Dr. Muhammad Rahimi
Singapore Institute of Technology, Singapore, Central Singapore, Singapore
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Academic Career Length
14Years (2013-Present)
(Calculated once Scilit publication data is synced: current year − year of first publication + 1)
Representative Publications
View All Publications20 July 2018 in Reading and Writing
Journal Article
Muhammad Rahimi
Lawrence Jun Zhang8 August 2017 in Discourse Processes
Journal Article
Muhammad RahimiLawrence Jun ZhangInvestigating the effects of task design and implementation features on second language (L2) production is necessary, as the findings can provide potential insights into pedagogical and assessment task design and sequencing as well as into the nature of L2 learners’ attentional resources. To this end, this study probed into the effects of task complexity and pretask planning on L2 writing production. Eighty L2 learners of upper-intermediate English proficiency were invited to complete two writing tasks of varying degrees of complexity in relation to the reasoning demands and the number of elements under pretask versus no pretask planning conditions. Results show that as a function of increasing task complexity, one dimension of the syntactic and lexical complexity, content, organization, and writing quality improved, whereas accuracy and fluency reduced. Providing 10 minutes pretask planning had significant favorable effects on one dimension of syntactic complexity and fluency, no effects on accuracy or lexical complexity, and significant positive impacts on the content, organization, and writing quality. These findings lend partial support to the Cognition Hypothesis, the Trade-off Hypothesis, and attentional funneling in L2 writing. Theoretical, methodological, and pedagogical implications of the study for task design and implementation as well as for task-based assessment in language education programs are discussed.
9 March 2018 in Language Teaching Research
Journal Article
Muhammad RahimiThe impacts of task characteristics on second language (L2) writing require further exploration. This study examined the effects of increasing task complexity on L2 argumentative writing. Upper-intermediate L2 learners performed two writing tasks with varying degrees of complexity in relation to the number of elements and the degree of reasoning. The learners’ writing was measured in terms of syntactic complexity, accuracy, lexical complexity, organization, content, and overall text quality. Increasing task complexity effected a significant desirable change in one dimension of syntactic complexity (notably the amount of subordination) and one dimension of lexical complexity (notably academic vocabulary use), had a significant adverse effect on accuracy, and led to the enhancement of content, organization, and writing quality. These findings lend support to the Trade-off Hypothesis, the Cognition Hypothesis, and the central tenet of Kellogg’s writing model. Methodological and pedagogical implications of the study are also discussed.
26 October 2021 in Reading & Writing Quarterly
Journal Article
Muhammad RahimiLawrence Jun ZhangExploring students’ experiences with instructional approaches and learning environments is of paramount significance, as students’ experiences influence their engagement and achievements. To this end, 148 students’ experiences with an engaging process-genre approach to research writing were explored to document their engagement with the approach and factors influencing their engagement and to examine whether students’ writing quality improved significantly. Students’ narratives, the researcher’s reflective journals, and students’ pretest and posttest scores on the Introduction part-genres were collected and analyzed through thematic analyses and a paired samples t-test. Our findings identified facilitators and indicators of student engagement with the approach and showed that students assisted each other agentively not only in doing the activities but also in sustaining engagement in and beyond the classroom. Students attributed their sustained engagement and achievements to observing the negotiated norms, to the teaching-learning cycle of the engaging process-genre approach, and to the teacher’s kindness, patience, and professional advice. These findings highlight the significance of learning experiences and suggest that teachers should consider adopting the engaging process-genre approach to establish negotiated norms, routines, and roles to trigger and sustain students’ engagement with learning-to-write activities and writing.
27 May 2023 in System
Journal Article
Muhammad RahimiKOKenneth Keng Wee Ong
Kenneth Keng Wee Ong
About Me
I am Assistant Professor at the Singapore Institute of Technology, holding a PhD in Education from the University of Auckland. My international academic career includes appointments as Associate Professor, and my expertise spans course leadership, curriculum design, teaching, assessment, research, and editorial service.
My PhD research, which focused on English Language and Communication Education, was highly commended by Professors Newton and Kuiken. I have published widely in SSCI-indexed journals, with my work continuing to receive strong citations. I am regularly approached by prospective PhD students seeking supervision.
As an engaging, student-centred educator, I have designed and taught courses at undergraduate and postgraduate levels in diverse international contexts. I have also mentored adjunct faculty and supervised theses to completion, earning excellent feedback and performance-based bonuses for my teaching, research, and service.
I serve on faculty recruitment panels, lead university courses, and chair the Communication Helpdesk. I also hold editorial roles with System and Dialogic Pedagogy and review for top-tier journals and publishers, including Springer Nature.
My impactful contributions to curriculum design, teaching, assessment, research, and academic leadership reflect my commitment to excellence in education and scholarship. I am dedicated to collaboration, innovation, and the transformative power of research and teaching.
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