Hassan Nejadghanbar
Biographic Data
| ID | 5997802 |
|---|---|
| NAME | Hassan Nejadghanbar |
| GIVEN NAMES | Hassan |
| FAMILY NAME | Nejadghanbar |
| SIGNATURE | NEJADGHANBAR H |
| AFFILIATIONS | Hong Kong Polytechnic University |
| ORCID | 0000-0002-7821-8128 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 29 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
English language teachers’ social media branding
Despite the popularity of social media branding, research on how English teachers utilize these platforms to build their personal brands is limited. This study aims to explore how teachers establish their brand identities on Instagram and how their followers perceive them. The research used narrative frames (NFs) and in-depth semi-structured interviews with six English teachers and three of their followers each. The NFs explored brand identity co…
English language teachers’ professionalism on social media
As a result of platformization, professionalism is situationally configured based on the online audience and the material aspects of social media (e.g., user interface design, algorithms, follower counts, likes, views, and shares). This dynamic configuration of professionalism presents both challenges and opportunities for redefining our understanding of teacher professionalism. Using a sociomaterial theoretical framework, this study explores how…
Emerging conventions in GenAI disclosure
This study examines how applied linguistics authors report the use of generative AI (GenAI) in published research, addressing the ongoing ambiguity around acceptable practices, required disclosure, and informational sufficiency. Only 4.2 % of the articles included any AI-related disclosure: 2.8 % declared use and 1.4 % declared non-use, with reporting concentrated in a minority of journals, indicating policy-driven effects. When present, disclosu…
Chinese female university teachers’ emotional vulnerability in the era of hyper-performativity
The global advent of hyper-performativity in higher education has placed great pressure on university teachers, which is particularly evident for female teachers. Through the theoretical lens of emotional vulnerability within a post-structuralist approach, the study examines Chinese female university teachers’ professional development and wellbeing amid the ramifications of hyper-performative institutional cultures. Adopting a narrative case stud…
Emotional experiences of English language teachers in the age of generative AI
Study Quality in the Age of AI
Since ChatGPT's release, there has been confusion about how generative AI (GenAI) tools can be responsibly utilized in TESOL research processes. While there are many examples of inappropriate uses of GenAI, there are also growing examples of its potential utility. In addition, GenAI use has become normalized in many TESOL scholars' academic writing and knowledge‐production activities. The rapid adoption of GenAI into researchers' practices has ou…
I can't have it both ways”
Adopting a poststructuralist theoretical approach, this study explored the emotion‐laden tensions, emotion labor, and identity constructions of university female English language teachers within the changing institutional and sociocultural contexts in China. Data were collected through narrative frames and follow‐up interviews with 13 female English language teachers in mainland Chinese universities. The findings revealed that female teachers' em…
Exploring the Impact of Generative AI on Peer Review
This study investigates the perspectives of 12 journal reviewers from diverse academic disciplines on using large language models (LLMs) in the peer review process. We identified key themes regarding integrating LLMs through qualitative data analysis of verbatim responses to an open-ended questionnaire. Reviewers noted that LLMs can automate tasks such as preliminary screening, plagiarism detection, and language verification, thereby reducing wor…
Authenticity on Social Media
This study examines teachers' perceptions of authenticity in social media self‐branding. Data were gathered using narrative frames and semi‐structured interviews with 12 Iranian teachers involved in Instagram self‐branding. Analysis revealed three levels of teacher authenticity (TA): personal, professional/pedagogical, and relational. Personal authenticity refers to the individual traits that define how Instagram teachers present themselves, emph…
English language teacher identity construction on Instagram
An activity theory inquiry into emotional vulnerability and professional identity construction of language teacher educators
202407 bcch
Language teacher educator agency
Investigating questionable research practices among Iranian applied linguists
English Language Teachers' Emotional Vulnerability in the Era of Self‐Branding on Social Media
This study aimed to explore English language teachers' vulnerability and identity negotiation in relation to self‐branding on social media. It focused on 15 Iranian teachers' experiences in teaching and self‐promotion on Instagram through narrative frames and follow‐up interviews. The analysis of the teacher narratives demonstrated that the new online context that valorizes visibility by demanding audience appealing content and personalities gene…
Emotion labor and professional identity construction of Tesol teacher educators
Publishing in predatory language and linguistics journals
This study examines the experiences and motivations of language and linguistics academics who have published in potential predatory journals (PPJs). A questionnaire was administered to 2,793 academics with publications in 63 language and linguistics PPJs, and 213 of them returned their responses. A subsample of the respondents ( n = 21) also contributed qualitative data through semi-structured interviews or email responses to open-ended questions…
Developing a Revised Cross-Cultural Academic Integrity Questionnaire (CCAIQ-2)
Emotion labor and professional identity construction of Tesol teacher educators
English Language Teachers' Emotional Vulnerability in the Era of Self‐Branding on Social Media
This study aimed to explore English language teachers' vulnerability and identity negotiation in relation to self‐branding on social media. It focused on 15 Iranian teachers' experiences in teaching and self‐promotion on Instagram through narrative frames and follow‐up interviews. The analysis of the teacher narratives demonstrated that the new online context that valorizes visibility by demanding audience appealing content and personalities gene…
An activity theory inquiry into emotional vulnerability and professional identity construction of language teacher educators
202407 bcch
English language teacher identity construction on Instagram
Investigating questionable research practices among Iranian applied linguists
Developing a Revised Cross-Cultural Academic Integrity Questionnaire (CCAIQ-2)
Publishing in predatory language and linguistics journals
This study examines the experiences and motivations of language and linguistics academics who have published in potential predatory journals (PPJs). A questionnaire was administered to 2,793 academics with publications in 63 language and linguistics PPJs, and 213 of them returned their responses. A subsample of the respondents ( n = 21) also contributed qualitative data through semi-structured interviews or email responses to open-ended questions…
Developing a Revised Cross-Cultural Academic Integrity Questionnaire (CCAIQ-2)
Emotion labor and professional identity construction of Tesol teacher educators
Publishing in predatory language and linguistics journals
This study examines the experiences and motivations of language and linguistics academics who have published in potential predatory journals (PPJs). A questionnaire was administered to 2,793 academics with publications in 63 language and linguistics PPJs, and 213 of them returned their responses. A subsample of the respondents ( n = 21) also contributed qualitative data through semi-structured interviews or email responses to open-ended questions…
Language teacher educator agency
Investigating questionable research practices among Iranian applied linguists
English Language Teachers' Emotional Vulnerability in the Era of Self‐Branding on Social Media
This study aimed to explore English language teachers' vulnerability and identity negotiation in relation to self‐branding on social media. It focused on 15 Iranian teachers' experiences in teaching and self‐promotion on Instagram through narrative frames and follow‐up interviews. The analysis of the teacher narratives demonstrated that the new online context that valorizes visibility by demanding audience appealing content and personalities gene…
Exploring the Impact of Generative AI on Peer Review
This study investigates the perspectives of 12 journal reviewers from diverse academic disciplines on using large language models (LLMs) in the peer review process. We identified key themes regarding integrating LLMs through qualitative data analysis of verbatim responses to an open-ended questionnaire. Reviewers noted that LLMs can automate tasks such as preliminary screening, plagiarism detection, and language verification, thereby reducing wor…
Authenticity on Social Media
This study examines teachers' perceptions of authenticity in social media self‐branding. Data were gathered using narrative frames and semi‐structured interviews with 12 Iranian teachers involved in Instagram self‐branding. Analysis revealed three levels of teacher authenticity (TA): personal, professional/pedagogical, and relational. Personal authenticity refers to the individual traits that define how Instagram teachers present themselves, emph…
English language teacher identity construction on Instagram
An activity theory inquiry into emotional vulnerability and professional identity construction of language teacher educators
202407 bcch
English language teachers’ social media branding
Despite the popularity of social media branding, research on how English teachers utilize these platforms to build their personal brands is limited. This study aims to explore how teachers establish their brand identities on Instagram and how their followers perceive them. The research used narrative frames (NFs) and in-depth semi-structured interviews with six English teachers and three of their followers each. The NFs explored brand identity co…
English language teachers’ professionalism on social media
As a result of platformization, professionalism is situationally configured based on the online audience and the material aspects of social media (e.g., user interface design, algorithms, follower counts, likes, views, and shares). This dynamic configuration of professionalism presents both challenges and opportunities for redefining our understanding of teacher professionalism. Using a sociomaterial theoretical framework, this study explores how…
Emerging conventions in GenAI disclosure
This study examines how applied linguistics authors report the use of generative AI (GenAI) in published research, addressing the ongoing ambiguity around acceptable practices, required disclosure, and informational sufficiency. Only 4.2 % of the articles included any AI-related disclosure: 2.8 % declared use and 1.4 % declared non-use, with reporting concentrated in a minority of journals, indicating policy-driven effects. When present, disclosu…
Chinese female university teachers’ emotional vulnerability in the era of hyper-performativity
The global advent of hyper-performativity in higher education has placed great pressure on university teachers, which is particularly evident for female teachers. Through the theoretical lens of emotional vulnerability within a post-structuralist approach, the study examines Chinese female university teachers’ professional development and wellbeing amid the ramifications of hyper-performative institutional cultures. Adopting a narrative case stud…
Emotional experiences of English language teachers in the age of generative AI
Study Quality in the Age of AI
Since ChatGPT's release, there has been confusion about how generative AI (GenAI) tools can be responsibly utilized in TESOL research processes. While there are many examples of inappropriate uses of GenAI, there are also growing examples of its potential utility. In addition, GenAI use has become normalized in many TESOL scholars' academic writing and knowledge‐production activities. The rapid adoption of GenAI into researchers' practices has ou…
I can't have it both ways”
Adopting a poststructuralist theoretical approach, this study explored the emotion‐laden tensions, emotion labor, and identity constructions of university female English language teachers within the changing institutional and sociocultural contexts in China. Data were collected through narrative frames and follow‐up interviews with 13 female English language teachers in mainland Chinese universities. The findings revealed that female teachers' em…
Psychology (13 works) · Sociology (10 works) · Pedagogy (8 works) · Computer Science (7 works) · Linguistics (7 works) · Artificial Intelligence in Healthcare and Education (5 works) · Philosophy (5 works) · Political science (5 works) · Artificial Intelligence (4 works) · Identity (music (4 works)