Graham, K. M., Kim, H., Choi, Y., & Eslami, Z. E. (2020). CLIL as a balance for gender differences?: The effect of gender on CLIL writing outcomes. Journal of Immersion and Content-Based Language Education. Advance online publication. https://doi.org/10.1075/jicb.20007.gra
Graham, K. M., Elsheikh, A., & Eslami, Z. R. (2020). Reflection on the mobilities, immobilities, inequalities, and traveling ideas in Qatar. The Journal of AsiaTEFL, 17(2), 626-634. http://doi.org/10.18823/asiatefl.2020.17.2.20.626
Graham, K. M., & Eslami, Z. R. (2020). Does the Simple View of Writing explain L2 writing development?: A meta-analysis. Reading Psychology. https://doi.org/10.1080/02702711.2020.1768989
Graham, K. M., & Eslami, Z. R. (2019). Attitudes toward EMI in East Asia and the Gulf: A systematic review. Language Problems and Language Planning, 43(1), 8-31. https://doi.org/10.1075/lplp.00030.gra
Hillman, S. K., Graham, K. M., & Eslami, Z. R. (2019). Teachers’ translanguaging practices at an international branch campus in Qatar. English Teaching and Learning, 43, 41-63. https://doi.org/10.1007/s42321-018-0015-3
Graham, K. M., Choi, Y., Davoodi, A., Razmeh, S., & Dixon, L. Q. (2018). Language and content outcomes of content-based instruction: A systematic review. Latin American Journal of Content & Language Integrated Learning, 11(1), 19-37. https://doi.org/10.5294/laclil.2018.11.1.2