Payam Rahmati
Dados Biográficos
| ID | 6521342 |
|---|---|
| NOME | Payam Rahmati |
| PRENOMES | Payam |
| SOBRENOME | Rahmati |
| ASSINATURA | RAHMATI P |
| AFILIAÇÕES | Oklahoma State University |
| ORCID | 0000-0003-0387-9586 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2020 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
An inquiry into Grammarly’s precision and recall
The present study aimed to investigate Grammarly’s precision and recall using a corpus of 53 samples of argumentative writing. The analysis of Grammarly’s error flaggings and corrections led to the development of a coding scheme in which various error types and error categories were identified. Next, these flaggings and corrections were tallied, and comparatively, juxtaposed with a coding scheme developed by two human annotators. The analysis of …
Embrace or resist? EFL teachers on adopting ChatGPT as a teaching and feedback tool
This study explored the perceptions and reported practices of 301 Iranian EFL teachers regarding ChatGPT, L2 instruction, L2 writing, and written feedback. The participants were recruited from various branches of a multi-branch language school in Iran. A questionnaire was developed and administered to probe the participants’ perceptions and practices. Factor analysis was conducted, identifying four factors in the 28 questionnaire items. In additi…
Leveraging ChatGPT for L2 Writing
This study explored the development of 11 EFL teachers’ cognitions about ChatGPT for teaching L2 writing and providing feedback as they completed a professional development (PD) program. Data were collected through interviews, student writing with ChatGPT feedback, and think‐aloud protocols. Although most teachers initially viewed ChatGPT positively, they critiqued its depth of feedback, inaccessible feedback for lower‐proficiency learners, and l…
Graduate students’ use of ChatGPT for academic text revision
Oral Corrective Feedback on Pronunciation Errors
This study examined low-proficiency Iranian EFL students’ affective, behavioral, and cognitive engagement with oral corrective feedback (OCF) on interdental fricative errors: /θ/and/ð/. The data were collected from 27 learners with favorable and unfavorable perceptions about OCF. After receiving OCF on 30 tested and 30 untested lexical items in tutoring sessions, the participants took a posttest. The analysis of the data showed that the learners …
How do learners engage with oral corrective feedback on lexical stress errors
This study explored the affective, behavioral, and cognitive engagement of 18 Iranian EFL learners with oral corrective feedback on lexical stress errors. The data were collected using questionnaires, pretests, posttests, and interviews. The questionnaire responses showed that the participants held various perceptions about direct feedback. Additionally, the pretest and posttest results indicated that the learners with positive perceptions about …
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How do learners engage with oral corrective feedback on lexical stress errors
This study explored the affective, behavioral, and cognitive engagement of 18 Iranian EFL learners with oral corrective feedback on lexical stress errors. The data were collected using questionnaires, pretests, posttests, and interviews. The questionnaire responses showed that the participants held various perceptions about direct feedback. Additionally, the pretest and posttest results indicated that the learners with positive perceptions about …
Oral Corrective Feedback on Pronunciation Errors
This study examined low-proficiency Iranian EFL students’ affective, behavioral, and cognitive engagement with oral corrective feedback (OCF) on interdental fricative errors: /θ/and/ð/. The data were collected from 27 learners with favorable and unfavorable perceptions about OCF. After receiving OCF on 30 tested and 30 untested lexical items in tutoring sessions, the participants took a posttest. The analysis of the data showed that the learners …
Graduate students’ use of ChatGPT for academic text revision
Embrace or resist? EFL teachers on adopting ChatGPT as a teaching and feedback tool
This study explored the perceptions and reported practices of 301 Iranian EFL teachers regarding ChatGPT, L2 instruction, L2 writing, and written feedback. The participants were recruited from various branches of a multi-branch language school in Iran. A questionnaire was developed and administered to probe the participants’ perceptions and practices. Factor analysis was conducted, identifying four factors in the 28 questionnaire items. In additi…
Leveraging ChatGPT for L2 Writing
This study explored the development of 11 EFL teachers’ cognitions about ChatGPT for teaching L2 writing and providing feedback as they completed a professional development (PD) program. Data were collected through interviews, student writing with ChatGPT feedback, and think‐aloud protocols. Although most teachers initially viewed ChatGPT positively, they critiqued its depth of feedback, inaccessible feedback for lower‐proficiency learners, and l…
An inquiry into Grammarly’s precision and recall
The present study aimed to investigate Grammarly’s precision and recall using a corpus of 53 samples of argumentative writing. The analysis of Grammarly’s error flaggings and corrections led to the development of a coding scheme in which various error types and error categories were identified. Next, these flaggings and corrections were tallied, and comparatively, juxtaposed with a coding scheme developed by two human annotators. The analysis of …
Cognition (4 obras) · EFL/ESL Teaching and Learning (3 obras) · Mathematics education (3 obras) · Online Learning and Analytics (3 obras) · Psychology (3 obras) · Second Language Acquisition and Learning (3 obras) · Applied Psychology (2 obras) · Artificial Intelligence in Healthcare and Education (2 obras) · Cognitive psychology (2 obras) · Corrective Feedback (2 obras)