Javad Zare
Biographic Data
| ID | 1019239 |
|---|---|
| NAME | Javad Zare |
| GIVEN NAMES | Javad |
| FAMILY NAME | Zare |
| SIGNATURE | ZARE J |
| AFFILIATIONS | Kosar University of Bojnord |
| ORCID | 0000-0003-1069-4862 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 19 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
From Strategy Awareness to Engagement
The contribution of self-regulated learning (SRL) strategies to second language (L2) education has recently garnered significant attention in various contexts. However, the way these strategies interact with task engagement in the domain of specific language skills such as L2 writing has been overlooked. To fill this gap, this study employed an experimental–comparison group, pretest–posttest design, conducted within a mixed-methods sequential exp…
Self-regulated learning and task engagement
A great wealth of investigation has inspected the psycho-emotional aspects of second/foreign language (L2) learning in the past decades. It has been contended that L2 students need capacities to self-regulate and direct their language-learning journey. To do so, they require different strategies to get involved in their own learning process. A group of such crucial strategies concerns self-regulated learning (SRL), which has been increasingly rep…
Generative AI and English essay writing
Despite the growing use of artificial intelligence (AI) in L2 education, limited research has explored its impact on learners’ task engagement, specifically in writing tasks. This study explored the role of using generative AI-based tools, namely ChatGPT, in influencing 60 undergraduate learners’ engagement in English argumentative essay writing within an English as a Foreign Language (EFL) context over a 2-month instructional period. Using a mix…
Self‐Efficacy and Engagement in L2 Writing
Effective second language (L2) writing hinges on both learners' beliefs in their writing capabilities (self‐efficacy) and their engagement in writing tasks. However, to date, no study has explored the association between these two important factors within an L2 writing context. Therefore, this study aims to examine how L2 writing self‐efficacy relates to engagement. More specifically, drawing on a structural equation modelling (SEM) analysis, the…
Task Motivation and Engagement in Second Language Acquisition
The last two decades have witnessed a growing interest among scholars in exploring the conceptualization, operationalization, and measurement of second language (L2) task engagement in diverse educational settings. However, the concept is still not clearly defined and remains complex. Clarifying this complexity is crucial for developing a valid theory of task engagement in second language acquisition (SLA). One prominent issue in capturing the co…
Task engagement in second language acquisition
The construct of task engagement, or engagement towards a specific activity or task, has been foregrounded as a significant element of student learning in second language (L2) education. Considered as motivation in action, task engagement is so crucial for L2 learning that no learning is likely to take place without it (Hiver et al. 2021. "Engagement in Language Learning: A Systematic Review of 20 Years of Research Methods and Definitions." Langu…
The relationship between self‐regulated learning strategy use and task engagement
Drawing on the explanatory sequential mixed‐methods design, the present study aims to investigate the relationship, if any, between self‐regulated learning (SRL) strategy use and task engagement. The participants of the study were 361 Iranian EFL students majoring in English language teaching or English language and literature for the B.A. degree, with a B1 English language proficiency level, based on the Common European Framework of Reference fo…
Enhancing English learning materials with data-driven learning
The purpose of the present mixed methods study was to investigate if enhancing Focus on Form (FonF) tasks with data-driven learning (DDL) affects English as a Foreign Language (EFL) learners’ task motivation from the self-determination theory (SDT) perspective. Following a quasi-experimental comparison group pretest-posttest and sequential explanatory mixed methods designs, 76 female English-major university students were randomly assigned to com…
A Data-driven Learning Focus on Form Approach to Academic English Lecture Comprehension
Using concordancers in English classes is demanding, time-consuming, and challenging to both teachers and learners. On the other hand, research points to the effectiveness of data-driven learning (DDL) in improving second/foreign language learning. The present study proposed a new task type, that is, DDL focus on form (FonF) tasks, as a combination of DDL and FonF approaches, and investigated if using such tasks improves students’ comprehension o…
The impact of L2 learners’ altruistic teaching on their task engagement in English essay writing
The impact of concordancing on English learners’ foreign language anxiety and enjoyment
The Use of Personal Metadiscourse over Monologic and Dialogic Modes of Academic Speech
This study was an attempt to investigate the functions of personal metadiscursive expressions found in academic monologues and dialogues. The analysis was based on verbal data of 16 academic lectures and discussions. Based on Ädel's (2010) taxonomy of the subtypes and discourse functions of metadiscourse, the two data sets were compared in terms of the use of personal metadiscourse functions. The results show that "references to the audience" met…
The language of English academic lectures
Self-mockery
This study investigated self-mockery as an exemplar of jocular mockery. Drawing on authentic verbal data, collected in a university dormitory in Isfahan, Iran, this paper examined the interactional functions of self-mockery, and how self-mockery arose and was responded to in Persian face-to-face multi-party interactions. Seven cases of self-mockery were identified in the recorded transcripts of six multi-party conversations. Analysis of the trans…
The impact of L2 learners’ altruistic teaching on their task engagement in English essay writing
The Use of Personal Metadiscourse over Monologic and Dialogic Modes of Academic Speech
This study was an attempt to investigate the functions of personal metadiscursive expressions found in academic monologues and dialogues. The analysis was based on verbal data of 16 academic lectures and discussions. Based on Ädel's (2010) taxonomy of the subtypes and discourse functions of metadiscourse, the two data sets were compared in terms of the use of personal metadiscourse functions. The results show that "references to the audience" met…
The impact of concordancing on English learners’ foreign language anxiety and enjoyment
The language of English academic lectures
The relationship between self‐regulated learning strategy use and task engagement
Drawing on the explanatory sequential mixed‐methods design, the present study aims to investigate the relationship, if any, between self‐regulated learning (SRL) strategy use and task engagement. The participants of the study were 361 Iranian EFL students majoring in English language teaching or English language and literature for the B.A. degree, with a B1 English language proficiency level, based on the Common European Framework of Reference fo…
Task engagement in second language acquisition
The construct of task engagement, or engagement towards a specific activity or task, has been foregrounded as a significant element of student learning in second language (L2) education. Considered as motivation in action, task engagement is so crucial for L2 learning that no learning is likely to take place without it (Hiver et al. 2021. "Engagement in Language Learning: A Systematic Review of 20 Years of Research Methods and Definitions." Langu…
Enhancing English learning materials with data-driven learning
The purpose of the present mixed methods study was to investigate if enhancing Focus on Form (FonF) tasks with data-driven learning (DDL) affects English as a Foreign Language (EFL) learners’ task motivation from the self-determination theory (SDT) perspective. Following a quasi-experimental comparison group pretest-posttest and sequential explanatory mixed methods designs, 76 female English-major university students were randomly assigned to com…
Self-mockery
This study investigated self-mockery as an exemplar of jocular mockery. Drawing on authentic verbal data, collected in a university dormitory in Isfahan, Iran, this paper examined the interactional functions of self-mockery, and how self-mockery arose and was responded to in Persian face-to-face multi-party interactions. Seven cases of self-mockery were identified in the recorded transcripts of six multi-party conversations. Analysis of the trans…
The Use of Personal Metadiscourse over Monologic and Dialogic Modes of Academic Speech
This study was an attempt to investigate the functions of personal metadiscursive expressions found in academic monologues and dialogues. The analysis was based on verbal data of 16 academic lectures and discussions. Based on Ädel's (2010) taxonomy of the subtypes and discourse functions of metadiscourse, the two data sets were compared in terms of the use of personal metadiscourse functions. The results show that "references to the audience" met…
The language of English academic lectures
The impact of concordancing on English learners’ foreign language anxiety and enjoyment
A Data-driven Learning Focus on Form Approach to Academic English Lecture Comprehension
Using concordancers in English classes is demanding, time-consuming, and challenging to both teachers and learners. On the other hand, research points to the effectiveness of data-driven learning (DDL) in improving second/foreign language learning. The present study proposed a new task type, that is, DDL focus on form (FonF) tasks, as a combination of DDL and FonF approaches, and investigated if using such tasks improves students’ comprehension o…
The impact of L2 learners’ altruistic teaching on their task engagement in English essay writing
The relationship between self‐regulated learning strategy use and task engagement
Drawing on the explanatory sequential mixed‐methods design, the present study aims to investigate the relationship, if any, between self‐regulated learning (SRL) strategy use and task engagement. The participants of the study were 361 Iranian EFL students majoring in English language teaching or English language and literature for the B.A. degree, with a B1 English language proficiency level, based on the Common European Framework of Reference fo…
Enhancing English learning materials with data-driven learning
The purpose of the present mixed methods study was to investigate if enhancing Focus on Form (FonF) tasks with data-driven learning (DDL) affects English as a Foreign Language (EFL) learners’ task motivation from the self-determination theory (SDT) perspective. Following a quasi-experimental comparison group pretest-posttest and sequential explanatory mixed methods designs, 76 female English-major university students were randomly assigned to com…
Generative AI and English essay writing
Despite the growing use of artificial intelligence (AI) in L2 education, limited research has explored its impact on learners’ task engagement, specifically in writing tasks. This study explored the role of using generative AI-based tools, namely ChatGPT, in influencing 60 undergraduate learners’ engagement in English argumentative essay writing within an English as a Foreign Language (EFL) context over a 2-month instructional period. Using a mix…
Self‐Efficacy and Engagement in L2 Writing
Effective second language (L2) writing hinges on both learners' beliefs in their writing capabilities (self‐efficacy) and their engagement in writing tasks. However, to date, no study has explored the association between these two important factors within an L2 writing context. Therefore, this study aims to examine how L2 writing self‐efficacy relates to engagement. More specifically, drawing on a structural equation modelling (SEM) analysis, the…
Task Motivation and Engagement in Second Language Acquisition
The last two decades have witnessed a growing interest among scholars in exploring the conceptualization, operationalization, and measurement of second language (L2) task engagement in diverse educational settings. However, the concept is still not clearly defined and remains complex. Clarifying this complexity is crucial for developing a valid theory of task engagement in second language acquisition (SLA). One prominent issue in capturing the co…
Task engagement in second language acquisition
The construct of task engagement, or engagement towards a specific activity or task, has been foregrounded as a significant element of student learning in second language (L2) education. Considered as motivation in action, task engagement is so crucial for L2 learning that no learning is likely to take place without it (Hiver et al. 2021. "Engagement in Language Learning: A Systematic Review of 20 Years of Research Methods and Definitions." Langu…
From Strategy Awareness to Engagement
The contribution of self-regulated learning (SRL) strategies to second language (L2) education has recently garnered significant attention in various contexts. However, the way these strategies interact with task engagement in the domain of specific language skills such as L2 writing has been overlooked. To fill this gap, this study employed an experimental–comparison group, pretest–posttest design, conducted within a mixed-methods sequential exp…
Self-regulated learning and task engagement
A great wealth of investigation has inspected the psycho-emotional aspects of second/foreign language (L2) learning in the past decades. It has been contended that L2 students need capacities to self-regulate and direct their language-learning journey. To do so, they require different strategies to get involved in their own learning process. A group of such crucial strategies concerns self-regulated learning (SRL), which has been increasingly rep…
Psychology (11 works) · EFL/ESL Teaching and Learning (8 works) · Linguistics (8 works) · Innovative Teaching and Learning Methods (7 works) · Computer Science (6 works) · Mathematics education (6 works) · Task (project management (4 works) · Task (project management) (4 works) · Educational and Psychological Assessments (3 works) · Engineering (3 works)