• نام و نام خانوادگی
    • محمد محمدی
  • مدرک تحصیلی
    • دکتری
  • درجه علمی
    • استادیار
  • بخش مربوطه
    • گروه زبانهای خارجی
  • ایمیل
 بیوگرافی کوتاه           

I completed my Ph.D. at the university of Leeds in 2004 in TESOL. My Ph.D. dissertation was on "The Relatiionship between the Vocabulary Knowledge and the Vocabulary Use". I have supervised more than 15 Ph.D students and more than 50 MA students. I have established workshops in several universities in the world such as  Pannasastra University of Cambodia, Ak Deniz University in Turkey and have been an active member of Azerbaijan English Teachers' Association (AZETA). I have also attended many refereed congresses and seminars worldwide. As for teaching experience, I have started off teaching at the early stages of my life at the high schools with the High School degree due to having a high command in English language before commencing my higher education at the university. Having completed my BA at Isfahan University, I was employed as a lecturer at the University of Medical Sciences in Isfahan for approximately 3 years due to having a high English langue proficiency.  I completed my MA at Tarbiat Modarres university in Tehran in TEFL(one of the renowned universities in Iran).  I was also a professional test designer for seven years at the Educational Testing Measurement whose responsibility is to  provide nationwide University Entrance Exam for the university applicants  before leaving Iran to do my Ph.D. at the University of Leeds, UK.  During my stay in England, I used to teach Phonetics and Phonology and Teaching Methodology to the International students while doing my Ph.D program.  

As regards the official positions, I was the first Head of the English Language Department  of Urmia University before going to England and was appointed as the director of International Relations Office having completed my Ph.D. degree. 

My areas of interest are  Critical Discourse Analysis,  Sociolinguistics, Phonetics and Phonology, Testing, Teaching methodology, Psychology for Language Teachers as well as the ones relevant to TESOL at the BA, MA and Ph.D. levels. 

         
     رزومه آموزشی و پژوهشی
English CV
تحصیلات/دوره های دانشگاهی (28)
مقالات ژورنال (46)
مقالات و خلاصه مقالات ارائه شده در همايش ها (10)
پایان نامه ها (49)
   
  • نام و نام خانوادگی
  • محمد محمدی
  • مدرک تحصیلی
  • دکتری
  • درجه علمی
  • استادیار
  • بخش مربوطه
  • گروه زبانهای خارجی
 
        بیوگرافی کوتاه

I completed my Ph.D. at the university of Leeds in 2004 in TESOL. My Ph.D. dissertation was on "The Relatiionship between the Vocabulary Knowledge and the Vocabulary Use". I have supervised more than 15 Ph.D students and more than 50 MA students. I have established workshops in several universities in the world such as  Pannasastra University of Cambodia, Ak Deniz University in Turkey and have been an active member of Azerbaijan English Teachers' Association (AZETA). I have also attended many refereed congresses and seminars worldwide. As for teaching experience, I have started off teaching at the early stages of my life at the high schools with the High School degree due to having a high command in English language before commencing my higher education at the university. Having completed my BA at Isfahan University, I was employed as a lecturer at the University of Medical Sciences in Isfahan for approximately 3 years due to having a high English langue proficiency.  I completed my MA at Tarbiat Modarres university in Tehran in TEFL(one of the renowned universities in Iran).  I was also a professional test designer for seven years at the Educational Testing Measurement whose responsibility is to  provide nationwide University Entrance Exam for the university applicants  before leaving Iran to do my Ph.D. at the University of Leeds, UK.  During my stay in England, I used to teach Phonetics and Phonology and Teaching Methodology to the International students while doing my Ph.D program.  

As regards the official positions, I was the first Head of the English Language Department  of Urmia University before going to England and was appointed as the director of International Relations Office having completed my Ph.D. degree. 

My areas of interest are  Critical Discourse Analysis,  Sociolinguistics, Phonetics and Phonology, Testing, Teaching methodology, Psychology for Language Teachers as well as the ones relevant to TESOL at the BA, MA and Ph.D. levels. 

 
 
         
     رزومه آموزشی و پژوهشی

تحصیلات/دوره های دانشگاهی (28)

1- “TELLSI 13 International Conference”, Willingness to communicate and Learner Autonomy in the EFL Context. Lorestan University, Khorramabad, Iran, Nov. 2015. .

2- “The 12th International TELLSI Conference “, Iranian Parents’ Attitudes toward their Elementary Students’ Age of Starting of English. University of Sistan and Baluchestan, Zahedan, Iran, Feb. 2015. .

3- “National Interdisciplinary Conference on Current Issues of English Language Teaching and Learning (NICCIELTL)”, The perception of EFL Learners about the Role of L1 in Foreign Language Acquisition: A case of Iranian High Schools. Pazhoheshgaran Andishmand Institute. Ahvaz, Iran, March 2015. .

4- “Third International Conference on Language, Discourse and Pragmatics”, Shahid Chamran University of Ahvaz, Ahvaz, Iran, Jan. 2015. .

5- “The 7th Biennial Conference on Issues in English Language Teaching in Iran (IELTI-7), Quality Research, Quality Practice. University of Tehran, Tehran, Iran, Sep. 2014. .

6- “Issues in Teaching English Language and Literature in Iran”, A Critical Review of Vocabulary Testing Instruments. Shiraz University, Shiraz, Iran Feb. 2007. .

7- “International Conference on Current Trends in ELT”, Putting the Learner in the Spotlight. Urmia University, Urmia, Iran, May 2013. .

8- “3rd International Conference on Applied Researches in Language Studies”, Vocabulary Practice and the Effect of which on Improving the Vocabulary Learning of Pre-university Students in Iran, Tehran University, Tehran, Iran, February 2015..

9- “2nd National Conference on English Language Studies: Applied Linguistics Perspectives on EFL”, A Mode4l of Formulaic Learning Strategies for Iranian EFL Learners. Azerbaijan Shahid Madani University, Tabriz, Iran, April 2018. .

10- “The 14th Asia TEFL and the 11th FEELTA International Conference”, Connecting Professionally on ELT in Asia: Crossing the Bridge to Excellence. Approaches to Facilitate Pronunciation and Intonation, Far Eastern Federal University, Vladivostok, Russia, 30 June- 2 July 2016. .

11- “5th Azeta International ELT Conference”, The Possible Effects of Question-Making as a Post-Reading Activity on the Amount of Student-Student and Student-Teacher Interaction among EFL Learners in Iran, Baku Slavic Univesity, Baku, Azerbaijan, Nov. 2008. .

12- “4th Azeta International ELT Conference”, What is the Word ‘Word”? Baku, Azerbaijan, Nov. 2007. .

13- “4th International Conference on Foreign Language Teaching and Applied Linguistics and International Forum on Cognitive Linguistics: Teaching, Acquiring and Applying Intercultural Linguistic Competence”, The Comparative Study of Kurdish, Persian, Slovak and English Proverbs. International Burch University, Nitra, Slovakia, Sarajevo, Bosnia and Herzegovina, May 2014. .

14- “23rd TESOL Arabia International Conference and Exhibition”, Advancing the ELT Profession. The Ritz-Carlton, Dubai International Financial Center, United Arab Emirates, March 2017. .

15- “International Economics Development and Research Center (IEDRC), 2015 International Conference on Literature and Linguistics (ICOLL 2015)”, The Study of the Similarities and Differences of Thoughts of Persian and French People according to their Written Proverbs. Paris, France, July 2015. .

16- “XVII European Symposium on Languages for Specific Purposes”, the Relationship between the Vocabulary Knowledge and the Vocabulary Use. The Aarhus School of Business, Aarhus University, Aarhus, Denmark, August 2009. .

17- “15th World Congress of Applied Linguistics (AILA)”, A Comparative Study of the Use of Relative Clauses in English and Azerbaijani Turkish Languages be EFL Learners. Essen University, Essen, Germany, August 2008. .

18- "International Business and the Changing Marketplace," Celebration of Scholarship and Learning. Towson University, Towson, MD, October 2021..

19- 2009, A ComparativeStudy of the Use of Relative Clauses in English and Azerbaijani Turkish Languages by EFL Learners,The 7th International TELLSI Conference.

20- 1385, A Critical Review of the Vocabulary Testing Instruments,Fourth Conference on Issues in English Languages Teaching in Iran IELTI-4.

21- 2011, Comparability of Computer and Paper-based Teasting of Writing in Iranian EFL Context,TELLSI 9, The 9th International TELLSI Conference; Global Perspective, Local Practice, Ilam,Iran.

22- 2006, Language Proficiency and Academic Achievement of Iranian EFL Lerners,3th AzETA International ELT Conference.

23- 2009, The Effect of Cooperative Learning Strategy Training on Reading Comprehension and Motivation of EFL Learners,The 7th International TELLSI Conference.

24- 2011, The need for self-directed training to improve ESP learners self-directed language learning at distance education of Iran,Fourth International Online Language Conference (IOLC2011, Kualalumpur,Malaysia.

25- 2008, The Relationship Between the Vocabulary Knowledge and the Vocabulary Use(Qualitative Findings),The 6th International TELLSI Conference.

26- 1391, The Use of Word Association in Learning/Expanding Vocabulary Knowledge by EFL Learners,The 10th International TELLSI Conference, تهران,ايران.

27- 2007, What is the Word Word"?",4th AzETA International ELT Conference.

28- 1. BA: TEFL Isfahan University، Isfahan، Iran 1988 2. MA: TEFL Tarbiat Modarres University، Tehran، Iran 1995 3. PhD: TESOL Leeds University، UK 2004 .
مقالات ژورنال (46)

1- Tamimi Sad، S. H.، & Mohammadi، M. (2014). Iranian EFL learners’ sociolinguistic competence: Refusal strategies in focus. Journal of Language and Linguistic Studies، 10 (2)، 48–66. .

2- Tamimi Sad، S. H.، & Mohammadi، M. (2014). A cross-sectional study of request perspective use among Iranian EFL learners، International Journal of Research Studies in Language Learning، 3(5)، 19-31. .

3- Tamimi Sa’d، S. H. & Mohammadi، M. (2014). A cross-sectional study of Iranian EFL learners polite and impolite apologies. Journal of Language and Linguistic Studies، 10 (1)، 119– 136. .

4- Sohrabi، O.، & Mohammadi، M. (2019). The Impact of Flipped Model Instruction on Writing. International Journal of English Language & Translation Studies، 7(3)، 111-122..

5- Samoudi N.، & Mohammadi، M. (2021). An ELT textbook evaluation: A two-phase criterion. Journal of English Language and Pedagogy، 4(1)، 1-8.

6- Samoudi N.، & Mohammadi، M. (2020). An ELT Textbook Evaluation: A Two-phase Criterion. Journal of Studies in Learning and Teaching English. 9(1). 119-138. .

7- Najjari، R.، & Mohammadi، M. (2018b). Working memory capacity and strategy use in second language learning. ITL – International Journal of Applied Linguistics. https://doi.org/10.1075/itl.17011.naj.

8- Najjari، R.، & Mohammadi، M. (2018a). Metaphorical conceptualization of SPORT through Territory as a vehicle. Research in Applied Linguistics، 9(1)، 127–147. https://doi.org/10.22055/rals.2018.13408.

9- Najjari، R.، & Mohammadi، M. (2017). The Development of Reading and Operation Span Tasks in Persian as Measures of Working Memory Capacity for Iranian EFL Learners. Teaching English as a Second Language Quarterly، 36(2)، 129-162. http://doi.org/10.22099/jtls.2017.24688.2215.

10- Najjari، R.، & Mohammadi، M. (2016). Bound morpheme frequencies in the performance of Iranian English language undergraduates and English language materials developers in written descriptive tasks. Iranian Journal of Applied Language Studies، 8(2)، 189–208. https://doi.org/10.22111/ijals.2016.3085.

11- Mohammadi، M.، & Tamimi Sad، S. H. (2014). Native speakers’ assessment of (im) politeness of non-native speakers’ request. International Journal of Research Studies in Language Learning، 3(4)، 23-40. .

12- Mohammadi، M.، & Rahmati Kelahsarayi، T. (2018). Distribution and Function of Humor in the Iranian Spoken Academic Discourse. Konin Language Studies، 6(2)، 225-245. http://doi.org/10.30438/ksj.2018.6.2.7.

13- Mohammadi، M.، & Mousalo، R. (2012). Emotional intelligence، linguistic intelligence، and their relevance to speaking anxiety of EFL learners. Journal of Academic and Applied Studies، 6(2)، 11–22. .

14- Mohammadi، M.، & Moradi، K. (2017). Exploring change in EFL teachers’ perceptions of professional development. Journal of Teacher Education for Sustainability، 19(1)، 22–42. https://doi.org/10.1515/jtes-2017-0002 .

15- Mohammadi، M.، & Mahdivand، Z. (2019). Is willingness to communicate a reliable predictor of learner autonomy in an EFL context? Center for Educational Policy Studies Journal، 9(1)، 9–26. .

16- Mohammadi، M.، & Javadi، J. (2017). A Critical Discourse analysis of Donald Trump’s language use in US presidential campaign، 2016. International Journal of Applied Linguistics and English Literature، 6(5). https://doi.org/10.7575/aiac.ijalel.v.6n.5p.1.

17- Mohammadi، M.، & Es-hagi، S. (2018). Examining EFL learners’ formulaic competence and factors affecting formulaic sequences’ learnability. International Journal of English Language and Translation Studies، 6(2). 195–208..

18- Mohammadi، M.، & Enayati، B. (2018). The effects of Lexical Chunks teaching on EFL intermediate learners’ speaking fluency. International Journal of Instruction، 11(3)، 179– 192. https://doi.org/10.12973/iji.2018.11313a.

19- Mohammadi، M.، & Ebrahimian، K. (2022). The Relationship between EFL Learners’ Vocabulary Learning Strategies، Successful Intelligence، and Language Performance. Journal of Applied Linguistics and Language Research، 9(3)، 39-56. .

20- Mohammadi، M.، & Barzgaran، M. (2010). Comparability of computer-based and paper-based versions of writing section of PET in Iranian EFL context. Journal of English Language Pedagogy and Practice، 3(7)، 141–162..

21- Mohammadi، M.، & Abdi، H. (2014). Textbook evaluation: A case study. Procedia - Social and Behavioral Sciences، 98، 1148–1155. https://doi.org/10.1016/j.sbspro.2014.03.528 .

22- Mohammadi M.، & Mohammadi، P. (2012). The Effect of Self-Directed Training on ESP Learners’ Self-Directed Learning Readiness. Journal of Foreign Language Teaching and Translation Studies، 1(1)، 67-82. .

23- Mohammadi M.، & Mohammadi، P. (2011). The Need for Self-Directed Training to Improve ESP Learners Self-Directed Language Learning at Distance Education of Iran. Frontiers of Language and Teaching، Vol. 2: Proceedings of the 2011..

24- Mohammadi M.، & Khezrlou، S. (2013). Reading Strategy Use in Iranian Young Learners Classrooms through a Task-Based Syllabus. Journal of Studies in Learning and Teaching English، 1(4)، 85-101..

25- Mohammadi M.، & Barzgaran، M. (2012). Comparability of computer-based and paper-based versions of writing section of PET in Iranian EFL context. Journal of Foreign Language Teaching and Translation Studies، 1(2)، 1-20. .

26- Mohammadi M. (2008). Language Proficiency and Academic Achievement of Iranian EFL Learners. The Journal of Applied Linguistics، 1(3). .

27- Khonbi، Z. A.، & Mohammadi، M. (2015). The relationship between Iranian university EFL students’ multiple intelligences and their use of language learning strategies: An exploratory study. EuroAmerican Journal of Applied Linguistics and Languages، 2(1)، 70– 83. https://doi.org/10.21283/2376905x.2.25.

28- Khalili S.، & Mohammadi، M. (2022). Intercultural competence، Intercultural sensitivity، and Language Pedagogy: Perspectives of Iranian Novice and Experienced EFL Teachers. International Journal of Foreign Language Teaching and Research. 10(43)، 193-205..

29- Khalil. S.، & Mohammadi، M. (2023). Exploring EFL teachers Intercultural competence and Intercultural sensitivity Level: The Story of Teachers Experience. Journals of New Trends in English Language Learning. (In Press). .

30- Jouzdani، M.، Biria، R.، & Mohammadi، M. (2016). The effect of product-based and process-based teaching on writing efficiency of Iranian EFL learners. International Journal of Research Studies in Language Learning، 5(5). https://doi.org/10.5861/ijrsll.2016.1378.

31- Javadi، J.، & Mohammadi، M. (2019). The effect of critical discourse-based instruction on Iranian English major students’ reading comprehension. International Journal of Instruction، 12(1)، 33-52. .

32- Javadi، J.، & Mohammadi، M. (2019). A comparative critical discourse analysis of Hillary Clinton and Donald Trumps language use in US presidential campaign: A new analytical framework for reading journalistic texts. Pertanika Journal of Social Sciences and Humanities، 27(4). .

33- Birjandi، P.، & Mohammadi، M. (2014). The Development and Validation of Language Learner Beliefs Scale in the Iranian EFL Context. Journal of Language and Translation، 4(1)، 1-7..

34- Atigh RB. & M Mohammadi (2023). The Effect of Teachers Use of L1 on EFL Learners Anxiety and Enjoyment in Emergency Online Language Classrooms. Research in English Language Pedagogy. 11(1)، 27-45. 10.30486/RELP.2022.1967445.1405.

35- Ataie، A.، & Mohammadi، M. (2021). Evaluation of Visual Literacy of High School English Textbooks in Iran: An Intercultural Perspective. International Journal of Foreign Language Teaching and Research، 10 (40)، 41-52. http://doi.org/10.30495/JFL.2022.686444.

36-.

37- Ataie، A. & Mohammadi، M. (2020). Intercultural Awareness and Language Pedagogy. International Journal of English Language & Translation Studies، 8(1). 73-80..

38- Alavi S. T.، & Mohammadi، M. (2016). On the effect of self-motivation instruction on the language learners belief on autonomy. Research in English Language Pedagogy. 4(1)، 41-51.

39- Aghazadeh، Z.، Mohammadi، M.، & Sarkhosh، M. (2019). The effect of summary training on intermediate EFL learners’ reading comprehension in individual and collaborative conditions. Journal of Teaching Language Skills، 37(4)، 47–70. https://doi.org/10.22099/jtls.2019.33798.2695.

40- Aghazadeh، Z.، Mohammadi، M.، & Sarkhosh، M. (2022). Oral and Written Summarizing Strategy Training and Reading Comprehension: Peer-Mediated vs. Individualistic Task Performance. Journal of Language and Education، 8(1)، 11–22. https://doi.org/10.17323/jle.2022.11157.

41- Abdi، J.، Sadeghi، K.، & Mohammadi، M. (2019). Move-based investigation of appraisal in the introduction section of Applied Linguistics research articles: Similarities and differences between L1 and L2 English texts. Journal of Teaching Language Skills، 38(3)، 1–38. https://doi.org/10.22099/jtls.2020.35187.2745.

42-محمد محمدی, »سعود برزگران, 2012, Comparability of Computer-based and Paper-based Versions of Writing Section of PET in Iranian EFL Context,Sheikhbahaee EFL Journal.

43-محمد محمدی, رباب موسالو, 2012, Emotional Intelligence, Linguistic Intelligence, and their Relevance to Speaking Anxiety of EFL Learners,Journal of Academic and Applied Studies.

44-محمد محمدی, پرویز علوی نیا, آرام پویان, 2012, The Use of Word Association in Learning/expanding Vocabulary Knwledge by Iranian EFL Learnersi,(Advances in Asian Social Science (AASS.

45-محمد محمدی, پری ناز محمدی, 2011, The Need for Self-Directed Training to Improve ESP Learners Self-Directed Langugae Learning at Distance Education of Iran,Frontiers of Language and Teaching EBSCO.

46-محمد محمدی, 2008, Language Proficiency and Academic Achievement of Iranian EFL Learners,The Journal of Applied Linguistics, 1,1.
مقالات و خلاصه مقالات ارائه شده در همايش ها (10)

1- "International Business and the Changing Marketplace،" Celebration of Scholarship and Learning. Towson University، Towson، MD، October 2021..

2- 2009, A ComparativeStudy of the Use of Relative Clauses in English and Azerbaijani Turkish Languages by EFL Learners,The 7th International TELLSI Conference.

3- 1385, A Critical Review of the Vocabulary Testing Instruments,Fourth Conference on Issues in English Languages Teaching in Iran IELTI-4.

4- 2011, Comparability of Computer and Paper-based Teasting of Writing in Iranian EFL Context,TELLSI 9, The 9th International TELLSI Conference; Global Perspective, Local Practice, Ilam,Iran.

5- 2006, Language Proficiency and Academic Achievement of Iranian EFL Lerners,3th AzETA International ELT Conference.

6- 2009, The Effect of Cooperative Learning Strategy Training on Reading Comprehension and Motivation of EFL Learners,The 7th International TELLSI Conference.

7- 2011, The need for self-directed training to improve ESP learners self-directed language learning at distance education of Iran,Fourth International Online Language Conference (IOLC2011, Kualalumpur,Malaysia.

8- 2008, The Relationship Between the Vocabulary Knowledge and the Vocabulary Use(Qualitative Findings),The 6th International TELLSI Conference.

9- 1391, The Use of Word Association in Learning/Expanding Vocabulary Knowledge by EFL Learners,The 10th International TELLSI Conference, تهران,ايران.

10- 2007, What is the Word Word"?",4th AzETA International ELT Conference.
پایان نامه ها (49)

1- Zonuzi، H. M. (2012). A Survey on the Relevance OF Depth and Breadth of Word Knowledge on the Performance of EFL Teachers in Lexical Proficiency Test. [Master’s Thesis، Urmia University].

2- Yousefi، A. (2014). The Effects of Different Vocabulary Teaching Techniques on Students Vocabulary Learning and Recall. [Master’s Thesis، Urmia University].

3- Sorkhegav، Z. M. (2015). The Relationship between Learner Autonomy and Willingness to Communicate. [Master’s Thesis، Urmia University].

4- Soltani Band، M. (2015). The Alternative Effects of Phnemic Symbols vs. Listening to Native Speakers on Learners’ Phonemic Awareness. [Master’s Thesis، Urmia University].

5- Sani، S. N. (2009). Direction of Interaction in EFL Classes. [Master’s Thesis، Urmia University].

6- Salimzadeh، R. (2009). The Effect of Cooperative Learning Strategy Training on Reading Comprehension and Motivation of Iranian Intermediate EFL Learners [Master’s Thesis، Urmia University].

7- Salamat، M. (2015). Can Demotivation Anticipate Attitude toward Learning English as a Foreign Langauge? [Master’s Thesis، Urmia University].

8- Royati Helal، F. (2022). The Relationship between Iranian EFL Learners’ Linguistics Intelligences، Willingness to Communicate and Communication Anxiety. [Master’s Thesis، Urmia University].

9- Rounia، V. (2022). The Relationship between EFL Learners’ Digital Literacy and their Attitude toward CALL in Covid-19 Pandemic: A Mixed Methods Study. [Master’s Thesis، Urmia University].

10- Rostampur، A. (2017). The Effect of Implicit/Explicit Correction on EFL Learners’ Language Proficiency. [Master’s Thesis، Urmia University].

11- Rezazadeh، A. (2021). A Comparative Study of EFL Teachers’ Trained at Formal Education Settings with Non-trained Ones. [Master’s Thesis، Urmia University].

12- Rezazadeh، A. (2018). Employing Politeness Strategy in Teaching Vocabulary to Iranian Pre-intermediate EFL Learners: The case of Request، Apology، and Refusal. [Master’s Thesis، Urmia University].

13- Qader، S. L. (2022). The Effect of Rhetoric on the Reading Comprehension of Kurdish EFL Learners in Iraq. [Master’s Thesis، Urmia University].

14- Pouyar، A. (2012). The Use of Word Association in Learning/Expanding Vocabulary Knowledge by Iranian EFL Learners. [Master’s Thesis، Urmia University].

15- Parikhani، R. A. (2012). The Relationship between Learner Autonomy and Learner Motivation among Iranian EFL Learners. [Master’s Thesis، Urmia University].

16- Nouri، M. (2016). The Effects of Brainstorming and Listen to Write on EFL Female Students’ Critical Thinking and Writing Performance. [Master’s Thesis، Urmia University].

17- Niloofari، A. (2023). Investigating the Relationship between Learners Socio-economic Status and their Attitudes towards EFL Learning. [Master’s Thesis، Urmia University].

18- Nejati، E. (2016). The Effects of Multiple-Intelligence Boosting Tasks on Iranian EFL learners’ Willingness to Communicate. [Master’s Thesis، Urmia University].

19- Mohammadi، F. From EFL Classroom into the Mainstream: A Socio-cultural Investigation of Speaking Anxiety among Female EFL Learners. [Master’s Thesis، Urmia University].

20- Mansournia، H. (2009). Iranian EFL Learners’ Use of Listening Strategies in Authentic Formal and Informal Contexts. [Master’s Thesis، Urmia University].

21- Manafi، N. (2015). The Effect of Cooperative Learning on EFL Learners’ Achievement and Attitudes. [Master’s Thesis، Urmia University].

22- Majnunians ، A. (2015). The Summarization of Reading Skill. [Master’s Thesis، Urmia University].

23- Mahmoudi، F. (2011). Processing English Idioms among Iranian EFL Learners. [Master’s Thesis، Urmia University].

24- Khalilzadeh، M. (2022). The Effect of TTC programs on Non-experienced and Experienced EFL Teachers. [Master’s Thesis، Urmia University].

25- Kalantari، H. A. (2008). The Effect of Collocational Knowledge on Iranian EFL Learners Reading Comprehension. [Master’s Thesis، Urmia University].

26- Jafari، H. (2012). The Relationship between the Use of Cohesive Devices and the Overall Quality of EFL Learners Writing. [Master’s Thesis، Urmia University].

27- Jafari، H. (2012). The Relationship between the Use of Cohesive Devices and the Overall Quality of EFL Learners’ Writing. [Master’s Thesis، Urmia University].

28- Hamad، A.H. (2022). The Effect of Speech Act on the Language Proficiency of EFL Kurdish Speakers in Iraq. [Master’s Thesis، Urmia University].

29- Hajiakbari، F. (2015). Collocation Awareness and Iranian EFL Learners’ Usage and Retention. [Master’s Thesis، Urmia University].

30- Goodarzi، A. (2009) The Effects of Task-introduction Involvement on Incidental Vocabulary Acquistion of Iranian EFL Learners. [Master’s Thesis، Urmia University].

31- Fazeli Ju، E. (2011). The Efficacy of Task-supported Model of Language Learning in Comparison with that of Presentation، Practice، and Production (PPP). [Master’s Thesis، Urmia University].

32- Dalayeli، P. (1019). Iranian EFL Teachers’ Intercultural Awareness in English Language Classrooms. [Master’s Thesis، Urmia University].

33- Barzgaran، M. (2011). Comparability of Computer-based and Paper-based Testing of Intermediate Learners’ Writing in Iranian EFL Context. [Master’s Thesis، Urmia University].

34- Asghari، L. (2015). The Evaluation of Iranian EFL Learners’ Refusal Strategies in terms of Politeness. [Master’s Thesis، Urmia University].

35- Aminkhah، T. (2019) Analytical Research on Iranian and American Presidents’ Speeches: A CDA Approach Based on Van Dijk’s Framework. [Master’s Thesis، Urmia University].

36- Sohrabi، O. (2019). The Impact of the Flipped Instruction Model on Writing. [Doctoral Dissertation، Urmia University].

37- Sardrud، S. J. E. (2018). EFL Learners’ Formulaic Competence: Processing Upshot in Language Production. [Doctoral Dissertation، Urmia University].

38- Najjari، R. (2018). Working Memory and English Language Learning Strategies. [Doctoral Dissertation، Urmia University].

39- Moradi، Kh. (2017). Exploring Iranian EFL Teachers’ Perceptions of Continuing Professional Development. [Doctoral Dissertation، Urmia University].

40- Khalili، S. (2022). Intercultural Competence and Intercultural Sensitivity: Beliefs and Practices of EFL Teachers. [Doctoral Dissertation، Urmia University].

41- Javadi، J. (2018). Critical Discourse Analysis: The Effect of Critical Thinking on Learnerss’ Reading Comprehension. [Doctoral Dissertation، Urmia University].

42- Enayati، B. (2018). The Effects of Lexical Chunks Teaching on Intermediate EFL Learners’ Speaking Fluency. [Doctoral Dissertation، Urmia University].

43- Atai، A. (2022). Intercultural Awareness and Language Pedagogy. [Doctoral Dissertation، Urmia University].

44- Aghazadeh، Z. (2020). The Effects of Summary Training on the Development of Iranian EFL Learners’ Reading Skills: Cooperative vs. Individualistic Task Performance. [Doctoral Dissertation، Urmia University].

45- Abdi، J. (2020). Move-based Investigation of Appraisal Resources in the Introduction and Discussion Sections of L1 and L2 English Research Articles. [Doctoral Dissertation، Urmia University].

46-پري ناز محمدي، 1390، تاثير آموزش اصول خود راهبري بر يادگيري زبان تخصصي زبان آموزان به صورت خود راهبر، پایان نامه كارشناسي ارشد، استاد راهنما.

47-حوري محسني زنوزي، 1391، بررسي ارتباط عمق و وسعت دانش واژگان بر عملكرد مدرسين زبان در آزمون تخصصي لغت، پایان نامه كارشناسي ارشد، استاد راهنما.

48-رضا اميني پريخاني، 1391، رابطه بين انگيزه و استقلال يادگيري دانش آموزان زبان، پایان نامه كارشناسي ارشد، استاد راهنما.

49-حامد جعفري، 1390، رايظه بين ميزان استفاده از ادات انسجام كلام در متون نوشتاري دانشجويان زبان انگليسي وكيفيت كلي آن نوشتار، پایان نامه كارشناسي ارشد، استاد راهنما.