Taher Ben Khalifa | Language | Research Excellence Award

Published on by Popular Scientist

Dr. Taher Ben Khalifa | Language | Research Excellence Award

Assistant Professor | King Faisal University | Tunisia

Dr. Taher Ben Khalifa is an academic specializing in applied linguistics with expertise in discourse analysis, critical discourse analysis, and language pedagogy. His research focuses on political discourse, ideology, identity construction, and power relations, applying argumentation theories and systemic functional linguistics. He has contributed through numerous journal articles and book chapters addressing racism, migration narratives, and contemporary educational challenges. His professional experience includes teaching at undergraduate and postgraduate levels, supervising research, and developing academic curricula. He is actively involved in editorial and reviewing roles, supporting scholarly dissemination. His publication metrics include an h-index of 3, with 19 citations across 14 documents, reflecting his growing research impact.

Citation Metrics (Google Scholar)

20

15

10

5

0

Citations
19

Documents
14

h-index
3

🟦 Citations    🟥 i10-index    🟩 h-index


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Featured Publications

Mohammad Reza Anani Sarab | Language | Best Researcher Award

Published on by Popular Scientist

Dr. Mohammad Reza Anani Sarab | Language | Best Researcher Award

Faculty Member | Shahid Beheshti University | Iran

Dr. Mohammad Reza Anani Sarab is a distinguished scholar in applied linguistics and TESOL, recognized for his extensive contributions to language education, teacher development, curriculum design, and assessment literacy. His research explores communication strategies in teacher talk, reflective practice, teacher cognition, pragmatics instruction, academic vocabulary, cognitive diagnostic assessment, and the alignment of English language teaching with evolving global models of English. He has authored and co-authored influential monographs, coursebooks, book chapters, and numerous peer-reviewed articles in respected international journals, addressing key issues such as language teacher reflection, intercultural appropriacy in instructional materials, reading comprehension processes, language assessment literacy, and mixed-methods research synthesis. His work frequently bridges theory and practice, offering empirical insights into teacher beliefs, instructional effectiveness, pragmatic competence, and learner engagement. Dr. Anani Sarab has played a major role in national curriculum development initiatives, contributing to the design of English language programs and school textbooks, and has been actively involved in professional associations, editorial boards, and academic committees. His expertise spans undergraduate, postgraduate, and doctoral education, where he has taught and supervised advanced research in language teaching methodologies, assessment, and applied linguistics. He has delivered numerous conference presentations, offering thought-leading perspectives on curriculum reform, communicative language teaching, teacher education, and the role of materials in shaping learner outcomes. His scholarly output reflects a sustained commitment to improving language education through rigorous research, critical inquiry, and educational innovation.

Profiles: Scopus | Orcid | Google Scholar

Featured Publications

Mardian, F., & Anani Sarab, M. R. (2025). A bibliometric analysis of research on language teacher reflection, 1991–2024. Reflective Practice. Advance online publication.

Anani Sarab, M. R., & Mardian, F. (2024). Multilingual testing and assessment. International Journal of Multilingualism.

Anani Sarab, M. R., & Amini Farsani, M. (2024). Second-order synthesis of meta-analytic studies in applied linguistics (1998–2021). Quality & Quantity, 58, 1–25.

Anani Sarab, M. R., & Jabbarzadeh Sani, B. (2024). Enhancing elementary EFL learners’ willingness to communicate through communication strategy training. English Teaching & Learning, 48, 1–20.

Anani Sarab, M. R., & Mardian, F. (2023). Reflective practice in second language teacher education: A scoping review. Journal of Education for Teaching, 49(5), 1–20.