Mahmood Dehqan
Biographic Data
| ID | 10098171 |
|---|---|
| NAME | Mahmood Dehqan |
| GIVEN NAMES | Mahmood |
| FAMILY NAME | Dehqan |
| SIGNATURE | DEHQAN M |
| AFFILIATIONS | University of Mazandaran |
| ORCID | 0000-0003-4344-7307 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Bringing the expert to the fore
Within the institution of the language classroom, participants for the most part display their orientations to the institution-specific identities of expert and novice on a turn-by-turn basis so as to materialize teaching and learning as the institutional business of this setting. While existing conversation analytic (CA) studies have shown how the institutional identities of expert and novice are constructed in language classrooms, little attent…
The mediating influence of self-efficacy and self-regulation in the relationship between perfectionism and listening anxiety
Introduction This study investigates the complex relationship between perfectionism and Listening Anxiety (LA) in the context of English as a Foreign Language (EFL), with a focus on the mediating roles of Listening Self-Efficacy (LS) and Self-Regulated Learning (SRL). Method A sample of 350 EFL learners from various language institutes in Iran was selected through cluster random sampling and completed four validated questionnaires measuring SRL, …
No prominent works on this page.
The mediating influence of self-efficacy and self-regulation in the relationship between perfectionism and listening anxiety
Introduction This study investigates the complex relationship between perfectionism and Listening Anxiety (LA) in the context of English as a Foreign Language (EFL), with a focus on the mediating roles of Listening Self-Efficacy (LS) and Self-Regulated Learning (SRL). Method A sample of 350 EFL learners from various language institutes in Iran was selected through cluster random sampling and completed four validated questionnaires measuring SRL, …
Bringing the expert to the fore
Within the institution of the language classroom, participants for the most part display their orientations to the institution-specific identities of expert and novice on a turn-by-turn basis so as to materialize teaching and learning as the institutional business of this setting. While existing conversation analytic (CA) studies have shown how the institutional identities of expert and novice are constructed in language classrooms, little attent…
Active listening (1 work) · Anxiety (1 work) · classroom interaction (1 work) · Clinical Psychology (1 work) · Developmental psychology (1 work) · Expert knowledge (1 work) · Innovative Education and Learning Practices (1 work) · Language, Discourse, Communication Strategies (1 work) · learner practices (1 work) · pair work (1 work)