M
Mohamed Amin Embi
Researcher at National University of Malaysia
Publications - 148
Citations - 2167
Mohamed Amin Embi is an academic researcher from National University of Malaysia. The author has contributed to research in topics: Educational technology & Language learning strategies. The author has an hindex of 23, co-authored 148 publications receiving 1923 citations.
Papers
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Journal ArticleDOI
Effective Strategies for Increasing Citation Frequency
Nader Ale Ebrahim,Hadi Salehi,Mohamed Amin Embi,Farid Habibi Tanha,Hossein Gholizadeh,Seyed Mohammad Motahar,Ali Ordi +6 more
TL;DR: This is probably the first study to collect over 30 different ways to improve the citation record, and shows that the article visibility has tended to receive more download and citations.
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Mobile Learning Framework for Lifelong Learning
TL;DR: The proposed framework provides forward engineering support for the successful design of the future mobile lifelong learning systems and suggests how mobile learning applications can be designed with an understanding of factors and requirements and further applied to lifelong learning.
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The Use of Social Networking Sites among Malaysian University Students
TL;DR: In this paper, the authors present the results of a nationwide survey on tertiary level students in Malaysia, which showed that SNS penetration is not at full 100% as initially assumed.
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The Use of Information and Communication Technology (ICT) in Teaching ESL Writing Skills
TL;DR: The use of ICT in the teaching of ESL writing skills in Malaysian secondary schools is not very encouraging as mentioned in this paper, despite the existence of many studies showing positive effects of using Information and Communication Technology (ICT) in teaching and learning process in general.
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ESL Learners’ Interaction in an Online Discussion via Facebook
TL;DR: This paper investigated ESL learners' participation in an information-sharing task conducted via Facebook (FB) groups and their feedback on the use of FB groups as the platform for the activity, and they found that learners' substantial contribution to the group discussion despite their limited language ability and technical problems.