Ehsan Rassaei
Biographic Data
| ID | 6479086 |
|---|---|
| NAME | Ehsan Rassaei |
| GIVEN NAMES | Ehsan |
| FAMILY NAME | Rassaei |
| SIGNATURE | RASSAEI E |
| AFFILIATIONS | Majan College |
| ORCID | 0000-0001-6477-9752 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The Effects of Mobile, Gamified, and Paper Flashcards on Vocabulary and Collocation Learning in Young Language Learners
This study examined English vocabulary learning by using three types of flashcards: paper flashcards, non‐gamified mobile application (app) flashcards (i.e., digital flashcards), and gamified mobile app flashcards (i.e., gamified flashcards) in a privately owned language institute in Iran. Employing a sequential explanatory mixed‐methods design, we quantitatively and qualitatively assessed the impacts of mobile‐based flashcards in comparison to p…
Self-regulated learning and its impact on scaffolded feedback effectiveness in EFL learning
Although the efficacy of scaffolded feedback (SF) is premised on its role in pushing learners toward self-regulated performance, its relationship with self-regulated learning (SRL) has remained underexplored. This study examines how SRL predicts the effectiveness of SF. Sixty-two intermediate English as a Foreign Language learners were randomly assigned to an experimental group and a control condition. The experimental group received SF in respon…
Effects of textual enhancement on L2 development
This meta-analysis examines the effects of textual enhancement (TE) on second language (L2) development by synthesizing findings from 29 primary studies involving 1749 participants. These studies were selected based on carefully defined inclusion criteria and an evaluation of the homogeneity of the primary studies’ effect sizes. The results reveal an overall small to medium combined aggregate effect size ( g = 0.54) for between-subject comparison…
The interplay between corrective feedback timing, task complexity and working memory in L2 development
Immediate versus delayed prompts, field dependence and independence cognitive style and L2 development
Recent research has provided evidence that corrective feedback (CF) timing can play a significant role in feedback effectiveness. However, given that immediate and delayed feedback are differentially contextualized, little is known about the mediating role of learners’ field dependence/independence (FDI) cognitive style on the effectiveness of immediate and delayed prompts. To this end, the present study examined the effects of immediate and dela…
Immediate vs. delayed prompts, individual differences in working memory, and L2 development
The goal of the present study is to examine the effects of immediate and delayed corrective feedback (CF) on L2 learning as well as to explore whether individual differences in working memory (WM) have differential associations with the two CF conditions. To this end, 84 EFL learners were randomly assigned into two experimental conditions and one control group. During three treatment sessions, the participants of the immediate feedback group rece…
Effects of L1 and L2 word-level vs. L2 sentence-level glosses on vocabulary learning
Mobile-Mediated Versus Face-to-Face Dynamic Assessment, EFL Learners’ Writing Fluency, and Strategy Awareness
The current study examined the effects of mobile-mediated versus face-to-face dynamic assessment (DA) on EFL learners’ writing fluency and strategy awareness during four treatment sessions. To fulfill this objective, a total of 45 Iranian EFL learners were randomly selected and assigned into two experimental conditions, which included one mobile-mediated and one face-to-face DA condition, and one control group. Then, the participants of the exper…
Effects of Mobile‐Mediated Dynamic and Nondynamic Glosses on L2 Vocabulary Learning
The present study investigated the effects of 2 forms of text‐based second language (L2) vocabulary glosses, namely dynamic and nondynamic glosses on EFL learners' vocabulary knowledge. Dynamic glosses were operationalized as a set of incrementally ordered mediating annotations designed to help learners identify the correct word definition while nondynamic glosses were operationalized as traditional fixed word definitions. During 2 treatment sess…
Qualities of a Good English Language Teacher from the Perspectives of Textbook Authors in the Field of Language Teaching, Teachers, and Learners
Researchers in the field of language teaching have long been fascinated by the qualities of good teachers. Such qualities have rarely been approached qualitatively from different angles in a single study. Thus, this research aimed to unearth the qualities in question by employing a qualitative multimethod approach. To this end, 23 randomly selected standard language teaching textbooks were analyzed by two coders using qualitative content analysis…
Effects of two forms of concept mapping on L2 reading comprehension and strategy awareness
The present study investigates the effects of two concept mapping strategies, guided concept mapping and concept map correction, on second language (L2) reading comprehension during eight instructional sessions. The study also aims to examine the effects of these concept mapping techniques on learners’ awareness of other reading strategies. The participants included 56 intermediate level Persian EFL learners enrolled in three intact EFL classroom…
Iranian EFL teachers’ assessment for learning practices and barriers
The mixed methods study reported here explored the extent to which Iranian EFL teachers perceived to adopt monitoring and scaffolding practices of assessment for learning. The study also investigated EFL teachers’ perceptions of assessment for learning as a function of textbooks taught and the teaching context. To this end, 384 Iranian EFL teachers participated in a self-report assessment for learning questionnaire consisting of 28 items on a Lik…
Computer-mediated text-based and audio-based corrective feedback, perceptual style and L2 development
The separate and combined effects of recasts and textual enhancement as two focus on form techniques on L2 development
Oral corrective feedback, foreign language anxiety and L2 development
Corrective feedback, learners' perceptions, and second language development
The effects of synonym generation and oral output on incidental and intentional vocabulary learning
Recent research has shown that semantically oriented tasks may have unfavorable effects on the acquisition of L2 vocabulary. It is argued that paying attention to semantic properties of target words exhaust memory capacity to process both form and meaning. Hoping to throw further light on this issue, the current study, investigated and compared the effects of semantic elaboration via synonym generation and meaningful output production via elicite…
The effects of synonym generation and oral output on incidental and intentional vocabulary learning
Recent research has shown that semantically oriented tasks may have unfavorable effects on the acquisition of L2 vocabulary. It is argued that paying attention to semantic properties of target words exhaust memory capacity to process both form and meaning. Hoping to throw further light on this issue, the current study, investigated and compared the effects of semantic elaboration via synonym generation and meaningful output production via elicite…
Corrective feedback, learners' perceptions, and second language development
Oral corrective feedback, foreign language anxiety and L2 development
Effects of two forms of concept mapping on L2 reading comprehension and strategy awareness
The present study investigates the effects of two concept mapping strategies, guided concept mapping and concept map correction, on second language (L2) reading comprehension during eight instructional sessions. The study also aims to examine the effects of these concept mapping techniques on learners’ awareness of other reading strategies. The participants included 56 intermediate level Persian EFL learners enrolled in three intact EFL classroom…
Iranian EFL teachers’ assessment for learning practices and barriers
The mixed methods study reported here explored the extent to which Iranian EFL teachers perceived to adopt monitoring and scaffolding practices of assessment for learning. The study also investigated EFL teachers’ perceptions of assessment for learning as a function of textbooks taught and the teaching context. To this end, 384 Iranian EFL teachers participated in a self-report assessment for learning questionnaire consisting of 28 items on a Lik…
Computer-mediated text-based and audio-based corrective feedback, perceptual style and L2 development
The separate and combined effects of recasts and textual enhancement as two focus on form techniques on L2 development
Effects of Mobile‐Mediated Dynamic and Nondynamic Glosses on L2 Vocabulary Learning
The present study investigated the effects of 2 forms of text‐based second language (L2) vocabulary glosses, namely dynamic and nondynamic glosses on EFL learners' vocabulary knowledge. Dynamic glosses were operationalized as a set of incrementally ordered mediating annotations designed to help learners identify the correct word definition while nondynamic glosses were operationalized as traditional fixed word definitions. During 2 treatment sess…
Qualities of a Good English Language Teacher from the Perspectives of Textbook Authors in the Field of Language Teaching, Teachers, and Learners
Researchers in the field of language teaching have long been fascinated by the qualities of good teachers. Such qualities have rarely been approached qualitatively from different angles in a single study. Thus, this research aimed to unearth the qualities in question by employing a qualitative multimethod approach. To this end, 23 randomly selected standard language teaching textbooks were analyzed by two coders using qualitative content analysis…
Mobile-Mediated Versus Face-to-Face Dynamic Assessment, EFL Learners’ Writing Fluency, and Strategy Awareness
The current study examined the effects of mobile-mediated versus face-to-face dynamic assessment (DA) on EFL learners’ writing fluency and strategy awareness during four treatment sessions. To fulfill this objective, a total of 45 Iranian EFL learners were randomly selected and assigned into two experimental conditions, which included one mobile-mediated and one face-to-face DA condition, and one control group. Then, the participants of the exper…
Immediate versus delayed prompts, field dependence and independence cognitive style and L2 development
Recent research has provided evidence that corrective feedback (CF) timing can play a significant role in feedback effectiveness. However, given that immediate and delayed feedback are differentially contextualized, little is known about the mediating role of learners’ field dependence/independence (FDI) cognitive style on the effectiveness of immediate and delayed prompts. To this end, the present study examined the effects of immediate and dela…
Immediate vs. delayed prompts, individual differences in working memory, and L2 development
The goal of the present study is to examine the effects of immediate and delayed corrective feedback (CF) on L2 learning as well as to explore whether individual differences in working memory (WM) have differential associations with the two CF conditions. To this end, 84 EFL learners were randomly assigned into two experimental conditions and one control group. During three treatment sessions, the participants of the immediate feedback group rece…
Effects of L1 and L2 word-level vs. L2 sentence-level glosses on vocabulary learning
Self-regulated learning and its impact on scaffolded feedback effectiveness in EFL learning
Although the efficacy of scaffolded feedback (SF) is premised on its role in pushing learners toward self-regulated performance, its relationship with self-regulated learning (SRL) has remained underexplored. This study examines how SRL predicts the effectiveness of SF. Sixty-two intermediate English as a Foreign Language learners were randomly assigned to an experimental group and a control condition. The experimental group received SF in respon…
Effects of textual enhancement on L2 development
This meta-analysis examines the effects of textual enhancement (TE) on second language (L2) development by synthesizing findings from 29 primary studies involving 1749 participants. These studies were selected based on carefully defined inclusion criteria and an evaluation of the homogeneity of the primary studies’ effect sizes. The results reveal an overall small to medium combined aggregate effect size ( g = 0.54) for between-subject comparison…
The interplay between corrective feedback timing, task complexity and working memory in L2 development
The Effects of Mobile, Gamified, and Paper Flashcards on Vocabulary and Collocation Learning in Young Language Learners
This study examined English vocabulary learning by using three types of flashcards: paper flashcards, non‐gamified mobile application (app) flashcards (i.e., digital flashcards), and gamified mobile app flashcards (i.e., gamified flashcards) in a privately owned language institute in Iran. Employing a sequential explanatory mixed‐methods design, we quantitatively and qualitatively assessed the impacts of mobile‐based flashcards in comparison to p…
Psychology (13 works) · EFL/ESL Teaching and Learning (12 works) · Second Language Acquisition and Learning (10 works) · Computer Science (9 works) · Mathematics education (9 works) · Cognitive psychology (8 works) · Corrective Feedback (8 works) · Linguistics (7 works) · Artificial Intelligence (4 works) · Educational and Psychological Assessments (4 works)