Gholam Reza Kiany
Biographic Data
| ID | 2745796 |
|---|---|
| NAME | Gholam Reza Kiany |
| GIVEN NAMES | Gholam Reza |
| FAMILY NAME | Kiany |
| SIGNATURE | KIANY G R |
| AFFILIATIONS | Tarbiat Modares University |
| ORCID | 0000-0001-6949-4916 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Teachers’ and learners’ beliefs about World Englishes, EIL, and ELF: A systematic review
The 2 × 2 standards and standpoints measure of EFL teachers’ achievement goals: Model revision and relations with affective and behavioral outcomes
Iran’s university admission programme at change: Policies, prospects and pitfalls from planners’ perspectives
Moves and steps to sell a paper: A cross-cultural genre analysis of applied linguistics conference abstracts
Conference abstracts are under-represented promotional texts in spite of their key role in the academic life of and communication among scholars. This generic study attempts to capture the structures and strategies of 160 applied linguistics conference abstracts from four world areas in terms of semantic units of Introduction, Method, and Findings and their Moves and Steps. Results revealed similarities and differences arising mainly from the idi…
High school students' perceptions of EFL teacher control orientations and their English academic achievement
Background. Theories distinguish between student-initiated and teacher-initiated regulation of students' learning activities, or between strong, shared, or loose teacher control during the completion of learning tasks. Empirical validations for such distinctions are scarce, however. Aim. The present study aimed at (a) investigating students' perceptions of control behaviours exhibited by their English teachers; and (b) exploring the contribution …
On the Relationship between Impulsivity / Reflectivity Cognitive Style and Performance on TMU English Exam
Performance on language tests varies as a function of various factors. These factors, according to Bachman (1990) include: communicative language ability, test method facets, personal attributes that are not related to the ability we want to measure, and random factors which are unpredictable and temporary. Since the purpose of language tests is to measure language ability, a fundamental concern in the development and use of language tests is to …
Vocabulary Learning and Recall of Iranian Elementary EFL Learners in Audiolingual and Total Physical Response Methods
This research aimed at studying the efficacy of Audiolingual and Total Physical Response (TPR) methods in helping the Iranian Elementary EFL learners learn and recall new vocabulary items. In the Audiolingual method new vocabulary is taught through repetition, mimicry, and memorization (Richards & Rodgers, 1986), while in TPR this is done through synchronization of the new vocabulary items with the learners’ body movements (Asher, 1965 & 1977). S…
On the Relationship between English Proficiency, Writing Ability, and the Use of Conjunctions in Iranian EFL Learners' Compositions
The purpose of this research was to explore the relationship between English proficiency, writing ability, and the use of conjunctions in Iranian EFL learners' compositions. To this end, four research questions were formulated : (1) Is there any relationship between English proficiency of Iranian EFL learners and the extent to which they use particular groups of conjunctions (additive, adversative, causal, temporal)? (2) Is there any relationship…
English proficiency and academic achievement in relation to extraversion: A preliminary study
There is a clear contradiction between the predictions of psychologists and applied linguists regarding the relationship between extraversion and learning. Psychologists claim that extraversion is a disadvantage for learning on the grounds that an extravert has less cortical arousal, is more easily inhibited and has a limited long‐term memory. In contrast, many applied linguists predict that extraversion is an advantage for learning a second/fore…
Personality and Language Learning: The Contradiction between Psychologists and Applied Linguists
There is a clear contradiction between the predictions of psychologists and applied linguists regarding the relationship between extraversion and learning. Psychologists claim that extraversion is a disadvantage for learning on the ground that an extravert has "less cortical arousal", is more easily "inhibited" and has a "limited long term memory". In contrast, many applied linguists predict that extraversion is an advantage for learning a second…
High school students' perceptions of EFL teacher control orientations and their English academic achievement
Background. Theories distinguish between student-initiated and teacher-initiated regulation of students' learning activities, or between strong, shared, or loose teacher control during the completion of learning tasks. Empirical validations for such distinctions are scarce, however. Aim. The present study aimed at (a) investigating students' perceptions of control behaviours exhibited by their English teachers; and (b) exploring the contribution …
English proficiency and academic achievement in relation to extraversion: A preliminary study
There is a clear contradiction between the predictions of psychologists and applied linguists regarding the relationship between extraversion and learning. Psychologists claim that extraversion is a disadvantage for learning on the grounds that an extravert has less cortical arousal, is more easily inhibited and has a limited long‐term memory. In contrast, many applied linguists predict that extraversion is an advantage for learning a second/fore…
Personality and Language Learning: The Contradiction between Psychologists and Applied Linguists
There is a clear contradiction between the predictions of psychologists and applied linguists regarding the relationship between extraversion and learning. Psychologists claim that extraversion is a disadvantage for learning on the ground that an extravert has "less cortical arousal", is more easily "inhibited" and has a "limited long term memory". In contrast, many applied linguists predict that extraversion is an advantage for learning a second…
English proficiency and academic achievement in relation to extraversion: A preliminary study
There is a clear contradiction between the predictions of psychologists and applied linguists regarding the relationship between extraversion and learning. Psychologists claim that extraversion is a disadvantage for learning on the grounds that an extravert has less cortical arousal, is more easily inhibited and has a limited long‐term memory. In contrast, many applied linguists predict that extraversion is an advantage for learning a second/fore…
On the Relationship between English Proficiency, Writing Ability, and the Use of Conjunctions in Iranian EFL Learners' Compositions
The purpose of this research was to explore the relationship between English proficiency, writing ability, and the use of conjunctions in Iranian EFL learners' compositions. To this end, four research questions were formulated : (1) Is there any relationship between English proficiency of Iranian EFL learners and the extent to which they use particular groups of conjunctions (additive, adversative, causal, temporal)? (2) Is there any relationship…
On the Relationship between Impulsivity / Reflectivity Cognitive Style and Performance on TMU English Exam
Performance on language tests varies as a function of various factors. These factors, according to Bachman (1990) include: communicative language ability, test method facets, personal attributes that are not related to the ability we want to measure, and random factors which are unpredictable and temporary. Since the purpose of language tests is to measure language ability, a fundamental concern in the development and use of language tests is to …
Vocabulary Learning and Recall of Iranian Elementary EFL Learners in Audiolingual and Total Physical Response Methods
This research aimed at studying the efficacy of Audiolingual and Total Physical Response (TPR) methods in helping the Iranian Elementary EFL learners learn and recall new vocabulary items. In the Audiolingual method new vocabulary is taught through repetition, mimicry, and memorization (Richards & Rodgers, 1986), while in TPR this is done through synchronization of the new vocabulary items with the learners’ body movements (Asher, 1965 & 1977). S…
High school students' perceptions of EFL teacher control orientations and their English academic achievement
Background. Theories distinguish between student-initiated and teacher-initiated regulation of students' learning activities, or between strong, shared, or loose teacher control during the completion of learning tasks. Empirical validations for such distinctions are scarce, however. Aim. The present study aimed at (a) investigating students' perceptions of control behaviours exhibited by their English teachers; and (b) exploring the contribution …
Moves and steps to sell a paper: A cross-cultural genre analysis of applied linguistics conference abstracts
Conference abstracts are under-represented promotional texts in spite of their key role in the academic life of and communication among scholars. This generic study attempts to capture the structures and strategies of 160 applied linguistics conference abstracts from four world areas in terms of semantic units of Introduction, Method, and Findings and their Moves and Steps. Results revealed similarities and differences arising mainly from the idi…
Iran’s university admission programme at change: Policies, prospects and pitfalls from planners’ perspectives
The 2 × 2 standards and standpoints measure of EFL teachers’ achievement goals: Model revision and relations with affective and behavioral outcomes
Teachers’ and learners’ beliefs about World Englishes, EIL, and ELF: A systematic review
Mathematics education (7 works) · Psychology (7 works) · EFL/ESL Teaching and Learning (5 works) · Computer Science (4 works) · Social Psychology (4 works) · Linguistics (3 works) · Test (biology) (3 works) · Test of English as a Foreign Language (3 works) · Applied Psychology (2 works) · Big Five personality traits (2 works)