Khadijeh Aqajani Delavar
Biographic Data
| ID | 6175265 |
|---|---|
| NAME | Khadijeh Aqajani Delavar |
| GIVEN NAMES | Khadijeh Aqajani |
| FAMILY NAME | Delavar |
| SIGNATURE | DELAVAR K A |
| AFFILIATIONS | Kharazmi University |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
From Strategy Awareness to Engagement
The contribution of self-regulated learning (SRL) strategies to second language (L2) education has recently garnered significant attention in various contexts. However, the way these strategies interact with task engagement in the domain of specific language skills such as L2 writing has been overlooked. To fill this gap, this study employed an experimental–comparison group, pretest–posttest design, conducted within a mixed-methods sequential exp…
The relationship between self‐regulated learning strategy use and task engagement
Drawing on the explanatory sequential mixed‐methods design, the present study aims to investigate the relationship, if any, between self‐regulated learning (SRL) strategy use and task engagement. The participants of the study were 361 Iranian EFL students majoring in English language teaching or English language and literature for the B.A. degree, with a B1 English language proficiency level, based on the Common European Framework of Reference fo…
Enhancing English learning materials with data-driven learning
The purpose of the present mixed methods study was to investigate if enhancing Focus on Form (FonF) tasks with data-driven learning (DDL) affects English as a Foreign Language (EFL) learners’ task motivation from the self-determination theory (SDT) perspective. Following a quasi-experimental comparison group pretest-posttest and sequential explanatory mixed methods designs, 76 female English-major university students were randomly assigned to com…
A Data-driven Learning Focus on Form Approach to Academic English Lecture Comprehension
Using concordancers in English classes is demanding, time-consuming, and challenging to both teachers and learners. On the other hand, research points to the effectiveness of data-driven learning (DDL) in improving second/foreign language learning. The present study proposed a new task type, that is, DDL focus on form (FonF) tasks, as a combination of DDL and FonF approaches, and investigated if using such tasks improves students’ comprehension o…
The impact of concordancing on English learners’ foreign language anxiety and enjoyment
The impact of concordancing on English learners’ foreign language anxiety and enjoyment
The relationship between self‐regulated learning strategy use and task engagement
Drawing on the explanatory sequential mixed‐methods design, the present study aims to investigate the relationship, if any, between self‐regulated learning (SRL) strategy use and task engagement. The participants of the study were 361 Iranian EFL students majoring in English language teaching or English language and literature for the B.A. degree, with a B1 English language proficiency level, based on the Common European Framework of Reference fo…
Enhancing English learning materials with data-driven learning
The purpose of the present mixed methods study was to investigate if enhancing Focus on Form (FonF) tasks with data-driven learning (DDL) affects English as a Foreign Language (EFL) learners’ task motivation from the self-determination theory (SDT) perspective. Following a quasi-experimental comparison group pretest-posttest and sequential explanatory mixed methods designs, 76 female English-major university students were randomly assigned to com…
The impact of concordancing on English learners’ foreign language anxiety and enjoyment
A Data-driven Learning Focus on Form Approach to Academic English Lecture Comprehension
Using concordancers in English classes is demanding, time-consuming, and challenging to both teachers and learners. On the other hand, research points to the effectiveness of data-driven learning (DDL) in improving second/foreign language learning. The present study proposed a new task type, that is, DDL focus on form (FonF) tasks, as a combination of DDL and FonF approaches, and investigated if using such tasks improves students’ comprehension o…
The relationship between self‐regulated learning strategy use and task engagement
Drawing on the explanatory sequential mixed‐methods design, the present study aims to investigate the relationship, if any, between self‐regulated learning (SRL) strategy use and task engagement. The participants of the study were 361 Iranian EFL students majoring in English language teaching or English language and literature for the B.A. degree, with a B1 English language proficiency level, based on the Common European Framework of Reference fo…
Enhancing English learning materials with data-driven learning
The purpose of the present mixed methods study was to investigate if enhancing Focus on Form (FonF) tasks with data-driven learning (DDL) affects English as a Foreign Language (EFL) learners’ task motivation from the self-determination theory (SDT) perspective. Following a quasi-experimental comparison group pretest-posttest and sequential explanatory mixed methods designs, 76 female English-major university students were randomly assigned to com…
From Strategy Awareness to Engagement
The contribution of self-regulated learning (SRL) strategies to second language (L2) education has recently garnered significant attention in various contexts. However, the way these strategies interact with task engagement in the domain of specific language skills such as L2 writing has been overlooked. To fill this gap, this study employed an experimental–comparison group, pretest–posttest design, conducted within a mixed-methods sequential exp…
Computer Science (4 works) · Mathematics education (4 works) · Psychology (4 works) · EFL/ESL Teaching and Learning (3 works) · Innovative Teaching and Learning Methods (3 works) · Artificial Intelligence (2 works) · Linguistics (2 works) · Second Language Acquisition and Learning (2 works) · Task (project management (2 works) · Academic year (1 work)