Jawad Golzar
Biographic Data
| ID | 6521349 |
|---|---|
| NAME | Jawad Golzar |
| GIVEN NAMES | Jawad |
| FAMILY NAME | Golzar |
| SIGNATURE | GOLZAR J |
| AFFILIATIONS | Herat University |
| ORCID | 0000-0003-0268-391X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Digital divides and bridges
Despite the increasing integration of technology in education, digital inequities persist among ESL students, particularly in under-resourced academic settings. This explanatory mixed-methods study examined digital equity among undergraduate ESL students in the English Department of an Afghan public university, drawing on data from 78 questionnaires and six in-depth interviews. Thematic and statistical analyses revealed that while students report…
E‐learning successes with English language teachers in under‐resourced non‐Weird contexts
While e‐learning has gained prominence globally over the past several years, little is known about the successes English language teachers (ELTs) experience in e‐learning environments in non‐WEIRD (western, educated, industrialized, rich, democratic) contexts where teacher support is limited or unavailable. This two‐stage, primarily qualitative multi‐method study specifically aimed to examine the extent to which ELTs found success through e‐learn…
Introducing emo-educational divorce and examining its relationship with teaching burnout, teaching motivation, and teacher success
Coping with Teacher Professional Identity Tensions
Sudden teachers' transition to an online context has remarkably influenced their professional identity construction. However, little is known about the tensions English Language Teachers (ELTs) experience during this shift. The present study examined ELTs' identity tensions in online courses, the relevant coping strategies, teachers' TPACK level and its relationship with their professional identity development. The data were collected through a T…
No prominent works on this page.
Introducing emo-educational divorce and examining its relationship with teaching burnout, teaching motivation, and teacher success
Coping with Teacher Professional Identity Tensions
Sudden teachers' transition to an online context has remarkably influenced their professional identity construction. However, little is known about the tensions English Language Teachers (ELTs) experience during this shift. The present study examined ELTs' identity tensions in online courses, the relevant coping strategies, teachers' TPACK level and its relationship with their professional identity development. The data were collected through a T…
E‐learning successes with English language teachers in under‐resourced non‐Weird contexts
While e‐learning has gained prominence globally over the past several years, little is known about the successes English language teachers (ELTs) experience in e‐learning environments in non‐WEIRD (western, educated, industrialized, rich, democratic) contexts where teacher support is limited or unavailable. This two‐stage, primarily qualitative multi‐method study specifically aimed to examine the extent to which ELTs found success through e‐learn…
Digital divides and bridges
Despite the increasing integration of technology in education, digital inequities persist among ESL students, particularly in under-resourced academic settings. This explanatory mixed-methods study examined digital equity among undergraduate ESL students in the English Department of an Afghan public university, drawing on data from 78 questionnaires and six in-depth interviews. Thematic and statistical analyses revealed that while students report…
Political science (3 works) · Psychology (3 works) · Mathematics education (2 works) · Pedagogy (2 works) · Burnout (1 work) · Business (1 work) · Clinical Psychology (1 work) · Computer Science (1 work) · Coping (psychology (1 work) · Democracy (1 work)