ŻĒŃÓķ English


In progressĀ 

  • Athareh Irannejad Parizi (in progress). Iranian EFL learnersā€™ perceptions of sociocultural competence in relation to their imagined identities.
  • Majid Ghyasi (in progress). A narrative inquiry into the identity of Iranian teachers of English in TuĢˆrkiye.
  • Jahan Looragi (in progress). Rapport management in Roudbari dialect of south Kerman vs. standard Persian: A sociolinguistic study.


  • FatemehĀ Momeni (2020). Exploring thesis committee membersā€™ verbal and non-verbal agreement/disagreement speech acts in Iranian TEFL studentsā€™ viva sessions.


  • Nahid Soltanian (2019).Ā Language identity, investment, and imagined community among Iranian English language learners: A longitudinal mix-method research.
  • Elham Gheidari (2019). Investigating the relationship between investment and language identity among Iranian EFL learners in terms of their proficiency level.
  • Haniye Seyri (2019). Authorial identity among Iranian vs. English native speakers: A corpus-based analysis of stance and engagement markers in research articles.
  • Ehsan Majidifard (2019). Attitudes of Tati speakers of Khorasan towards Farsi and Tati.
  • Ehsan Nemati (2019). Examining peer review bias in evaluating native and non-native English academic writings: The case of Iranian TEFL professors and graduate students.
  • Alireza Khaksar (2019).Ā Investigating the effect of linguistic imperialism on EFL and ESP teachersā€™ pedagogical practices.


  • Amirhossein Musavi (2018). Intercultural Communicative Competence development through watching movies and reading literary texts: An ICC course for Iranian university students.
  • Sara Habibi-Kasseb (2018). A corpus-based analysis of ā€œLe PetitĀ Princeā€ and its translations from a computational Linguistic perspective.
  • Saman Jamshidi (2018). Development and validation of the studentsā€™ authorial voice and identity questionnaire (SAVIQ): A multiphase study of authorial identity in the Iranian context.
  • Vida Orouji (2018).Ā The impact of negative/positive emotions on English language teachers` identity: A mixed-method research.


  • Maryam Faraji (2017). Reconstructing cultural awareness of Iranian EFL teachers with regard to English as an International Language (EIL) and their perception of teaching culture.
  • Somayeh Khalkhali (2017). Examining the relationship between Iranian EFL teachersā€™ intercultural competence and their professional identity considering their impacts on pedagogical preferences.
  • Ava Bahrami (2017). Cultural identity among Iranian English language teachers: A multi-phase mixed-method research.
  • Maryam Vaezi (2017). Creative writing among Iranian English language learners.


  • Farzane Tavangar Ranjbar (2016). Examining the relationship between EFL teachersā€™ social-emotional intelligence and their perceived communication competence in terms of gender and experience.
  • Zahra Mottaghi (2016). Attitude toward World Englishes among Iranian English language learners.
  • Akbar Ghaffari (2016). The analysis of intersemiotic translation of the novel ā€œThe Hunger Gamesā€ by Suzanne Collins and its cinematic version by Gary Ross.
  • Mehrdad Naghibian (2016). An integrated intercultural course for Iranian English language learners: When east meets west.


  • Ashkan Latifi (2015). The effect of a critical reflective course on the construction of Iranian EFL learnersā€™ identity: A case of an online EFL class.
  • Mahdi Hasanpour (2015). Examining the interactional metadiscourse markers in Iranian MA applied linguistics theses.


  • Masoumeh Rahimi (2014). The effect of video-driven tasks on the enhancement of intercultural communicative competence and WTC in Iranian English language learners.