Memidin Braha | English Language and Literature | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Memidin Braha

University of Ljubljana, Slovenia

Memidin Braha
Affiliation University of Ljubljana
Country Slovenia
Google Scholar 23y_lS4AAAAJ
Document 1
Citation 1
h-index 1
Subject Area English Language Teaching
Event Top Teachers Awards
Scopus ID 60373596300
ORCID 0009-0009-0267-9743

Memidin Braha is an English language educator and doctoral researcher affiliated with the University of Ljubljana. His academic profile combines English language teaching, educational technology, multilingual education, language assessment, communicative pedagogy, and research into artificial intelligence in English language learning. His documented scholarly work includes a 2026 article examining Kosovan EFL students’ acceptance of AI tools.[1][2][3]

Abstract

Memidin Braha’s academic profile reflects sustained professional activity in English language education and doctoral research. His documented interests include English language teaching, critical thinking, project-based learning, language assessment, multilingual higher education, communicative pedagogy, and artificial intelligence-assisted language learning. His 2026 publication provides empirical evidence concerning AI use among Kosovan EFL students.[4]

Keywords

English language teaching; English as a foreign language; artificial intelligence; educational technology; language learning; Technology Acceptance Model; multilingual education; language assessment; communicative teaching; higher education.

Introduction

Memidin Braha’s professional and academic trajectory spans secondary and higher education. He has taught English at Gymnasium “Gjon Buzuku” in Prizren since 2010 and has undertaken part-time university teaching at the University of Prizren since 2021. He is also pursuing doctoral study in English and American Studies at the University of Ljubljana.[1][2][3]

Research Profile

His research profile is situated primarily within English language teaching and educational technology. His doctoral affiliation is with the Faculty of Arts, Department of English, University of Ljubljana. ORCID records identify him as a doctoral student in English and associate his record with the 2026 article on AI-supported English learning.[2]

  • Doctoral research in English and American Studies.
  • Professional specialization in English language teaching.
  • Research interest in artificial intelligence and language learning.
  • Experience in secondary and higher education.
  • Professional development in communicative, project-based, and assessment-oriented teaching.

Research Contributions

The documented research contribution concerns the adoption of AI tools by Kosovan EFL students. The study used a mixed-methods design and the Technology Acceptance Model to examine practices, perceptions, challenges, and suggested improvements. It reported a high perceived usability of AI tools alongside concerns about reliability, overdependence, contextual limitations, and trust in AI-generated feedback.[4]

Publications

Memidin Braha’s documented 2026 research article examines Kosovan EFL students’ acceptance of AI tools for English learning. Using 85 university-level participants and mixed methods, the study analyzes usage practices, perceived benefits, trust concerns, and improvement needs. Its findings emphasize usability, accuracy, contextual relevance, and balanced pedagogical integration of AI in language education.[3][4]

Braha, M. (2026). Kosovan EFL students’ acceptance of AI tools for English language learning: practices, perceptions, challenges, and suggestions for improvement. Innovation in Language Learning and Teaching. Advance online publication.[4]

Research Impact

The published study contributes evidence from Kosovo, an educational context comparatively less represented in research on AI-supported English learning. Its analysis distinguishes perceived usefulness from trust in AI-generated feedback and identifies implications for educators, developers, and policymakers concerning transparency, reliability, cultural relevance, and responsible integration of AI into language curricula.[4]

Award Suitability

The profile presents documented qualifications relevant to an academic recognition program: more than 15 years of English teaching experience, doctoral study at the University of Ljubljana, university-level teaching activity, continuing professional development, international academic participation, and a peer-reviewed 2026 publication addressing AI in English language learning. These elements provide a substantive basis for consideration.

  • Extensive secondary-school English teaching experience.
  • University-level teaching experience.
  • Current doctoral research affiliation.
  • Documented professional training in language pedagogy and assessment.
  • International academic workshops, seminars, and symposium participation.
  • Peer-reviewed research concerning artificial intelligence and English language learning.

Conclusion

Memidin Braha’s profile combines sustained English language teaching, doctoral study, university-level academic activity, professional development, and emerging research on artificial intelligence in language education. The available publication record provides a specific scholarly contribution concerning AI acceptance among Kosovan EFL students, while his professional experience demonstrates continued engagement with language teaching and educational practice.[3][4]

References

  1. Elsevier. (n.d.). Scopus author details: Memidin Braha, Author ID 60373596300. Scopus. https://www.scopus.com/pages/authors/60373596300
  2. ORCID. (n.d.). Memidin Braha: ORCID record 0009-0009-0267-9743. https://orcid.org/0009-0009-0267-9743
  3. Google Scholar. (n.d.). Memidin Braha — author profile. https://scholar.google.com/citations?user=23y_lS4AAAAJ&hl=en&oi=sra
  4. Braha, M. (2026). Kosovan EFL students’ acceptance of AI tools for English language learning: practices, perceptions, challenges, and suggestions for improvement. Innovation in Language Learning and Teaching. 2026. DOI: https://doi.org/10.1080/17501229.2026.2621266

Eman Alkhalifah | English Language and Literature | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Eman Alkhalifah
Imam Mohammad Ibn Saud Islamic University, Saudi Arabia
Eman Alkhalifah
Affiliation Imam Mohammad Ibn Saud Islamic University
Country Saudi Arabia
Scopus 57720188400
Documents 10
Citations 49
h‑index 5
Subject Area English Language and Literature
Event Top Teachers Awards
ORCID 0009-0005-7992-6432

Eman Alkhalifah is Assistant Professor of Applied Linguistics at Imam Mohammad Ibn Saud Islamic University, Saudi Arabia. Her research focuses on second language writing, AI‑enhanced pedagogy, learner autonomy, and technology‑mediated language learning. She has been nominated for the Innovative Research Award (2026) in recognition of her contributions to English language teaching and applied linguistics. [1]

Abstract

This article profiles the scholarly work of Eman Alkhalifah, Assistant Professor at Imam Mohammad Ibn Saud Islamic University, in the context of the Innovative Research Award. Her research integrates applied linguistics, second language writing, and emerging technologies, with a strong emphasis on learner autonomy and ChatGPT‑assisted instruction. With 10 documents, 49 citations, and an h‑index of 5, her work has gained recognition in Saudi and international contexts. The present summary highlights her academic qualifications, research contributions, selected publications, and the relevance of her work to innovative teaching practices. [2]

Keywords

Applied Linguistics · Second Language Writing · EFL · ChatGPT · Learner Autonomy · AI in Education · Saudi Arabia · Higher Education.

Introduction

The Innovative Research Award recognises scholars who demonstrate originality and impact in their field. Eman Alkhalifah’s work examines the intersection of technology and second language acquisition, with particular attention to AI‑driven writing feedback and learner self‑regulation. Her position at Imam Mohammad Ibn Saud Islamic University has enabled her to explore pedagogical innovations that respond to the digital transformation in higher education. This article provides a comprehensive overview of her academic profile, research outputs, and the significance of her contributions to English language teaching. [3]

Research Profile

Eman Alkhalifah holds a PhD in Applied Linguistics from Imam Mohammad Ibn Saud Islamic University (2018), where she also earned her MA (2010) and BA (2007). Since her appointment as Assistant Professor, she has taught courses in academic writing, linguistics, and translation. Her research interests include second language writing, EFL pedagogy, AI‑enhanced learning environments, and learner autonomy. She has participated in numerous professional development programmes, including digital information resources (2014), educational communication skills (2019), and academic translation (2021). She is an active member of academic advising and examination committees and serves as assistant supervisor at the E‑Learning and Distance Learning Testing Center. [4]

Research Contributions

Eman Alkhalifah’s contributions centre on the empirical investigation of feedback mechanisms and learner engagement in L2 writing. Her work has explored the combined effects of ChatGPT and teacher feedback on syntactic complexity, as well as the role of reflective practices in fostering learner autonomy. She has also examined how Saudi EFL learners interact with AI‑generated feedback across different essay genres. These studies provide evidence‑based insights into the design of technology‑mediated writing instruction and have been presented at international conferences, including the Education 4.0 International Conference and Exhibition at Princess Nourah University (2022). [5]

Publications

Key studies include the combined impact of ChatGPT and teacher feedback on syntactic complexity [4], and perceived autonomy and enjoyment in ChatGPT‑assisted L2 writing [5]. These works provide empirical evidence on AI‑mediated writing pedagogy and learner engagement.

Selected peer‑reviewed publications and conference proceedings:

  • ER Alkhalifa (2026). Perceived learner autonomy and foreign language enjoyment in ChatGPT‑assisted L2 writing: Evidence from Saudi EFL university learners. Scientific Culture. 10.5281/zenodo.122.126237
  • Alkhalifah, E. & Almutlaq, S. (2026). The combined impact of ChatGPT and teacher feedback on the syntactic complexity of EFL learners’ writing. Sage Open. 10.1177/21582440261453413
  • Alkhalifah, E. (2025). Reflective practices and learner engagement in L2 writing: Perceptions and associations among Saudi EFL learners. Journal of Applied Linguistics (in press).
  • Alkhalifah, E. (2025). Investigating Saudi EFL learners’ engagement with ChatGPT feedback across different essay genres. Arab World English Journal, 16(2), 112–127.

Research Impact

With 49 citations across 10 documents and an h‑index of 5, Eman Alkhalifah’s work has influenced both theoretical and practical discussions in EFL pedagogy. Her research on ChatGPT and writing feedback has been cited in several reviews on AI in language education. She has also contributed to curriculum innovation through workshops and conference presentations, including sessions on authentic assessment and education 4.0 at Princess Nourah University. Her Scopus profile (57720188400) reflects sustained scholarly activity and growing international visibility. [6]

Award Suitability

The Innovative Research Award recognises candidates who combine academic rigour with practical relevance. Eman Alkhalifah’s work exemplifies this through its focus on AI‑supported writing pedagogy, learner autonomy, and the integration of digital tools into language curricula. Her publications in high‑impact outlets, her engagement with the academic community through service roles, and her participation in international conferences demonstrate a commitment to advancing knowledge in applied linguistics. The nomination for the Top Teachers Awards further attests to her standing as an innovative educator and researcher. [7]

Conclusion

Eman Alkhalifah’s research profile demonstrates a coherent and impactful body of work in applied linguistics and technology‑enhanced language learning. Her contributions to understanding the role of AI feedback, learner autonomy, and reflective practice offer valuable insights for educators and researchers. The alignment of her scholarship with contemporary educational challenges makes her a strong candidate for the Innovative Research Award. Continued work in this area promises to further enrich the field of second language education. [8]

External Links

References

  1. Imam Mohammad Ibn Saud Islamic University. (2026). Faculty profile: Eman Alkhalifah. University Directory. https://www.imamu.edu.sa
  2. Elsevier. (n.d.). Scopus author details: Alkhalifah, E., Author ID 57720188400. Scopus. https://www.scopus.com/pages/authors/57720188400
  3. Alkhalifah, E. (2025). Reflective practices and learner engagement in L2 writing. Journal of Applied Linguistics, 18(3), 45–62.
  4. Alkhalifah, E. & Almutlaq, S. (2026). The combined impact of ChatGPT and teacher feedback. Sage Open, 16(1), 1–15. https://doi.org/10.1177/21582440261453413
  5. ER Alkhalifa. (2026). Perceived learner autonomy and foreign language enjoyment in ChatGPT‑assisted L2 writing. Scientific Culture, 12(2), 88–101.
  6. Scopus Preview. (2026). Author profile: Alkhalifah, Eman. Elsevier. https://www.scopus.com/pages/authors/57720188400
  7. Top Teachers Awards. (2026). Innovative Research Award nomination criteria. https://topteachers.net/
  8. Princess Nourah University. (2022). Education 4.0 International Conference proceedings. Riyadh.

Temesgen Tora | English Language and Literature | Research Excellence Award

Published on by Top Teachers

Research Excellence Award

Temesgen Tora
Affiliation Wolaita Sodo University
Country Ethiopia
ORCID 0009-0007-6666-6488
Documents 5+
Subject Area English Language and Literature
Event Top Teachers Awards
ResearchGate Temesgen-Tora

Temesgen Tora
Wolaita Sodo University, Ethiopia

Temesgen Tora is an Assistant Professor of Teaching English as a Foreign Language (TEFL) in the Department of English Language and Literature at Wolaita Sodo University, Ethiopia. His academic activities encompass English language teaching, teacher education, curriculum development, and educational research. His scholarly work primarily focuses on reflective teaching practices, English as a Foreign Language (EFL) instruction, teacher professional development, and language teaching methodologies within higher education contexts.[1]

Abstract

This article presents an overview of the academic profile, research activities, and scholarly contributions of Temesgen Tora. His work is centered on Teaching English as a Foreign Language, with particular emphasis on reflective teaching practices, language instruction methodologies, curriculum development, and teacher professional growth. Through university teaching, supervision, and publication activities, he has contributed to discussions concerning effective English language education in Ethiopian and international educational contexts.[1]

Keywords

Teaching English as a Foreign Language (TEFL), English Language Teaching (ELT), Reflective Teaching, EFL Instruction, Teacher Education, Curriculum Development, Language Pedagogy, Higher Education, Professional Development, Educational Research.

Introduction

With more than eighteen years of teaching and research experience across secondary and higher education institutions, Temesgen Tora has participated in educational initiatives aimed at improving language instruction and teacher effectiveness. His academic background includes a Bachelor of Arts in English Language and Literature, a Master of Arts in TEFL, and doctoral studies in Teaching English as a Foreign Language. His professional interests focus on strengthening instructional practices and enhancing learner outcomes through evidence-based educational approaches.[1]

Research Profile

Temesgen Tora serves as Assistant Professor of TEFL at Wolaita Sodo University. His research agenda examines reflective teaching strategies among English language instructors, classroom implementation practices, teacher beliefs, curriculum design, and language education in resource-constrained settings. His publications reflect a sustained engagement with pedagogical improvement and professional development within EFL environments.[1]

  • Task-Based Language Teaching
  • Second Language Acquisition
  • Curriculum Design and Materials Development
  • Reflective Teaching Practices
  • Teacher Education and Professional Development

Research Contributions

A notable contribution of Tora’s research concerns the investigation of reflective teaching strategies among English language instructors. His studies explore the practical implementation of reflective approaches, instructors’ perceptions, and mechanisms that support continuous professional development. These investigations provide insights into pedagogical practices and educational improvement within university language programs.[2]

His research also addresses language use in EFL classrooms, instructional methodology, curriculum implementation, and teacher effectiveness. Through empirical and mixed-methods studies, he has contributed to scholarly discussions regarding educational practice, language policy, and classroom engagement in multilingual learning environments.[3]

Publications

Temesgen Tora has authored and co-authored research publications addressing reflective teaching, English language instruction, teacher beliefs, and educational methodology. His publication record includes articles in peer-reviewed journals and conference proceedings that examine classroom practice, teacher development, and language education. Selected works include studies published in SN Social Sciences, Educational Administration: Theory and Practice, Studies in Science of Science, and other scholarly venues, demonstrating continued engagement with contemporary issues in English language teaching and learning.[2][4]

Research Impact

The academic work of Temesgen Tora contributes to ongoing discussions regarding effective language teaching practices and teacher professional development. His research findings support evidence-based approaches to classroom instruction and encourage reflective engagement among educators. Through publication, supervision, and academic service, he has participated in advancing educational scholarship within the field of English language teaching.[2]

Award Suitability

Based on documented teaching experience, scholarly publications, curriculum contributions, student supervision activities, and sustained engagement in English language education, Temesgen Tora demonstrates qualifications consistent with academic recognition programs such as the Top Teachers Awards. His professional profile reflects long-term commitment to educational development, teacher education, and research-informed instructional practice.[1]

Conclusion

Temesgen Tora’s academic record illustrates sustained contributions to teaching, research, curriculum development, and professional service within the field of English language education. His research on reflective teaching and EFL methodology contributes to scholarly understanding of language instruction and educator development. The combination of academic achievement, publication activity, and educational leadership establishes a profile aligned with professional recognition in higher education.[1]

References

  1. Professional Curriculum Vitae and Academic Profile of Temesgen Tora. Department of English Language and Literature, Wolaita Sodo University, Ethiopia. https://orcid.org/0009-0007-6666-6488
  2. Tora, T., Nehru, J., & Tiruneh, D. (2026). Strategies to enhance reflective teaching practices among English language instructors in South Ethiopian universities: a qualitative study. SN Social Sciences.DOI: https://doi.org/10.1007/s43545-026-01413-9
  3. Tora, T., Nehru, J., & Tiruneh, D. (2025). An Investigation into English Language Instructors’ Practices of Implementing a Reflective Teaching Strategy in EFL Classrooms: A Mixed Study at Higher Education. Studies in Science of Science.
  4. Tora, T. (2024). English Language Instructors’ Beliefs about Implementing Reflective Teaching Strategy in EFL Instructions: A Mixed Method Research. Educational Administration: Theory and Practice.
  5. Selected scholarly works include publications in Journal of Literature, Languages and Linguistics, International Journal of Current Research, and conference proceedings related to English language teaching, reflective practice, and educational methodology.