Hessameddin Ghanbar
Biographic Data
| ID | 1691790 |
|---|---|
| NAME | Hessameddin Ghanbar |
| GIVEN NAMES | Hessameddin |
| FAMILY NAME | Ghanbar |
| SIGNATURE | GHANBAR H |
| AFFILIATIONS | Islamic Azad University, Tehran |
| ORCID | 0000-0002-8895-3791 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 27 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Making Persian visible
Teaching literacy to deaf and hard-of-hearing (DHH) students is particularly challenging in education systems shaped by spoken-language norms. In Iran, where Persian literacy underpins formal schooling, this study explores how elementary teachers make Persian literacy accessible to DHH students in Grades 1–3. Drawing on qualitative interviews with teachers in specialized Deaf schools across Iran, the study examines literacy instruction under reso…
Educators’ Perspectives on the Ecological Determinants of Well-Being Among Iranian Deaf and Hard-of-Hearing University Students
In today’s evolving educational landscape, student well-being is increasingly recognized as a cornerstone of academic success. This study examines educators’ perspectives on the ecological determinants of well-being among Iranian Deaf and Hard-of-Hearing (DHH) university students using an interpretive qualitative multiple-case design and inductive thematic analysis. Guided by Bronfenbrenner’s ecological model, the research explores the dynamic in…
Exploring ableism in English language education in DHH university students’ lived experiences
This study, grounded in critical disability studies, explores ableism in language education and its impact on Deaf and hard of hearing (DHH) students learning English as a foreign or third language (L3). Using interpretative phenomenological analysis, the lived experiences of 14 Iranian DHH undergraduate students, proficient in Esharani (sign language used by the Iranian Deaf community) and Persian, were analyzed. Participants recounted their exp…
The principle-practice gap
Ethics has become a central concern in applied linguistics, with researchers from both qualitative and quantitative paradigms increasingly engaging with ethical considerations. While methodological guidelines have been proposed to support ethical research practices (De Costa, 2024), it remains unclear to what extent these are implemented and reported. Narrative inquiry, in particular, poses complex ethical challenges due to its relational and oft…
Autoethnography in Tesol Teacher Education
In recent years, autoethnography has gained prominence as a research methodology in TESOL teacher education (TTE). Despite its growing popularity, no comprehensive methodological synthesis has been conducted to examine how this qualitative approach has been utilized in the field. Addressing this gap, we performed a systematic database search, identifying 145 studies that employed autoethnography in TTE. These studies were analyzed across a divers…
Unheard and unseen
The Path of Identity
A methodological synthesis of narrative inquiry research in applied linguistics
Narrative inquiry has gained traction in applied linguistics as a complementary approach to positivistic research, focusing on the subjectivities of individuals’ lived experiences and using stories as data, analytical tools, and reporting practice. Although numerous methodologically oriented publications on narrative inquiry in the field reflect its vitality, scholars have raised questions about the complexity and ambiguity underlying what exactl…
Q methodology in applied linguistics
Q methodology (Q) is a mixed-methods research methodology used to systematically explore people's subjectivity. Despite an increasing number of theoretical and empirical studies in applied linguistics (AL) adopting this methodology, we found a lack of systematic research syntheses examining how Q has so far served the field, especially considering the complexity of Q in relation to instrument creation, data collection and data analysis. To addres…
Proficiency Reporting Practices in Research on Second Language Acquisition
Given that 10 years have passed since the publication of the most recent synthesis of proficiency assessment standards, the present review revisits proficiency assessment practices in research on second language acquisition (SLA), with the goal of examining whether the way in which scholars measure and report proficiency has changed. Our sample included 500 studies from five major SLA-related journals published between 2012 and 2019. The findings…
The contexts, theoretical and methodological orientation of EAP research
Multiple Regression in L2 Research
Multiple regression is a family of statistics used to investigate the relationship between a set of predictors and a criterion (dependent) variable. This procedure is applicable in a variety of research contexts and data structures. Consequently, and similar to quantitative traditions in sister‐disciplines such as education and psychology (see Skidmore & Thompson, 2010), second language researchers have turned increasingly to multiple regression.…
Proficiency Reporting Practices in Research on Second Language Acquisition
Given that 10 years have passed since the publication of the most recent synthesis of proficiency assessment standards, the present review revisits proficiency assessment practices in research on second language acquisition (SLA), with the goal of examining whether the way in which scholars measure and report proficiency has changed. Our sample included 500 studies from five major SLA-related journals published between 2012 and 2019. The findings…
Q methodology in applied linguistics
Q methodology (Q) is a mixed-methods research methodology used to systematically explore people's subjectivity. Despite an increasing number of theoretical and empirical studies in applied linguistics (AL) adopting this methodology, we found a lack of systematic research syntheses examining how Q has so far served the field, especially considering the complexity of Q in relation to instrument creation, data collection and data analysis. To addres…
A methodological synthesis of narrative inquiry research in applied linguistics
Narrative inquiry has gained traction in applied linguistics as a complementary approach to positivistic research, focusing on the subjectivities of individuals’ lived experiences and using stories as data, analytical tools, and reporting practice. Although numerous methodologically oriented publications on narrative inquiry in the field reflect its vitality, scholars have raised questions about the complexity and ambiguity underlying what exactl…
Autoethnography in Tesol Teacher Education
In recent years, autoethnography has gained prominence as a research methodology in TESOL teacher education (TTE). Despite its growing popularity, no comprehensive methodological synthesis has been conducted to examine how this qualitative approach has been utilized in the field. Addressing this gap, we performed a systematic database search, identifying 145 studies that employed autoethnography in TTE. These studies were analyzed across a divers…
Multiple Regression in L2 Research
Multiple regression is a family of statistics used to investigate the relationship between a set of predictors and a criterion (dependent) variable. This procedure is applicable in a variety of research contexts and data structures. Consequently, and similar to quantitative traditions in sister‐disciplines such as education and psychology (see Skidmore & Thompson, 2010), second language researchers have turned increasingly to multiple regression.…
The contexts, theoretical and methodological orientation of EAP research
Proficiency Reporting Practices in Research on Second Language Acquisition
Given that 10 years have passed since the publication of the most recent synthesis of proficiency assessment standards, the present review revisits proficiency assessment practices in research on second language acquisition (SLA), with the goal of examining whether the way in which scholars measure and report proficiency has changed. Our sample included 500 studies from five major SLA-related journals published between 2012 and 2019. The findings…
Q methodology in applied linguistics
Q methodology (Q) is a mixed-methods research methodology used to systematically explore people's subjectivity. Despite an increasing number of theoretical and empirical studies in applied linguistics (AL) adopting this methodology, we found a lack of systematic research syntheses examining how Q has so far served the field, especially considering the complexity of Q in relation to instrument creation, data collection and data analysis. To addres…
A methodological synthesis of narrative inquiry research in applied linguistics
Narrative inquiry has gained traction in applied linguistics as a complementary approach to positivistic research, focusing on the subjectivities of individuals’ lived experiences and using stories as data, analytical tools, and reporting practice. Although numerous methodologically oriented publications on narrative inquiry in the field reflect its vitality, scholars have raised questions about the complexity and ambiguity underlying what exactl…
Unheard and unseen
The Path of Identity
Making Persian visible
Teaching literacy to deaf and hard-of-hearing (DHH) students is particularly challenging in education systems shaped by spoken-language norms. In Iran, where Persian literacy underpins formal schooling, this study explores how elementary teachers make Persian literacy accessible to DHH students in Grades 1–3. Drawing on qualitative interviews with teachers in specialized Deaf schools across Iran, the study examines literacy instruction under reso…
Educators’ Perspectives on the Ecological Determinants of Well-Being Among Iranian Deaf and Hard-of-Hearing University Students
In today’s evolving educational landscape, student well-being is increasingly recognized as a cornerstone of academic success. This study examines educators’ perspectives on the ecological determinants of well-being among Iranian Deaf and Hard-of-Hearing (DHH) university students using an interpretive qualitative multiple-case design and inductive thematic analysis. Guided by Bronfenbrenner’s ecological model, the research explores the dynamic in…
Exploring ableism in English language education in DHH university students’ lived experiences
This study, grounded in critical disability studies, explores ableism in language education and its impact on Deaf and hard of hearing (DHH) students learning English as a foreign or third language (L3). Using interpretative phenomenological analysis, the lived experiences of 14 Iranian DHH undergraduate students, proficient in Esharani (sign language used by the Iranian Deaf community) and Persian, were analyzed. Participants recounted their exp…
The principle-practice gap
Ethics has become a central concern in applied linguistics, with researchers from both qualitative and quantitative paradigms increasingly engaging with ethical considerations. While methodological guidelines have been proposed to support ethical research practices (De Costa, 2024), it remains unclear to what extent these are implemented and reported. Narrative inquiry, in particular, poses complex ethical challenges due to its relational and oft…
Autoethnography in Tesol Teacher Education
In recent years, autoethnography has gained prominence as a research methodology in TESOL teacher education (TTE). Despite its growing popularity, no comprehensive methodological synthesis has been conducted to examine how this qualitative approach has been utilized in the field. Addressing this gap, we performed a systematic database search, identifying 145 studies that employed autoethnography in TTE. These studies were analyzed across a divers…
Psychology (7 works) · Qualitative research (6 works) · Linguistics (5 works) · Sociology (5 works) · EFL/ESL Teaching and Learning (4 works) · Hearing Impairment and Communication (4 works) · Computer Science (3 works) · Epistemology (3 works) · Multilingual Education and Policy (3 works) · Applied linguistics (2 works)