the impact of the professional development training on teaching and assessing metadiscoursal features in argumentative writing. Using …
Improving Speaker’s Use of Segmental and Suprasegmental Features of L2 Speech
Unlike L1 acquisition, which is based on automatic acquisition, L2 adult learners’ acquisition of English phonology is based on mental reflection and processing of information. There is a limited investigation of L2 phonology research exploring the contribution of the cognitive/theoretical part of pronunciation training. The study reports on the use of online collaborative reflection for improving students’ use of English segmental and suprasegme…
Developing EFL learners’ syntactic complexity in writing
Semiotic modes accentuating learners’ metafunctions
Drawing on the systemic functional approach to multimodal discourse analysis, this study investigates how struggling multilingual writers use semiotic modes to achieve different metafunctions in their multimodal composition. This study used the systemic functional approach to multimodal discourse analysis as a potential linguistic method to analyse how students’ semiotic choices work together in their multimodal composition to reflect three metaf…
Computer Science (4 works) · Linguistics (4 works) · Psychology (4 works) · Discourse Analysis in Language Studies (3 works) · EFL/ESL Teaching and Learning (3 works) · Mathematics education (2 works) · Philosophy (2 works) · Second Language Acquisition and Learning (2 works) · Argumentation theory (1 works) · Argumentative (1 works)