| Adapting teaching strategies to Arab student needs in an EFL classroom K Raza Journal of Ethnic and Cultural Studies 5 (1), 16-27, 2018 | 32 | 2018 |
| Differentiated instruction in English language teaching: Insights into the implementation of Raza’s teaching adaptation model in Canadian ESL classrooms K Raza TESL Ontario Contact Magazine 46 (2), 41-50, 2020 | 22 | 2020 |
| Policy development in TESOL and multilingualism: Past, present and the way forward K Raza, CA Coombe, D Reynolds Springer, 2021 | 15 | 2021 |
| What makes an effective TESOL teacher in the Gulf? An empirical exploration of faculty-student perceptions for context-specific teacher preparation K Raza, C Coombe Journal of Ethnic and Cultural Studies 8 (1), 143-162, 2021 | 14 | 2021 |
| Context specific leadership in English language program administration: what can we learn from the autoethnographies of leaders? K Raza, M Manasreh, M King, Z Eslami International Journal of Leadership in Education, 1-21, 2021 | 12 | 2021 |
| Materials development in EALP legal writing courses RD Brown, K Raza Language Teaching Research Quarterly, 2020 | 11 | 2020 |
| Enacting a multilingual policy for economic growth: Exploiting the China–Pakistan economic corridor project to create linguistic harmony in Pakistan K Raza Policy development in TESOL and Multilingualism: Past, present and the way …, 2021 | 8 | 2021 |
| Student-teacher responsibilities in English studies: An empirical analysis of Arab student and English faculty perceptions K Raza Arab World English Journal (AWEJ) Volume 10, 2019 | 8 | 2019 |
| Global-contextual TESOL leadership in diverse and multi-dimensional contexts: A paradigmatic shift K Raza, C Chua International Journal for Leadership in Learning 22 (1), 305-339, 2022 | 6 | 2022 |
| Learner Preferences for Teacher Corrective Feedback: A Survey Study of Arab Students from Qatar. K Raza Language Teaching Research Quarterly 11, 43-53, 2019 | 6 | 2019 |
| Linguistic outcomes of language accountability and points-based system for multilingual skilled immigrants in Canada: A critical language-in-immigration policy analysis K Raza, C Chua Journal of Multilingual and Multicultural Development, 1-15, 2022 | 5 | 2022 |
| Past, present, and ways forward: Toward inclusive policies for TESOL and multilingualism K Raza, C Coombe, D Reynolds Policy development in TESOL and multilingualism: Past, present and the way …, 2021 | 5 | 2021 |
| A conceptual framework on imaginative education-based engineering curriculum K Raza, S Li, C Chua Science and Education, 2023 | 4 | 2023 |
| Pakistan’s English in education policy: A study of drawbacks K Raza English Language Teaching in Pakistan, 101-116, 2022 | 4 | 2022 |
| Language acquisition theory and context in materials development for second language writing courses K Raza, RD Brown | 4 | 2021 |
| A CASE STUDY OF KOSOVAN TEACHERS'TRANSITION TO DISTANCE EDUCATION DURING THE COVID-19 PANDEMIC M Morina, A Uka, K Raza International Journal on Innovations in Online Education 5 (2), 2021 | 4 | 2021 |
| Language Policy for China-Pakistan Cooperation. Language on the Move. K Raza https://www.languageonthemove.com/language-policy-for-china-pakistan …, 2020 | 4* | 2020 |
| Mental models and engineering education: A literature review S Li, C Chua, J Campo, K Raza Canadian Engineering Education Association (CEEA) 2022 Conference, 2022 | 3 | 2022 |
| The Alignment of English Language Teacher Association Conference Themes: An Investigation of TESOL International Association and IATEFL K Raza The Role of Language Teacher Associations in Professional Development 1, 117-129, 2018 | 2* | 2018 |
| Work-integrated learning: Un-stigmatizing blue-collar adult learners in Singapore by embracing visibility C Chua, JLM Soo, K Raza Journal of Adult and Continuing Education, 0, 2024 | 1 | 2024 |
Christine CoombeHigher Colleges of Technology在 hct.ac.ae 的电子邮件经过验证
