Syed Muhammad Mujtaba is a Senior Lecturer of Linguistics at KSBL. He has around 10 years of teaching experience at various higher education institutions in Karachi. During these years, Mr. Mujtaba has taught various courses of English, including Business Communication, Managerial Communication, Functional English, Public Speaking, and Academic & Professional Writing. Mr. Mujtaba has also assisted in designing the course outlines and learning material for these courses.
In addition to teaching, Mr. Mujtaba is keenly interested in conducting scholarly research. His areas of research are L2 writing, written corrective feedback, individual differences, and technology in teaching and learning English. Mr. Mujtaba has published his scholarly work in top-notch SSCI indexed journals of Taylor & Francis, Wiley, and Elsevier.
Mr. Mujtaba holds a Master degree in English language teaching (ELT) from the National University of Modern Languages (NUML) and an M.Phil. in English degree from IQRA University. He has also completed CELTA (Certificate in Teaching English to Speakers of Other Languages) from the University of Cambridge. Currently, Mr. Mujtaba is doing his Ph.D. in English language skills from University Sains Malaysia. He has completed his dissertation and waiting for the viva.
Education
- English language skills (scholar) (Ph.D.) in University Sains Malaysia, Penang. (Sept 2019- Nov 2022)
- English (M.Phil.) in IQRA University. (2018)
- MA English language teaching (ELT) in NUML. (2015)
- CELTA (Certification) in University of Cambridge. (2015)
Teaching Experience:
- September 2022- Present
Senior Lecturer Linguistics, KSBL
- September 2015- Present
Adjunct Faculty English- Creative Writing, Bahria University, Karachi
- January 2016- September 2022
Senior Lecturer English language, IQRA University (North Campus)
- June- 2015- December 2015
Lecturer English language, Muhammad Ali Jinnah University (MAJU)
- January – 2014- November 2014
Lecturer English language, College of Banking and Finance
Workshops
- Effective Business Communication for Working Professional, Al Baraka Bank
- Teaching Reading Comprehension Effectively, SPELT annual conference 2015
- Ethics in Writing (Citation and Referencing), Salim Habib University, Karachi
Publications & Research
- Mujtaba, S. M.*, Parkash, R., & Nawaz, M. W. (2019). Do Indirect Coded Corrective
Feedback, and Teachers Short Affective Comments Improve the Writing Performance
and Learners Uptake? Reading & Writing Quarterly, 1-
14.https://doi.org/10.1080/10573569.2019.1616638 (SSCI 2020 IF 1.181 5-Year IF
1.874) * corresponding author
- Mujtaba, S.M., Gol, A. K, & Parkash, R. (2021). A study on the relationship between
language aptitude, vocabulary size, working, memory and L2 writing accuracy. Foreign
Language Annals, 54 (4), 1059-1081. https://doi.org/10.1111/flan.12584 (SSCI 2021
IF2.976)
- Mujtaba, S.M., Reynolds, B.L., Parkash, R., & Singh, M. K. M. (2021). Individual and
Collaborative Processing of Written Corrective Feedback Affects Second Language
Writing Accuracy and Revision. Assessing Writing.
https://doi.org/10.1016/j.asw.2021.100566 (SSCI 2021 IF 3.164 5-Year IF 3.780)
- Mujtaba, S.M. *, Parkash, R., & Reynolds, B.L. (2022). The Effects of Language
Proficiency and Online Translator Training on Second Language Writing Complexity,
Accuracy, Fluency, and Lexical Complexity. CALL- EJ, 23 (1), 149-166 (SCOPUS 2020
SJR 0.16 CiteScore 0.45 Q2) * corresponding author
- Mujtaba, S.M. *, Parkash, R., Singh, M.K.M., & Gol, A.K. (2022). The effect of
computer-mediated feedback on L2accuracy. Does the difference in learners’ perceptual
style moderate the effectiveness of the feedback? Computers in the Schools.
https://doi.org/10.1080/07380569.2022.2041891 (SCOPUS 2020 SJR 0.52 CiteScore 1.6
Q1) * corresponding author
- Mujtaba, S.M.*, Singh, M.K.M. (2022, accepted). The Efficacy of Written Corrective
Feedback in ESL/EFL Context: A Synthesis of Present and Past Studies. MEXTESOL
Journal. (SCOPUS 2020 SJR 0.103 SNIP 0.010 CiteScore 0.1 Q4) *corresponding
author
- Mujtaba, S.M., Gol, A.K., & Parkash, R. (2022, accepted). The impact of writing
strategy instruction: Undergraduate students’ academic writing performance and strategy
use. (SCOPUS 2021 SJR 0.207 SNIP 0.247 Citescore 0.257 Q2)
