| Investigating teachers’ written corrective feedback practices in a Saudi EFL context: How do they align with their beliefs, institutional guidelines, and students’ preferences? A Alshahrani, N Storch Australian Review of Applied Linguistics 37 (2), 101-122, 2014 | 94 | 2014 |
| Investigation of written corrective feedback in an EFL context: beliefs of teachers, their real practices and students’ preferences AA Al Shahrani, N Storch Unpublished MA thesis, University of Melbourne, Australia, 2013 | 28 | 2013 |
| THE EFFECTIVENESS OF USING A HYBRID MODE OF AUTOMATED WRITING EVALUATION SYSTEM ON EFL STUDENTS’WRITING MA Mohsen, A Abdulaziz Teaching English with Technology 19 (1), 118-131, 2019 | 21 | 2019 |
| The acquisition of past temporality by two ESL learners at different levels of proficiency A AlShahrani Studies in Literature and Language 17 (1), 95-104, 2018 | 1 | 2018 |
| Forty-two years of computer-assisted language learning research: A scientometric study of hotspot research and trending issues MA Mohsen, S Althebi, R Alsagour, A Alsalem, A Almudawi, A Alshahrani ReCALL 36 (2), 230-249, 2024 | | 2024 |
| Role of Topic Familiarity and Gender Differences in Reading Comprehension AA Al Shahrani International Journal of English and Education, 2014 | | 2014 |
Neomy StorchLecturer in Applied Linguistics & ESL, Melbourne UniversityVerified email at unimelb.edu.au
