Zia Tajeddin
Biographic Data
| ID | 6176327 |
|---|---|
| NAME | Zia Tajeddin |
| GIVEN NAMES | Zia |
| FAMILY NAME | Tajeddin |
| SIGNATURE | TAJEDDIN Z |
| AFFILIATIONS | Tarbiat Modares University |
| ORCID | 0000-0002-0430-6408 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Accent Awareness of World Englishes: Impact on Language Learners’ Attitudes, Social Attractiveness, Willingness to Communicate, and Accent Prejudice
This study sought to reshape accent prejudice through an awareness course and to explore course effects on learners’ willingness to communicate and their attitudes toward the social attractiveness of Indian English as a variety of World Englishes. Ten learners with strong accent prejudice were purposefully selected for the treatment. Pre- and post-treatment questionnaires and retrospective interviews showed that the course was significantly effec…
Early career language teachers' motivation in the making: An ecological perspective on their motivational resources
Teachers’ and learners’ beliefs about World Englishes, EIL, and ELF: A systematic review
The Role of Learner Variables in Pragmatic Development during Study Abroad: A Systematic Review
As one of the productive approaches to L2 pragmatic development, study abroad (SA) has drawn the attention of numerous researchers during the past few decades. Different factors, specifically those related to L2 learners, implicate the impact of SA on pragmatic development. The present systematic review aims to identify the roles of individual differences, including personal as well as social and cognitive variables, on the pragmatic development …
Perception of impoliteness in refusal and response to it by native speakers of English and Persian
Impoliteness entails the employment of strategies oriented toward attacking face and bringing about social disruption. Although research on impoliteness has received great attention in the past two decades, how impolite utterances are perceived and what the recipients of impoliteness do in return has remained relatively under-addressed. The current study set out to examine native English and Persian speakers’ perceptions of and response to impoli…
Language learners’ linguistic investment in ideologically framed language institutes: Forms of capital, ideology, and identity
Enhancing language teachers’ skills for intercultural instruction: Affordance of collaborative reflection
This study investigated the effects of collaborative reflection (CR) on Iranian English language teachers' intercultural instructional practice. The data were gathered by observing the classroom instruction of four novice and experienced teachers before and after eight CR sessions. The result revealed that CR was an effective tool for improving teachers' ICC skills and practice as it enabled them to notice cultural episodes of the lessons and tea…
Learners’ perspectives on imagined community of practice in English as an international language
Imagined communities of practice create spaces for language learners to participate in local and global interactions as individuals and as members of global communities. However, scant research has examined imagined communities of practice in the context of English as an international language (EIL). The present study adopted a mixed-methods design to explore English language learners’ perspectives on using English in the context of EIL. A total …
Critical language assessment literacy of EFL teachers: Scale construction and validation
Critical language assessment (CLA) has been addressed in numerous studies. However, the majority of the studies have overlooked the need for a practical framework to measure the CLA dimension of teachers’ language assessment literacy (LAL). This gap prompted us to develop and validate a critical language assessment literacy (CLAL) scale to further underscore the role of CLA principles and their practice as an essential part of teachers’ LAL. In t…
Language Teachers’ Intercultural Identity in the Critical Context of Cultural Globalization and Its Metaphoric Realization
This study used questionnaires and interviews to investigate Iranian English language teachers’ intercultural identity and its metaphoric realization in the context of cultural globalization. While questionnaire findings revealed that the majority held first language cultural identity, factor analysis indicated teachers’ preference for American culture as representative of globalized culture. Interview data indicated teachers’ imagined direct exp…
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…
Professional Identity Conflict and (Re)Construction among English Teachers in Iran
This paper examines how English as a foreign language (EFL) teachers in Iran manage the identity conflicts that arise within their language teaching contexts. The position of English in Iran is manifestly, ideologically, and politically shaped, yet little is known about the process of EFL teacher identity construction and management in this context. To address this gap, two EFL teachers’ narrative reflections on identity were elicited via online …
Idealized native-speaker linguistic and pragmatic norms in English as an international language: Exploring the perceptions of nonnative English teachers
Despite the global spread of English, it seems that voices from nonnative English teachers concerning English as an international language (EIL) are under-represented. To address the issue, this study sought to investigate the nonnative teachers’ perceptions of idealized native-speaker linguistic and pragmatic norms in the EIL context. Participants included 125 nonnative English-speaking teachers from the Persian context, falling within the expan…
Cross-cultural Perceptions of Impoliteness by Native English Speakers and EFL Learners: The Case of Apology Speech Act
This study investigated native English speakers’ and English as a foreign language (EFL) learners’ perception of (im)politeness. Seventy-five native speakers and 177 EFL learners were administered a discourse completion task for the speech act of apology accompanied by responses violating politeness by various degrees. Participants were asked to assess the degree of (im)politeness embedded in each response and to write down their assessment comme…
Professional Identity Conflict and (Re)Construction among English Teachers in Iran
This paper examines how English as a foreign language (EFL) teachers in Iran manage the identity conflicts that arise within their language teaching contexts. The position of English in Iran is manifestly, ideologically, and politically shaped, yet little is known about the process of EFL teacher identity construction and management in this context. To address this gap, two EFL teachers’ narrative reflections on identity were elicited via online …
Learners’ perspectives on imagined community of practice in English as an international language
Imagined communities of practice create spaces for language learners to participate in local and global interactions as individuals and as members of global communities. However, scant research has examined imagined communities of practice in the context of English as an international language (EIL). The present study adopted a mixed-methods design to explore English language learners’ perspectives on using English in the context of EIL. A total …
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…
Enhancing language teachers’ skills for intercultural instruction: Affordance of collaborative reflection
This study investigated the effects of collaborative reflection (CR) on Iranian English language teachers' intercultural instructional practice. The data were gathered by observing the classroom instruction of four novice and experienced teachers before and after eight CR sessions. The result revealed that CR was an effective tool for improving teachers' ICC skills and practice as it enabled them to notice cultural episodes of the lessons and tea…
Idealized native-speaker linguistic and pragmatic norms in English as an international language: Exploring the perceptions of nonnative English teachers
Despite the global spread of English, it seems that voices from nonnative English teachers concerning English as an international language (EIL) are under-represented. To address the issue, this study sought to investigate the nonnative teachers’ perceptions of idealized native-speaker linguistic and pragmatic norms in the EIL context. Participants included 125 nonnative English-speaking teachers from the Persian context, falling within the expan…
Cross-cultural Perceptions of Impoliteness by Native English Speakers and EFL Learners: The Case of Apology Speech Act
This study investigated native English speakers’ and English as a foreign language (EFL) learners’ perception of (im)politeness. Seventy-five native speakers and 177 EFL learners were administered a discourse completion task for the speech act of apology accompanied by responses violating politeness by various degrees. Participants were asked to assess the degree of (im)politeness embedded in each response and to write down their assessment comme…
Idealized native-speaker linguistic and pragmatic norms in English as an international language: Exploring the perceptions of nonnative English teachers
Despite the global spread of English, it seems that voices from nonnative English teachers concerning English as an international language (EIL) are under-represented. To address the issue, this study sought to investigate the nonnative teachers’ perceptions of idealized native-speaker linguistic and pragmatic norms in the EIL context. Participants included 125 nonnative English-speaking teachers from the Persian context, falling within the expan…
Professional Identity Conflict and (Re)Construction among English Teachers in Iran
This paper examines how English as a foreign language (EFL) teachers in Iran manage the identity conflicts that arise within their language teaching contexts. The position of English in Iran is manifestly, ideologically, and politically shaped, yet little is known about the process of EFL teacher identity construction and management in this context. To address this gap, two EFL teachers’ narrative reflections on identity were elicited via online …
Language Teachers’ Intercultural Identity in the Critical Context of Cultural Globalization and Its Metaphoric Realization
This study used questionnaires and interviews to investigate Iranian English language teachers’ intercultural identity and its metaphoric realization in the context of cultural globalization. While questionnaire findings revealed that the majority held first language cultural identity, factor analysis indicated teachers’ preference for American culture as representative of globalized culture. Interview data indicated teachers’ imagined direct exp…
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…
Critical language assessment literacy of EFL teachers: Scale construction and validation
Critical language assessment (CLA) has been addressed in numerous studies. However, the majority of the studies have overlooked the need for a practical framework to measure the CLA dimension of teachers’ language assessment literacy (LAL). This gap prompted us to develop and validate a critical language assessment literacy (CLAL) scale to further underscore the role of CLA principles and their practice as an essential part of teachers’ LAL. In t…
Perception of impoliteness in refusal and response to it by native speakers of English and Persian
Impoliteness entails the employment of strategies oriented toward attacking face and bringing about social disruption. Although research on impoliteness has received great attention in the past two decades, how impolite utterances are perceived and what the recipients of impoliteness do in return has remained relatively under-addressed. The current study set out to examine native English and Persian speakers’ perceptions of and response to impoli…
Language learners’ linguistic investment in ideologically framed language institutes: Forms of capital, ideology, and identity
Enhancing language teachers’ skills for intercultural instruction: Affordance of collaborative reflection
This study investigated the effects of collaborative reflection (CR) on Iranian English language teachers' intercultural instructional practice. The data were gathered by observing the classroom instruction of four novice and experienced teachers before and after eight CR sessions. The result revealed that CR was an effective tool for improving teachers' ICC skills and practice as it enabled them to notice cultural episodes of the lessons and tea…
Learners’ perspectives on imagined community of practice in English as an international language
Imagined communities of practice create spaces for language learners to participate in local and global interactions as individuals and as members of global communities. However, scant research has examined imagined communities of practice in the context of English as an international language (EIL). The present study adopted a mixed-methods design to explore English language learners’ perspectives on using English in the context of EIL. A total …
Teachers’ and learners’ beliefs about World Englishes, EIL, and ELF: A systematic review
The Role of Learner Variables in Pragmatic Development during Study Abroad: A Systematic Review
As one of the productive approaches to L2 pragmatic development, study abroad (SA) has drawn the attention of numerous researchers during the past few decades. Different factors, specifically those related to L2 learners, implicate the impact of SA on pragmatic development. The present systematic review aims to identify the roles of individual differences, including personal as well as social and cognitive variables, on the pragmatic development …
Accent Awareness of World Englishes: Impact on Language Learners’ Attitudes, Social Attractiveness, Willingness to Communicate, and Accent Prejudice
This study sought to reshape accent prejudice through an awareness course and to explore course effects on learners’ willingness to communicate and their attitudes toward the social attractiveness of Indian English as a variety of World Englishes. Ten learners with strong accent prejudice were purposefully selected for the treatment. Pre- and post-treatment questionnaires and retrospective interviews showed that the course was significantly effec…
Early career language teachers' motivation in the making: An ecological perspective on their motivational resources
Psychology (11 works) · Pedagogy (9 works) · EFL/ESL Teaching and Learning (7 works) · Linguistics (7 works) · Sociology (6 works) · Computer Science (5 works) · Mathematics education (5 works) · Second Language Learning and Teaching (4 works) · Discourse Analysis in Language Studies (3 works) · Language, Discourse, Communication Strategies (3 works)