Negmeldin Alsheikh

483 total citations
33 papers, 264 citations indexed

About

Negmeldin Alsheikh is a scholar working on Education, Literature and Literary Theory and Language and Linguistics. According to data from OpenAlex, Negmeldin Alsheikh has authored 33 papers receiving a total of 264 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 11 papers in Literature and Literary Theory and 9 papers in Language and Linguistics. Recurrent topics in Negmeldin Alsheikh's work include EFL/ESL Teaching and Learning (9 papers), Second Language Learning and Teaching (6 papers) and Early Childhood Education and Development (6 papers). Negmeldin Alsheikh is often cited by papers focused on EFL/ESL Teaching and Learning (9 papers), Second Language Learning and Teaching (6 papers) and Early Childhood Education and Development (6 papers). Negmeldin Alsheikh collaborates with scholars based in United Arab Emirates, United States and Egypt. Negmeldin Alsheikh's co-authors include Hala Elhoweris, Kagendo Mutua, Kouider Mokhtari, Sadiq Abdulwahed Ahmed Ismail, Muhammad Tariq Shafiq, Abdul Rauf, Maxwell Peprah Opoku, Rachel Takriti, Xu Liu and Ali Kemal Tekin and has published in prestigious journals such as SHILAP Revista de lepidopterología, PLoS ONE and IEEE Access.

In The Last Decade

Negmeldin Alsheikh

28 papers receiving 220 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Negmeldin Alsheikh United Arab Emirates 7 154 72 52 40 35 33 264
Oqab Alrashidi Australia 4 151 1.0× 58 0.8× 39 0.8× 37 0.9× 66 1.9× 5 311
Claudia van Kruistum Netherlands 12 220 1.4× 118 1.6× 52 1.0× 18 0.5× 32 0.9× 15 322
Pui Wah Doris 鄭佩華 Cheng Hong Kong 11 398 2.6× 81 1.1× 77 1.5× 22 0.6× 12 0.3× 18 475
Cheryl R. Ellerbrock United States 9 301 2.0× 54 0.8× 68 1.3× 38 0.9× 11 0.3× 34 402
Sue Lyle United Kingdom 9 289 1.9× 108 1.5× 65 1.3× 15 0.4× 57 1.6× 19 369
Rachel A. Valentino United States 7 223 1.4× 107 1.5× 42 0.8× 23 0.6× 24 0.7× 11 335
Anna Pauliina Rainio Finland 10 234 1.5× 60 0.8× 91 1.8× 16 0.4× 13 0.4× 21 314
Ana Camacho Portugal 8 229 1.5× 108 1.5× 34 0.7× 54 1.4× 43 1.2× 12 377
Sheila L. Macrine United States 9 94 0.6× 69 1.0× 39 0.8× 40 1.0× 7 0.2× 18 219
Neil Hufton United Kingdom 9 208 1.4× 58 0.8× 39 0.8× 63 1.6× 13 0.4× 13 290

Countries citing papers authored by Negmeldin Alsheikh

Since Specialization
Citations

This map shows the geographic impact of Negmeldin Alsheikh'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 Negmeldin Alsheikh with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Negmeldin Alsheikh more than expected).

Fields of papers citing papers by Negmeldin Alsheikh

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Negmeldin Alsheikh. 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 Negmeldin Alsheikh. The network helps show where Negmeldin Alsheikh may publish in the future.

Co-authorship network of co-authors of Negmeldin Alsheikh

This figure shows the co-authorship network connecting the top 25 collaborators of Negmeldin Alsheikh. A scholar is included among the top collaborators of Negmeldin Alsheikh 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 Negmeldin Alsheikh. Negmeldin Alsheikh is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Alsheikh, Negmeldin, et al.. (2025). Literacy development in early childhood education in the United Arab Emirates: exploring teachers’ perspectives. Teacher Development. 30(1). 100–121.
2.
3.
Zaki, Nazar, et al.. (2025). A Systematic Review of Pretrained Models in Automated Essay Scoring. IEEE Access. 13. 121902–121917. 1 indexed citations
4.
Alsheikh, Negmeldin, et al.. (2024). Understanding the moderators of parental involvement in the early schooling of children in neoliberal and multicultural societies. International Journal of Educational Research Open. 7. 100333–100333. 1 indexed citations
5.
Shafiq, Muhammad Tariq, et al.. (2024). Enhancing Construction Management Education through 4D BIM and VR: Insights and Recommendations. Buildings. 14(10). 3116–3116. 4 indexed citations
6.
7.
Opoku, Maxwell Peprah, et al.. (2024). Competence of teachers towards managing trauma among children with disabilities in Ghana. African Journal of Disability. 13. 1282–1282. 1 indexed citations
8.
Opoku, Maxwell Peprah, et al.. (2024). The nexus between the attitudes and self-concepts of gifted students in an Arab context. PLoS ONE. 19(6). e0304957–e0304957.
9.
Opoku, Maxwell Peprah, et al.. (2024). Understanding Early Childhood Education Leadership for Literacy Development in the United Arab Emirates. International Journal of Early Childhood. 57(3). 603–622. 2 indexed citations
10.
Belbase, Shashidhar, et al.. (2023). Academic Chairs’ Leaderships Styles and Teachers’ Job Satisfaction in Higher Education Institutions in UAE. volume-6-2023(volume-6-issue-2-june-2023-6). 119–134. 1 indexed citations
11.
Opoku, Maxwell Peprah, et al.. (2023). An exploration of the self-concept of gifted students in the United Arab Emirates. Current Psychology. 43(14). 12696–12708. 1 indexed citations
12.
Alsheikh, Negmeldin, et al.. (2023). Bio-networking among librarians, parents, and children in a modern children’s library: a phenomenological study. Information and Learning Sciences. 124(3/4). 92–109. 1 indexed citations
13.
Alsheikh, Negmeldin, et al.. (2023). Affordances as experienced by university faculties during and after the sudden transition to online teaching. Heliyon. 9(2). e13159–e13159. 1 indexed citations
14.
Alsheikh, Negmeldin, et al.. (2023). Between Vision and Revision: English Language Teachers Accentuating Their Voices about 21st Century Skills. 31(1). 25–50. 3 indexed citations
15.
Alsheikh, Negmeldin, et al.. (2021). The affordance of culturally-based texts and EFL Arab college students’ gain in communication skill: A mixed method study. Journal of Language and Linguistic Studies. 17(1). 346–367.
16.
Alsheikh, Negmeldin, et al.. (2020). Exploring the Interplay of Free Extensive Voluntary ESL Reading with Intensive Reading of Arabic Native Speakers. International Journal of Instruction. 13(4). 295–314. 4 indexed citations
17.
Alsheikh, Negmeldin. (2017). The Primacy of Bilinguals and Trilinguals College Students’ Views on Reading and Language Learning. English Language Teaching. 11(1). 150–150. 1 indexed citations
18.
Alsheikh, Negmeldin. (2011). Three Readers, Three Languages, Three Texts: The Strategic Reading of Multilingual and Multiliterate Readers.. ˜The œreading matrix. 11(1). 34–53. 16 indexed citations
19.
Alsheikh, Negmeldin, et al.. (2010). Parenting Style, Self-Esteem and Student Performance in the United Arab Emirates. SHILAP Revista de lepidopterología. 13(1). 25 indexed citations
20.
Elhoweris, Hala, et al.. (2004). College Students' Myths about Diversity and What College Faculty Can Do.. Multicultural education. 12(2). 13–18. 4 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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