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

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.