EMAD ALI ALAWAD ALI
@mcbs.edu.om
General Education Department
Modern College of Business and Science
Emad A. Alawad was born in Sudan. He earned his Bachelor of Education in English from Omdurman Islamic University in February 1996 and his Master of Arts from the Sudan University of Science and Technology in October 2017. He completed his Ph.D. in Applied Linguistics there in January 2020. He has held various educational positions. Since September 2023, he has been an Assistant Professor in General Education Department at Modern College of Business and Science in Muscat, Oman. Previously, he was a lecturer at Prince Sattam bin Abdulaziz University (Dec 2021 - Aug 2023), an Assistant Professor at Al Qalam College’s Faculty of Medicine (Aug 2019 - Aug 2021), and a lecturer at Comboni College and Sudan University (2017-2019). He also taught at APTECH Computer Education (Jan 2012 - Jan 2016) and British Educational Institutes (Mar 2015 - Oct 2015) and was an English teacher in Saudi Arabia (2000-2009) and Sudan (1996-2000). His commitment to teaching English significantly influences lang
EDUCATION
Bachelor of Education: English Language and Literature, 01/1996
Omdurman Islamic University - Omdurman
Master of Arts: Linguistics, 01/2017
Sudan University of Science and Technology - Khartoum
Dissertation Title: "Investigating the Pedagogical Role of Code-Switching in Bridging the Linguistic Gap between the Arabic & Target Language".
Applied Linguistics, 01/2020
Sudan University of Science and Technology - Khartoum
Dissertation Title: "Exploring the Prosodic and Functional Intricacy of English Intonation for EFL Undergraduates"
RESEARCH, TEACHING, or OTHER INTERESTS
Language and Linguistics, Language and Linguistics, Arts and Humanities, Arts and Humanities
FUTURE PROJECTS
Linguistic Strategies for Inclusive Education: Promoting Equitable Opportunities for College Students with Special Needs in Oman
This study examines how linguistic strategies can support inclusive education for college students with special needs in Oman. By focusing on simplified language, culturally responsive communication, and adaptive assessments, the research highlights how tailored approaches enhance academic engagement and social inclusion. Drawing on qualitative data from Omani colleges, it identifies effective practices and areas for improvement. The findings call for policy support and educator training to promote equitable learning environments aligned with Oman’s vision for inclusive education.
Applications Invited
Submitted to The Research Council, Oman.
Scopus Publications
Scopus Publications
Emad A. Alawad, Aarati Mujumdar, and Ameena Ali
Brighteredge Press Resources
The current study analyzes the differences in attainment of Course Learning Outcomes (CLOs) for three sections of ENG 102: English Composition 2 at the Modern College of Business and Science. Using a case study approach, the research conducts quantitative examinations of student performance records alongside rubric-based evaluation to identify achievement trends pertaining to four specific CLOs: mastery of the argumentative structure, counterargument development, report writing, and the composition of research papers through both collaborative authorship and source integration as described in CLO 4. The results indicate that although CLO 2 showed relative consistency across sections, CLOs 1, 3, and 4 exhibited significant differences. The higher performance observed in CLO 1 for Sections D1 and D2 may be attributable to the benefits of scaffolded genre-based instruction, while stronger attainment of CLO 3 in Section D7 seems to reinforce the notion that an early, explicit teaching of report writing serves propulsive purposes. On the contrary, the consistently lower performance across all sections in CLO 4 raises concerns about insufficient instructional scaffolding in the guided practice of collaborative research writing and source integration. Though instructional approaches were not directly observed, the conclusions offer opportunities for partially evidence-based hypotheses concerning the possible impact of instructional design and rubric alignment on student performance. To improve the attainment of CLOs in the given context, it is suggested that variability be streamlined by adopting standardized rubrics, collaborating on a skeletal instructional framework across sections, and integrating research writing instruction in the early parts of the course.
Emad A. Alawad and Fatima A. Hamid
Creative Publishing House
This study explores the translation gap interconnected by three disciplines: applied linguistics, cognitive linguistics, sociolinguistic adaptation, and artificial intelligence (AI). This aims to address theoretical shortcomings and methodological limitations and build comprehensive models of cross-linguistic translation consistency, accuracy, and cultural adaptation. This study adopts a systematic review of four dimensions: cross-linguistic socio-cognitive discourse mediation, negotiation, AI-assisted translation frameworks, and interdisciplinary conceptual frameworks. It compares models and identification techniques to explore translation methodologies and potentially identify accuracy issues in discourse. The results demonstrate that AI enhances the range of operational possibilities for translation without compromising cultural ideology. However, its discourse is not sufficiently fluid and lacks a complete understanding of the context in some cases. Gaps in pragmatic management, voice bias, and excessive autonomy also highlight the need for human intervention in discourse control and for integrating AI results to achieve greater accuracy in cross-linguistic translation. However, dialogue must be reframed: voice roles must be adjusted to suit the context; more innovative revision processes must be implemented; Develop a coherent policy for regulating ethical content from now on, and continue to develop collaborative human input to ensure its integration. By employing sociolinguistic precision alongside multidisciplinary strategies, adopting progressive support manuals at all levels, and implementing translator training programs, a standard for cultural integration will be strengthened.
Emad A. Alawad and Fatima A. Hamid
Sciedu Press
This study addresses the gap in comparative analyses of feedback strategies in online writing assessments at higher education institutions in the Gulf region. Although previous research has examined different facets of online feedback, direct institutional comparisons have been overlooked. This research provides new insights into effective feedback techniques through a comparative study of feedback approaches at the Modern College of Business and Science (MCBS) in Oman and Qassim University (QU) in Saudi Arabia. The primary aim is to investigate faculty practices and perceptions regarding online feedback, evaluating its effectiveness and impact on student success. By examining how faculty members provide online feedback and its effects on students' achievements, the study seeks to enhance students' academic writing skills and mastery of disciplinary knowledge. The findings contribute to the conversation on effective feedback strategies in contemporary education, offering valuable insights for improving feedback practices, informing faculty development, guiding institutional policies, and enriching the broader literature on online teaching and assessment. The study's conclusions were based on data gathered from 41 respondents and analyzed through quantitative and qualitative methods, providing a comprehensive understanding of online feedback practices and their impact on enhancing EFL students’ writing skills.
Emad A. Alawad, Hazar H. Ayadi, and Arwa A. Alhinai
Academy Publication
Artificial intelligence presents both opportunities and challenges for academic integrity. While it assists in identifying dishonest behavior, it also raises ethical questions about privacy and surveillance. This study analyzed AI-generated content and plagiarism rates in freshman writing assessments submitted to Turnitin, examining the factors influencing these rates and students' perceptions. Using a descriptive-analytical approach, two key questions were posed regarding plagiarism and AI-generated content in online submissions and the characteristics of the participants involved. An analysis of 50 essays revealed average plagiarism rates of 11% and 14%, alongside AI usage rates of 38% and 49%. Additionally, a demographic analysis and a survey involving 65 students from the ENG102 advanced writing course were conducted to assess their attitudes toward plagiarism and AI-generated content, highlighting significant academic integrity concerns. The findings indicate that students valued academic integrity but were divided on whether the use of AI constitutes cheating or provides an academic boost to their studies. Interviews with five teachers revealed significant demographic and contextual factors influencing plagiarism. The study concluded with recommendations to foster integrity and transparency, emphasizing academic integrity as a core institutional value.
Emad Ali Alawad
University of Nis
This study analyzed the effect of AI feedback on students' writing skills, providing reliable and impartial assessments. The study assessed the capability of artificial intelligence to provide feedback and conducted a comparative analysis with conventional methods employed for enhancing student writing skills. Sixty-three students in the Academic Writing course at the Modern College of Business Science were selected as the sample, of which 14 actively participated in focused discussions. A combination of pre-tests, post-tests, and rubrics aligned with course objectives served as the primary research tools, ensuring the feedback remained relevant. One group received feedback based on AI, while another received traditional feedback. Additionally, qualitative data was collected through focused discussions to gain deeper insights. The results suggest combining adaptive rubrics with AI-based feedback can enhance assessment methods and retention. These findings are expected to significantly contribute to the future use of AI in education, as there is substantial potential to transform feedback and assessment across various educational contexts.
Emad A. Alawad
Academy Publication
This case study explores the comprehension challenges related to synecdoche among EFL students at the Modern College of Business and Science (MCBS). Recognizing a gap in the literature, the study aims to understand the difficulties students face when dealing with synecdochical contexts and to identify contributing factors. Two instruments were employed: a synecdoche comprehension test and a student questionnaire, completed by 96 MCBS students. Additionally, a teacher questionnaire was administered to 10 participants to gain further insights. The results reveal a wide range of understanding, with only 31 out of 69 participants passing the comprehension test, indicating a prevalent misunderstanding of synecdochical phrases. The teachers’ questionnaire highlighted important variables affecting students’ comprehension of synecdoche. The findings suggest a need for targeted teaching strategies to improve comprehension of synecdoche among EFL students.
Emad A. Alawad and Elhafiz M. Ahmed
Sciedu Press
This study explores and enhances the comprehension and use of elliptical constructions in academic writing among EFL students at the Modern College of Business and Science (MCBS). Elliptical constructions, linguistic phenomena where certain words or phrases are intentionally omitted to avoid redundancy, present unique challenges in academic writing contexts. The study, involving 50 students and six teachers from three institutions, employs a Quantitative Content Analysis method and a questionnaire based on the Likert scale and open-ended questions. The research aims to enhance students’ comprehension and use of elliptical constructions, with two specific objectives: to assess the level of awareness among students regarding the use of elliptical constructions in their written work, and to formulate strategies to improve students’ comprehension and application of elliptical constructions in academic writing. The findings reveal varying degrees of awareness and usage among students, with those scoring higher demonstrating noticeable competency. However, teachers’ opinions on effective strategies diverged, indicating a need for more focused strategies. The study suggests that effective teaching strategies should consider the diverse methods employed by teachers and emphasize real-world applications, interactive learning, and personalized feedback. This approach is anticipated to enhance students’ understanding and use of elliptical constructions in their academic writing.