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Assistant Professor

Dr Muhammad Rahimi

PhD in Education (Applied Linguistics), The University of Auckland, New Zealand
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Biography

Muhammad Rahimi, PhD, is an Assistant Professor in the Centre for Professional Communication (CPC) at Singapore Institute of Technology (SIT). He earned his PhD in Education (Applied Linguistics & TESOL) from the University of Auckland, New Zealand. He has over two decades of experience teaching undergraduate and postgraduate students in multiple countries. His publications have appeared in leading international journals, such as Language Teaching Research (SSCI-indexed); System: An International Journal of Educational Technology and Applied Linguistics (SSCI-indexed); Reading and Writing: An Interdisciplinary Journal (SSCI-indexed), Discourse Processes (SSCI-indexed); and Reading and Writing Quarterly (SSCI-indexed). He is a reviewer, article editor, and editorial board member for leading international journals. His areas of research and teaching interests and expertise span English language and communication education, generative artificial intelligence (GenAI) for education, critical and creative thinking education, student engagement, advancing justice in education, and research methodologies.

Education

  • PhD in Education (Applied Linguistics)
    The University of Auckland , New Zealand

Achievements

  • Outstanding Contribution: System: An International Journal of Educational Technology and Applied Linguistics (Elsevier; SSCI-indexed, Q1)

Professional Memberships

  • International Association of Applied Linguistics
  • Singapore Association for Applied Linguistics

Corporate Experience

  • Manuscript Reviewer/Referee/Advisory Board Member: System: An International Journal of Educational Technology and Applied Linguistics (Elsevier; SSCI-indexed, Q1)
  • Manuscript Reviewer/Referee/Advisory Board Member: Language Learning (Wiley-Blackwell; SSCI-indexed, Q1)
  • Manuscript Reviewer/Referee/Advisory Board Member: Assessing Writing (Elsevier; SSCI-indexed, Q1)
  • Manuscript Reviewer/Referee/Advisory Board Member: TESOL Quarterly (Flagship journal of TESOL; SSCI-indexed, Q1)
  • Manuscript Reviewer/Referee/Advisory Board Member: Language Teaching Research (Sage Publications; SSCI-indexed, Q1)
  • Manuscript Reviewer/Referee/Advisory Board Member: Studies in Second Language Acquisition (Cambridge Core; SSCI-indexed, Q1)
  • Manuscript Reviewer/Referee/Advisory Board Member: Reading and Writing: An Interdisciplinary Journal (Springer; SSCI-indexed, Q1)
  • Manuscript Reviewer/Referee/Advisory Board Member: RELC journal (Sage Publications; SSCI-indexed, Q1)
  • Manuscript Reviewer/Referee/Advisory Board Member: International Journal of Psychology (Wiley-Blackwell; SSCI-indexed, Q1)
  • Manuscript Reviewer/Referee/Advisory Board Member: Innovation in Language Learning and Teaching (Taylor & Francis; SSCI-indexed, Q1)
  • Manuscript Reviewer/Referee/Advisory Board Member: Sage Open (Sage Publications; SSCI-indexed, Q1) as a reviewer and article editor
  • Manuscript Reviewer/Referee/Advisory Board Member: Curriculum Perspectives (Springer; SSCI-indexed, Q1)
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Research Interests

  • Current Research Interests:

    • English language and communication education

    • Generative artificial intelligence (GenAI) in education

    • Critical and creative thinking education

    • Student engagement

    • Advancing justice in education

    • Research methodologies

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Journal Papers

  • Rahimi, M. (2025). Synergising dialogic teaching with competencies-trained GenAI dialoguing for critical thinking and communication competencies. Journal of University Teaching and Learning Practice. https://open-publishing.org/journals/index.php/jutlp/article/view/1342/1023

    Rahimi, M., & Blackstone, B. (2025). Developing and facilitating a workplace communication workshop for engineering student interns: Implications for practice. Journal of Education, Innovation, and Communication, 7(1), 51–67. https://doi.org/10.34097/jeicom-7-1-3

    Rahimi, M. (2024). Effects of integrating motivational instructional strategies into a process-genre writing instructional approach on students’ engagement and argumentative writing. System: An International Journal of Educational Technology and Applied Linguistics, 121, Article 103261. https://doi.org/10.1016/j.system.2024.103261 (SSCI-indexed, Q1)

    Rahimi, M. (2024). Exploring the role of teachers’ cognitions and practices of teaching English speaking skills in students’ learning (dis)engagement. The Language Learning Journal, 1–15. https://doi.org/10.1080/09571736.2024.2438868 (SSCI-indexed, Q1)

    Rahimi, M., & Ong, K. W. (2024). Access and equity: the two most important aspects of applied learning. Times Higher Education. https://www.timeshighereducation.com/campus/access-and-equity-two-most-important-aspects-applied-learning

    Rahimi, M. (2023). Developing and analysing an authentic technical proposal writing assignment through the lens of an authenticity framework: Implications for practice. Journal of Applied Learning & Teaching, 6(2), 1-6. https://doi.org/10.37074/jalt.2023.6.2.28 (Scopus-indexed, Q1)

    Rahimi, M., & Ong, K. W. (2023). Exploring expert teachers' cognitions and practices of teaching English speaking and their students’ experiences and engagement. System: An International Journal of Educational Technology and Applied Linguistics. 115, Advance online publication. https://doi.org/10.1016/j.system.2023.103064 (SSCI-indexed, Q1)

    Rahimi, M., & Zhang, L. J. (2022). Effects of an engaging process-genre approach on student engagement and writing achievements. Reading and Writing Quarterly, 38(5), 487-503. https://doi.org/10.1080/10573569.2021.1982431(SSCI-indexed, Q1)

    Rahimi, M. (2019). Effects of increasing the degree of reasoning and the number of elements on L2 argumentative writing. Language Teaching Research, 23(5), 633-654. https://doi.org/10.1177/1362168818761465 (SSCI-indexed, Q1)

    Rahimi, M., & Zhang, L. J. (2019). Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language. Reading and Writing, 32(3), 761-786. https://doi.org/10.1007/s11145-018-9887-9 (SSCI-indexed, Q1)

    Rahimi, M., & Pakzadian, M. (2019). English teachers’ attitudes toward their new roles promoted by English-as-an-international-language pedagogy. Indonesian TESOL Journal, 1(2), 1-16. https://doi.org/10.24256/itj.v1i2.607 (DOAJ-indexed) 

    Rahimi, M., & Pakzadian, M. (2019). English Learners’ Attitudes toward English as an International Language: A Qualitative Inquiry. i-Manager's Journal on English Language Teaching, 9(4), 28-40. https://doi.org/10.26634/jelt.9.4.16107 (indexed in ProQuest, ERIC, Google Scholar, Indian Citation Index)

    Rahimi, M., & Zhang, L. J. (2018). Effects of task complexity and planning conditions on L2 argumentative writing production. Discourse Processes, 55(8), 726-742.https://doi.org/10.1080/0163853X.2017.1336042(SSCI-indexed, Q1)

    Rahimi, M., & Zhang, L. J. (2016). The role of incidental unfocused prompts and recasts in improving English as a foreign language learners' accuracy. The Language Learning Journal, 44(2), 257-268. https://doi.org/10.1080/09571736.2013.858368(indexed in ESCI & Scopus, Q1)

    Rahimi, M., Zhang, L. J., & Esfahani, N. (2016). Advocating school-university partnership for responsive teacher education and classroom-based curricula: Evidence from teachers’ cognitions about principles of curriculum design and their own roles. Australian Journal of Teacher Education, 41(12), 82-96. https://doi.org/10.14221/ajte.2016v41n12.6 (indexed in Web of Science & Scopus, Q1)

    Rahimi, M., & Zhang, L. J. (2015). Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication. System: An International Journal of Educational Technology and Applied Linguistics, 55, 111-122. https://doi.org/10.1016/j.system.2015.09.006 (SSCI-indexed, Q1)

    Zhang, L. J., & Rahimi, M. (2014). EFL learners' anxiety level and their beliefs about corrective feedback in oral communication classes. System: An International Journal of Educational Technology and Applied Linguistics, 42, 429-439. https://doi.org/10.1016/j.system.2014.01.012(SSCI-indexed, Q1)

Conferences

  • Rahimi. M. (2014, November). Exploring the role of writing task complexity and anxiety in writing task difficulty and writing production. Paper presented at ALANZ Symposium at Auckland University of Technology, Auckland, New Zealand.

    Zhang, L. J., & Rahimi, M. (2018, March). Teachers’ cognitions about principles of curriculum design and their own roles. Paper presented in the TESOL 2018 convention, Chicago, Illinois, USA.

    Zhang, L. J., & Rahimi, M. (2016, April). Degree of reasoning and modulating effects of individual learner factors on the complexity of EFL writers’ argumentative text. Paper presented at the conference of the American Association for Applied Linguistics (AAAL), Orlando, Florida, USA.

Books

  • Rahimi, M. (2018). Writing Task Complexity, Motivational Beliefs, Anxiety, Planning and Second Language Writing. Beau Bassin: LAP Lambert Academic Publishing.

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