Parisa Ashkani
Biographic Data
| ID | 2937145 |
|---|---|
| NAME | Parisa Ashkani |
| GIVEN NAMES | Parisa |
| FAMILY NAME | Ashkani |
| SIGNATURE | ASHKANI P |
| AFFILIATIONS | Lorestan University |
| ORCID | 0000-0003-3569-0972 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Implementing active learning approach to promote motivation, reduce anxiety, and shape positive attitudes
Transforming Assumed/Assigned Positionalities in Socio-Emotionally Struggling L2 Students
This intervention study aims to investigate the transformation of assumed positionalities in struggling high school students. The study focuses on understanding how these students are positioned within the classroom context and explores strategies to reshape their positionalities. Four L2 students characterized with having academic challenges participated in the study. The intervention consisted of five sessions per week conducted over 1.5 months…
Gains in Pronunciation of Lexeme-Initial Biconsonantal Clusters Among Second Language Learners
The present study investigated how instruction across explicit versus implicit conditions interacts with aptitude to affect gains in the pronunciation of lexeme-initial biconsonantal clusters among learners of English as a second language. The study further examined whether condition-congruent aptitudes correlate with emotions that learners experience during instruction and whether and how such emotional reactions mediate the effect of condition-…
Situation-model representations of conflicting textual information in L2 readers
In a knowledge society characterized by an abundance of information sources that present conflicting perspectives on socio-scientific controversies, it is extremely important for readers to construct effective mental models of such controversies. Nevertheless, readers’ mental representations of controversial information are assumed to be biased towards their pre-existing beliefs (text-belief consistency effect). This study extends earlier researc…
Effects of Group-Dynamic Assessment and Process-Based Instruction on EFL Learners’ Metacognitive Awareness and Listening Comprehension
L2 Teachers’ Pedagogical Thoughts
Teacher pedagogical knowledge base (PKB) has secured a notable position in research on teacher cognition. One obvious gap in this strand of research concerns variations in teachers’ thought processes in relation to individual difference variables despite indications that PKB is likely to differ across individual differences. To fill part of the void, this study investigated how teachers’ PKB—conceptualized as the frequency and dominance of pedago…
No prominent works on this page.
L2 Teachers’ Pedagogical Thoughts
Teacher pedagogical knowledge base (PKB) has secured a notable position in research on teacher cognition. One obvious gap in this strand of research concerns variations in teachers’ thought processes in relation to individual difference variables despite indications that PKB is likely to differ across individual differences. To fill part of the void, this study investigated how teachers’ PKB—conceptualized as the frequency and dominance of pedago…
Situation-model representations of conflicting textual information in L2 readers
In a knowledge society characterized by an abundance of information sources that present conflicting perspectives on socio-scientific controversies, it is extremely important for readers to construct effective mental models of such controversies. Nevertheless, readers’ mental representations of controversial information are assumed to be biased towards their pre-existing beliefs (text-belief consistency effect). This study extends earlier researc…
Effects of Group-Dynamic Assessment and Process-Based Instruction on EFL Learners’ Metacognitive Awareness and Listening Comprehension
Implementing active learning approach to promote motivation, reduce anxiety, and shape positive attitudes
Transforming Assumed/Assigned Positionalities in Socio-Emotionally Struggling L2 Students
This intervention study aims to investigate the transformation of assumed positionalities in struggling high school students. The study focuses on understanding how these students are positioned within the classroom context and explores strategies to reshape their positionalities. Four L2 students characterized with having academic challenges participated in the study. The intervention consisted of five sessions per week conducted over 1.5 months…
Gains in Pronunciation of Lexeme-Initial Biconsonantal Clusters Among Second Language Learners
The present study investigated how instruction across explicit versus implicit conditions interacts with aptitude to affect gains in the pronunciation of lexeme-initial biconsonantal clusters among learners of English as a second language. The study further examined whether condition-congruent aptitudes correlate with emotions that learners experience during instruction and whether and how such emotional reactions mediate the effect of condition-…
Psychology (5 works) · Mathematics education (4 works) · Cognition (3 works) · Pedagogy (3 works) · Social Psychology (3 works) · Artificial Intelligence (2 works) · Cognitive psychology (2 works) · Computer Science (2 works) · Developmental psychology (2 works) · Education and Critical Thinking Development (2 works)