Mohsen Rezazadeh
Biographic Data
| ID | 4460423 |
|---|---|
| NAME | Mohsen Rezazadeh |
| GIVEN NAMES | Mohsen |
| FAMILY NAME | Rezazadeh |
| SIGNATURE | REZAZADEH M |
| AFFILIATIONS | University of Isfahan |
| ORCID | 0000-0002-4477-2059 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Rethinking teaching skills
Examining need for closure and need for cognition as predictors of foreign language anxiety and enjoyment
This study investigated the relationship between need for closure and need for cognition and foreign language anxiety and enjoyment. The participants of the study were 232 EFL learners at a university in Iran. Self-report questionnaires on need for closure, need for cognition, foreign language classroom anxiety and foreign language enjoyment were administered. The results of path analysis indicated that different aspects of need for closure and n…
“I Can Learn How to Communicate Appropriately in This Language” Examining the Links between Language Mindsets and Understanding L2 Pragmatic Behaviours
Recent developments regarding mindsets have led to interesting findings in respect to language learning. Despite this interest, no one to the best of our knowledge has investigated individuals’ mindsets regarding the learnability of second language (L2) pragmatic norms. This study was set out to explore the structural relation between L2 learners’ belief systems -fixed and growth mindsets- and their L2 pragmatic norms including recognition, evalu…
The links between grammar learning strategies and language mindsets among L2 and L3 learners
This study sought to investigate the relationship between language mindsets and grammar learning strategies and grammatical performance among English as L2 and L3 learners. Moreover, this study examined fixed and growth language mindsets across gender and language groups. The sample included 320 (NL2 = 160, NL3 = 160) intermediate Iranian EFL learners who responded to self-report scales ta as well as a grammar test. Independent samples t-tests in…
The Role of Need for Closure and Need for Cognition in Writing-Specific Psychological Factors
This study examined the role of need for closure and need for cognition in predicting second language (L2) writing-specific psychological factors, namely, self-efficacy, anxiety, motivation, and self-regulation. To do this, we collected self-report data from 186 undergraduate learners of English. Results of path analyses revealed that both need for closure and need for cognition predicted writing self-efficacy, anxiety, motivation, and self-regul…
The links between grammar learning strategies and language mindsets among L2 and L3 learners
This study sought to investigate the relationship between language mindsets and grammar learning strategies and grammatical performance among English as L2 and L3 learners. Moreover, this study examined fixed and growth language mindsets across gender and language groups. The sample included 320 (NL2 = 160, NL3 = 160) intermediate Iranian EFL learners who responded to self-report scales ta as well as a grammar test. Independent samples t-tests in…
Rethinking teaching skills
Examining need for closure and need for cognition as predictors of foreign language anxiety and enjoyment
This study investigated the relationship between need for closure and need for cognition and foreign language anxiety and enjoyment. The participants of the study were 232 EFL learners at a university in Iran. Self-report questionnaires on need for closure, need for cognition, foreign language classroom anxiety and foreign language enjoyment were administered. The results of path analysis indicated that different aspects of need for closure and n…
The Role of Need for Closure and Need for Cognition in Writing-Specific Psychological Factors
This study examined the role of need for closure and need for cognition in predicting second language (L2) writing-specific psychological factors, namely, self-efficacy, anxiety, motivation, and self-regulation. To do this, we collected self-report data from 186 undergraduate learners of English. Results of path analyses revealed that both need for closure and need for cognition predicted writing self-efficacy, anxiety, motivation, and self-regul…
The links between grammar learning strategies and language mindsets among L2 and L3 learners
This study sought to investigate the relationship between language mindsets and grammar learning strategies and grammatical performance among English as L2 and L3 learners. Moreover, this study examined fixed and growth language mindsets across gender and language groups. The sample included 320 (NL2 = 160, NL3 = 160) intermediate Iranian EFL learners who responded to self-report scales ta as well as a grammar test. Independent samples t-tests in…
The Role of Need for Closure and Need for Cognition in Writing-Specific Psychological Factors
This study examined the role of need for closure and need for cognition in predicting second language (L2) writing-specific psychological factors, namely, self-efficacy, anxiety, motivation, and self-regulation. To do this, we collected self-report data from 186 undergraduate learners of English. Results of path analyses revealed that both need for closure and need for cognition predicted writing self-efficacy, anxiety, motivation, and self-regul…
“I Can Learn How to Communicate Appropriately in This Language” Examining the Links between Language Mindsets and Understanding L2 Pragmatic Behaviours
Recent developments regarding mindsets have led to interesting findings in respect to language learning. Despite this interest, no one to the best of our knowledge has investigated individuals’ mindsets regarding the learnability of second language (L2) pragmatic norms. This study was set out to explore the structural relation between L2 learners’ belief systems -fixed and growth mindsets- and their L2 pragmatic norms including recognition, evalu…
Examining need for closure and need for cognition as predictors of foreign language anxiety and enjoyment
This study investigated the relationship between need for closure and need for cognition and foreign language anxiety and enjoyment. The participants of the study were 232 EFL learners at a university in Iran. Self-report questionnaires on need for closure, need for cognition, foreign language classroom anxiety and foreign language enjoyment were administered. The results of path analysis indicated that different aspects of need for closure and n…
Rethinking teaching skills
Psychology (5 works) · EFL/ESL Teaching and Learning (4 works) · Mathematics education (4 works) · Pedagogy (3 works) · Anxiety (2 works) · Closure (psychology (2 works) · Cognition (2 works) · Cognitive psychology (2 works) · Educational and Psychological Assessments (2 works) · Emotional Intelligence and Performance (2 works)