Mahnaz Mostafaei Alaei
Biographic Data
| ID | 3052606 |
|---|---|
| NAME | Mahnaz Mostafaei Alaei |
| GIVEN NAMES | Mahnaz Mostafaei |
| FAMILY NAME | Alaei |
| SIGNATURE | ALAEI M M |
| AFFILIATIONS | Allameh Tabataba'i University |
| ORCID | 0000-0001-7110-338X |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Unraveling the differential effects of task rehearsal and task repetition on L2 task performance: The Mediating Role of Task Modality
The study reported in this paper examined the differentiating effects of rehearsal and repetition, as two distinct task-readiness conditions, on L2 performance, and examined how such effects interact with modality (i.e., oral and written). To do so, 104 EFL learners were randomly divided into four groups, each with a unique readiness condition (rehearsal versus repetition) and a different performance mode (oral versus written). All groups perform…
Learners’ perspectives on imagined community of practice in English as an international language
Imagined communities of practice create spaces for language learners to participate in local and global interactions as individuals and as members of global communities. However, scant research has examined imagined communities of practice in the context of English as an international language (EIL). The present study adopted a mixed-methods design to explore English language learners’ perspectives on using English in the context of EIL. A total …
Research into Teachers’ (Dis)Respect for Learners: A Cross-Cultural Study of English Language Teachers’ and Learners’ Perceptions
A safe learning context begins with teachers-students respectful interaction. This qualitative study drawing on the premises of grounded theory (GT) examined native and nonnative English language teachers’ and learners’ (n = 114) perceptions of teachers’ (dis)respect for learners. Content analysis of focus groups and online interviews revealed three overarching themes: (1) teachers’ interpersonal characteristics, (2) teachers’ insightfulness, and…
The emergence of a purpose-specific model: Culture in English language textbooks
As there is no well-established benchmark in terms of the representation of culture in English Language textbooks, culture representation has often been treated as a matter of opinion. To address this gap, having classified the textbooks in an EFL context into three types, namely local, localised, and international, the researchers drew on the teachers and students’ points of view as a point of reference. To this end, two sets of interviews and a…
Exploring the association between Iranian EFL learners’ intercultural contact and L2 motivational self system
The spread of technology in today’s world has made contact across cultures easier than ever. The current study aimed at exploring the association between EFL learners’ intercultural contact and their L2 motivational self system. The study also dealt with the relationship between the components of intercultural contact and those of L2 Motivational self system. The research participants completed two relevant questionnaires online. The results reve…
Culture in English language teaching textbooks: The emergence of a synergistic blueprint
Culture has long proven to be inextricably intertwined with language and has attracted a plethora of studies in the realm of applied linguistics. However, its representation in textbooks, English textbooks in particular, has only recently been touched on. The reason behind this belated attempt lies in the fact that there exists no all-agreed model which explicates how culture should be represented in English textbooks. As a prime example, some sc…
Research into EFL Teachers’ Intercultural Communicative Competence and Intercultural Sensitivity
In today’s globalized world, individuals need to be interculturally competent and sensitive to communicate successfully with people from different societies. EFL teachers as key players of language education should themselves be interculturally competent and sensitive to be able to develop their learners’ intercultural communicative competence (ICC) and intercultural sensitivity (IS). The present study aimed to explore Iranian EFL teachers’ level…
Reshaping Teacher Cognition About L1 Use Through Critical ELT Teacher Education
The authors report on a study aimed at exploring the role of a teacher education program (TEP) rested upon the tenets of critical pedagogy in influencing teachers' cognitions and practices concerning first-language (L1) use in second-language (L2) classrooms. Participants were 10 Iranian English as a foreign language teachers, whose cognitions were tapped into by means of semistructured interviews and stimulated recall sessions before and after t…
Learners’ perspectives on imagined community of practice in English as an international language
Imagined communities of practice create spaces for language learners to participate in local and global interactions as individuals and as members of global communities. However, scant research has examined imagined communities of practice in the context of English as an international language (EIL). The present study adopted a mixed-methods design to explore English language learners’ perspectives on using English in the context of EIL. A total …
The emergence of a purpose-specific model: Culture in English language textbooks
As there is no well-established benchmark in terms of the representation of culture in English Language textbooks, culture representation has often been treated as a matter of opinion. To address this gap, having classified the textbooks in an EFL context into three types, namely local, localised, and international, the researchers drew on the teachers and students’ points of view as a point of reference. To this end, two sets of interviews and a…
Reshaping Teacher Cognition About L1 Use Through Critical ELT Teacher Education
The authors report on a study aimed at exploring the role of a teacher education program (TEP) rested upon the tenets of critical pedagogy in influencing teachers' cognitions and practices concerning first-language (L1) use in second-language (L2) classrooms. Participants were 10 Iranian English as a foreign language teachers, whose cognitions were tapped into by means of semistructured interviews and stimulated recall sessions before and after t…
Research into EFL Teachers’ Intercultural Communicative Competence and Intercultural Sensitivity
In today’s globalized world, individuals need to be interculturally competent and sensitive to communicate successfully with people from different societies. EFL teachers as key players of language education should themselves be interculturally competent and sensitive to be able to develop their learners’ intercultural communicative competence (ICC) and intercultural sensitivity (IS). The present study aimed to explore Iranian EFL teachers’ level…
Exploring the association between Iranian EFL learners’ intercultural contact and L2 motivational self system
The spread of technology in today’s world has made contact across cultures easier than ever. The current study aimed at exploring the association between EFL learners’ intercultural contact and their L2 motivational self system. The study also dealt with the relationship between the components of intercultural contact and those of L2 Motivational self system. The research participants completed two relevant questionnaires online. The results reve…
Culture in English language teaching textbooks: The emergence of a synergistic blueprint
Culture has long proven to be inextricably intertwined with language and has attracted a plethora of studies in the realm of applied linguistics. However, its representation in textbooks, English textbooks in particular, has only recently been touched on. The reason behind this belated attempt lies in the fact that there exists no all-agreed model which explicates how culture should be represented in English textbooks. As a prime example, some sc…
Research into Teachers’ (Dis)Respect for Learners: A Cross-Cultural Study of English Language Teachers’ and Learners’ Perceptions
A safe learning context begins with teachers-students respectful interaction. This qualitative study drawing on the premises of grounded theory (GT) examined native and nonnative English language teachers’ and learners’ (n = 114) perceptions of teachers’ (dis)respect for learners. Content analysis of focus groups and online interviews revealed three overarching themes: (1) teachers’ interpersonal characteristics, (2) teachers’ insightfulness, and…
The emergence of a purpose-specific model: Culture in English language textbooks
As there is no well-established benchmark in terms of the representation of culture in English Language textbooks, culture representation has often been treated as a matter of opinion. To address this gap, having classified the textbooks in an EFL context into three types, namely local, localised, and international, the researchers drew on the teachers and students’ points of view as a point of reference. To this end, two sets of interviews and a…
Learners’ perspectives on imagined community of practice in English as an international language
Imagined communities of practice create spaces for language learners to participate in local and global interactions as individuals and as members of global communities. However, scant research has examined imagined communities of practice in the context of English as an international language (EIL). The present study adopted a mixed-methods design to explore English language learners’ perspectives on using English in the context of EIL. A total …
Unraveling the differential effects of task rehearsal and task repetition on L2 task performance: The Mediating Role of Task Modality
The study reported in this paper examined the differentiating effects of rehearsal and repetition, as two distinct task-readiness conditions, on L2 performance, and examined how such effects interact with modality (i.e., oral and written). To do so, 104 EFL learners were randomly divided into four groups, each with a unique readiness condition (rehearsal versus repetition) and a different performance mode (oral versus written). All groups perform…
EFL/ESL Teaching and Learning (7 works) · Psychology (7 works) · Pedagogy (6 works) · Second Language Learning and Teaching (6 works) · Mathematics education (5 works) · Linguistics (4 works) · Sociology (4 works) · Social Psychology (3 works) · Cognitive psychology (2 works) · Context (archaeology (2 works)