Arash Hashemifardnia
Biographic Data
| ID | 5678343 |
|---|---|
| NAME | Arash Hashemifardnia |
| GIVEN NAMES | Arash |
| FAMILY NAME | Hashemifardnia |
| SIGNATURE | HASHEMIFARDNIA A |
| AFFILIATIONS | Islamic Azad University of Shahrekord |
| ORCID | 0000-0003-3909-5003 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Real-time AI-mediated peer feedback in L2 writing
Although interest in integrating Artificial Intelligence (AI) into language learning has increased, research examining the distinct effects of AI-mediated peer feedback (AIMPF) and traditional peer feedback (TPF) on L2 writing improvement remains limited. To address this gap in the literature, the present study explored the effectiveness of AIMPF in comparison to TPF in enhancing the accuracy and engagement (e.g. vigor, dedication, and absorption…
Investigating a structured ChatGPT-assisted instructional routine and its association with intolerance of uncertainty and emotion regulation in higher education
Neurodivergent English Learners in Digital Classrooms
Although the potential of gamified learning to enhance student engagement and emotional regulation has received increasing attention, research addressing the needs of neurodivergent English language learners, including those with Attention‐Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) remains limited. This study addresses this gap by investigating the impact of gamified electronic learning on both engagement and emotion…
Multimodal storytelling for neurodiverse learners
To explore the potential contribution of multimodal storytelling to learner outcomes in inclusive educational settings, the present study investigated its effects on engagement, social belonging, and oral communication skills among neurodiverse middle school learners. Drawing on different learning theories, multimodal storytelling was conceptualized as a holistic instructional approach integrating visual, auditory, and textual modes to support di…
Serious Game‐Based Learning
In recent years, the integration of digital technologies into language learning has gained significant attention, particularly in the context of English as a Foreign Language (EFL) education. However, there remains a gap in understanding the broader affective and cognitive benefits of serious game‐based learning (SGBL) in this field. The present study addressed this gap by examining the impact of SGBL on EFL learners' happiness, motivation, self‐…
Exploring the intersections between digital competence with job motivation and job efficacy in EFL teachers
These findings underscore the importance of both digital competence and a strong sense of job efficacy in fostering and sustaining motivation among EFL teachers. Consequently, professional development initiatives should prioritize the enhancement of digital skills alongside strategies to build teachers' confidence in their abilities
Podcast-integrated speaking instruction
The Effect of WeChat-Based Online Instruction on EFL Learners’ Vocabulary Knowledge
During the COVID-19 pandemic, the use of online instruction through different mobile applications has become more common in education all over the world. Therefore, this research investigated the potential effects of using WeChat-based online instruction on Iranian EFL learners’ vocabulary knowledge. To achieve this objective, 44 Iranian intermediate subjects were picked out among 67 students based on the findings of the Oxford Quick Placement Te…
The Comparative Effect of Spacing Instruction and Massed Instruction on Intermediate EFL Learners’ Reading Comprehension
This study compared the effects of spacing and massed instructions on Iranian English as a foreign language (EFL) learners’ reading comprehension. To fulfill this objective, 50 Iranian participants were selected among 80 students based on the results of Oxford Quick Placement Test (OQPT). The intermediate selected participants were then randomly divided into two equal experimental groups; spacing group and massed group. Afterward, the researcher …
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The Comparative Effect of Spacing Instruction and Massed Instruction on Intermediate EFL Learners’ Reading Comprehension
This study compared the effects of spacing and massed instructions on Iranian English as a foreign language (EFL) learners’ reading comprehension. To fulfill this objective, 50 Iranian participants were selected among 80 students based on the results of Oxford Quick Placement Test (OQPT). The intermediate selected participants were then randomly divided into two equal experimental groups; spacing group and massed group. Afterward, the researcher …
The Effect of WeChat-Based Online Instruction on EFL Learners’ Vocabulary Knowledge
During the COVID-19 pandemic, the use of online instruction through different mobile applications has become more common in education all over the world. Therefore, this research investigated the potential effects of using WeChat-based online instruction on Iranian EFL learners’ vocabulary knowledge. To achieve this objective, 44 Iranian intermediate subjects were picked out among 67 students based on the findings of the Oxford Quick Placement Te…
Serious Game‐Based Learning
In recent years, the integration of digital technologies into language learning has gained significant attention, particularly in the context of English as a Foreign Language (EFL) education. However, there remains a gap in understanding the broader affective and cognitive benefits of serious game‐based learning (SGBL) in this field. The present study addressed this gap by examining the impact of SGBL on EFL learners' happiness, motivation, self‐…
Exploring the intersections between digital competence with job motivation and job efficacy in EFL teachers
These findings underscore the importance of both digital competence and a strong sense of job efficacy in fostering and sustaining motivation among EFL teachers. Consequently, professional development initiatives should prioritize the enhancement of digital skills alongside strategies to build teachers' confidence in their abilities
Podcast-integrated speaking instruction
Real-time AI-mediated peer feedback in L2 writing
Although interest in integrating Artificial Intelligence (AI) into language learning has increased, research examining the distinct effects of AI-mediated peer feedback (AIMPF) and traditional peer feedback (TPF) on L2 writing improvement remains limited. To address this gap in the literature, the present study explored the effectiveness of AIMPF in comparison to TPF in enhancing the accuracy and engagement (e.g. vigor, dedication, and absorption…
Investigating a structured ChatGPT-assisted instructional routine and its association with intolerance of uncertainty and emotion regulation in higher education
Neurodivergent English Learners in Digital Classrooms
Although the potential of gamified learning to enhance student engagement and emotional regulation has received increasing attention, research addressing the needs of neurodivergent English language learners, including those with Attention‐Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) remains limited. This study addresses this gap by investigating the impact of gamified electronic learning on both engagement and emotion…
Multimodal storytelling for neurodiverse learners
To explore the potential contribution of multimodal storytelling to learner outcomes in inclusive educational settings, the present study investigated its effects on engagement, social belonging, and oral communication skills among neurodiverse middle school learners. Drawing on different learning theories, multimodal storytelling was conceptualized as a holistic instructional approach integrating visual, auditory, and textual modes to support di…
Mathematics education (4 works) · Psychology (4 works) · Linguistics (3 works) · Competence (human resources (2 works) · Computer Science (2 works) · Context (archaeology) (2 works) · Educational Games and Gamification (2 works) · EFL/ESL Teaching and Learning (2 works) · Language acquisition (2 works) · Mathematics (2 works)