Kamal Heidari
Biographic Data
| ID | 3076519 |
|---|---|
| NAME | Kamal Heidari |
| GIVEN NAMES | Kamal |
| FAMILY NAME | Heidari |
| SIGNATURE | HEIDARI K |
| AFFILIATIONS | Victoria University of Wellington |
| ORCID | 0000-0002-5807-9941 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Multi-word expressions and communicative engagement
Despite growing interest in willingness to communicate (WTC) in second language (L2) research, the role of multi-word expressions (MWEs) in fostering communicative engagement remains underexplored. This longitudinal mixed-methods study examines the impact of MWEs on WTC development among L2 learners. Over twelve months, seventy-seven intermediate-level learners participated in an experimental design where MWE knowledge and WTC were assessed at fi…
The L2 proficiency puzzle
This study examined the differential effects of spaced and massed practice on deliberate collocation learning across varying L2 proficiency levels. A classroom-based quasi-experiment, comprising two parts, with 101 English L2 learners, grouped into low-, mid-, and high-proficiency levels who were taught 30 Adj+N English collocations explicitly using flashcards via either spaced or massed practice techniques, was conducted. The learning and retent…
Cognitive fatigue induced by spaced and massed practice
This study investigated the effects of spaced and massed practice on cognitive fatigue across L2 proficiency levels. 92 L2 learners completed idiom comprehension tasks under spaced and massed practice conditions and then the five dimensions of their cognitive fatigue (cognitive, emotional, physical, behavioral, and motivational) were measured in two ways: perceived cognitive fatigue through a self-report scale and performance-based cognitive fati…
Gifted and non-gifted students’ differences on textually explicit, textually implicit, and script-based L2 reading items
The Contribution of Willingness to Communicate to L2 Learners’ Depth of Vocabulary Knowledge
The issues of depth vocabulary knowledge and Willingness to Communicate (henceforth, WTC) are among the most important issues in second language learning. The present study set out to empirically look into the contribution of WTC to depth of vocabulary knowledge in L2 learning. To this end, 88 English L2 learners, divided into two groups in terms of their WTC, were given two depth vocabulary tests. The Word Association Test (WAT) was first admini…
A Psycholinguistic Look at the Role of Field Dependence/Independence in Receptive/Productive Vocabulary Knowledge
The thrust of this study was to investigate the impact of learning styles in general and Field dependence/Independence (FD/I) in particular on the receptive/productive lexical performance of language learners. It aimed to check whether FD/I learners perform differently on receptive and productive vocabulary tests. To achieve this, first, 94 Iranian language learners were given the Group Embedded Figure Test (GEFT) to determine their learning styl…
Willingness to Communicate
Process evaluation of a community-based program for prevention and control of non-communicable disease in a developing country
The results of our experience may help other developing countries to plan for similar interventions
Process evaluation of a community-based program for prevention and control of non-communicable disease in a developing country
The results of our experience may help other developing countries to plan for similar interventions
Willingness to Communicate
A Psycholinguistic Look at the Role of Field Dependence/Independence in Receptive/Productive Vocabulary Knowledge
The thrust of this study was to investigate the impact of learning styles in general and Field dependence/Independence (FD/I) in particular on the receptive/productive lexical performance of language learners. It aimed to check whether FD/I learners perform differently on receptive and productive vocabulary tests. To achieve this, first, 94 Iranian language learners were given the Group Embedded Figure Test (GEFT) to determine their learning styl…
The Contribution of Willingness to Communicate to L2 Learners’ Depth of Vocabulary Knowledge
The issues of depth vocabulary knowledge and Willingness to Communicate (henceforth, WTC) are among the most important issues in second language learning. The present study set out to empirically look into the contribution of WTC to depth of vocabulary knowledge in L2 learning. To this end, 88 English L2 learners, divided into two groups in terms of their WTC, were given two depth vocabulary tests. The Word Association Test (WAT) was first admini…
Cognitive fatigue induced by spaced and massed practice
This study investigated the effects of spaced and massed practice on cognitive fatigue across L2 proficiency levels. 92 L2 learners completed idiom comprehension tasks under spaced and massed practice conditions and then the five dimensions of their cognitive fatigue (cognitive, emotional, physical, behavioral, and motivational) were measured in two ways: perceived cognitive fatigue through a self-report scale and performance-based cognitive fati…
Gifted and non-gifted students’ differences on textually explicit, textually implicit, and script-based L2 reading items
Multi-word expressions and communicative engagement
Despite growing interest in willingness to communicate (WTC) in second language (L2) research, the role of multi-word expressions (MWEs) in fostering communicative engagement remains underexplored. This longitudinal mixed-methods study examines the impact of MWEs on WTC development among L2 learners. Over twelve months, seventy-seven intermediate-level learners participated in an experimental design where MWE knowledge and WTC were assessed at fi…
The L2 proficiency puzzle
This study examined the differential effects of spaced and massed practice on deliberate collocation learning across varying L2 proficiency levels. A classroom-based quasi-experiment, comprising two parts, with 101 English L2 learners, grouped into low-, mid-, and high-proficiency levels who were taught 30 Adj+N English collocations explicitly using flashcards via either spaced or massed practice techniques, was conducted. The learning and retent…
Second Language Acquisition and Learning (6 works) · EFL/ESL Teaching and Learning (5 works) · Linguistics (5 works) · Psychology (5 works) · Cognition (4 works) · Cognitive psychology (3 works) · Computer Science (3 works) · Recall (3 works) · Vocabulary (3 works) · Willingness to communicate (3 works)