Hooman Saeli
Biographic Data
| ID | 6521343 |
|---|---|
| NAME | Hooman Saeli |
| GIVEN NAMES | Hooman |
| FAMILY NAME | Saeli |
| SIGNATURE | SAELI H |
| AFFILIATIONS | University of Tennessee at Knoxville |
| ORCID | 0000-0003-2904-2119 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 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 …
Parallel Surveys of GenAI and Writing
Our questionnaire-based study explored the perceptions and reported practices of students about using GenAI in writing-intensive (WI) courses and instructors’ perceptions of those student-held perceptions and reported practices. The data were collected from a large state university in the Southeastern United States. We administered two parallel versions of a questionnaire to 6,000 student emails and 390 instructor emails across two semesters. Usi…
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
Persian favor asking in formal and informal academic contexts
The investigation of speech acts has been of interest, especially in cross-cultural pragmatics, to many L1/L2 researchers for many years (Blum-Kulka, House and Kasper 1989). Favor-asking, as an important speech act, is centered upon having the other party of conversation do a specific act (Goldschmidt 1999). Although some research has been done on favor-asking in different contexts, studies on this speech act are still scarce, if any, in Persian …
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 …
Tehrani People’s Attitudes Toward Accented Persian
As Cargile and Giles (1998) state, hearers of distinct accents might be subject to reaction to both linguistic and paralinguistic characteristics of their accented speech, which might give rise to positive/negative attitudes. This study examined Tehrani people‘s attitudes toward four varieties of Persian accented speech. The sample consisted of 188 informants, born and raised in Tehran; 84 were male and 104 female; also, 106 participants were in …
Intergroup language attitudes and their sources
The current study was aimed at investigating the language attitudes of Tehrani speakers (N = 188) toward an ingroup (Tehrani) and outgroup (JS Tehrani) variety. In doing so, a questionnaire of 10 scales was utilized. The 10 scales were later factor-analyzed into status, solidarity, and ethnic pride. Statistical analyses (i.e. ANOVA and Tukey) revealed that, firstly, each variety was rated differently across the 3 scales, and, on all three individ…
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Intergroup language attitudes and their sources
The current study was aimed at investigating the language attitudes of Tehrani speakers (N = 188) toward an ingroup (Tehrani) and outgroup (JS Tehrani) variety. In doing so, a questionnaire of 10 scales was utilized. The 10 scales were later factor-analyzed into status, solidarity, and ethnic pride. Statistical analyses (i.e. ANOVA and Tukey) revealed that, firstly, each variety was rated differently across the 3 scales, and, on all three individ…
Tehrani People’s Attitudes Toward Accented Persian
As Cargile and Giles (1998) state, hearers of distinct accents might be subject to reaction to both linguistic and paralinguistic characteristics of their accented speech, which might give rise to positive/negative attitudes. This study examined Tehrani people‘s attitudes toward four varieties of Persian accented speech. The sample consisted of 188 informants, born and raised in Tehran; 84 were male and 104 female; also, 106 participants were in …
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 …
Persian favor asking in formal and informal academic contexts
The investigation of speech acts has been of interest, especially in cross-cultural pragmatics, to many L1/L2 researchers for many years (Blum-Kulka, House and Kasper 1989). Favor-asking, as an important speech act, is centered upon having the other party of conversation do a specific act (Goldschmidt 1999). Although some research has been done on favor-asking in different contexts, studies on this speech act are still scarce, if any, in Persian …
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 …
Parallel Surveys of GenAI and Writing
Our questionnaire-based study explored the perceptions and reported practices of students about using GenAI in writing-intensive (WI) courses and instructors’ perceptions of those student-held perceptions and reported practices. The data were collected from a large state university in the Southeastern United States. We administered two parallel versions of a questionnaire to 6,000 student emails and 390 instructor emails across two semesters. Usi…
Psychology (6 works) · Linguistics (5 works) · Cognition (4 works) · Social Psychology (4 works) · EFL/ESL Teaching and Learning (3 works) · Mathematics education (3 works) · Online Learning and Analytics (3 works) · Perception (3 works) · Second Language Acquisition and Learning (3 works) · Sociology (3 works)