Kiyana Zhaleh
Biographic Data
| ID | 6480274 |
|---|---|
| NAME | Kiyana Zhaleh |
| GIVEN NAMES | Kiyana |
| FAMILY NAME | Zhaleh |
| SIGNATURE | ZHALEH K |
| AFFILIATIONS | Allameh Tabataba'i University |
| ORCID | 0000-0002-0918-5246 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
“Caring Makes Students Learn English More Easily and Enthusiastically”
Previous research on teacher care in university second/foreign language (L2) classes have primarily concentrated on non-medical sciences students, resulting in a lack of insights into its effects in medical sciences education. This is surprising considering the field-specific challenges of medical sciences education, potentially influencing teacher caring behaviors in this context. Addressing this gap, this qualitative study employed the emotiona…
Portraying higher education students' accounts of foreign language classroom enjoyment and its effects
Among different positive emotions in language education research, foreign language enjoyment (FLE) has been in the limelight. As Botes et al. (2022b) note, the nomological network of FLE is still enlarging, and more empirical investigations are needed in this domain. Nevertheless, this network was obtained mainly from quantitative or mixed-methods research undertakings. In an attempt to expand the nomological network of FLE, this qualitative inqu…
“I feel secure, happy, and peaceful when my teacher implements justice in class”
Students’ perceptions and reactions to their teachers’ classroom justice behaviors have been studied in general education and communication education. However, despite the crucial role of teachers’ just and fair behavior in second or foreign language (L2) classrooms, there is a shortage of research in this area. Fair treatment by L2 teachers plays a key role in teachers’ professional effectiveness and their students’ attainment of desirable emoti…
Students’ willingness to attend EFL classes with respect to teachers’ credibility, stroke, and success
Perceptions of instructor injustice in Covid-19-imposed online courses
The present study explored Iranian students’ perceptions of unfair instructor behavior in COVID-19 crisis-prompted online language education. Through an online open-ended questionnaire, 91 Iranian English as a Foreign Language (EFL) university students reported their beliefs and experiences concerning instructor injustice in online classes. Results indicated that about two-thirds of the students considered the nature of online courses, particular…
A mixed-methods cross-cultural study of teacher care and teacher-student rapport in Iranian and Polish University students’ engagement in pursuing academic goals in an L2 context
Teachers’ Perceptions, Experiences, and Challenges of Incorporating Justice in English as a Foreign Language Classrooms
The present qualitative study sought to unravel English as a foreign language (EFL) teachers’ perceptions and experiences of classroom justice and injustice. By employing purposive sampling, 31 EFL teachers in Iran were targeted to respond to an open-ended questionnaire. Subsequently, five of them took part in a follow-up, semi-structured interview. All data analyses were conducted via MAXQDA software. The main findings of the study were as follo…
The Interplay of Teacher Success, Credibility, and Stroke with Respect to EFL Students’ Willingness to Attend Classes
Given the significance of teacher characteristics in student motivation for class attendance, the present paper aimed to investigate the roles of teacher success, credibility, and stroke in students’ Willingness to Attend Classes (WTAC). To this aim, a total number of 276 undergraduate students majoring in Teaching English as a Foreign Language (TEFL) and English Language and Literature completed four scales: Characteristics of Successful EFL Tea…
The Interplay of Teacher Success, Credibility, and Stroke with Respect to EFL Students’ Willingness to Attend Classes
Given the significance of teacher characteristics in student motivation for class attendance, the present paper aimed to investigate the roles of teacher success, credibility, and stroke in students’ Willingness to Attend Classes (WTAC). To this aim, a total number of 276 undergraduate students majoring in Teaching English as a Foreign Language (TEFL) and English Language and Literature completed four scales: Characteristics of Successful EFL Tea…
Teachers’ Perceptions, Experiences, and Challenges of Incorporating Justice in English as a Foreign Language Classrooms
The present qualitative study sought to unravel English as a foreign language (EFL) teachers’ perceptions and experiences of classroom justice and injustice. By employing purposive sampling, 31 EFL teachers in Iran were targeted to respond to an open-ended questionnaire. Subsequently, five of them took part in a follow-up, semi-structured interview. All data analyses were conducted via MAXQDA software. The main findings of the study were as follo…
Perceptions of instructor injustice in Covid-19-imposed online courses
The present study explored Iranian students’ perceptions of unfair instructor behavior in COVID-19 crisis-prompted online language education. Through an online open-ended questionnaire, 91 Iranian English as a Foreign Language (EFL) university students reported their beliefs and experiences concerning instructor injustice in online classes. Results indicated that about two-thirds of the students considered the nature of online courses, particular…
A mixed-methods cross-cultural study of teacher care and teacher-student rapport in Iranian and Polish University students’ engagement in pursuing academic goals in an L2 context
Students’ willingness to attend EFL classes with respect to teachers’ credibility, stroke, and success
“I feel secure, happy, and peaceful when my teacher implements justice in class”
Students’ perceptions and reactions to their teachers’ classroom justice behaviors have been studied in general education and communication education. However, despite the crucial role of teachers’ just and fair behavior in second or foreign language (L2) classrooms, there is a shortage of research in this area. Fair treatment by L2 teachers plays a key role in teachers’ professional effectiveness and their students’ attainment of desirable emoti…
“Caring Makes Students Learn English More Easily and Enthusiastically”
Previous research on teacher care in university second/foreign language (L2) classes have primarily concentrated on non-medical sciences students, resulting in a lack of insights into its effects in medical sciences education. This is surprising considering the field-specific challenges of medical sciences education, potentially influencing teacher caring behaviors in this context. Addressing this gap, this qualitative study employed the emotiona…
Portraying higher education students' accounts of foreign language classroom enjoyment and its effects
Among different positive emotions in language education research, foreign language enjoyment (FLE) has been in the limelight. As Botes et al. (2022b) note, the nomological network of FLE is still enlarging, and more empirical investigations are needed in this domain. Nevertheless, this network was obtained mainly from quantitative or mixed-methods research undertakings. In an attempt to expand the nomological network of FLE, this qualitative inqu…
Psychology (6 works) · Pedagogy (5 works) · Social Psychology (5 works) · Communication in Education and Healthcare (4 works) · EFL/ESL Teaching and Learning (4 works) · Perception (4 works) · Economic Justice (3 works) · Mathematics education (3 works) · Political science (3 works) · Second Language Learning and Teaching (3 works)