ZAHRA KHAN
| PERSONAL INFORMATION | |||
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| zahrakhan.bukc@bahria.edu.pk | |||
| Phone Ext. | +92219924002-6 | ||
| Research Areas / Expertise | Genre Analysis, Continuous Professional Development, English Language Teaching, Language Teacher Education, Language Assessment, English for Specific purpose, Language Curriculum and Pedagogy, Classroom research, Language policy and Planning, Sociolinguistics, Language and Culture | ||
| QUALIFICATION | |||
| Degree | Passing Year | Majors | University |
| MS | 2017 | Applied Linguistics | NED University of Engineering & Technology |
| M.A | 2011 | English Linguistics | University of Karachi |
| BA | 2008 | Faculty of Arts | Khursheed Govt.Girls Degree College |
| TEACHING EXPERIENCE | |||
| Designation | From | To | Organization |
| Assistant Professor | 16-Jan-2018 | Present | Bahria University, Karachi Campus |
| Jr. Lecturer | 22-Jul-2014 | 27-Jan-2018 | Sir Syed University of Engineering and Technology |
| English Teacher | 13-Apr-2012 | 08-Aug-2014 | Army Public School-Saddar |
| English Teacher | 01-Jan-2012 | 28-Feb-2012 | Fauji Foundation Model School |
| English Teacher | 16-Dec-2008 | 31-Dec-2009 | The Educators |
Publications
Journals
- INVESTIGATING UNIVERSITY LEARNERS BELIEFS, ATTITUDES AND PERCEPTIONS ABOUT ENGLISH LANGUAGE TEACHING (ELT) AND LEARNING: A THEORETICAL REVIEW | Pakistan Journal of International Affairs
- Impact on English Language Learners Listening Comprehension and Acquisition of Vocabulary Through the Use of Subtitled Videos | Academy of Education and Social Sciences Review (AESSR)
- Investigating Vocabulary Learning Strategies of ESL Undergraduate Learners in Karachi Pakistan | Research Journal of Social Sciences & Economics Review
- Two Instructional Frameworks for Job Application Writing: Conventional ESP- Based Strategy Versus Genre-Analysis Based Strategy | journal of social sciences and interdisciplinary research
- Fundamental Considerations for a Writing Test Construction | Academy ofEducation and Social Sciences Review
- EXPLORING METALINGUISTIC AWARENESS OF PRESERVICE TEACHERS (PSTS): LEARNING TO EDUCATE LINGUISTICALLY DIVERSE STUDENTS | Pakistan Journal of International Affairs
- A Quasi-Experimental Study on the Impacts of Subtitles on Undergraduate ESL Students' Listening Comprehension and Vocabulary Learning | City University Research Journal of Literature and Linguistics
- INVESTIGATING ENGLISH LANGUAGE READING AND WRITING ANXIETY AMONG PAKISTANI UNIVERSITY STUDENTS: A CORRELATIONAL STUDY | Pakistan Journal of International Affairs
- Exploring English Language Learning Needs of Pakistani ESL Postgraduate Research Students | Academy of Education and Social Sciences Review AESSR
- Continuous Professional Development Needs for In-service English Language Teachers (INSELTs) at Tertiary Level: An Integrative Review | journal of Social Sciences and Media Studies
- Metacognitive Awareness and Utilization of Reading Strategies among Tertiary Level Students at Private Sector University in Karachi, Pakistan | Panacea Journal of Linguistics Literature PJLL
Conferences
- The effects of using subtitled videos to improve ESL Leareners Listening competency and vocabulary learning | 3rd National Research students conference on Language and Literature
- Enhancing writing competency through genre analysis based instruction | University of Sindh International Conference on Language and Literature
- Two Instructional Frameworks for Job Application Writing: Conventional ESP- Based Strategy Versus Genre-Analysis Based Strategy | ICLAP 2017
- Introducing Genre analysis for undergraduate ESP writing | NCLL2016 National Conference of Linguistics & Literature
- Metacognitive awareness of reading strategies and its variation of perceptions across semesters of tertiary students in a private sector university,Karachi | National conference on Managing Mega Cities (NCMMC)2024
- METACOGNITIVE AWARENESS OF READING STRATEGIES OF TERTIARY LEVEL STUDENTS AT A PRIVATE SECTOR UNIVERSITY IN KARACHI, PAKISTAN | 2nd Hamdard international conference of linguistics and Literature, Hamdard University
