{"id":26,"date":"2015-04-30T17:39:27","date_gmt":"2015-04-30T14:09:27","guid":{"rendered":"http:\/\/sina.sharif.edu\/~srezaei\/?page_id=26"},"modified":"2025-09-02T12:07:38","modified_gmt":"2025-09-02T08:37:38","slug":"students","status":"publish","type":"page","link":"http:\/\/sina.sharif.edu\/~srezaei\/students\/","title":{"rendered":"Students"},"content":{"rendered":"

In progress\u00a0<\/span><\/p>\n

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  • Leila Farshbaf Dadjour (in progress).\u00a0Automated vs. Human Writing Evaluation: A Gender-Bias Analysis Using a Comparative Rubric in L2 Writing Assessment.\u00a0<\/span><\/li>\n
  • Majid Ghyasi (in progress). A narrative inquiry into the identity of Iranian teachers of English in Tu\u0308rkiye.<\/li>\n
  • Jahan Looragi (in progress). Rapport management in Roudbari dialect of south Kerman vs. standard Persian: A sociolinguistic study.<\/li>\n
  • Neda Eghbali (in progress). The impact of translanguaging practices on Iranian EFL learners\u2019 oral proficiency and identity construction in multilingual classes.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n

    \u06f2\u06f0\u06f2\u06f5<\/span><\/p>\n

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    • Bahar Shahiri (2025). An Intercultural and intracultural analysis of Iranian researchers\u2019 use of persuasive strategies in the discussion sections of Applied Linguistics research articles.<\/li>\n
    • Furuq Poormoradi (2025). Novice and Experienced Iranian Teachers’ Coping Strategies for Mitigating Teacher Burnout in Online EFL Classrooms.<\/li>\n<\/ul>\n

      \u06f2\u06f0\u06f2\u06f4<\/span><\/p>\n

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      • Athareh Irannejad Parizi (2024). Iranian EFL learners\u2019 perceptions of sociocultural competence in relation to their imagined identities.<\/li>\n<\/ul>\n

        \u06f2\u06f0\u06f2\u06f0<\/span><\/p>\n

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        • Fatemeh\u00a0Momeni (2020). Exploring thesis committee members\u2019 verbal and non-verbal agreement\/disagreement speech acts in Iranian TEFL students\u2019 viva sessions.<\/li>\n<\/ul>\n

          \u06f2\u06f0\u06f1\u06f9<\/span><\/p>\n

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          • Nahid Soltanian (2019).\u00a0Language identity, investment, and imagined community among Iranian English language learners: A longitudinal mix-method research.<\/li>\n
          • Elham Gheidari (2019). Investigating the relationship between investment and language identity among Iranian EFL learners in terms of their proficiency level.<\/li>\n
          • Haniye Seyri (2019). Authorial identity among Iranian vs. English native speakers: A corpus-based analysis of stance and engagement markers in research articles.<\/li>\n
          • Ehsan Majidifard (2019). Attitudes of Tati speakers of Khorasan towards Farsi and Tati.<\/li>\n
          • 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.<\/li>\n
          • Alireza Khaksar (2019).\u00a0Investigating the effect of linguistic imperialism on EFL and ESP teachers\u2019 pedagogical practices.<\/li>\n<\/ul>\n

            \u06f2\u06f0\u06f1\u06f8<\/span><\/p>\n

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            • Amirhossein Musavi (2018). Intercultural Communicative Competence development through watching movies and reading literary texts: An ICC course for Iranian university students.<\/li>\n
            • Sara Habibi-Kasseb (2018). A corpus-based analysis of \u201cLe Petit\u00a0Prince\u201d and its translations from a computational Linguistic perspective.<\/li>\n
            • Saman Jamshidi (2018). Development and validation of the students\u2019 authorial voice and identity questionnaire (SAVIQ): A multiphase study of authorial identity in the Iranian context.<\/li>\n
            • Vida Orouji (2018).\u00a0The impact of negative\/positive emotions on English language teachers` identity: A mixed-method research.<\/li>\n<\/ul>\n

              \u06f2\u06f0\u06f1\u06f7<\/span><\/p>\n

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              • 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.<\/li>\n
              • Somayeh Khalkhali (2017). Examining the relationship between Iranian EFL teachers\u2019 intercultural competence and their professional identity considering their impacts on pedagogical preferences.<\/li>\n
              • Ava Bahrami (2017). Cultural identity among Iranian English language teachers: A multi-phase mixed-method research.<\/li>\n
              • Maryam Vaezi (2017). Creative writing among Iranian English language learners.<\/li>\n<\/ul>\n

                \u06f2\u06f0\u06f1\u06f6<\/span><\/p>\n

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                • Farzane Tavangar Ranjbar (2016). Examining the relationship between EFL teachers\u2019 social-emotional intelligence and their perceived communication competence in terms of gender and experience.<\/li>\n
                • Zahra Mottaghi (2016). Attitude toward World Englishes among Iranian English language learners.<\/li>\n
                • Akbar Ghaffari (2016). The analysis of intersemiotic translation of the novel \u201cThe Hunger Games\u201d by Suzanne Collins and its cinematic version by Gary Ross.<\/li>\n
                • Mehrdad Naghibian (2016). An integrated intercultural course for Iranian English language learners: When east meets west.<\/li>\n<\/ul>\n

                  \u06f2\u06f0\u06f1\u06f5<\/span><\/p>\n

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                  • Ashkan Latifi (2015). The effect of a critical reflective course on the construction of Iranian EFL learners\u2019 identity: A case of an online EFL class.<\/li>\n
                  • Mahdi Hasanpour (2015). Examining the interactional metadiscourse markers in Iranian MA applied linguistics theses.<\/li>\n<\/ul>\n

                    \u06f2\u06f0\u06f1\u06f4<\/span><\/p>\n

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                    • Masoumeh Rahimi (2014). The effect of video-driven tasks on the enhancement of intercultural communicative competence and WTC in Iranian English language learners.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"

                      In progress\u00a0 Leila Farshbaf Dadjour (in progress).\u00a0Automated vs. Human Writing Evaluation: A Gender-Bias Analysis Using a Comparative Rubric in L2 Writing Assessment.\u00a0 Majid Ghyasi (in progress). A narrative inquiry into the identity of Iranian teachers of English in Tu\u0308rkiye. Jahan Looragi (in progress). Rapport management in Roudbari dialect of south Kerman vs. standard Persian: A […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"http:\/\/sina.sharif.edu\/~srezaei\/wp-json\/wp\/v2\/pages\/26"}],"collection":[{"href":"http:\/\/sina.sharif.edu\/~srezaei\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/sina.sharif.edu\/~srezaei\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/sina.sharif.edu\/~srezaei\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/sina.sharif.edu\/~srezaei\/wp-json\/wp\/v2\/comments?post=26"}],"version-history":[{"count":56,"href":"http:\/\/sina.sharif.edu\/~srezaei\/wp-json\/wp\/v2\/pages\/26\/revisions"}],"predecessor-version":[{"id":2387,"href":"http:\/\/sina.sharif.edu\/~srezaei\/wp-json\/wp\/v2\/pages\/26\/revisions\/2387"}],"wp:attachment":[{"href":"http:\/\/sina.sharif.edu\/~srezaei\/wp-json\/wp\/v2\/media?parent=26"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}