اعضای هیات علمی

محمدصادق باقری
  • محمدصادق باقری 

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بیوگرافی

Curriculum Vitae

 

A. Personal information

Name: Mohammad SadeghBagheri

Home Address: # 41, Hasti Complex, Shiraz, Iran (Zip Code: 7144673756)

Employment Address:

  1. English Dept, Shiraz Azad University, PardisSadra, Shiraz, Iran
  2. Bahar Language Institute # 280 Ghasrdasht Street, Shiraz, Iran (zip code: 7195794786)

Home phone number: +987112278254

Cell phone number:+989171140529

Employment phone number: +987116410049 /+987116273031

Fax: +987116272011

E-mail:bagheries@gmail.com/  bagheries@sums.ac.ir

Date of birth: 29/02/1964

Marital Status: Married

 

B. Education Background

-2001-2006 Accomplished PhD in Teaching English (TEFL) from Shiraz State University (Honors student)

 

-1992-1995 Achieved M.A. in Teaching English (TEFL) from Shiraz State University

-1986-1990   Obtained B.A. in English literature from Bahonar State University

(Honors student)

 

C. International Certificates Achieved

-CambridgeTKT (Teaching Knowledge Test) Module 1(language and background to language learning and teaching)

-CambridgeTKT Module 2(Lesson planning and use of resources for language teaching)

-CambridgeTKT Module 3(Managing the teaching and learning process)

 

-ESOL Oral Examiner(awarded by Cambridge) examining KET, PET, FCE, CAE, CPE candidates

-IELTS Oral Examiner (awarded by I.A.U. affiliated to I.D.P. Australia)

-OET (Occupational English Test for Australia) Oral Examiner for Iran's British Council

-TESOL (Teaching English to Speakers of Other Languages) awarded by SUSSEX DOWNS COLLEGE AND IRAN IELTS

 

D. Job Experience

-Many  years of experience working at different language Institutes, colleges and universities teaching different age groups at different levels, mainly teaching proficiency levels (TOEFL and  IELTS), teaching undergrad, and grad students majoring in English teaching, translation and other disciplines.

-Many years of experience in assessment (teaching, training, monitoring, writing, editing, administering, etc.)

-2011to date oral examiner for Cultural Heritage, Handicraft &Tourism Organizationtour guides and agents

 

E. Management Experience

2011-dateHumanities and Literature College Dean (Shiraz Azad University)

2009-2011 Humanities and Literature College Dean Assistant for educational and students affairs (Shiraz Azad University)

2008-2009 Head of English Department (Shiraz Azad University)

2002-date Bahar Language Institute Director and Founder

2000-2002 Shiraz University Language Center Director and Founder

 

2009-date I.A.U. Research Council Member

2009-date I.A.U.Recruitment Council Member

2012-date I.A.U. Shiraz, IELTS sub-center Director

 

F. Training Courses Passed

Teaching Kids and Adults (ILI Iran)

Teaching TOEFL courses (ILI Iran)

Cambridge ESOL Oral Examiner (Interviewing ESOL candidates for British Council, Tehran, Iran)-Examiner Code AF 92 KG

Designing tests and materials (ILI Iran)

Supervising classes (ILI Iran)

Marketing Cambridge ESOL Examinations (Cambridge, England)

Interviewing IELTS candidates, 990518(IR 060 IAU affiliated to I.D.P. Australia)

 

G.   Publications

a) Books

1. TOEFL Grammar in a Flash

2. TOEFL Reader’s Digest in a Flash

3. Crack IELTS in a Flash (Writing Task 1 Academic)

4. Crack IELTS in a Flash (Writing Task 1 General, Letter writing)

5. Crack IELTS in a Flash (Writing Task 2, Essay writing)

6. Crack IELTS in a Flash (Speaking)

7. Crack IELTS in a Flash (Listening)

8. Crack IELTS in a Flash (Writing, Structure, and Vocabulary Booster)

       9. New Interchange (Intro) Guidebook

10. New Interchange (1) Guidebook

11. New Interchange (2) Guidebook

12. New Interchange (3) Guidebook

13. A Practical Guide to Writing Proposals, Theses and Dissertations

14. Listening Booster

15. Crack IELTS in a Flash- New Edition Book 2 (Speaking)

16.Crack IELTS in a Flash (Reading Academic)

17.Crack IELTS in a Flash (Reading General)

18. Grammar Booster

19. The English Language Grammar Pocket Book

20. A Teacher Training Course: Moving Beyond Theory to Practice

21.Crack IELTS in a Flash (Writing Task 1 Academic New Edition)

22. Crack IELTS in a Flash (Writing Task 1 General New Edition)

23.Crack IELTS in a Flash (Writing Task 2 New Edition)

24.General English

25. TOEFL iBT( Listening)

26. TOEFL iBT (Speaking)

27. Crack IELTS in a Flash (Proverbs, collocations, and idioms)

28.110 American Idioms

29.A Practical Teacher Training Course book

30.An A to Z review of Research Methods

31.A Proposal Writing Manual for Graduate Students

32.Technical English for automotive Engineering

33.A multi-skill general English coursebook for university students

34.Crack IELTS essay writing(8+)

35.Super  crack IELTS(Speaking)

36.Super  crack IELTS( Academic writing)

37.Essential English grammar

38.The ABC’s of proposal writing

39.Key press sentences

40.12 IELTS practice tests(Academic)

41.12 IELTS practice tests (General)

42.Crack IELTS Speaking(Mock Exams)

 

 

 

 

b)Papers

1-Motivational and Learning Strategies of Iranian EFL Learners Exposed to an e-leaning Program( The Journal of teaching Language Skills, Shiraz University, Fall 2009-ISSN 1020-8576)

 

2-The Role of Using IELTS Model Essays in Improving Learners’ Writing and their Awareness of Writing Features ( Journal of English Language Studies, Islamic Azad University, Central Tehran Branch, Fall 2009)

 

3-Effects of Etymological Elaboration on the EFL Learners’ Comprehension and

Retention of Idioms (Journal of Pan-Pacific Association of Applied Linguistics, summer 2010, ISNN1345-8353)

 

4-Motivation and Learning Strategies of Iranian EFL Learners (Iranian Journal of Teaching English as a Foreign Language and Literature, January 2010, ISSN 2008-8329)

 

5 -The Relation between Emotional Intelligence, Linguistic Intelligence and

Vocabulary Knowledge among EFL Learners (Conference Proceeding, 1st Black

Sea ELT Conference, Karaelmas University, Turkey, October 2010)

 

6-The Interplay of Emotional Intelligence and Vocabulary Knowledge among

Iranian EFL Learners (Journal of Research in Educational Psychology 2010,

ISSN1696-2095)

 

7-Optimizing Students’ IELTS Writing Ability (16th International TESOL Arabia,

March 2010)

8-The impact of Practising Autonomy on the Writing Proficiency (Pan-Pacific

Association of Applied Linguistics, 2011)

9 - Translation in EFL Writing, Doomed or Favoured? (1st Black Sea ELT

Conference, Karaelmas University, Turkey, October 2010)

 

10   -EFL Learners Beliefs about Translation and its Use as a Strategy in Writing

(The Reading Matrix, Sept 2011)

 

11- The Relation between Emotional Intelligence, Linguistic Intelligence, Motivation

and Vocabulary Size ( Iranian EFL Journal)

 

12-On the Status of English as a Lingua Franca: An EFL Academic Context(CSC

Canada: Studies in Literature and Language,Vol.3, 2011)

 

13-The Effect of Teaching Etymology on the Comprehension and Retention of

English Technical Vocabularies Among Vocational School Students of Banda Abbas

(Iranian EFL Journal, December 2011)

 

14- Adjunct Learning: Mixing the Cyber World with Face to Face Writing Instruction

(International Review of Social Sciences and Humanities)

 

15 -Communicative Interaction in Language Learning Tasks (JLTR Canada, ISSN 1798-4769,

Vol.3, Sept 2012)

 

16-Blended Learning: A Ubiquitous Learning Environment for Reading

Comprehension(IJEL Canada, Feb 2012)

 

17. E-Tools to Assist EFL Learners' Writing Skill: Wikis, Weblogs, and

Podcasts(From Knowledge to WisdomUS-China Foreign Language, USA

Sino-US English Teaching, USA International Standard Serial Number: ISSN 1539-

8080, ISSN 1539-8072)

 

18. Web 2.0-Assisted Language Learning: Using Technology to Enhance Reading

Comprehension(   International Journal of Social Sciences and Education ISSN: 2223-

4934 Volume: 2 Issue: 1 January 2012)

 

19. The Effects of Sentence Making, Composition Writing and Cloze Test

Assignments on Vocabulary Teaching of Pre-intermediate EFL Students

(International Journal of English Linguistics Vol. 2, No. 1 Feb 2012)

 

20. Effectiveness of contextualized versus de-contextualized vocabulary teaching on pre-university EFL learners’ short and long term retention (Iranian EFL Journal Oct.2012)

 

21. The relationship between self-esteem, personality type and reading comprehension of Iranian EFL students (Theory and Practice in Language Studies, Aug.2012 Academy Publisher, Finland)

 

22.The effect of instructing impression management behaviors on maximizing applicants’ performance in the IELTS speaking test(English Language Teaching, April 2012 CCSE ISSN 1916-4750)

 

23. Does translation contribute to learners’ free active vocabulary?(Journal of Pan-Pacific Association of Applied Linguistics, Vol.16, 2012)

 

24. Error Analysis; Sources of l2 learners’ errors(Theory and Practice in Language Studies, Aug.2012 Academy Publisher, Finland)

 

25. Blending technology in EFL writing instruction(International Journal of Social Sciences and Education, Vol. 3, 2013 ISSN 2223-4934)

 

26. Effects of audiovisual, audio, and visual presentations on EFL learners’ writing skill(International Journal of English Linguistics vol.2, 2012)

 

27. The relationship between Reid’s learning styles and Oxford’s language learning strategies in adult EFL learners of Iran Language Institute( Iranian EFL Journal, Aug. 2011)

 

28. The impact of educational games on vocabulary and grammar learning of elementary Iranian EFL learners( The Iranian EFL Journal, December 2012)

 

29. Investigating test fairness using an argument based approach toscore-based interpretations, decisions and consequences:The case of TOEFL iBTtests(Wulfenia Journal, Vol.20, 2013, ISI)

 

30.Evaluating KWL charts strategy in relation to Iranian EFL learners, comprehension of culturally unfamiliar texts( Sciedu Press English Linguistics Research, vol 2, no.1, 2013)

 

31.Iranian EFL learners' purposes behind using the Internet and its impact on their writing(The Iranian EFL Journal April 2013, vol.9, no.2)

 

32.The influence of breadth of vocabulary knowledge as an internal factor on EFL reading comprehension test performance( IJLLALW, VOL.4, NO.4, 3013)

 

33.A critical discourse and semiotic investigation into the effect of social class on multiplicative linguistic representations of symbols of power in Persian proverbs( IRJABS, vol.6, no.10 2013)

 

34.The relationship between emotional intelligence and writing performance of IELTS learners( Modern Journal of Language Teaching Methods, December 2013)

 

35.First language acquisition by infants( Journal of advances in English Language Teaching, vol.1, no.2 2013)

 

36.The effect of cooperative learning approach on Iranian EFL students' Achievement among different majors in general English course.(International Journal of Linguistics vol 5, no.6 2013)

 

37.The role of input in first language acquisition( International journal of applied linguistics vol.3, no.1 2014)

 

 

38.Investigating the construct validity of structure and written expression of Tolimo(IJLLAW, FEB 2014)

 

39.Students' perception of effective teaching: A review of literature( IJLLALW, July 2014)

 

40.The relationship between emotional intelligence and vocabulary knowledge among Iranian EFL learners( Elsevier 2014 no98)

 

41.Attitudes towards the effectiveness of communicative and educational language games and fun activities in teaching and learning English.( Theory and practice in language studies vol.4 no.5 2014)

 

42.Relationship between field-dependence/independence and language proficiency of female EFL students (IJLLALW July 2014)

 

43.Investigating the construct validity of structure and written expression section of TOLIMO through factor analysis (IJLLALW, January 2014)

 

44.The relationship between grammar and Iranian EFL learners' writing performance( TOEFL PBT Essay) Asian Journal of research in social sciences and humanities, January 2014)

 

45.The relationship between grammar and vocabulary knowledge and Iranian EFL learners' writing performance (TOEFL PBT Essay) IJLLALW Sept 2014)

 

46.ELT pre-service teacher education: Major trends and shifts (IJLLALW Dec 2014)

 

47.The knowledge base of pre-service teacher education in Iran( Sylwan December 2014)

 

48. Preferences of English teachers and students towards corrective corrective feedback in

writing ( Modern Journal of language teaching methods Dec 2014)

 

49.External factors influences on EFL learners' reading comprehension test performance(IJLLALW, Sept 2014)

 

50.The relationship between critical thinking, autonomy and writing skill of EFL learners( IJLLAW, Nov 2014)

 

51.Technology-integrated instruction:Iranian EFLlearners' perceptions of using web 2.0 tools in language classes (IJLLALW Feb 2014)

 

52.The effect of providing background knowledge and previewing questions on improving listening (Modern Journal of Language Teaching Methods, March 2014)

 

53.The effect of multimedia and multimode glosses on incidental vocabulary retention of students (Modern Journal of Language Teaching Methods, Sept 2014)

 

54.Promoting teacher professional development: The role of individual and contextual factors (International Journal of Applied Linguistics and English Literature, Jan 2015)

 

55. Exploring Iranian EFL learners reading comprehension test performance (Modern Journal of Language Teaching Methods, June 2014)

 

56. Rethinking professional development in Iran: Embracing lifelong learning (International Journal of Applied Linguistics and English Literature, Nov 2013)

 

 

57.The application of Ellis's principles for effective instructed foreign language learning( Journal of studies in learning and teaching English vol.1, no.3 Spring 2013)

58. The knowledge base of pre-service teacher(Sylwan)

59. Effects of sentence making, composition writing, and cloze-test assignments on vocabulary learning of pre-intermediate EFL students(International Journal of English Linguistics)

60. The effect of multimedia and multimode glosses on incidental vocabulary retention of IranianEFL students( Modern Journal of Language Teaching Methods)

61. Compliments in English comedy films versus their Persian:A functional comparative study

62.EFL graduate students’IELTS writing problems,students and teachers’ beliefs and suggestions( Journal of Language Teaching and Research)

63.Teaching and researching autonomy9International Journal of Current Research)

64.The effect of translation approaches vs.use of visual aids on vocabulary learning of Iranian EFL learners(IJLLALW)

65.Relationship between VAK learning styles and problem solving stylesregarding gender and students fields of study( Journal of Language Teaching and Research)

 

66.The effect of input-output and output input modes of teaching on the vocabulary learning of EFL learners(Iranian EFL Journal)

67.Correlation of speech acts and language functions in Top notch series vs.ILI textbooks from a pragmatic point of view(International Journal of English Linguistics)

68.Exploring the major tenets of a principle based approach for ELT policies and planning: A tentative model (International Journal on Studies in English Language and Literature

69.Comparing confidence based and conventional scoring methods: The case of an English grammar class(The Journal of Teaching Language Skills)

70.An analysis of errors in writing skill of adult Iranian EFL learners preparing for the IELTS(International Journal of English Linguistics, 7(3), 2017)

72.Investigating difficulty order of certain English grammar features in an Iranian EFL setting(International Journal of English Linguistics, 6(6), 2016)International Journal of English Linguistics, 7(3), 2017)

73.The relationship between Iranian EFL learners’ use and preferences of language learning strategies and their meta-knowledge and tasks of pragmatic competenceInternational Journal of English Linguistics, 7(1), 2017)

74.Iranian learners’ perceptions of the impact of technology-assistedinstruction on their English aural/oral skills(Information Technologies and Learning Tools, 57(1)2017

75.Relationship between multiple intelligences and writing strategies (Journal of Language Teaching and Research, Finland,4(9)July 2013

76.Readability of reading comprehension texts in Iranian senior high schools regarding students’ background knowledge and interest (Journal of Language Teaching and Research, Finland,4(5)Sept, 2013

77.Investigating Iranian undergraduate EFL learners’ knowledge of English grammar (Modern Journal of language Teaching Methods,6(7) October 2016

78.Enhancing learners’ listening comprehension in EFL context through interactionist dynamic assessment (Modern Journal of language Teaching Methods,6(10) Jan,2017

79.Iranian EFL learners’use and preferences use and preferences of language learning strategies (Modern Journal of language Teaching Methods,7(3)March 2017

80.Iranian EFL learners’ language learning style preferences and EFL teachers’ perceptions of such preferences (Modern Journal of language Teaching Methods,7(3)March 2017

81.Exploring Iranian EFL learners’ perceptions towards deploying professional development activities in ESP context(Modern Journal of language Teaching Methods,6(8)2016

82.Investigating wanna contraction through an emergenist approach among Iranian EFL learners( Lingua, 196(2017)55-73)

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83.Hybrid learning: The impact of interacting through Skype on Iranian learners’ speaking ability(Information Technologies and Learning Tools,2017,58,2

84.The relationship between verbal creativity and speaking skill of IELTS candidates(Iranian EFL Journal, August  2013,9,4)

85.The impact of cross-cultural background knowledge upon Iranian EFL students’ productive skills(Feb 29, 2017,  7,1)

86.An evaluation of oral interview and voice thread as elicitation techniques to assess learners’ speaking skill(Journal of applied linguistics and language research,2017,4,4

87.Vocabulary acquisition and vocabulary assessment of young Iranian EFL learners (  Journal of applied linguistics and language research, 2017,4,4)

88.Exploring English for specific purposes teachers’ attitude towards e-portfolio assessment(Journal of applied linguistics and language research,4,4,2017)

89.Communicative interaction in language learning tasks among EFL learners(Academy Publisher,2012,5,3)

90.A thorough review and understanding of reflective teaching: Practical suggestions to be implemented(IJLLALW, May 2017,15,1)

91.Enhancing learners’ listening comprehension in an EFL context through interactionist dynamic assessment(Modern Journal of Language Teaching Methods, Jan 2017,6,10)

92.Which one is superior, the cake approach or the sandwich approach? The effect of dynamic assessment on EFL undergraduates’ vocabulary knowledge (IJLLALW, June 2017,15,2

93.Iranian EFL learners language learning style preferences and EFL teachers’ perceptions of such preferences( Modern Journal of Language Teaching Methods, March 2017,7,3

94.Iranian EFL learners’ realization of condolence: An interlanguage pragmatics study(Colombian Applied Linguistics Journal,6/2018,20/1)

95.Investigating the most influential learning style contributing to test performance and strategy use of Iranian EFL learners in reading skill

96.EFL teachers’ learning and teaching beliefs:Does critical thinking make a difference?(International Journal of Instruction,10/2018,11/4)

97.Exploring English for specific purposes teachers’ attitude towards electronic-portfolio assessment(Journal of Applied Linguistics and Language Research,,6/2017,4/4)

98.Investigating the rate of foreign language lexicon and grammar attrition among young adult Iranian EFL learners(Journal of Applied Linguistics and Language -Research,5/2017,4/4)

99.Teaching pragmatics in the EFL classroom: Challenges, lacunas, and suggestions(2017,4/8)

100.Vocabulary acquisition and vocabulary assessment of young Iranian EFL learners(Journal of Applied Linguistics and Language Research, 05/2017,4/4)

101.Investigating the rate of foreign language lexicon and grammar attrition among young adult Iranian EFL learners(Journal of Applied Linguistics and Language Research,05/2017,4/4)

102.Strengths and weaknesses of educational equity in English language teaching at Iranian and Finnish primary and secondary schools(Journal of studies in learning and teaching English(9/2016, 5/1)

103.Iranian EFL teachers’ professional success in high schools and private language institutes:A comparative study(2017, Journal of studies in learning and teaching English)

104.A comparative study on the effect of the formative use of confidence based scoring and conventional scoring on Iranian EFL learners’ grammar(Journal of studies in learning and teaching English)

105.Heterogeneous test-takers, homogenous test construct.A study of cognition related assessment(Journal of studies in learning and teaching English)

106.Teaching and researching autonomy(International Journal of Current Research,March 2016,8/3)

107.Iranian EFL teacher burnout and its relation to human resources in workplace(Modern Journal of Language Teaching Methods, 2016,6/6)

108.An investigation of predictive linguistic features(Text length, lexical sophistication, syntactic complexity and cohesion) in scoring TOEFL ibt writing tasks(Modern Journal of Language Teaching Methods,2016, 3/1)

109.Exploring the major tenets of a principle-based approach for ELT policies and planning:A tentative model for TEFL in developing Iran(International Journal on Studies in English Language and Literature(Nov,2016,3/11)

110.The effect of glossing technique on incidental vocabulary retention, a comparison between textual and multi-media glosses(Modern Journal of Language Teaching,2015,5/1)

111.A comparative analysis of reading comprehension tests ofIranian Universities Entrance examinations( Journal of studies in learning and teaching English,2014, 2/7)

112.The effect of different gloss types on incidental vocabulary retention of Iranian EFL students(International Journal of Language Learning and Applied Linguistics World,2014,5/2)

113.The impact of bilingualism on English vocabulary learning among middle school students(Journal of Studies in Learning and Teaching English,2014,2/5)

114.Teachers opinions and practices regarding reading comprehension classes(Journal of Studies in Learning and Teaching English,2014,2/7)

115.Using an argument based approach to ensure fairness of high-stakes tests score based consequences(Procedia-social and behavioral sciences,2014,98)

116.The relationship between verbal creativity and speaking skill of IELTS candidates(Iranian EFL journal,2013)

117.Cloze tests and reading strategies in English language teaching in Iran(2012, 47/18)

118.An evaluation of oral interview and voice thread as elicitation techniques to assess EFL learners speaking skill(Journal of applied linguistics and language research,2017,4/4)

119.The role of animacy and language proficiency in the comprehension of English restrictive relative clauses by Iranian EFL learners:An emergenist approach(Asian Pacific Journal of Second and foreign Language Education,2018,3/11)

120.Toward the development of a classroom management strategy model for Iranian EFL learners using real observations and participants words(Applied research on English Language, 2018, 7/2)

121.The constituent elements of collective teacher efficacy beliefs and their contributing factors in different ELT educational contexts:A qualitative study(Cogent Social Sciences,August,2018)

122.Exploring Iranian collective teacher efficacy beliefs in different ELT settings through developing a context-specificEnglish language teacher collective efficacy scale( Cogent,20180)

123.Investigating pre-university EFL teachers perceived washback effects of university entrance exams and teaching materials on students learning objectives and teachers class performance( Cogent, Nov.2018)

124.Halo effect and students perceptions of their teacher’s appearance, gender, and proficiency with the focus on the Iranian EFL teachers(Iranian Journal of educational psychology,2017,1/3)

125.The application of Electronic portfolio on Iranian EFL learners writing performance seeking their gender role(Cogent, Dec.2018)

126.The potential impact of application of electronic portfolio on undergraduate  English majors writing proficiency and their self-regulated learning(International journal of instruction, Jan.2018,12/1)

127.Iranian EFL teachers’ perceptions of assessment for learning regarding monitoring and scaffolding practices as a function of their demographics(Cogent,Dec.2018)

128.What is left unsaid about semantic, episodic and working memory:L2 cognitive control accounts for individual differences and gender differences(Thrita, 2018)

129.Wash-back effect of Iranian students’ pre-university English textbook and university entrance examinations:Teacher-based perspectives(?????)

 

 

 

 

 

 

 

 

 

 

 

H.  National and International Conferences (Presenting paper+ abstract publication)

1. E-Learning Classes and Teaching English (International Conference on Tertiary/College English Language Teaching June, 2006: Information Technology in English Language Teaching, Hong Kong)

2. Effect of Etymological Elaboration on the EFL Learners’ Comprehension and Retention of Idioms(30thThailand TESOL International Conference “ELT in the Next Decade: Sharing, Caring, and Daring”January 29-30 2010)

3. Optimizing Students’ IELTS Writing Ability (16th International TESOL Arabia, March 2010)

4. Dominance of English: A Critical Discourse Analysis of Language Policy and Planning (The 2nd Postgraduate Conference on Issues in Language Teaching and Learning in Iran, Isfahan, February, 2010)

 

 

5. Analytic –Intuitive Learning Style among Iranian English Learners: the Effect of Gender

(The First Conference on New Perspective in ELT, Linguistics & Literature, Islamic Azad University, Sanandaj Branch,Iran, February, 2010)

 

6. English Learners’ Utilization of Strategies in an E-Learning Program (2010 Conference of the Canadian Association of Applied Linguistics, Montreal, Canada)

 

7. Dominance of English (16th Conference of the International Association for World Englishes, Vancouver, Canada, July 2010)

 

8. Translation in EFL Writing, Doomed or Favoured? (1st Black Sea ELT Conference,Karaelmas University, Turkey, October 2010)

 

9. The Relation between Emotional Intelligence, Linguistic Intelligence and Vocabulary Knowledge among EFL Learners(1st Black Sea ELT Conference, Karaelmas University, Turkey, October 2010)

 

10. The Relationship between Emotional Intelligence, Motivation, and Vocabulary Size (18th International Annual Convention of TESOL Macedonia-Thrace, N. Greece, March 2011)

 

11. Autonomy or Motivation: Which Comes First? (BC TEAL 43rd Annual Conference, Simon Fraser University, Canada, May 6-7 2011)

 

12. The Relationship between Emotional Intelligence, Motivation, and Vocabulary (BC TEAL 43rd Annual Conference, Simon Fraser University, Canada, May 6-7 2011)

 

13. Reflective Teaching: The missing link of the Iranian EFL Teacher Education System (Humanities, its Challenges and opportunities, Islamic Azad University, Shiraz Branch, Humanities College 1st Regional Conference, May 18th 2011)

 

14.Emotional Intelligence, Motivation, and Vocabulary Size of Iranian EFL Students(Humanities, its Challenges and opportunities, Islamic Azad University, Shiraz Branch, Humanities College 1st Regional Conference, May 18th 2011)

 

15. The Relationship Between Undergraduate English Students Major Students' Multiple Intelligences and Their Use of Reading Strategies (Humanities, its Challenges and opportunities, Islamic Azad University, Shiraz Branch, Humanities College 1st Regional Conference, May 18th 2011)

 

16.An Analysis of Specific Language Needs of Agricultural Students in Islamic Azad University of Shiraz and a Critical Evaluation of Their ESP Textbook(Humanities, its Challenges and opportunities, Islamic Azad University, Shiraz Branch, Humanities College 1st Regional Conference, May 18th 2011)

 

17.The Relationship Between Students' Learning Styles and Their Language Learning Strategies in Adult EFL Learners (Humanities, its Challenges and opportunities, Islamic Azad University, Shiraz Branch, Humanities College 1st Regional Conference, May 18th 2011)

18. The Relationship Between Adult EFL Learners' Learning Styles and their Language Learning Strategies (CanberraLangfest 30 November-2 December 2011)

 

19. The Relationship Between Multiple Intelligences and Use of Reading Strategies

(Canberra Langfest 30 November-2 December 2011)

20. Improving English learners’ writing skills via self-editing & peer-editing(The TESL Canada 2012 Conference)

21.Active vocabulary and proficiency (The TESL Canada 2012 Conference)

22.The relationship between introversion and extroversion &translation (Translation Conference, Allameh University, 2011)

23.The relationship between self-esteem, self-efficacy and translation (Translation Conference, Allameh University, 2011)

24.Identity versus learning another language among native speakers (The first international conference on Cultural heritage and Identity Formation, Sept.2012)

25.The relationship between EFL learners’ language learning experience and cultural awareness raising (The first international conference on Cultural heritage and Identity Formation, Sept.2012)

26. Professional socialization and identity reformation of non-native ESL teachers: A global socio-cultural and socio-political perspective (The first international conference on Cultural heritage and Identity Formation, Sept.2012)

27.Acculturation impact on identity formation: The case of children and adolescent immigrants (The first international conference on Cultural heritage and Identity Formation, Sept.2012)

28.The effect of teachers’ identity and culture on the EFL learners ( The first international conference on Cultural heritage and Identity Formation, Sept.2012)

 

29.Globalized identity: A threat or a blessing (The first international conference on Cultural heritage and Identity Formation, Sept.2012)

30.General English course evaluation: A case study of Shiraz Azad University( A national conference on innovations in English language teaching, learning, and assessment, 9-10 Feb 2015, I.A.U. Shiraz, Iran)

31.Burnout syndrome causes among English teachers and suggested remedies( A national conference on innovations in English language teaching, learning, and assessment, 9-10 Feb 2015, I.A.U. Shiraz, Iran)

32.The effect of input, input-output and output-input modes of teaching on the vocabulary learning of Iranian EFL learners( A national conference on innovations in English language teaching, learning, and assessment, 9-10 Feb 2015, I.A.U. Shiraz, Iran)

33.Production of condolence speech act by Iranian EFL learners: An interlanguge pragmatics study(  13th International TELLSIconference  in Khorramabad)

34.EFL learners’ writing evaluation:The case study of an English language institute accountability(2ndnational conference on Innovations in ELT,Learning, and Assessment,December 2016, Shiraz)

 

35.Are teachers aware of Iranian EFL learners’ learning style preferences?(2ndnational conference on Innovations in ELT,Learning, and Assessment,December 2016, Shiraz)

36.Insight into a good English language teacher (2ndnational conference on Innovations in ELT,Learning, and Assessment,December 2016, Shiraz)

37.Iranian upper-intermediate EFL learners’ knowledge, meta-knowledge and tasks of pragmatic competence(2ndnational conference on Innovations in ELT,Learning, and Assessment,December 2016, Shiraz)

38.The application of an argument-based approach to test fairness(The 10thinternational TELLSI conference,October 2012)

 

 

I.  Workshops attended (Participant)

Syllabus Planning

Educational Psychology

Essay Writing

Planning and Syllabus Design

SPSS

J.     Workshops Conducted (Teacher)

How to write articlesin English

TOEFL Grammar

TOEFL Reading

TOEFL Speaking

TOEFL Writing

Research Methods

The application of qualitative data analysis in social sciences

 

K.  Language Skills

Proficient in English (listening, speaking, reading and writing). As an IELTS examiner I have been rated as Expert User.

L. Hobbies

Reading short stories and novels and watching films in English, publishing books and paper and attending conferences.

 

M.    Theses and dissertations supervised

 

1-The role of IELTS model essays in students’ awareness of writing features and their awareness

2 -Cross cultural pragmatic failure among Iranian EFL students

3-The effect of etymological elaboration on comprehension & retention of idioms

4-Cloze tests and reading strategies in English language teaching in Iran

5-Gender bias and EFL students’ appraisal of teachers

6-The relationship between EFL learners’ stress & their reading comprehension

7-The role of instrumental & integrative motivation in Iranian EFL learners’ achievement

8-Cognitive levels of questions used by EFL teachers in advanced reading comprehension tests

9-Students’ & teachers’ beliefs about memorization as a strategy in oral presentation

10 -EFL learners’ beliefs about translation and its use as a strategy in learning writing

11-The effect of strategy awareness on the use of language learning strategies

12-The role of depth & breadth of vocabulary knowledge in listening comprehension of   Iranian EFL Learners

13-A framework for the evaluation of English novels translated into Persian

14-The effect of field independence/dependence styles on the use of vocabulary learning strategies

15-The relationship between emotional intelligence, linguistic intelligence, and vocabulary learning knowledge among Iranian EFL Learners

16-A study of manifestation of emotions through metaphor in translation of Suvashun

17-An investigation on metaphor translation procedures in English translations of Hafez's Poems

18-An investigation on pun translatability in Hafez’ poems in two English translations

19-A comparative study of colloquial language in translation of novels from English to Persian: the case of the catcher in the Rxe written by Salinger

20-An Investigation on three Lexical Collocational Problems in the Persian Translation of the Novel" Lord of the Flies" by William Golding

21-Students and Teachers' Beliefs about Memorization as a Strategy in Oral Presentation

22-Effects of Using Learning Strategies on Oral Proficiency of Iranian Male and Female Learners of English

23-Autonomy and Motivation: A Look at their Sequence in an EFL Context

 

24-Relationship between Decoding, Reading Comprehension and Listening Comprehension in an EFL Context

25- The relationship between emotional intelligence, linguistic intelligence and Grammar Performance of Iranian Learners of English as a Foreign Language

26-The Impact of Practising Autonomy on the Writing Proficiency of Iranian Intermediate EFL Learners

27-Relationship between Iranian EFL Learners' Foreign Language Classroom Anxiety and their Attitudes toward Error Correction

28-Iranian EFL Learners' Beliefs about Translation and its Use as a Strategy in Reading

29-The Relationship between the Effects of Reading Context on Guessing the Meanings of English Words

30- A comparative study of Ostensible Invitations in English and Persian

31-Investigating Translational Competence: The effect of Translation Expertise on Translation Process and Product

32-Morphological Awareness vs. English Vocabulary Knowledge of Iranian University Students

33- An Analysis of Specific Language Needs of Agricultural Students in Islamic Azad University of Shiraz and a Critical Evaluation of their ESP Textbook

34-The Relationship between Undergraduate English Major Students' Multiple Intelligence and the Learners' Use of Reading Strategies

35-Translation Strategies of male and Female Translation Students in Translating Idiomatic Expressions

36-The Effect of Input Modification on Iranian EFL Students' Reading Comprehension: Simplification vs. Elaboration

37-The Relationship between Students' Learning Styles, Prepared by Reid, and their Language Learning Strategies in an adult EFL Learners of Iran Language Institute

38-The Effect of Teaching Etymology on the Comprehension and Retention of English Technical Vocabularies among Vocational School Students of Bandar Abbas

39-The Relationship between EFL Instructors' Professional Background and Educational -Status and Successful Language Learners' Attitude towards Vocabulary Learning Strategies: An Investigation of Zone of Proximal Development

40-The Relationship between Emotional Intelligence Motivation and Vocabulary Size of EFL Students

41-Relationship between Iranian EFL Learners Foreign Language Classroom Anxiety and Their Attitudes toward Error Correction

42-A Contrastive Rhetoric Study of Research Articles Introductions Written by Native American and EFL Iranian Learners

43-Contrastive Inter-language Pragmatics: An investigation into the Production of Complaints by Iranian EFL Learners

44-The Relationship between Test Anxiety and E.I. in Reading Comprehension

45-The effects of Using L1in Teaching English as a Foreign Language to Students at Beginner, Intermediate, and Advanced Levels Regarding Grammar and Vocabulary

46.The effect of instructing impression management behaviours on maximizing applicants' performance in the IELTS speaking test

47.Investigating translation of compliments in comedy filmsubtitles from English into Persian using Leech Politeness Taxonomy

48. Effects of bimodal subtitling of English movies on content comprehension and vocabulary recognition

49.A study of address terms and their translations in film subtitles from English into Persian and from Persian into English based on Peter Newmark's translation procedures

50. The effectiveness of two vocabulary learning methods on short and long term memory in intermediate Iranian EFL language learners

51. Effects of sentence making, composition writing and cloze test assignments on vocabulary learning of pre-intermediate EFL students.

52. Collocational errors in Iranian EFL young learners' paragraph writing

53. The effectiveness of contextualized vs. decontextualized vocabulary teaching on pre-university EFL learners' short and long term retention

54. An exploration into English needs of political science students and their administrators' perceptions vs. the implemented curriculum offered at I.A.U.

55. The effect of different kinds of feedback on intermediate EFL learners' writing

56. Investigating the ILI teachers attitudes towards the use of computers in English classrooms

57. A contrastive rhetoric study of research articles instructions written by native American & EFL Iranian writers of English

58. Domistication and foreignization of mystical terms in translation of sonnets of Hafez

59.Relationbetween family background and Iranian high school EFL learner’ achievementsand attitude

60.An analytical study on translating colloquialisms in adventures of Huckleberry Finn

61.An investigation into writing creativity invariance across first language, foreign language and translation

62.The differences between professional and novice translators in translating cohesive devices from English to Persian

63.Relationshipbetween multiple intelligences and writing strategies

64.Relationshipbetween the VAK learning style and problem solving style regarding gender & students’ field of study

65.An investigation into the reliability of reading comprehension texts in Iranian highschoolsEnglish textbooks with regard to students’ background knowledge & interest

66.Native-like and non-native-like teachers regarding their capability, goals and strategies

67.Speech acts and language functions evaluation in Top-notch series versus ILI books from a pragmatic point of view

68. Relationship between verbal creativity and speaking skill of IELTS candidates

69.Relationship among Iranian EFL learners’ self-efficacy in writing, attitude towards writing, writing apprehension and writing performance

70. The effect of task type planning on students’ essay writing: A study of Iranian EFL learners

71. The relationship among listening aptitude, meta-cognitive awarenessand L2 listening proficiency

72. A survey on the effectiveness of micro-teaching in students majoring in TEFL

73. The effect of Iranian EFL teachers’ topic orientation on the academic performance of intermediate learners in a private English institute

74. Relationship between self-esteem, personality type and reading comprehension

75. Relationship between EFL learners’ self -regulation and their speaking proficiency

76. The role of linguistic intelligence in language proficiency: A comparison of IELTS & TOEFL tests

77.The impact of critical thinking training through an integrative process oriented approach on Iranian EFL learners’ IELTS writing skill

78. Translation strategy use:An empirical study of translation strategies based on Baker’s taxonomy

79. The impact of educational gameson vocabulary and grammar learning of elementary EFL learners

80. Metacognitive strategies in assessing translation quality

81. The relationship between verbal intelligence and reading comprehension of Iranian high level EFL learners

82. The relationship motivational beliefs, self-regulation learning strategies and learning English of high school students

83. Iranian EFL learners' purposesbehind using the internet and its impact on their writing

84. The status of teaching English at high schools and language schools in Shiraz

85. Hybrid learning:An integration of web 2.0 tools into writing instruction of an Iranian EFL classroom

86. Critical language assessment: A case of social dimensions of Iranian universities entrance exam

87. The application of Fairclough’scritical discourse analysis approaching translating lexical choices and equivalents in the political text Animal Farm

88. Investigating ILI teachers’ attitude toward use of computers in English classrooms

89. The availability of universal grammar to second language learners

90. An investigation of translation strategies in dubbing socio-cultural expressions; Taboo and politeness elements

91. The effect of different instructional time on Iranian EFL students’ achievement

92. Evaluation of advertisement text translations based on Julian House's functionalpragmatic model of TQA

93. The influence of personality, extroversion,introversion on the on the English into Persian translation quality

94. Culture in the listening sections of the ILI advanced textbooks

95. An investigation of pun’s translatability in the English translations of Sa’di’sghazals based on Delabastita’s proposed model

96. Meta-cognitive strategies in assessing translation quality

97. An investigation into cultural elements in scientific technical texts for translation

98. An exploratory study of the effects of cooperative learning and Gardner’s theory of multiple intelligences on Iranian non-English major students’ English proficiency, attitude and motivation

99. An investigation into Iranian English language teachers’ attitudes towards students’ self-assessment

100. Effects of audio-visual & visual presentations on the EFL learners’ writing

101. Skopos based study on translation of taboos from English into Persian in drama

102. The effect of Iranian EFLteachers' topic oriented opinions on the academic performance of intermediate learners' in a private English institute

103. The effect of extensive reading on Iranian high school students sped of reading and comprehension

104. Effects of peer vs.self-editing on students’ revision of language errorsin revised drafts

105. The effect of recast vs.metalinguistic corrective feedback on teaching task-based grammar to the intermediate Iranian EFL learners

106. Self-esteem, self-efficacy and translation quality

Effects of semantic mapping on vocabulary learning of young beginners

107. Investigating different types of memory L2 learners are inclined to use, innately endowed or non-innately enriched

108. The effect of personality traits and gender on writing ability of Iranian advanced EFL students

109. Translation quality assessment of English film titles into Persian: The application of House’s Model

110. Test fairness in standardized high-stakes tests: An argument based approach to score based interpretations, decisions and consequences

111. The role of using inner speech in oral proficiency of EFL learners

112. The strengths and weaknesses of Iranian IELTS candidates in academic writing task 2

113. The effects of SMS and e-mailing on vocabulary acquisition and retention

114. Effects of reflectivity/impulsivity on IELTS candidates band scores in the speaking module of the test

115. Persian EFL students' inter-language: Fossilized grammatical errors and the English grammar development.

116. The nature and sources of stress among EFLteachers

117. Evaluating KWL charts and anticipation guide strategies in relation to EFL learners comprehension of culturally unfamiliar texts

118. Promps and recasts:The differential effects of explicit and implicit corrective feedbacks on EFL learners'uptake

119. The effect of application of visual aids on idiom learning of EFL learners

120. The relationship among listening aptitude, metacognitive awareness and L2 listening proficiency

121. IELTS wash back effects on teachers' performance and students' expectations and achievements

122. The application of Ellis’s principles for effective instructed foreign language learning in Iranian language institutes and high schools

123. A survey on the effectiveness of microteaching techniques in students majoring in TEFL

124. A metalinguistic English vocabulary, L1 glossing and inferencing: A triangulation of overarching issue of L1 lexicalization among English translation majors

125. Comparing English teachers of high schools and private institutes regarding nonverbal communication application

126. An investigation into Iranian English language teachers’ attitudes towards students’                                                                              self-assessment

127. Effects of semantic mapping on vocabulary learning of young beginners

128. The role of linguistic intelligence in language proficiency: A comparison of IELTS & TOEFL tests

129. Relationship between VAKlearning styles and problem solving stylesregarding gender and students field of study

130. A study on the relationship between learning styles and translation quality

131. Relationship between family background and Iranian student's achievement in learning English

132. The relationship between EFL learner's self- regulation and their speaking

133. The effect of providing background knowledge and previewing questions on improving listening comprehension of EFL learners

134. A study of semantic opaqueness of social euphemisms in English via maxims of cooperation and politeness principles

135. The relationship among EFL learners tolerance of ambiguity, course achievement and reading comprehension satisfaction

136. Relationship between multiple intelligences and writing strategies

137. The nature and sources of stress among EFL teachers

138. Evaluation of speech acts and language functions in top-notch series vs.ILI textbooks

139. The relationship between emotional intelligence and writing performance of IELTS learners

140. The relationship between willingness to communicate and language learning motivation among EFL learners

141. The impact of critical thinking training on through an integrative process oriented approach on Iranian EFL learners IELTS writing skills

142. Syntactic development in first language acquisition by Iranian infants: A case study of the poverty of stimulus

143. The effect of cooperative learning approach on Iranian EFL students achievement in General English Course

144.Iranian EFL learners' purposes behind using mobile and its impact on their vocabulary

145.Lexical matching in translation of journalistic texts from Persian into English

146.The relationship between self-esteem, personality type and reading comprehension

147.A study of semantic opaqueness of social euphemisms in English

148.Language learning strategies employed by successful Iranian learners

149.Internal and external factors' influences on reading comprehension test performance

150.The effect of conversational tools and e-mail on writing anxiety of Iranian EFL students

151.Investigating factors affecting prep schools teachers implementing cooperative learning in English classes

152.Investigating the construct validity of structure and written expression section of TOIMO through IRT and factor analysis

153.Relationship of test-wiseness and text-anxietywith reading comprehension scores among Iranian EFL majors

154. Relationship between self efficacy, perfectionism and reading ability

155.Investigating critical assessment from English instructors point of view

156.Students perception of teachers' attitudes and learning environment and its relationship to risk taking

157.The relationship between verbal intelligence and reading comprehension of Iranian high level EFL learners

158.TQA of questionnaires developed in psychology employing back translation

159.The impact of cross-cultural background knowledge upon Iranian EFL learners' productive skills

160.Effect of teaching self-determination theory strategies on reading comprehension

1`61.The relationship between explanatory styles and efficacy and burnout in teachers

162.The effect of different kind of feedback on upper intermediate EFL learners' writing

163.Critical discourse:Semiotic analysis of multiplicative linguistic representations of symbols of power and gender in Persian proverbs

164.The effect of different gloss types on incidental voc retention

165.The impact of bilingualism on English voc learning

166.The role of using inner speech in oral proficiency of EFL learners

167.A conceptual model of teacher professional development

168.Iranian EFL purposes behind using mobile and its impact on their voc knowledge

169.Exploring teaching methods in the holey Quran

170.The relationship between being field dependent/field independent and performance on IELTS reading comprehension module

171.The relationship between critical thinking, autonomy and writing skill of Iranian EFL learners

172.Investigating the relationship between socio-economic status and language learning motivation

173.Iranian EFL learners' language learning style preferences and EFL teachers' perceptions of theses preferences

174.The effects of being field dependent /independent on IELTS listening comprehension

175.Investigating distribution pattern and problems associated with use of cohesive devices in persuasive essays of graduate students majoring in TEFL

176.The effects of learners' gender and anxiety on their preferences for corrective feedback

177. A comparative analysis of reading comprehension texts of Iranian universities entrance examinations

178. The relationship between L1 verbal/ linguistic intelligence and IELTS speaking test

179. The effect of English test-taking strategy use on Iranian EFL learners test performance.

180. The effect of topic on students' essay writing: A study of advanced Iranian EFL learners

181. Writing problems of the medical reports written by the Iranian medical workers

182. Teachers' opinions and practices regarding reading comprehension classes

183. The effect of teaching vocabulary through translation approaches vs. use of visual aids on vocabulary learning of Iranian EFL learners

184. The relationship between grammar and vocabulary knowledge and Iranian EFL learners' writing performance:TOEFL PBT essay

185. Investigating the demotivating factors affecting vocabulary learning among Shiraz high school students

186. Effects of memorization and improvisation exercises on the Iranian EFL students' speaking proficiency

187. Iranian university students' perceptions and preferences concerning professors' corrective feedback in writing

188.An investigation into the underlyingideology in Imam Hossein’s discourses in Ashura’s event within the framework of critical discourse analysis

189.The relationship between emotional intelligence,assertiveness,gender and course achievement of Iranian intermediate EFL learners

190.The relationship between teacher autonomy and teacher efficacy in an Iranian EFL context

191.Teachers’versus students’ perceptions  of assessment task,feedback, standards, and criteria

192.A comparative study of educational equity in English education at Iranian and Finish schools

193.A comparative study of high school students’ and English institutes students’ intrinsic and extrinsic motivation and the related components

194.The effect of oral corrective feedback(recast via two communication methods) on IELTS speaking proficiency

195.The relationship between Iranian upper-intermediate EFL learners perception of pragmatic competence and their language learning strategies

196.The order of difficulty of English grammatical aspects and its relationship with the learning styles of Iranian undergraduate senior EFL learners

197.Analysis of errors in productive skills of adult Iranian EFLlearners  preparing for the IELTS

 

198.The impact of electronic portfolio on writing performance and self-regulated learning in an Iranian EFL context(Winter,2018)

199.Investigating the most influential learning styles and language learning strategies contributing to Iranian IELTS candidates higher band scores(Winter 2017)

200.On the development of a model of classroom management strategies for Iranian EFL learners:A mixed methods study(Sept,2018)

201.Analysis of IELTS and TOEFL reading and listening tests in terms of revised Bloom’s taxonomy:Considering cognitive domains

202.Examining Iranian EFL teachers’ perceived washback effects of high-stakes exams,pre-university textbook, their teaching experience and gender:Shiraz Education District No.1

203.Iranian EFL teachers’ perceptions of assessment for learning regarding monitoring and scaffolding practices as a function of their demographic characteristics(Winter 2019)

204.A comparative study of impoliteness strategies in Persian and English comedy series:A gender-based study(Fall 2018)

205.An investigation of Language teacher recruitment criteria:Towards developing an English teacher recruitment model for the context of Iran

206.Exploring the interaction between cognitive control mechanisms and memories among EFL learners: A cognitive linguistic perspective

207.The impact of Iranian EFL teachers critical thinking ,reflectivity, and emotional intelligence on their beliefs about the nature of language learning and teaching

 

 

 

N.Journal Background

Editor for:

- Journal of Economics (I.A.U. Shiraz)

-Plant Protection Journal (I.A.U. Shiraz)

 

Reviewer for:

-PertanikaJournals (UPMMalaysia)

-World Applied Science Journal (WASJ)

- Journal of teaching Language Skills, Shiraz University

-Journal of English Language Studies, Islamic Azad University, Central Tehran Branch

-Iranian Journal of Teaching English as a Foreign Language and Literature Islamic Azad University, North Tehran Branch

-Educational Management Association(I.A.U.)

-Research Grants, I.A.U.Region 1

-ELT Conference(Sepidan2010)

- The first international conference on Cultural heritage and Identity Formation, Sept.2012

- Humanities, its Challenges and opportunities, Islamic Azad University, Shiraz Branch,     Humanities College 1st Regional Conference, May 18th 2011

-National Conference on Innovations in ELT (Feb 2015 Shiraz I.A.U.)

 

 

Board of Directors Member for:

-Journal of English Language Studies (Shiraz Azad University)

Research Grants

-Hybrid learning

-EFL graduate students' writing problems &students vs teachers' beliefs and suggestions regarding writing skill improvement

-General English course evaluation: A case study of Shiraz Azad University

دروس ارائه شده

نام درس
 
نمایش 11 نتیجه
از 1
نام درس کد درس تعداد واحد گروه درسی زمان ارائه درس تاریخ امتحان ترم ارائه درس
روش های تحقیق کیفی و مختلط 930462 0 نامشخص 97/10/16 - 13:30 ترم اول 1397
سنجش زبان 930457 0 نامشخص 97/10/24 - 13:30 ترم اول 1397
آزمون سازی زبان 110062 0 نامشخص 97/10/19 - 08:00 ترم اول 1397
اصول و روش تحقیق 1 101551 0 نامشخص 97/10/17 - 08:00 ترم اول 1397
تدریس عملی 1 100117 0 نامشخص نامشخص ترم اول 1397
تحقیق در آموزش زبان 930456 0 چهار شنبه10:00 08:00 شماره کلاس 210عادی/ 97/03/30 - 10:30 ترم دوم 1396
سنجش زبان 930457 0 چهار شنبه15:00 13:00 شماره کلاس 205عادی/ 97/04/06 - 13:30 ترم دوم 1396
آزمون 103892 0 چهار شنبه12:00 10:00 شماره کلاس 208عادی/ 97/03/27 - 13:30 ترم دوم 1396
اصول و روش تحقیق 1 101551 0 سه شنبه11:15 09:45 شماره کلاس 205عادی/ 97/04/09 - 13:30 ترم دوم 1396
روش تحقیق 498 0 پنج شنبه10:00 08:00 شماره کلاس 205عادی/ 97/03/27 - 10:30 ترم دوم 1396
مقاله نویسی 101412 0 سه شنبه09:30 08:00 شماره کلاس 205عادی/ 97/04/09 - 16:00 ترم دوم 1396
نمایش 11 نتیجه
از 1

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