Abdollahzadeh, E., Ahmed, A., Myhill, D. (2025). Metadiscourse and Voice in Argument Writing in L1 Arabic and L2 English. Routledge | Taylor and Francis Group.

Ahmed, A., Troudi, S., Riley, S. (2020). Feedback in L2 English Writing in the Arab World: Inside the Black Box. Palgrave Macmillan, UK.

Al-Hendawi, M., Ahmed, A., Albertine, S. (2019). Tradition Shaping Change: General Education in the Middle East and North Africa. The American Association of Colleges and Universities (AAC&U), USA.

Ahmed, A., Abouabdelkader, H. (2018). Assessing EFL Writing in the 21st Century Arab World: Revealing the Unknown. Palgrave Macmillan, UK.

Ahmed, A., Abouabdelkader, H. (2016). Teaching EFL Writing in the 21st Century Arab World: Realities and Challenges. Palgrave Macmillan, UK.

Ahmed, A. (2020). Feedback in L2 writing at Arab world universities: Contexts, issues, and challenges. In A. Ahmed, S. Troudi, & S. Riley (Eds.), Feedback in L2 English writing in the Arab world: Inside the black box. Palgrave Macmillan.

Al-Hendawi, M., Baker, D. N., & Ahmed, A. (2019). The core curriculum program at Qatar University from initiation to internalization: Successes, challenges, and future directions. In M. Al-Hendawi, A. Ahmed, & S. Albertine (Eds.), Tradition shaping change: General education in the Middle East and North Africa. The American Association of Colleges and Universities.

Ahmed, A. (2018). Assessment of EFL writing in some Arab world university contexts: Issues and challenges. In A. Ahmed & H. Abouabdelkader (Eds.), Assessing EFL writing in the 21st century Arab world: Revealing the unknown. Palgrave Macmillan.

Williams, J., Ahmed, A., & Bamigbade, W. A. (2017). Writing centers in higher education institutions in Qatar: A critical review. In O. Z. Barnawi (Ed.), Writing centers in the higher education landscape of the Arabian Gulf. Palgrave Macmillan, UK.

Ahmed, A. (2016). EFL writing instruction in an Egyptian university classroom: An emic view. In A. Ahmed & H. Abouabdelkader (Eds.), Teaching EFL writing in the 21st century Arab world: Realities & challenges. Palgrave Macmillan, UK.

Ahmed, A. (2008). The effect of using the whole language approach on developing Egyptian secondary students’ English composition writing. In C. Coombe, A. Jendli, & P. Davidson (Eds.), Teaching writing skills in EFL: Theory, research and pedagogy (1st ed.). TESOL Arabia Publications.

Ahmed, A., Zhang, X., Rezk, L., & Zaghouani, W. (2024). Building a New Source of Data for L1 Arabic & L2 English Writing: The Qatari Corpus of Argumentative Writing (QCAW). Corpus-based Studies across Humanities.

Myhill, D., Ahmed, A., Rezk, L. (2024). Qatari Student Writers’ Metalinguistic Understanding of Transitions in Written Argument. Language Awareness. 33(2), Pages 328-346. Routledge: Taylor & Francis.

Myhill, D., Ahmed, A., Rezk, L. (2023). Engaging with readers: Students’ metalinguistic understanding of the use of pronouns in building reader-writer relationships. Linguistics and Education, 75, 101184.

Ahmed, A. & Zhang, X. (2023). Students’ Voice in L2 English Writing: A Systematic Review of Literature. Ampersand: An Interdisciplinary Journal of Language Sciences and Bilingualism, 10, 100114.

Ahmed, A., Zhang, X., Rezk, L., Pearson, W. (2023). Transition markers in learners’ argumentative writing: A cross-linguistic analysis of L1 Arabic and L2 English writing. Ampersand: An Interdisciplinary Journal of Language Sciences and Bilingualism, 100110.

Myhill, D., Ahmed, A., Abdollazadeh, E. (2022). Going meta: Bringing together an understanding of metadiscourse with students’ metalinguistic understanding. Language Teaching, 56(1), Cambridge Core, Cambridge University Press.

Ahmed, A. (2020). From reluctance to addiction: Qatari undergraduate students’ perspectives and challenges of using reflective journals on learning. Reflective Practice, 21(2), Taylor & Francis.

Ahmed, A. (2019). Students’ Reflective Journaling: An Impactful Strategy that Informs Instructional Practices in an EFL Writing University Context in Qatar. Reflective Practice, 20(4), Taylor & Francis.

Ahmed, A., Ibrahim, A. (2019). Effects and Students’ Perspectives of Blended Learning on English/Arabic Translation. Arab Journal of Applied Linguistics. 4(1).

Ahmed, A., Troudi, S. (2018). Exploring EFL Writing Assessment in an
Egyptian University Context: Teachers and Students’ Perspectives. Journal of Language Teaching and Research, 9(6). Academy Publication.

Ahmed, A., Myhill, D. (2016). The impact of the socio-cultural context on L2 English writing of Egyptian university students. Learning, Culture and Social Interaction, 11, 117-129.

Ahmed, A. (2010). Students’ Problems with Cohesion and Coherence in EFL Essay Writing in Egypt: Different Perspectives. Literacy Information and Computer Education Journal (LICEJ), 1(4). Informatics Society.

Ahmed, A. (2010). Contextual Challenges to Egyptian Students’ Writing Development. International Journal of Arts and Sciences, 3(14). 503-522.

Soheir, S. Ahmed, A. (2009). Missing Electronic Feedback in Egyptian EFL Essay Writing Classes. ERIC, ED505841.

Ahmed, A. (2008) Ontological, Epistemological and Methodological Assumptions: Qualitative Versus Quantitative. ERIC, ED504903.

Ahmed, A. (2007). FL/SL Reading Comprehension Knowledge and Attitudes of Postgraduate Students at the University of Exeter, UK. ERIC, ED497748.

Ahmed, A. (2006). The Effect of Using the Whole Language Approach on Developing Some Composition Writing Skills in English for Experimental Secondary Students in Egypt. ERIC, ED497775.