Baqer Yaqubi
Biographic Data
| ID | 6521765 |
|---|---|
| NAME | Baqer Yaqubi |
| GIVEN NAMES | Baqer |
| FAMILY NAME | Yaqubi |
| SIGNATURE | YAQUBI B |
| AFFILIATIONS | Department of English Language and Literature University of Mazandaran Babolsar Iran |
| ORCID | 0000-0003-0658-7634 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Bringing the expert to the fore
Within the institution of the language classroom, participants for the most part display their orientations to the institution-specific identities of expert and novice on a turn-by-turn basis so as to materialize teaching and learning as the institutional business of this setting. While existing conversation analytic (CA) studies have shown how the institutional identities of expert and novice are constructed in language classrooms, little attent…
Cultivating active engagement in pair work through peer modelling
The present study reports on how peer modelling with collaborative ground rules may contribute to the pair dynamics of one intermediate‐level English L2 learner when interacting with peers of the same as well as higher proficiency levels. The study was one‐semester long (i.e., nine sessions) and our pair talk data were collected from an intact class where pair members were involved in performing narrative tasks. In this study, we focused on how o…
No prominent works on this page.
Cultivating active engagement in pair work through peer modelling
The present study reports on how peer modelling with collaborative ground rules may contribute to the pair dynamics of one intermediate‐level English L2 learner when interacting with peers of the same as well as higher proficiency levels. The study was one‐semester long (i.e., nine sessions) and our pair talk data were collected from an intact class where pair members were involved in performing narrative tasks. In this study, we focused on how o…
Bringing the expert to the fore
Within the institution of the language classroom, participants for the most part display their orientations to the institution-specific identities of expert and novice on a turn-by-turn basis so as to materialize teaching and learning as the institutional business of this setting. While existing conversation analytic (CA) studies have shown how the institutional identities of expert and novice are constructed in language classrooms, little attent…
Artificial Intelligence (1 work) · Class (philosophy (1 work) · classroom interaction (1 work) · Collaborative learning (1 work) · Computer Science (1 work) · Core (optical fiber (1 work) · Dynamics (music (1 work) · EFL/ESL Teaching and Learning (1 work) · Engineering (1 work) · English as a foreign language (1 work)