Mowla Miri
Biographic Data
| ID | 6521463 |
|---|---|
| NAME | Mowla Miri |
| GIVEN NAMES | Mowla |
| FAMILY NAME | Miri |
| SIGNATURE | MIRI M |
| AFFILIATIONS | Allameh Tabataba'i University |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
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…
Reshaping Teacher Cognition About L1 Use Through Critical ELT Teacher Education
The authors report on a study aimed at exploring the role of a teacher education program (TEP) rested upon the tenets of critical pedagogy in influencing teachers' cognitions and practices concerning first-language (L1) use in second-language (L2) classrooms. Participants were 10 Iranian English as a foreign language teachers, whose cognitions were tapped into by means of semistructured interviews and stimulated recall sessions before and after t…
Cultivating Multivocality in Language Classrooms
Transmission-based language classrooms have been mostly dominated by teachers' authority, as reflected in IRF (Teacher Initiation, Student Response, Teacher Follow up/Feedback) architecture of their discourses. By contrast, Critical Pedagogy (CP) has been after fostering multivocality in and out of classroom borders. Which qualities of teacher talk can cultivate multivocality has remained underexplored, however. To address this lacuna, two typica…
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 …
Cultivating Multivocality in Language Classrooms
Transmission-based language classrooms have been mostly dominated by teachers' authority, as reflected in IRF (Teacher Initiation, Student Response, Teacher Follow up/Feedback) architecture of their discourses. By contrast, Critical Pedagogy (CP) has been after fostering multivocality in and out of classroom borders. Which qualities of teacher talk can cultivate multivocality has remained underexplored, however. To address this lacuna, two typica…
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 …
Reshaping Teacher Cognition About L1 Use Through Critical ELT Teacher Education
The authors report on a study aimed at exploring the role of a teacher education program (TEP) rested upon the tenets of critical pedagogy in influencing teachers' cognitions and practices concerning first-language (L1) use in second-language (L2) classrooms. Participants were 10 Iranian English as a foreign language teachers, whose cognitions were tapped into by means of semistructured interviews and stimulated recall sessions before and after t…
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…
EFL/ESL Teaching and Learning (4 works) · Mathematics education (4 works) · Psychology (4 works) · Pedagogy (3 works) · Cognition (2 works) · Cognitive psychology (2 works) · Educational and Psychological Assessments (2 works) · Second Language Learning and Teaching (2 works) · Sociocultural evolution (2 works) · Sociology (2 works)