Eman Ismael joined King’s College London Language Centre in 2016.

She completed her BSc in Business Information Technology (2008) at University of Westminster, her Postgraduate Diploma in Teaching Arabic (2011) at School of Oriental and African Studies and her MA in Teaching Arabic (2017) at London Metropolitan University. She is a Higher Education Fellow and speaks Arabic and English. 

With over 18 years of experience in language instruction both in the UK and internationally, Eman has developed a strong expertise in teaching Arabic for assessed module, evening courses, and intensive courses. Her research focuses on classroom interaction, effective feedback methods, and teaching strategies. She is also deeply interested in exploring diverse teaching methods and strategies in teaching Arabic linguistics. Her responsibilities include: creating innovative resources and course materials, coordinating with different colleagues regarding teaching materials,  providing effective feedback for formative assessment and marking verbal and written examinations. 

Research, Scholarly projects and Academic Awards

Nominated for a King’s Education Award 2025

Teacher-Student Interaction and Feedback• The Impact of Teacher-Students Conferences on Arabic Learners in Higher Education• The students’ perception of teachers’ oral feedback and how it reflects on their learning progress• The impact of teachers’ feedback on motivation, self-assess and self-correction

Assessment and Evaluation Practices• Rubrics: Evaluating students’ assessment literacy through rubrics at CIEL, a world café that showcases a cross-college initiative for fairer assessment

Pedagogical Approaches: Project-Based Learning (PBL)• Learn the Arabic Language Through History (LALTH): Impact of Using Translanguaging in Project-Based Learning Framework• Project-Based Learning (PBL): “Learn the Arabic Language Through History (LALTH) approach• Project-Based Learning (PBL): Learning Arabic Language and Culture Through Art

Linguistic and Language Learning Factors• Does the Arabic writing system or Romanisation have an Impact on students’ learning language skills and motivation to learn Arabic?• The importance of contrastive analysis and error analysis for Arabic language students in universities• The phenomenon of praise and blame in the Arabic language5. Technology in Language Learning• Quizlet for Active Learning (case study)• Technology Enhanced Feedback: Using Padlet to give feedback in a language course

Academic Publications:

Academic Publications:

Ismael, E. (2022) نقد لرواية اللص والكلاب وتحليل لأساليب الإثارة التي استخدمها نجيب محفوظ [online]. Available at: https://www.academia.edu/37191564/نقد_لرواية_اللص_والكلاب_وتحليل_لاساليب_الاثارة_التي_استخدمها_نجيب_محفوظ [Accessed 12 Jun. 2025].

Ismael, E. (2022) حياة نجيب محفوظ وتأثيرها على رواياته [online]. Available at: https://www.academia.edu/37191555/حياة_نجيب_محفوظ_وتاثيرها_على_رواياته [Accessed 12 Jun. 2025].

Ismael, E. (2022) ‘Quizlet for active learning (case study)’, Active Learning at King’s [Blog], 3 May. Available at: https://blogs.kcl.ac.uk/activelearning/2022/05/03/quizlet-for-learning-vocabulary/ [Accessed 12 Jun. 2025].

Ismael, E. (2021) ‘Technology enhanced feedback: Using Padlet to give feedback in a language course’, Assessment for Learning at King’s [Blog], 19 January. Available at: https://blogs.kcl.ac.uk/aflkings/2021/01/19/technology-enhanced-feedback-using-padlet-to-give-feedback-in-a-language-course/ [Accessed 12 Jun. 2025].

Ismael, E. (2021) ‘Developing feedback strategies: Arabic teacher in a language centre’, in Bale, R. and Seabrook, M. (eds.) Introduction to university teaching. London: SAGE Publications, Case Study 11.2