EMAD ALI ALAWAD ALI

@mcbs.edu.om

General Education Department
Modern College of Business and Science

EMAD ALI ALAWAD ALI


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https://researchid.co/emadalawad
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.
11

Scopus Publications

50

Scholar Citations

4

Scholar h-index

1

Scholar i10-index

Scopus Publications

  • Lexical and Structural Competence in Undergraduate EFL Students’ Source-Based Academic Reports: A Discourse Analysis within Applied Linguistics
    Emad Ali Alawad
    Arab World English Journal, 2026
    Source-based writing is an important yet under-researched aspect of English-medium instruction (EMI) and English as a foreign language (EFL). Students often struggle to write reports that demonstrate lexico-grammatical variety, cohesion, and coherent paraphrasing. This study investigated how student reports manifest the relationships among lexical control, structural clarity, and genre awareness, both intentionally and unintentionally. The data consist of 35 student reports on a published article, along with surveys and reflections. A genre-informed analysis was conducted, and quantitative findings were triangulated with qualitative data from student insights and textual excerpts. Findings indicate partially developed genre awareness and lexical and sentence clarity, but persistent difficulty with paraphrasing, transitions, and argument independence. Students were confident repurposing ideas from the source text but found it challenging to integrate them cohesively into their own arguments. Lexical precision and cohesive progression were influential factors. The study demonstrates that genre awareness enhances structural competence, skill, and coherence without replacing them. It also highlights students’ areas of difficulty and confidence. Recommendations for genre-informed pedagogical practices that focus on lexical sophistication, argument progression, and source-based integration are offered to help students move from reproduction to argumentation
  • Source integration practices and pedagogical implications in English academic writing: A case study of Omani undergraduates
    Emad A. Alawad
    Reading and Writing South Africa, 2026
    Background: College students often struggle with integrating sources because of unclear academic expectations and limited instruction. This study examines these challenges to inform the development of more effective pedagogical support. Objectives: The purpose of this research is to analyse the challenges faced by English as a Foreign Language students in applying APA-style citation and referencing, as well as in summarising and paraphrasing. Using assessment data drawn from the institutional course learning outcomes (CLOs) dashboard, the study evaluates the extent to which these academic writing skills have been mastered and, in turn, determines the efficacy of current teaching strategies. Methods: Data from 60 ENG101 students at the Modern College of Business and Science in Muscat, Oman, were analysed quantitatively using a standardised assessment rubic to assess source-integration skills. Institutional CLOs’ dashboard figures were also reviewed to validate rubric scores, and to identify citation and paraphrasing trends. Results: Although participants demonstrated stronger summarising and paraphrasing skills (78% and 80%, CLO 5), they struggled with citation and referencing (67% and 65%, CLO 4), with errors in accuracy, integration, and formatting. These weaknesses compromise research credibility and highlight the urgent need for targeted instructional strategies. Conclusion: Students showed stronger summarising and paraphrasing skills, but weaker citation and referencing performance. These findings underscore the need for integrated pedagogy and adaptive feedback tools. Future research should also examine broader contexts and citation styles. Contribution: The study contributes to academic writing pedagogy by identifying English as a Foreign Language students’ challenges with source-integration skills, including citation, referencing, summarising, and paraphrasing, and by proposing targeted instructional strategies that foster ethical source use, strengthen academic integrity, and prepare learners for advanced research.
  • Writing as developmental learning in L2 contexts: An interpretive case study using constructivist and register theory
    Emad A. Alawad, Ahmed M. Al Mata'ni, Arwa A. Alhinai
    Reading and Writing South Africa, 2026
    Background: Writing development in higher education requires both linguistic control and cognitive engagement. Register theory and constructivist pedagogy provide a framework for evaluating how students use language to persuade, reason, and reflect ethically in academic contexts. Objectives: To investigate how genre–based assessment and constructivist reflection in argumentative writing enhance developmental learning and rhetorical awareness among second–language university students. Method: Twenty–seven essays and 23 reflections were analysed. Essays were scored using register dimensions of field, tenor, and mode, while reflections were thematically coded for indicators of developmental learning. Results: Students wrote argumentative essays on artificial intelligence in education. Their control of tenor and mode was evident in persuasive organisation, while field scores reflected moderate lexical precision shaped by engagement with the theme. Reflections revealed metacognitive growth and ethical awareness, showing that students were both writing to learn and learning to write. Conclusion: Students demonstrated consistent control of tenor and mode, moderate lexical precision, and growth in metacognitive and ethical awareness. The combined rubric and thematic coding offered a multidimensional view of writing performance and progression. Contribution: The study responds to calls for integrated register– and genre-based approaches, proposing a methodology that connects text-based features of content knowledge with metacognition, thereby contributing new insights to applied linguistics on writing as learning.
  • Linguacultural Insights from Eponymic Words: An Analysis of Contexts and Coinage Sources in Arabic and English
    Journal of African Languages and Literary Studies, 2025
  • An Interdisciplinary Review and Synthesis of Applied Linguistics in Translation Studies: Bridging Gaps and Advancing Research
    Emad A. Alawad, Fatima A. Hamid
    Architecture Image Studies, 2025
    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.
  • Improving Student Engagement, Referencing Skills, and Argument Quality via Panel Discussions in the Prewriting Phase: A Case Study
    Theory and Practice in Language Studies, 2025
  • Comparative Analysis of Feedback Practices and Perspectives in Online Academic Writing Assessments at Two Regional Tertiary Institutions
    Emad A. Alawad, Fatima A. Hamid
    World Journal of English Language, 2025
    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.
  • Guarding Integrity: A Case Study on Tackling AI-Generated Content and Plagiarism in Academic Writing
    Emad A. Alawad, Hazar H. Ayadi, Arwa A. Alhinai
    Theory and Practice in Language Studies, 2025
    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.
  • TRANSFORMATIVE ASSESSMENT IN ACADEMIC WRITING: AI-BASED FEEDBACK SYSTEMS WITH ADAPTIVE RUBRICS
    Emad Ali Alawad
    Journal of Teaching English for Specific and Academic Purposes, 2025
    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.
  • Synecdoche-Related Comprehension Challenges for Modern College of Business and Science EFL Students: A Case Study
    Emad A. Alawad
    Journal of Language Teaching and Research, 2024
    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.
  • Exploring and Enhancing Comprehension of Elliptical Constructions in Students‟ Academic Writing: A Case Study
    Emad A. Alawad, Elhafiz M. Ahmed
    World Journal of English Language, 2024

RECENT SCHOLAR PUBLICATIONS

  • Writing as developmental learning in L2 contexts: An interpretive case study using constructivist and register theory
    EA Alawad, A Al Mata’ni, A Alhinai
    Reading and Writing (South Africa) 17 (1), 1-12 , 2026
    2026
  • Psycholinguistics and Subconscious Language Processing: A Systematic Review of Writing Performance in Struggling Students
    EA Alawad, EM Ahmed, A Mugtaba, Ahmed
    The International Journal of Humanities Education , 2026
    2026
  • Lexical and Structural Competence in Undergraduate EFL Students’ Source-Based Academic Reports: A Discourse Analysis within Applied Linguistics
    EA Alawad, EM Ahmed
    Arab World English Journal (AWEJ) 17 (1), 206-219 , 2026
    2026
  • Source integration practices and pedagogical implications in English academic writing: A case study of Omani undergraduates
    EA Alawad
    Reading and Writing (South Africa) 17 (1), 1-7 , 2026
    2026
    Citations: 2
  • Linguacultural Insights from Eponymic Words: An Analysis of Contexts and Coinage Sources in Arabic and English
    EA Alawad
    Journal of African Languages and Literary Studies 6 (3), 7-26 , 2025
    2025
  • Pedagogical Determinants of Variability in Course Learning Outcome Attainment in Academic Writing: A Case Study
    EA Alawad, A Mujumdar, A Ali
    Journal of Cultural Analysis and Social Change, 2842-2852 , 2025
    2025
  • An Interdisciplinary Review and Synthesis of Applied Linguistics in Translation Studies: Bridging Gaps and Advancing Research
    EA Alawad, FA Hamid
    Architecture Image Studies 6 (3), 1246-1257 , 2025
    2025
  • Improving Student Engagement, Referencing Skills, and Argument Quality via Panel Discussions in the Prewriting Phase: A Case Study
    EA Alawad, EM Ahmed, S Nassim
    Theory and Practice in Language Studies 15 (7), 2217 -2226 , 2025
    2025
    Citations: 3
  • Guarding Integrity: A Case Study on Tackling AI-Generated Content and Plagiarism in Academic Writing
    EA Alawad, HA Hazar, AA Arwa
    Theory and Practice in Language Studies 15 (6), 1730-1742 , 2025
    2025
    Citations: 10
  • TRANSFORMATIVE ASSESSMENT IN ACADEMIC WRITING: AI-BASED FEEDBACK SYSTEMS WITH ADAPTIVE RUBRICS
    EA Alawad
    THE JOURNAL OF TEACHING ENGLISH FOR SPECIFIC AND ACADEMIC PURPOSES 13 (1 … , 2025
    2025
    Citations: 9
  • Observations and Attitudes on Classroom-Based Peer Feedback Dynamics in Academic Writing: Apprehension and Engagement
    EA Alawad, A Mujumdar
    Linguistic and Philosophical Investigations 24 (1), 191-201 , 2025
    2025
    Citations: 2
  • Comparative Analysis of Feedback Practices and Perspectives in Online Academic Writing Assessments at Two Regional Tertiary Institutions
    EA Alawad, FA Hamid
    World Journal of English Language 15 (4), 327 - 340 , 2025
    2025
    Citations: 5
  • AI-Driven Analysis: A Case Study on Assessing Argumentation Proficiency and Skill Development Through Sequential Submissions
    EA Alawad
    Linguistic and Philosophical Investigations 24 (1), 108 -117 , 2025
    2025
    Citations: 4
  • Synecdoche-Related Comprehension Challenges for Modern College of Business and Science EFL Students: A Case Study
    EA Alawad
    Journal of Language Teaching and Research 15 (5), 1571-1580 , 2024
    2024
    Citations: 4
  • Exploring and Enhancing Comprehension of Elliptical Constructions in Students‟ Academic Writing: A Case Study
    EA Alawad, EM Ahmed
    World Journal of English Language 14 (4) , 2024
    2024
    Citations: 9
  • The Efficacy of Literature Teaching Methods Currently Adopted in Promoting Sudanese Secondary Level Students' Performance
    EA Alawad
    جامعة السودان للعلوم والتكنولوجيا , 2021 ‎
    2021
  • Phonological Intricacies for EFL Undergraduates in Accentuating Particular Parts of an Utterance
    EA Alawad
    SUST Journal of Linguistic and Literary Studies 22 (2), 100 - 114 , 2021
    2021
  • Impediments to E-Learning Adoption in Public Tertiary Institutions in Sudan
    FA Mohammed, EA Alawad
    SUST Journal of Linguistic and Literary Studies 22 (2), 31 - 40 , 2021
    2021
  • Assessment of Sudanese Secondary Level Students' Comprehensibility of English Sentences Containing Polysemous Words
    EA Alawad
    Sudan University of Science and Technology , 2020
    2020
  • Exploring the Prosodic and Functional Intricacy of English Intonation for EFL Undergraduates
    EA Alawad
    Sudan University of Science & Technology , 2020
    2020

MOST CITED SCHOLAR PUBLICATIONS

  • Guarding Integrity: A Case Study on Tackling AI-Generated Content and Plagiarism in Academic Writing
    EA Alawad, HA Hazar, AA Arwa
    Theory and Practice in Language Studies 15 (6), 1730-1742 , 2025
    2025
    Citations: 10
  • TRANSFORMATIVE ASSESSMENT IN ACADEMIC WRITING: AI-BASED FEEDBACK SYSTEMS WITH ADAPTIVE RUBRICS
    EA Alawad
    THE JOURNAL OF TEACHING ENGLISH FOR SPECIFIC AND ACADEMIC PURPOSES 13 (1 … , 2025
    2025
    Citations: 9
  • Exploring and Enhancing Comprehension of Elliptical Constructions in Students‟ Academic Writing: A Case Study
    EA Alawad, EM Ahmed
    World Journal of English Language 14 (4) , 2024
    2024
    Citations: 9
  • Comparative Analysis of Feedback Practices and Perspectives in Online Academic Writing Assessments at Two Regional Tertiary Institutions
    EA Alawad, FA Hamid
    World Journal of English Language 15 (4), 327 - 340 , 2025
    2025
    Citations: 5
  • AI-Driven Analysis: A Case Study on Assessing Argumentation Proficiency and Skill Development Through Sequential Submissions
    EA Alawad
    Linguistic and Philosophical Investigations 24 (1), 108 -117 , 2025
    2025
    Citations: 4
  • Synecdoche-Related Comprehension Challenges for Modern College of Business and Science EFL Students: A Case Study
    EA Alawad
    Journal of Language Teaching and Research 15 (5), 1571-1580 , 2024
    2024
    Citations: 4
  • Improving Student Engagement, Referencing Skills, and Argument Quality via Panel Discussions in the Prewriting Phase: A Case Study
    EA Alawad, EM Ahmed, S Nassim
    Theory and Practice in Language Studies 15 (7), 2217 -2226 , 2025
    2025
    Citations: 3
  • Source integration practices and pedagogical implications in English academic writing: A case study of Omani undergraduates
    EA Alawad
    Reading and Writing (South Africa) 17 (1), 1-7 , 2026
    2026
    Citations: 2
  • Observations and Attitudes on Classroom-Based Peer Feedback Dynamics in Academic Writing: Apprehension and Engagement
    EA Alawad, A Mujumdar
    Linguistic and Philosophical Investigations 24 (1), 191-201 , 2025
    2025
    Citations: 2
  • Code-Switching: Pedagogical Method in Bridging the Linguistic Gap between Students' Mother Tongue and English language
    EA Alawad
    SUST Journal of Linguistic and Literary Studies 21 (4), 14-25 , 2020
    2020
    Citations: 2
  • Writing as developmental learning in L2 contexts: An interpretive case study using constructivist and register theory
    EA Alawad, A Al Mata’ni, A Alhinai
    Reading and Writing (South Africa) 17 (1), 1-12 , 2026
    2026
  • Psycholinguistics and Subconscious Language Processing: A Systematic Review of Writing Performance in Struggling Students
    EA Alawad, EM Ahmed, A Mugtaba, Ahmed
    The International Journal of Humanities Education , 2026
    2026
  • Lexical and Structural Competence in Undergraduate EFL Students’ Source-Based Academic Reports: A Discourse Analysis within Applied Linguistics
    EA Alawad, EM Ahmed
    Arab World English Journal (AWEJ) 17 (1), 206-219 , 2026
    2026
  • Linguacultural Insights from Eponymic Words: An Analysis of Contexts and Coinage Sources in Arabic and English
    EA Alawad
    Journal of African Languages and Literary Studies 6 (3), 7-26 , 2025
    2025
  • Pedagogical Determinants of Variability in Course Learning Outcome Attainment in Academic Writing: A Case Study
    EA Alawad, A Mujumdar, A Ali
    Journal of Cultural Analysis and Social Change, 2842-2852 , 2025
    2025
  • An Interdisciplinary Review and Synthesis of Applied Linguistics in Translation Studies: Bridging Gaps and Advancing Research
    EA Alawad, FA Hamid
    Architecture Image Studies 6 (3), 1246-1257 , 2025
    2025
  • The Efficacy of Literature Teaching Methods Currently Adopted in Promoting Sudanese Secondary Level Students' Performance
    EA Alawad
    جامعة السودان للعلوم والتكنولوجيا , 2021 ‎
    2021
  • Phonological Intricacies for EFL Undergraduates in Accentuating Particular Parts of an Utterance
    EA Alawad
    SUST Journal of Linguistic and Literary Studies 22 (2), 100 - 114 , 2021
    2021
  • Impediments to E-Learning Adoption in Public Tertiary Institutions in Sudan
    FA Mohammed, EA Alawad
    SUST Journal of Linguistic and Literary Studies 22 (2), 31 - 40 , 2021
    2021
  • Assessment of Sudanese Secondary Level Students' Comprehensibility of English Sentences Containing Polysemous Words
    EA Alawad
    Sudan University of Science and Technology , 2020
    2020