Tsiidzai Matsika | Language | Research Excellence Award

Published on by Popular Scientist

Dr. Tsiidzai Matsika | Language | Research Excellence Award

Lecturer| University of the Free State| South Africa

Dr. Tsiidzai Matsika is a multidisciplinary scholar whose research bridges literature, law, gender studies, and sustainable development, with a focus on African literature, critical discourse analysis, governance, and advocacy. She explores power, sustainability, and social justice through literary, cultural, and policy texts, engaging in both theoretical and applied research. Her work encompasses critical analyses of political narratives, gendered experiences, and postcolonial perspectives, contributing to literature, governance, and community engagement. She has authored books, peer-reviewed articles, and conference papers, and actively participates in academic editing, mentorship, and program development, fostering inclusive, interdisciplinary scholarship. Her work has received 13 citations with an h-index of 2.

Citation Metrics (Google Scholar) – Tsiidzai Matsika

15

10

5

0

Citations
13

h-index
2

🟦 Citations  🟩 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.