Jaber Kamali
Biographic Data
| ID | 4451805 |
|---|---|
| NAME | Jaber Kamali |
| GIVEN NAMES | Jaber |
| FAMILY NAME | Kamali |
| SIGNATURE | KAMALI J |
| AFFILIATIONS | Ibn Haldun University |
| ORCID | 0000-0003-4018-7597 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
LearnEnglish: Social media, language learning, and the need for critical digital literacy
This research aims to explore how English as a Foreign Language learners interact with English-language educational material on Instagram, using the framework of Critical Digital Literacy (CDL). Utilizing a qualitative approach, the study included 13 university students from diverse educational backgrounds, self-identified as English learners following multiple English-teaching Instagram accounts. Data were collected through semi-structured inter…
AI-mediated instruction and novice language teachers' identity: Reinforcing and disrupting factors
This study examines how artificial intelligence (AI)-mediated instruction shapes novice language teachers' identity by highlighting both reinforcing and disrupting forces. Seven novice English as a Foreign Language (EFL) teachers at a private language school participated in a three-phase qualitative design: (a) demographic interviews to contextualize backgrounds and expectations; (b) observations of three lessons per teacher from an 18-session co…
Educators’ Perspectives on the Ecological Determinants of Well-Being Among Iranian Deaf and Hard-of-Hearing University Students: A Qualitative Multiple-Case Study
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…
An ecological exploration of challenges and affordances of emerging multilingual classrooms: Voices from Türkiye
Aims and objectives: This study explores the challenges and affordances of multilingual classrooms in Türkiye through an ecological theoretical framework, aiming to understand how teachers perceive and navigate these educational contexts. The research questions focus on identifying the specific challenges and opportunities within these classrooms and understanding their implications for educational practices. Design/methodology/approach: Employin…
Autoethnography in Tesol Teacher Education: A Methodological Synthesis
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…
A sociocultural exploration of Iranian language teachers’ corrective feedback: Why and how
This study aims to explore the types and reasons for teachers’ corrective feedback (CF) in English as a Foreign Language (EFL) classes from sociocultural perspectives. To do so, 12 Iranian EFL teachers were selected based on convenience sampling, and 18 sessions of their classes (one or two from each teacher) were observed to ensure that there were at least three CF occurrences in each teacher’s class. Then, the teachers attended stimulated recal…
Narrative self-observation: A new framework for teacher professional development and identity research
Building on prior scholarship into narrative inquiry and autoethnography, this article proposes an original continuous professional development framework – narrative self-observation (NSO) – that has the potential to enhance teacher reflection and identity awareness through the peer-mediated ‘storying’ of a self-observed lesson. After conceptualising NSO, describing the framework and outlining the constructs and premises underpinning it, we repor…
Like white light going through a prism’: A metaphorical exploration of multilingual education from teachers’ perspectives
Various characteristics of multilingual educational settings have been investigated from diverse sources thus far; however, the metaphorical representation of these unique mini-societies has been overlooked and warrants greater attention. Therefore, grounded in a metaphorical standpoint, this study aimed to explore the underlying factors involved in multilingual education by analyzing teachers’ metaphors about it. To collect data, 67 teachers fro…
Transnational language teachers’ emotional vulnerability and professional identity construction: An ecological perspective
[ArticleInPress]
An Ecological Inquiry into Transnational English Language Teachers’ Emotional Vulnerability and Agency
In this study, we propose an ecological model of teacher agency and emotional vulnerability that draws on epistemological roots of these two constructs to capture historico-personal, socio-organizational, and prospective levels of teacher professionalism. We then ontologically apply the model to exploring transnational language teachers’ agency and emotional vulnerability in the context of Turkey. Framing the study within a narrative inquiry meth…
Examining the Interplay of Teacher Emotional Intelligence and Feedback Responsiveness in Post-observation Conferences: Voices from Iran
Revisiting an Anti-Machiavellian model for teacher education: A critical perspective
This study examines a borrowed concept from politics, that is, Machiavellian, in second language teacher education (SLTE), develops an anti-model to it, and explores teacher educators’ viewpoints about the developed model with an eye on critical aspects of teacher education, that is, Anti-Machiavellian. To do so, the literature on Machiavellian thoughts was studied thoroughly based on which a model was proposed and interview questions were constr…
Teachers' personality types and their attitude toward receiving and employing postobservation feedback
Classroom observation has been long considered a powerful tool for evaluating and monitoring teachers' performance and progress. Teachers can benefit from the feedback during the postobservation conference but giving feedback is not a simple skill and needs knowledge and training. Research on tackling postobservation problems remains emerging and the aim of this study is to explore the role that a teacher's personality type–based on DiSC personal…
Typology of scaffolding in teacher discourse: Large data‐based evidence from second language classrooms
The aim of this study was to develop a new typology of scaffolding grounded on a large classroom corpus of teacher talk. To this end, 45 hours of 15 language teachers' classroom instruction were recorded and transcribed. From the obtained data, a new typology is proposed with four major categories, namely meta‐scaffolding, linguistic scaffolding, affective scaffolding, and under‐scaffolding. These categories comprise a wide range of subcategories…
Transnational language teachers’ emotional vulnerability and professional identity construction: An ecological perspective
[ArticleInPress]
Typology of scaffolding in teacher discourse: Large data‐based evidence from second language classrooms
The aim of this study was to develop a new typology of scaffolding grounded on a large classroom corpus of teacher talk. To this end, 45 hours of 15 language teachers' classroom instruction were recorded and transcribed. From the obtained data, a new typology is proposed with four major categories, namely meta‐scaffolding, linguistic scaffolding, affective scaffolding, and under‐scaffolding. These categories comprise a wide range of subcategories…
Autoethnography in Tesol Teacher Education: A Methodological Synthesis
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…
Typology of scaffolding in teacher discourse: Large data‐based evidence from second language classrooms
The aim of this study was to develop a new typology of scaffolding grounded on a large classroom corpus of teacher talk. To this end, 45 hours of 15 language teachers' classroom instruction were recorded and transcribed. From the obtained data, a new typology is proposed with four major categories, namely meta‐scaffolding, linguistic scaffolding, affective scaffolding, and under‐scaffolding. These categories comprise a wide range of subcategories…
Teachers' personality types and their attitude toward receiving and employing postobservation feedback
Classroom observation has been long considered a powerful tool for evaluating and monitoring teachers' performance and progress. Teachers can benefit from the feedback during the postobservation conference but giving feedback is not a simple skill and needs knowledge and training. Research on tackling postobservation problems remains emerging and the aim of this study is to explore the role that a teacher's personality type–based on DiSC personal…
Examining the Interplay of Teacher Emotional Intelligence and Feedback Responsiveness in Post-observation Conferences: Voices from Iran
Revisiting an Anti-Machiavellian model for teacher education: A critical perspective
This study examines a borrowed concept from politics, that is, Machiavellian, in second language teacher education (SLTE), develops an anti-model to it, and explores teacher educators’ viewpoints about the developed model with an eye on critical aspects of teacher education, that is, Anti-Machiavellian. To do so, the literature on Machiavellian thoughts was studied thoroughly based on which a model was proposed and interview questions were constr…
A sociocultural exploration of Iranian language teachers’ corrective feedback: Why and how
This study aims to explore the types and reasons for teachers’ corrective feedback (CF) in English as a Foreign Language (EFL) classes from sociocultural perspectives. To do so, 12 Iranian EFL teachers were selected based on convenience sampling, and 18 sessions of their classes (one or two from each teacher) were observed to ensure that there were at least three CF occurrences in each teacher’s class. Then, the teachers attended stimulated recal…
Narrative self-observation: A new framework for teacher professional development and identity research
Building on prior scholarship into narrative inquiry and autoethnography, this article proposes an original continuous professional development framework – narrative self-observation (NSO) – that has the potential to enhance teacher reflection and identity awareness through the peer-mediated ‘storying’ of a self-observed lesson. After conceptualising NSO, describing the framework and outlining the constructs and premises underpinning it, we repor…
Like white light going through a prism’: A metaphorical exploration of multilingual education from teachers’ perspectives
Various characteristics of multilingual educational settings have been investigated from diverse sources thus far; however, the metaphorical representation of these unique mini-societies has been overlooked and warrants greater attention. Therefore, grounded in a metaphorical standpoint, this study aimed to explore the underlying factors involved in multilingual education by analyzing teachers’ metaphors about it. To collect data, 67 teachers fro…
Transnational language teachers’ emotional vulnerability and professional identity construction: An ecological perspective
[ArticleInPress]
An Ecological Inquiry into Transnational English Language Teachers’ Emotional Vulnerability and Agency
In this study, we propose an ecological model of teacher agency and emotional vulnerability that draws on epistemological roots of these two constructs to capture historico-personal, socio-organizational, and prospective levels of teacher professionalism. We then ontologically apply the model to exploring transnational language teachers’ agency and emotional vulnerability in the context of Turkey. Framing the study within a narrative inquiry meth…
LearnEnglish: Social media, language learning, and the need for critical digital literacy
This research aims to explore how English as a Foreign Language learners interact with English-language educational material on Instagram, using the framework of Critical Digital Literacy (CDL). Utilizing a qualitative approach, the study included 13 university students from diverse educational backgrounds, self-identified as English learners following multiple English-teaching Instagram accounts. Data were collected through semi-structured inter…
AI-mediated instruction and novice language teachers' identity: Reinforcing and disrupting factors
This study examines how artificial intelligence (AI)-mediated instruction shapes novice language teachers' identity by highlighting both reinforcing and disrupting forces. Seven novice English as a Foreign Language (EFL) teachers at a private language school participated in a three-phase qualitative design: (a) demographic interviews to contextualize backgrounds and expectations; (b) observations of three lessons per teacher from an 18-session co…
Educators’ Perspectives on the Ecological Determinants of Well-Being Among Iranian Deaf and Hard-of-Hearing University Students: A Qualitative Multiple-Case Study
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…
An ecological exploration of challenges and affordances of emerging multilingual classrooms: Voices from Türkiye
Aims and objectives: This study explores the challenges and affordances of multilingual classrooms in Türkiye through an ecological theoretical framework, aiming to understand how teachers perceive and navigate these educational contexts. The research questions focus on identifying the specific challenges and opportunities within these classrooms and understanding their implications for educational practices. Design/methodology/approach: Employin…
Autoethnography in Tesol Teacher Education: A Methodological Synthesis
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 (8 works) · Qualitative research (7 works) · Pedagogy (6 works) · Sociology (6 works) · Teacher Education and Leadership Studies (6 works) · EFL/ESL Teaching and Learning (5 works) · Linguistics (4 works) · Mathematics education (4 works) · Multilingual Education and Policy (4 works) · Narrative (4 works)