سیما مدیر خامنه

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رزومه آموزشی و پژوهشی

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نام و نام خانوادگی
مدرک تحصیلی
درجه علمی
بخش مربوطه
ایمیل
آدرس سایت

تحصیلات/دوره های دانشگاهی (26)

		1-Sima Modirkhamene, Mahsa Kalantaripour, 2021, SEMing EFL teachers management strategies and coping styles in relation to learners Ultimate achievement ,Iranian Journal of Language Teaching Research, (SCOPUS), Volume 9, issue 2.
		2-Sima Modirkhamene, Mahsa Kalantaripour, 2021, SEMing EFL teachers management strategies and coping styles in relation to learners Ultimate achievement ,Iranian Journal of Language Teaching Research, (SCOPUS), Volume 9, issue 2.
		3-Sima Modirkhamene, Negin Samoudi, Forthcoming (2021), Concordancing in Writing Pedagogy and CAF Measures of Writing ,International Review of Applied Linguistics ( ISI).
		4-Karim Sadeghi, Sima Khezrlou and Sima Modirkhameneh, 2016 , Calling Iranian learners of L2 English: effect of gloss type on lexical retention and reading performance under different learning conditions ,International Journal of Reading ( ISI), Volume 40, Issue S1, 566-586.
		5-Maryam Soleimani, Sima Modirkhamene, 2020, Various corrective feedback types in collaborative vs. individuals conditions,International Journal of Research in English Language Education (ISC), volume 5, issue 3.
		6-Firoze Sepehrian Azer, Sima Modirkhamene, Fateme Alizade, 2017, Study of academic achievement and its predictive psychological factors,مجله بین المللی انجمن روانشناسی ایران (ISC), Volume 21.
		7-Sima Modirkhamene, Mehdi dadashi, Mohsen Dadashi, 2018, Hypnosis and muscle relaxation as cognitive-therapeutic interventions:Insights into reducing EFL learners test anxiety,International Journal of English Language and translation studies (ISC), volume 6, issue 4, 69-77.
		8-Sima Modirkhamene, Fateme Esmaili, Parviz Alavinia, 2019, EFL teachers emotions, their identity development and teaching strategies: A constant comparative approach,International Journal of English Language and translation studies .
		9-Sima Modirkhamene, Aram Poyan, (2017) upcoming, Processing Instruction: Learning Complex Grammar and Writing accuracy through Structured Input Activities,Indonesian Journal of Applied lLinguisitcs.
		10-Sima Modirkhamene, Masoume Samadi, 2012, Practical recommendations to bridge the gap between traditional textbooks and a more interesting communicative class,FOLIO, 15,2,14-18.
		11-Sima Modirkhamene, Maryam Soleimani, Karim Sadeghi, 2015, Peer-mediated vs. individual writing: measuring fluency, complexity and accruacy in wiritng,,Innovation in Language Learning and Teaching (SCOPUS), 9,3,10-16.
		12-Sima Modirkhamene, 2011, Cross-linguistic transfer or target language proficiency: Writing performance of trilingaul vs. bilinguals in relation to interdependence hypothesis,Journal of Teaching English Language and Learning, 7,5,116-143.
		13-Sima Modirkhamene, 1394, Language learning and language teaching: Episodes of lives of six EFL teachers,Joiurnal of Engliah Language Teaching and Learning , 15,7,69-91.
		14-Sima Modirkhamene, Seyyed Hatam Tamimi, 2015, Examining Acculturation Model in an EFL Context: Learners’ Attitudes towards Target Language Accent vs. L1 Accent,GEMA: online journal of language studies, 15,1,25-38.
		15-Sima Modirkhamene, Karim Sadeghi, 2013, The Key for holding a successful conference : Some nuts and bolts,Iranian Journal of language teaching research, 3,1,95-110.
		16-Mir Hossein Kashef, Ambigapathy Pandian, Sima Modirkhamene, 2014, The effect of a strategies-based instruction on Iraninan AP students’ Reading strategy use: Developing strategiec EAP readers,International Journal of applied linguistics and English Literature, 3,1,92-99.
		17-Sima Modirkhamene, Mohammad Hossien Azhiri, 2012, The effect of multiple intelligences-based reading tasks on EFL learners’ reading comprehension,Journal of Theory and Practice in Language studies.
		18-Sima Modirkhamene, Hojjat Roomi, 2012, The relationship between multilingualism and Iranian EFL lerarners multiple intelligences,Modern Journal of Language teaching methods.
		19-Sima Modirkhamene, Faride Gholizade, Leila Gholizade, 2012, The development of metalinguistic awareness of Azeri-Persian bilinguals in the process of third language acquisition,The Linguistics Journal.
		20-Sima Modirkhamene,Fahime Sokhandan, 2011, Multilingualism and reading anxiety: Evidence from trilingual, bilingual, and monolingual EFL learners,Modern Jounal of language teaching methods.
		21-Sima Modirkhamene,Khadije Rafi, 2011, Thematic selection and progression in MA dissertations : Does paper publication matter?,Thoery and practice in language studies.
		22-Sima Modirkhamene,Mir Hossein Kashef, , 2009, ESP instruction: ،Traditional vs. eclectic method in relation to reading comprehension of Iranian agriculture students,The Journal of Applied Linguistics.
		23-Sima Modirkhamene, 2008, Metalinguistic Awareness and Bilingual vs. Monolingual EFL Learners:Evidence from a Diagonal Bilingual Context,The Journal of Applied Linguistics.
		24-Sima Modirkhamene, 2008, The Possible Effect (s) of Diagonal Bilingualism on EFL Learners, Writing Skill : Reference to the Threshold Hypothesis,The journal of Applied Linguistics.
		25-Sima Modirkhamene, 2006, The Reading Achievement of Third Language Versus Second Language Learners of English in Ralation to the Interdependence Hypothesis,International Journal of Multilingualism.
		26-Sima Modirkhamene, Fereidoon Gwaraki, 1390, Extensive reading in relation to lexical knowledge and reading fluency: Evidence from Iranian EFL learners,Modern Journal of Language Teaching Methods.

مقالات ژورنال (27)

		1-Aram Poyan، Sima Modirkhamene، et al. ، 2024، Input processing and grammar acquisition: Evidence from EFL learners of varying proficiency levels،Iran.
		2-Hassan Mollahossein، Parviz Alavinia، Sima Modirkhamene، 2023، Etiquette and Value-based Online English Language Instruction in the University Context across Gender: Variations in Attitudes،Teaching English Language Journal، http://www.teljournal.org/article_160902.html. [Citation(استناد)]
		3-Sima Modirkhamene, Mahsa Kalantaripour, 2021, SEMing EFL teachers management strategies and coping styles in relation to learners Ultimate achievement ,Iranian Journal of Language Teaching Research, (SCOPUS), Volume 9, issue 2.
		4-Sima Modirkhamene, Negin Samoudi, 2022, Concordancing in Writing Pedagogy and CAF Measures of Writing ,International Review of Applied Linguistics ( ISI), 60,3. [Citation]
		5-Karim Sadeghi, Sima Khezrlou and Sima Modirkhameneh, 2016 , Calling Iranian learners of L2 English: effect of gloss type on lexical retention and reading performance under different learning conditions ,International Journal of Reading ( ISI), Volume 40, Issue S1, 566-586.
		6-Maryam Soleimani, Sima Modirkhamene, 2020, Various corrective feedback types in collaborative vs. individuals conditions,International Journal of Research in English Language Education (ISC), volume 5, issue 3.
		7-Firoze Sepehrian Azer, Sima Modirkhamene, Fateme Alizade, 2017, Study of academic achievement and its predictive psychological factors,مجله بین المللی انجمن روانشناسی ایران (ISC), Volume 21.
		8-Sima Modirkhamene, Mehdi dadashi, Mohsen Dadashi, 2018, Hypnosis and muscle relaxation as cognitive-therapeutic interventions:Insights into reducing EFL learners test anxiety,International Journal of English Language and translation studies (ISC), volume 6, issue 4, 69-77.
		9-Sima Modirkhamene, Fateme Esmaili, Parviz Alavinia, 2019, EFL teachers emotions, their identity development and teaching strategies: A constant comparative approach,International Journal of English Language and translation studies .
		10-Sima Modirkhamene, Aram Poyan, (2017) upcoming, Processing Instruction: Learning Complex Grammar and Writing accuracy through Structured Input Activities,Indonesian Journal of Applied lLinguisitcs.
		11-Sima Modirkhamene, Masoume Samadi, 2012, Practical recommendations to bridge the gap between traditional textbooks and a more interesting communicative class,FOLIO, 15,2,14-18.
		12-Sima Modirkhamene, Maryam Soleimani, Karim Sadeghi, 2015, Peer-mediated vs. individual writing: measuring fluency, complexity and accruacy in wiritng,,Innovation in Language Learning and Teaching (SCOPUS), 9,3,10-16.
		13-Sima Modirkhamene, 2011, Cross-linguistic transfer or target language proficiency: Writing performance of trilingaul vs. bilinguals in relation to interdependence hypothesis,Journal of Teaching English Language and Learning, 7,5,116-143.
		14-Sima Modirkhamene, 1394, Language learning and language teaching: Episodes of lives of six EFL teachers,Joiurnal of Engliah Language Teaching and Learning , 15,7,69-91.
		15-Sima Modirkhamene, Seyyed Hatam Tamimi, 2015, Examining Acculturation Model in an EFL Context: Learners’ Attitudes towards Target Language Accent vs. L1 Accent,GEMA: online journal of language studies, 15,1,25-38.
		16-Sima Modirkhamene, Karim Sadeghi, 2013, The Key for holding a successful conference : Some nuts and bolts,Iranian Journal of language teaching research, 3,1,95-110.
		17-Mir Hossein Kashef, Ambigapathy Pandian, Sima Modirkhamene, 2014, The effect of a strategies-based instruction on Iraninan AP students’ Reading strategy use: Developing strategiec EAP readers,International Journal of applied linguistics and English Literature, 3,1,92-99.
		18-Sima Modirkhamene, Mohammad Hossien Azhiri, 2012, The effect of multiple intelligences-based reading tasks on EFL learners’ reading comprehension,Journal of Theory and Practice in Language studies.
		19-Sima Modirkhamene, Hojjat Roomi, 2012, The relationship between multilingualism and Iranian EFL lerarners multiple intelligences,Modern Journal of Language teaching methods.
		20-Sima Modirkhamene, Faride Gholizade, Leila Gholizade, 2012, The development of metalinguistic awareness of Azeri-Persian bilinguals in the process of third language acquisition,The Linguistics Journal.
		21-Sima Modirkhamene,Fahime Sokhandan, 2011, Multilingualism and reading anxiety: Evidence from trilingual, bilingual, and monolingual EFL learners,Modern Jounal of language teaching methods.
		22-Sima Modirkhamene,Khadije Rafi, 2011, Thematic selection and progression in MA dissertations : Does paper publication matter?,Thoery and practice in language studies.
		23-Sima Modirkhamene,Mir Hossein Kashef, , 2009, ESP instruction: ،Traditional vs. eclectic method in relation to reading comprehension of Iranian agriculture students,The Journal of Applied Linguistics.
		24-Sima Modirkhamene, 2008, Metalinguistic Awareness and Bilingual vs. Monolingual EFL Learners:Evidence from a Diagonal Bilingual Context,The Journal of Applied Linguistics.
		25-Sima Modirkhamene, 2008, The Possible Effect (s) of Diagonal Bilingualism on EFL Learners, Writing Skill : Reference to the Threshold Hypothesis,The journal of Applied Linguistics.
		26-Sima Modirkhamene, 2006, The Reading Achievement of Third Language Versus Second Language Learners of English in Ralation to the Interdependence Hypothesis,International Journal of Multilingualism.
		27-Sima Modirkhamene, Fereidoon Gwaraki, 1390, Extensive reading in relation to lexical knowledge and reading fluency: Evidence from Iranian EFL learners,Modern Journal of Language Teaching Methods.

مقالات و خلاصه مقالات ارائه شده در همايش ها (13)

		1- 2010, A conceptual Model for Comparing Conversational Fluency and Scademic Language Proficiency of Bilingual English Learners,Furst National Conference on Language, Discourse and Pragmatics.
		2- 2011, Attitudes toward multilingualism: Evidence from different Iranian ethnolinguistic cohorts,Seventh International Conference on Third Language Acquisition and Multilingualism, Warsaw,Poland.
		3- 1387, Bi-Literacy or Bilingualism: Cross-Linguistic Transfer From L1 to L2 in CALP Skill of Writing,The First Postgraduate Conference on TEFL/TESOL: Current Issues in Language Teaching and Learning.
		4- 1391, Iranian EFL Young Adult Learners’ Accuracy: Explicit, Implicit and Negotiated Corrective Feedback,The 10th International TELLSI Conference: Global Perspective, Local Practice, تهران,ايران.
		5- 2007, Learner's Linguistic Background and Cognitive/Academic Skill of Writing with a Reference to the Threshold Hypothesis,The Tenth Nordic Conference for English Studies, Bergen, Norway.
		6- 2007, Metalinguistic awareness and bilingual vs. monolingual EFL learners (Evidence from a diagonal bilingual context),The Fourth Tellsi Conference Shiraz University.
		7- 2011, Multilingualism and anxiety: Evidence from trilingual, bilingual, and monolingual EFL learners,Seventh international conference on L3 aquisition and multilingualism, Warsaw,Poland.
		8- 2011, Multilingualism and lexical knowledge: Evidence from trilingual, bilingual, and monolingual EFL learners Mu,Seventh international conference on L3 aquisition and multilingualism, Warsaw,Poland.
		9- 1390, Multiple Intelligences-Based tasks and Iranian EFL learners Reading Comprehension,The 9th International TELLSI Conference: Global perspective; :Local practice, ايلام,ايران.
		10- 1391, On the Effect of an Eclectic Approach Incorporated into Iranian High School EFL Syllabus,The 10th International TELLSI Conference: Global Perspective, Local Practice, تهران,ايران.
		11- 2008, The Possible Relationship Between Bilingualism and Metalinguistic Awareness of Iranian EFL Learners,The Third Postgraduate Conference on Issues in TEFL and English Literature.
		12- 1391, The relationship between multilingualism and multiple intelligences of Iranian EFL learners,The 10th International TELLSI Conference: Global Perspective, Local Practice, تهران,ايران.
		13- 1387, The Use of Meta-Cognitive Strategies Amang Iranian Levels EFL Learners with Varying Levels of Proficiency in Relation to Reading Comprehension,The First Postgraduate Conference on TEFL/TESOL: Current Issues in Language Teaching and Learning.

کتاب های چاپ شده (6)

پروژه های تحقیقاتی (4)

پایان نامه ها (55)

		1-Golale Karimi، 2024، Language Mindsets in Relation to Reading Strategies Across Learners of Diverse Linguistic Backgrounds.
		2-Faeq Habibi، 2024، Big Five Model in Relation to Language Performance across Learners of Various Linguistic Backgrounds.
		3-Aminn Kave Bookani، 2023، Tolerance of ambiguity in Relation to listening Performance across Learners of Various Linguistic Backgrounds.
		4-Mohammad Mohammadpanah، 2023، EFL Teachers Sequential Self-Led Reflection and Possible Modifications in their Classroom Management Practices.
		5-Behnaz Samadzad Keshtiban، 2023، Which Weighs More in Postgraduate Candidates Thesis Writing? Cognitive، Social، Personal، or the Untouched Affective Factors.
		6-Samane Moazzeni، 2022، Rhetorical and Cultural Variations in the Abstracts: Native vs. Non-native Writers in Applied Linguistics ، Sima Modirkhamene.
		7-Fateme Asadi، 2022، Iranian EFL Teachers’ Psychological Well-Being across Gender: Before and During Pandemic، Sima Modirkhamene.
		8-Solmaz Feizollahi ، 2022، Iranian EFL teachers’ immunity patterns across different contexts: Which factors bring change?، Sima Modirkhamene.
		9-Hassan Mollahossein، 2022، Etiquette and Value-based Online English Language Instruction in the University Context across Gender: Variations in Attitudes، Parviz Alavinia، Sima Modirkhamene.
		10-Nima Taghipour Sani ، 2022، Do move patterns vary across the discussion sections: Published vs. unpublished works ، Sima Modirkhamene.
		11-Amir Bakhshande، 2022، Working memory across EFL learners with diverse linguistic backgrounds: from monolinguals to quadrilinguals، Sima Modirkhamene.
		12-Arezoo Khezri، 2022، Fluctuations in Motivational Strategies EFL Teachers Use in Virtual and In-Person Classes across Context، Sima Modirkhamene.
		13-Samira Tasbihsazan, 2020, Differential Effect of Written Corrective Feedback Strategies on EFL Learners’ Self-Directed Learning Readiness.
		14-Kamran Hassanzad, 2020, In-Field vs. Out-of-field EFL teachers’ Self-Efficacy and Classroom Management Styles in relation to their Student’s Achievement.
		15-Leila Abdolzade, 2020, Rhetorical analysis of moves and lexical bundles: High vs. Low quality Journals.
		16-Hamed Keramat, 2017, The mediating role of attentional control on the relationship between multilingualism and writing ability of Iranian EFL learners.
		17-Leila Akhlaghi, 2019, CAF Measures of Writing across Iranian EFL M.A. vs. PhD Theses: Problems and Differences .
		18-Rana Zeinali , 2015, Iranian EFL Learners’ Short-term and Long-term Memory: Does Learning Additional Languages Matter?.
		19-Hora Hosseini , 2019, Extensive vs. Intensive Recast: The Effect on Pronunciation Uptake of Iranian EFL Learners .
		20-Mahsa Kalantaripour( Doctoral Dissertation), 2017, Modeling the Correlational Pattern between EFL Teachers’ Coping Styles, Management Strategies and their Students’ Ultimate Achievement.
		21-Negin Samoudi( Doctoral Dessertation), 2018, Concordancing in writing pedagogy and CAF measures of writing : (the Case of Iranian EFL Learners).
		22-Mehdi dadashi (Doctoral Dissertation), 2018, Hypnosis vs. Progressive Muscle Relaxation as Cognitive-Therapeutic Interventions: Insights into Reducing EFL Learners’ Test Anxiety.
		23-Fateme Esmaili (Doctoral Dissertation), 2019, EFL Teachers’ Emotions, their Identity Development and Teaching Strategies: A Constant-Comparative Approach.
		24-Maryam Soleimani ( Doctoral Dessertation) , 1394, Insights into effective pedagogy in writing across varying level of proficiency.
		25-Aram Pouyan ( Doctoral Dessertation), 1396, The Effect and Durability of Processing Instruction on Learning Complex Grammatical Forms and Writing accuracy through Structured Input Activities among Elementary, Intermediate, and Advanced EFL Learners.
		26-Mir hossein Kashef ( Doctoral Dessertation), 2014, The effect of a learner-centered approach of EAP instruction on improving university students reading comprehension ability.
		27-Sima Khezerlo ( Doctoral Dessertation- Second supervisor), 1395, CALLing EFL Learners: Effects of Gloss Types on Lexical Retention and Academic Reading Performance under Learning Orientations.
		28-Ali Firozmand, 1390, Willingness to Communicate in English Inside vs. Outside the Classroom among Iranian EFL Learners.
		29-Nima Abdi Rad, 2016, Modeling Correlates of Willingness to Communicate: The Predictive Roles of Self-Efficacy and the L2 Motivational Self System.
		30-Roghaye Pourbahram, 1390, An Interdisciplinary Assessment of Needs in ESP: PhD Degrees Explored.
		31-Maryam Abolzade, 2016, Factors Triggering Iranian EFL Teachers’ Attrition Risk in Different Organizational Settings: The Case of Private Institutes vs. Public Schools.
		32-Feridoon Gawraki, 1390, EFL learners extensive reading in relation to vocabulary knowledge and reading fluency.
		33-Mahtab Alirezaloo, 1387, The relationship between vocabulary learning strategies and vocabulary size.
		34-Sajjad Zeinali, 1387, Use of meta cognitive strategies by Iranian high vs. low proficient EFL learners while listening.
		35-Masoume Samadi, 1391, On the practicality and Effectiveness of a personalized Eclectic Approach Incorporated into Iranian High School EFL Syllabus.
		36-Hojjat Roomi, 1389, The Relationship between Multilingualism and Iranian EFL learners’ Multiple Intelligence.
		37-Zeinab Ghanbarpour, 1393, EFL learners anxiety levels and their beliefs about corrective feedback in oral communication.
		38-Bahare Basiri, 1389, Factors of Success in EFL Practice: Teachers Perception Explored.
		39-Hero Seyyede, 1389, Cross-linguistic Transfer across Varying Levels of Proficiency: BICS and CALP Oriented Skills.
		40-Saied Khezri Motlagh, 1389, Language Learning and Language Teaching: Episodes of lives of six EFL Teachers in Iran .
		41-Farzae Khosravesh, 1389, Attitudes towards L1 in Relation to Success in L2: Transfer as a Contextual Factor Explored.
		42-Farzane Tahouri, 1389, Krashen‟s Affective Filter Hypothesis Explored Among Learners with Diverse Linguistic Backgrounds.
		43-Mohammad Hossein Azhiri, 1388, The effect of multiple intelligence based reading tasks on Iranian EFL learners reading comprehension .
		44-Ehsane Rashidi, 1391, Teacher`s perception about task based language teaching.
		45-Sajjad Zeinali, 1386, Metacognitive strategies and listening comprehension: A study of Iranian high and low-proficient EFL learners .
		46-Shilan Afsar, 1392, The Possible Effect of Iranian EFL Learners Linguistic Background on Their Vocabulary Size.
		47-Nahid Shekari, 1393, Iranian EFL Young Adult Learners’ Accuracy: Explicit, Implicit and Negotiated Corrective Feedback.
		48-Maryam Zeinali, 1394, Iranian EFL Learners’ Short-term and Long-term Memory: Does Learning Additional Languages Matter?.
		49-Fahime Sokhandan , 1388, Multilingualism and Reading Anxiety: Evidence from Trilingual, Bilingual, and Monolingual EFL Learners.
		50-Khadije Rafii, 1390, Thematization in published vs. unpublished Iranian MA dissertations.
		51-Laleh Esfandiari, 1388, Bilingualism or biliteracy: Predicting interdependence of BICS an d CALP skills in Learning English as an L3.
		52-Elimira Rezazade, 1388, Multiple Intelligences Theory applied to EFL listening comprehension instruction in Iran.
		53-Mir Hossein Kashef, 1388, ESP instruction: Traditional vs. eclectic method in relation to reading comprehension of Agriculture students.
		54-Maryam Bahmani, 1388, Use of meta-cognitive strategies among EFL Learners with varying levels of proficiency in reading comprehension.
		55-Farideh Gholizade, 1388, The possible relationship between Iranian EFL learners linguistic background and and their metalinguistic awareness.

نام و نام خانوادگی
سیما مدیر خامنه

مدرک تحصیلی
دکتری

درجه علمی
دانشیار

بخش مربوطه
گروه زبانهای خارجی

ایمیل
s.modir@urmia.ac.ir

آدرس سایت
http://facultystaff.urmia.ac.ir/s.modir