Mohammed Farrah

610 total citations
38 papers, 371 citations indexed

About

Mohammed Farrah is a scholar working on Education, Language and Linguistics and Literature and Literary Theory. According to data from OpenAlex, Mohammed Farrah has authored 38 papers receiving a total of 371 indexed citations (citations by other indexed papers that have themselves been cited), including 26 papers in Education, 13 papers in Language and Linguistics and 6 papers in Literature and Literary Theory. Recurrent topics in Mohammed Farrah's work include EFL/ESL Teaching and Learning (12 papers), Online and Blended Learning (8 papers) and Technology-Enhanced Education Studies (8 papers). Mohammed Farrah is often cited by papers focused on EFL/ESL Teaching and Learning (12 papers), Online and Blended Learning (8 papers) and Technology-Enhanced Education Studies (8 papers). Mohammed Farrah collaborates with scholars based in Palestinian Territory, Malaysia and Italy. Mohammed Farrah's co-authors include Francesca Helm, Sarah Guth and Nuraihan Mat Daud and has published in prestigious journals such as SHILAP Revista de lepidopterología, Language learning & technology and Studies in English Language and Education.

In The Last Decade

Mohammed Farrah

34 papers receiving 319 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Mohammed Farrah Palestinian Territory	11	242	114	101	88	61	38	371
Mohammad Sadegh Bagheri Iran	10	194 0.8×	100 0.9×	98 1.0×	150 1.7×	59 1.0×	51	363
Nooreiny Maarof Malaysia	11	212 0.9×	113 1.0×	140 1.4×	124 1.4×	67 1.1×	32	374
Lily Compton United States	6	173 0.7×	64 0.6×	77 0.8×	62 0.7×	60 1.0×	10	251
Abdorreza Tahriri Iran	12	160 0.7×	60 0.5×	111 1.1×	99 1.1×	60 1.0×	52	316
Ghada Awada Lebanon	9	176 0.7×	110 1.0×	49 0.5×	66 0.8×	34 0.6×	27	279
Tracey S. Hodges United States	12	243 1.0×	55 0.5×	48 0.5×	122 1.4×	61 1.0×	37	319
İsmail Çakır Türkiye	9	191 0.8×	131 1.1×	160 1.6×	73 0.8×	90 1.5×	25	366
Terrell A. Young United States	11	187 0.8×	42 0.4×	71 0.7×	118 1.3×	114 1.9×	62	344
Munassir Alhamami Saudi Arabia	11	123 0.5×	60 0.5×	98 1.0×	27 0.3×	117 1.9×	36	283
Ashraf Atta M. S. Salem Egypt	9	114 0.5×	40 0.4×	66 0.7×	54 0.6×	41 0.7×	21	215

Countries citing papers authored by Mohammed Farrah

Since Specialization

Citations

This map shows the geographic impact of Mohammed Farrah's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Mohammed Farrah with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Mohammed Farrah more than expected).

Fields of papers citing papers by Mohammed Farrah

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Mohammed Farrah. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Mohammed Farrah. The network helps show where Mohammed Farrah may publish in the future.

Co-authorship network of co-authors of Mohammed Farrah

This figure shows the co-authorship network connecting the top 25 collaborators of Mohammed Farrah. A scholar is included among the top collaborators of Mohammed Farrah based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Mohammed Farrah. Mohammed Farrah is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Farrah, Mohammed, et al.. (2024). Palestinian EFL Students' Attitudes Toward E-Learning and Blended Learning during the 7th of October War on Gaza. 4(1). 19–32. 3 indexed citations

Farrah, Mohammed, et al.. (2023). Challenges of ELT during the New Normal: A Case Study of Malaysia, Turkey and Palestine. International Journal of Arabic-English Studies. 23(1). 377–400. 1 indexed citations

Farrah, Mohammed, et al.. (2023). Online Collaborative Activities during Covid-19: Students’ Perception. 4(1). 35–47. 1 indexed citations

Farrah, Mohammed, et al.. (2022). PALESTINIAN UNIVERSITY ENGLISH PROFESSORS AND STUDENTS' PERSPECTIVES OF ONLINE LEARNING DURING COVID-19 PANDEMIC. SHILAP Revista de lepidopterología. 5(2).

Farrah, Mohammed, et al.. (2021). Using drama in the Palestinian EFL classroom: teachers’ attitudes, advantages, problems, and teaching techniques. SHILAP Revista de lepidopterología. 11(1). 85–103. 1 indexed citations

Farrah, Mohammed, et al.. (2020). Online learning for EFL students in Palestinian universities during corona pandemic: Advantages, challenges and solutions. SHILAP Revista de lepidopterología. 34 indexed citations

Farrah, Mohammed. (2020). Enhancing the English Reading and Writing Skills of Palestinian English Majors by Using CALL. 5(2). 11. 6 indexed citations

Farrah, Mohammed, et al.. (2020). Investigating the effectiveness of flipped learning on enhancing students’ English language skills. SHILAP Revista de lepidopterología. 9(1). 193–204. 11 indexed citations

Farrah, Mohammed. (2019). MA TEFL Students' Reflection on a Practicum Course: A Qualitative Study. The Qualitative Report. 1 indexed citations

10.

Farrah, Mohammed, et al.. (2019). Eighth Grade Textbook Reading Comprehension Questions and Barrett's Taxonomy: Teachers' Perspectives at Hebron District, Palestine. 14(1). 9. 1 indexed citations

11.

Farrah, Mohammed, et al.. (2018). English Students' Attitudes Towards Using Flipped Classrooms in Language Learning at Hebron University. SHILAP Revista de lepidopterología. 10 indexed citations

12.

Farrah, Mohammed. (2018). Portfolio in the EFL Writing Classroom Students Perspectives. Dirasat Human and Social Sciences. 45(3).

13.

Farrah, Mohammed, et al.. (2016). Using Short Stories in the EFL Classroom. 24(1). 12 indexed citations

14.

Farrah, Mohammed, et al.. (2016). Using Cartoon in Language Classroom from a Constructivist Point of View. Arab World English Journal. 3(3). 239–245. 7 indexed citations

15.

Farrah, Mohammed. (2013). The Role of Demographic and Personal Variables on the Palestinian Students’ Perceptions of a Blended Learning English Class. An-Najah University Journal for Research - B (Humanities). 28(4). 993–1026. 3 indexed citations

16.

Farrah, Mohammed, et al.. (2013). The Impact of Three Types of Written Feedback on the Motivation and Writing Skill of English Major Students at Hebron University. An-Najah University Journal for Research - B (Humanities). 28(5). 1275–1297. 5 indexed citations

17.

Farrah, Mohammed. (2012). Reflective Journal Writing as an Effective Technique in the Writing Process. An-Najah University Journal for Research - B (Humanities). 26(4). 997–1025. 36 indexed citations

18.

Helm, Francesca, Sarah Guth, & Mohammed Farrah. (2012). Promoting dialogue or hegemonic practice? Power issues in telecollaboration. Language learning & technology. 16(2). 103–127. 38 indexed citations

19.

Farrah, Mohammed. (2012). The Impact of Peer Feedback on Improving the Writing Skills Among Hebron University Students. An-Najah University Journal for Research - B (Humanities). 26(1). 179–210. 34 indexed citations

20.

Farrah, Mohammed. (2011). Attitudes Towards Collaborative Writing Among English Majors in Hebron University. 11 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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