Mahmood Reza Moradian
Biographic Data
| ID | 6521462 |
|---|---|
| NAME | Mahmood Reza Moradian |
| GIVEN NAMES | Mahmood Reza |
| FAMILY NAME | Moradian |
| SIGNATURE | MORADIAN M R |
| AFFILIATIONS | Lorestan University |
| ORCID | 0000-0001-9618-8420 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
A narrative study on cultural identity construction of EFL learners in Iranian private language institutes
Purpose This research investigated how Iranian English as a Forign Language (EFL) learners develop their cultural identities while studying at private language institutes. The study defined cultural identity as a complex process and used language learning histories and focus group interviews to collect data. Design/methodology/approach The data were analyzed using a six-stage process proposed by Murray (2009), leading to the emergence of three th…
Personal epistemologies of higher education faculty members in soft disciplines
This study sought to probe into higher education faculty members' personal epistemology. The participants were faculty members in soft disciplines from Iranian universities. A qualitative thematic study was carried out. Also, the data were collected through interviews and observations, and were analyzed using thematic analysis. Four themes were identified: complex and diverse knowledges, negotiated and dialogical knowing, an open curriculum, and …
Cultural identity construction of Iranian EFL teachers
Purpose This narrative study seeks to explore cultural identity (CI) construction of Iranian English as a Foreign Language (EFL) teachers in light of Tong and Cheung's (2011) definition of CI. Design/methodology/approach Ten language teachers were selected using purposeful sampling. Data were collected through reflective teacher journals and focus group interviews. Murray's (2009) data analysis procedures were utilized to analyze the data, which …
The role of dialogic interaction in EFL writing assessment
This study investigated EFL writing processes through collaborative assessment from a Vygotskian sociocultural perspective. This study focused on assessing essay writing of one intact group of Iranian EFL learners at the intermediate level of language proficiency (N = 15) based on the placement test administered at the institute. Both learners and their teacher assessed essays based on an analytic scale during seven sessions. Moreover, being enga…
Examining authenticity in the native-speakerist context of EFL in Iran
Native-speakerism is the main goal of the monolingual approach to language education. In an attempt to challenge native-speakerism as a dominant ideology in English language education, this study probed into language learners’ experience of authenticity through an existential framework, comprising the two concepts of resoluteness and self-other relations, which was derived from Heidegger's (1962) concept of authenticity in Being and Time. To coll…
Contribution of written languaging to enhancing the efficiency of written corrective feedback
This study delved into the impact of written languaging (WL) on grammatical accuracy of writing. To this aim, two intact classes of Iranian EFL learners were randomly assigned to two groups. As the pre‐test, both groups wrote a composition on the same prompt. One (n = 19) received only direct written corrective feedback (DWCF) on their original drafts while the other group (n = 19) received DWCF and was required to write about the reasons behind …
Cultural identity construction of Iranian EFL teachers
Purpose This narrative study seeks to explore cultural identity (CI) construction of Iranian English as a Foreign Language (EFL) teachers in light of Tong and Cheung's (2011) definition of CI. Design/methodology/approach Ten language teachers were selected using purposeful sampling. Data were collected through reflective teacher journals and focus group interviews. Murray's (2009) data analysis procedures were utilized to analyze the data, which …
Examining authenticity in the native-speakerist context of EFL in Iran
Native-speakerism is the main goal of the monolingual approach to language education. In an attempt to challenge native-speakerism as a dominant ideology in English language education, this study probed into language learners’ experience of authenticity through an existential framework, comprising the two concepts of resoluteness and self-other relations, which was derived from Heidegger's (1962) concept of authenticity in Being and Time. To coll…
Contribution of written languaging to enhancing the efficiency of written corrective feedback
This study delved into the impact of written languaging (WL) on grammatical accuracy of writing. To this aim, two intact classes of Iranian EFL learners were randomly assigned to two groups. As the pre‐test, both groups wrote a composition on the same prompt. One (n = 19) received only direct written corrective feedback (DWCF) on their original drafts while the other group (n = 19) received DWCF and was required to write about the reasons behind …
Contribution of written languaging to enhancing the efficiency of written corrective feedback
This study delved into the impact of written languaging (WL) on grammatical accuracy of writing. To this aim, two intact classes of Iranian EFL learners were randomly assigned to two groups. As the pre‐test, both groups wrote a composition on the same prompt. One (n = 19) received only direct written corrective feedback (DWCF) on their original drafts while the other group (n = 19) received DWCF and was required to write about the reasons behind …
The role of dialogic interaction in EFL writing assessment
This study investigated EFL writing processes through collaborative assessment from a Vygotskian sociocultural perspective. This study focused on assessing essay writing of one intact group of Iranian EFL learners at the intermediate level of language proficiency (N = 15) based on the placement test administered at the institute. Both learners and their teacher assessed essays based on an analytic scale during seven sessions. Moreover, being enga…
Examining authenticity in the native-speakerist context of EFL in Iran
Native-speakerism is the main goal of the monolingual approach to language education. In an attempt to challenge native-speakerism as a dominant ideology in English language education, this study probed into language learners’ experience of authenticity through an existential framework, comprising the two concepts of resoluteness and self-other relations, which was derived from Heidegger's (1962) concept of authenticity in Being and Time. To coll…
Personal epistemologies of higher education faculty members in soft disciplines
This study sought to probe into higher education faculty members' personal epistemology. The participants were faculty members in soft disciplines from Iranian universities. A qualitative thematic study was carried out. Also, the data were collected through interviews and observations, and were analyzed using thematic analysis. Four themes were identified: complex and diverse knowledges, negotiated and dialogical knowing, an open curriculum, and …
Cultural identity construction of Iranian EFL teachers
Purpose This narrative study seeks to explore cultural identity (CI) construction of Iranian English as a Foreign Language (EFL) teachers in light of Tong and Cheung's (2011) definition of CI. Design/methodology/approach Ten language teachers were selected using purposeful sampling. Data were collected through reflective teacher journals and focus group interviews. Murray's (2009) data analysis procedures were utilized to analyze the data, which …
A narrative study on cultural identity construction of EFL learners in Iranian private language institutes
Purpose This research investigated how Iranian English as a Forign Language (EFL) learners develop their cultural identities while studying at private language institutes. The study defined cultural identity as a complex process and used language learning histories and focus group interviews to collect data. Design/methodology/approach The data were analyzed using a six-stage process proposed by Murray (2009), leading to the emergence of three th…
EFL/ESL Teaching and Learning (5 works) · Psychology (5 works) · Sociology (5 works) · Pedagogy (4 works) · Context (archaeology (3 works) · Linguistics (3 works) · Social Psychology (3 works) · Anthropology (2 works) · Educational and Psychological Assessments (2 works) · Epistemology (2 works)