Papers by Reza Bagheri Nevisi
Journal of Modern Research in English Language Studies, 2023
The research delved into the connection between English Language instructors' critical thinking, ... more The research delved into the connection between English Language instructors' critical thinking, autonomy, and teaching experience among some public and private instructors. Two different sets of instructors including some private institute and high school instructors were selected from two major cities in Khorasan Razavi, Iran. The results from Path Analysis indicated that all subcomponents of instructors' thinking critically except deduction could significantly predict instructors' independence. Moreover, experience more effectively and remarkably predicted their independence. Accordingly, from among the five subcomponents of instructors' CT, four sub-constituents were predicated by experience. Nevertheless, assessment and evaluation could not be properly predicted by experience. Findings also indicated that thinking critically could rightly and moderately be related to autonomy whereas there was a positively weak association between thinking critically and experience. Accordingly, findings pointed to a sizeable distinction between the two EFL settings regarding instructors' autonomous behavior with non-public EFL instructors being more self-sufficient, selfdirected, and self-reliant than their counterparts in public high schools. In the same vein, there was no substantial distinction between the two settings concerning thinking critically.
Journal of Intercultural Communication
The paucity of studies on plagiarism in some under-explored contexts, such as Afghanistan and Taj... more The paucity of studies on plagiarism in some under-explored contexts, such as Afghanistan and Tajikistan, highlight the necessity of conducting this study. To this end, 200 Iranian, 185 Afghan, and 170 Tajik EFL students, who share certain commonalities regarding culture and language, participated in the study. The iThenticate (2013) questionnaire and two essay-type questions on the main reasons for committing plagiarism and possible ways to cope with it were employed to examine the participants’ perceptions toward it. Findings revealed that the participants from these three countries shared the same ideas regarding the most common and serious forms of plagiarism. It was also found that overalllack of knowledge about plagiarism, absence of severe punishment, and ease of plagiarizing was among the most important reason for committing plagiarism. The study proposed “raising students’ awareness of plagiarism and its consequences” and “establishment of severe punishment” as the best pos...
Journal of Modern Research in English Language Studies, 2017
In spite of the crucial function of the politeness markers in the appropriate communication of th... more In spite of the crucial function of the politeness markers in the appropriate communication of the language learners, teachability of these markers has not received due attention in the pragmatic studies. Drawing upon House and Kasper's (1981) influential taxonomy of politeness markers, the present study addressed teachability as well as the underlying process or microgenetic development of these markers in an EFL context. A population of 56 undergraduate participants underwent instruction through consciousness-raising (C-R) tasks for nine sessions. The data were obtained through repeated measurements during the first, third, fifth, seventh, and ninth sessions. The findings highlighted the effectiveness of the politeness markers instruction and suggested that the learners' heavy reliance on some structures like "please" and consultative devices such as "willingness" and "ability" structures at early stages of data collection was mostly due to th...
Alzahra University, 2022
The study was an attempt to discover any possible correlation between EFL teachers' burnout and t... more The study was an attempt to discover any possible correlation between EFL teachers' burnout and their emotional and cultural intelligence. Furthermore, it aimed at finding out which variable, emotional or cultural intelligence, could be a better predictor of teacher burnout. The study also delved into the possible relationship of gender and Iraqi EFL teachers' burnout and investigated which gender was more affected by burnout. Finally, male and female Iraqi teachers were compared and contrasted with regard to emotional intelligence and cultural intelligence. To this end, three questionnaires- (1) Maslach Burnout Inventory–Educators' Survey (MBI-ES), (2) the Cultural Intelligence Scale (CQS) developed by Van Dyne et al. (2008), and (3) Wang and Law Emotional Intelligence Scale (WLEIS)- were submitted to more than 200 teachers either in person or via email or an already-generated Google Doc link of the three questionnaires. Some teachers remained reluctant to share their responses and refused to fill out the questionnaires, but 164 Iraqi EFL teachers completed all the three questionnaires. The results demonstrated that Iraqi EFL teachers' burnout and their emotional and cultural intelligence correlated significantly but negatively. Both emotional and cultural intelligence could significantly and almost similarly predict teacher burnout. Moreover, teacher burnout and gender were significantly correlated and Iraqi EFL female teachers were more susceptible and vulnerable to teacher burnout. The study implies that emotionally and culturally-aware teachers might be able to take precautionary measures to either mitigate or curb teacher burnout.
To date, a number of studies have investigated the use of euphemism in media to classify and anal... more To date, a number of studies have investigated the use of euphemism in media to classify and analyze the euphemisms of different categories. However, these studies were mostly based on political contexts and the corpora have been limited due to the qualitative nature of the studies. Moreover, few studies have investigated the use of euphemism in countries where English is practiced as a foreign language. This study was an attempt to not only compare and contrast Iranian-published English newspapers and the New York Times thematically in terms of euphemistic expressions but also to ascertain the most frequently used ones in both.To this end,three corpora of all the sections of three journalistic materials within (2014-2019) were thoroughly examined. The data were collected using the search section of the three newspapers to look for the euphemistic expressions based on the Oxford Dictionary of Euphemisms as a point of reference. The results indicated that the most frequently used exp...
Pragmatic assessment has recently opened up a new line of inquiry for many interested researchers... more Pragmatic assessment has recently opened up a new line of inquiry for many interested researchers within the realm of L2 pragmatics. Accordingly, different methods have been proposed to assess pragmatic competence. Drawing on request speech act, this study aimed at comparing and contrasting Written Discourse Completion Task (WDCT), Oral Discourse Completion Task (ODCT), and Role-play with the natural method in terms of five dependent variables: length, repetitions, omissions, inversions, and exclamation particles. To this end, 27 intermediate level EFL learners were asked to make two requests with contextual features of low-status, low-imposition, and two requests with contextual features of high-status, low-imposition using each of the three elicitation techniques. Having recorded the natural talk-in interactions of all students and teachers over 15 weeks, the researchers transcribed the gathered data for further in-depth pragmatic analysis. To analyze the data, Chi-Square and bino...
The Iranian EFL Journal, 2011
... دﻮﺷ ﻩﺪﻧﺮﺑ وا ﻪﮐ دﺮﮐ ﯽﻤﻧ روﺎﺑ ﺪﻣﺎﺣ Hamedi couldn't believe that (hei) won. By sel... more ... دﻮﺷ ﻩﺪﻧﺮﺑ وا ﻪﮐ دﺮﮐ ﯽﻤﻧ روﺎﺑ ﺪﻣﺎﺣ Hamedi couldn't believe that (hei) won. By selecting Hamed as antecedent for" وا" in such sentences, subjects demonstrate that they do not have any general prohibition against the use of the overt pronoun with an intrasentential antecedent. ...
Till recently, text difficulty has commonly been determined by employing readability formulas, ho... more Till recently, text difficulty has commonly been determined by employing readability formulas, however, major criticisms have been leveled against readability formulas (Graves & Graves, 2003).This research project aimed at determining text difficulty through readability formulas and Coh-Metrix. In other words, the study investigated the role of text difficulty in EFL learners’ pedagogic task performances. Since both males and females took part in the study, firstly the researchers aimed at finding out whether a different pattern of task performance existed for each. Secondly, all participants were provided with two different reading passages whose difficulty levels were determined by Coh-Metrix and readability formulas. Finally, a self-efficacy questionnaire was administered to delve into learners’ self-perceptions about their own performances on the pedagogic tasks. Descriptive statistics, paired samples t-test and repeated measures ANOVA were utilized to analyze the data. The resu...
The study was an attempt to discover any possible correlation between EFL teachers' burnout a... more The study was an attempt to discover any possible correlation between EFL teachers' burnout and their emotional and cultural intelligence. Furthermore, it aimed at finding out which variable: Emotional or cultural intelligence could be a better predictor of teacher burnout. The study also delved into the possible relationship of gender and Iraqi EFL teachers' burnout and investigated which gender was more affected by burnout. Finally, male and female Iraqi teachers were compared and contrasted with regard to emotional intelligence and cultural intelligence. To this end, three questionnaires: (1) Maslach Burnout Inventory–Educators' Survey (MBI-ES), (2) the Cultural Intelligence Scale (CQS) developed by Van Dyne et al. (2008), (3) Wang and Law Emotional Intelligence Scale (WLEIS) were submitted to more than 200 teachers either in person or via email or an already-generated Google Doc link of the three questionnaires. Some teachers remained reluctant to share their respons...
The Journal of AsiaTEFL, Jun 30, 2018
The College Instructor's Guide to Writing Test Items: Measuring Student Learning highlights the n... more The College Instructor's Guide to Writing Test Items: Measuring Student Learning highlights the need for straight and clear guidelines and directions on test-item writing and development within several fields. With an emphasis on multiple-choice response items, higher education researchers, instructors, and graduate students will be provided with the tools and opportunities to potentially grasp, create, and employ assessment tasks in both EFL/ESL classes so that the instruction will be informed, learning and teaching process will be facilitated and constantly supported. In an introduction to the book, the authors make a distinction between assessment and testing. The reasons why instructors need to know about measurement and testing are also expounded upon. Finally, common complaints about college tests are brought to readers' attention. Chapter one begins with the introduction of the concept of validity with regard to test score, interpretation, and use. Then, common testing purposes accompanied by some typical examples of their applications with an emphasis on the test results are presented. Common uses of test results (formative and summative) are also explained. Moreover, the very basics of an effective grading plan and the way it can be informed by testing are discussed and common methods of testing are reviewed to allow more room for the description of test design and item writing and analysis. At last, the way to gather validity evidence both about test content and quality of test items is elaborated on. Learning objectives written at the institutional, course, and instructional levels are compared and contrasted at the beginning of Chapter 2. The way instructional objectives can be utilized to back the learning and teaching process is then elaborated on. Furthermore, six levels of cognitive tasks: remembering, understanding, applying, evaluating, and creating are identified and exemplified. Eventually, creation and evaluation of instructional learning objectives including the conditions and criteria for a certain task or topic to determine learner performance are explored. A framework for building a test blueprint is introduced and its distinctive characteristics are described in Chapter 3. The possible merits and demerits of selected-response items are then summarized. The potential differences among frequently-used item formats are also discussed. The Chapter ends with explaining the way multiple-choice items can be applied for the assessment of higher-order cognitive tasks. A series of guidelines for developing Multiple-Choice (MC) items are first presented in Chapter 4. The way common learner misconceptions can be exploited to enhance MC items is then illustrated. Finally, the foundations of MC items are reviewed and detailed item-development recommendations and directions are provided. Chapter 5 begins with reviewing various available tools for test development and writing test items. The fundamental features of Proola, a web application to make instructional learning objectives and develop test items through cooperation with peers, are then introduced. Furthermore, the Chapter explores the way test items can be rectified to line up with learning goals so that any major drawbacks of test items can be either fixed or removed. At the end, item-writing guidelines are provided to enable test-item Reza Bagheri Nevisi et al.
To date, a number of studies have investigated the use of euphemism in media to classify and anal... more To date, a number of studies have investigated the use of euphemism in media to classify and analyze the euphemisms of different categories. However, these studies were mostly based on political contexts and the corpora have been limited due to the qualitative nature of the studies. Moreover, few studies have investigated the use of euphemism in countries where English is practiced as a foreign language. This study was an attempt to not only compare and contrast Iranian-published English newspapers and the New York Times thematically in terms of euphemistic expressions but also to ascertain the most frequently used ones in both.To this end,three corpora of all the sections of three journalistic materials within (2014-2019) were thoroughly examined. The data were collected using the search section of the three newspapers to look for the euphemistic expressions based on the Oxford Dictionary of Euphemisms as a point of reference. The results indicated that the most frequently used expression in the New York Times was ‘African American’ whereas the most frequently used expression in both Iran Daily and Tehran Times was ‘conflict’.The thematic changes between the three journalistic materials were also examined. The results revealed that the most frequently used category of euphemistic expressions in the New York Times was ‘Commerce, Banking, and Industry’, and the most frequently used category of euphemistic expression in Iran Daily and Tehran Times was similarly ‘Warfare’. The study might inform learners about a rich source of euphemistic expressions and enable them to recognize the most prevalent categories of euphemistic expressions thematically
The first step in the optimization of research is to analyze and review the conducted research to... more The first step in the optimization of research is to analyze and review the conducted research to gain a comprehensive overview. Therefore, this study was set to delve into the contributions made to Iranian Applied Linguistics Journals approved by the Ministry of Science, Research, and Technology from 2008 to 2019. To analyze the data, frequency analyses were run on 1419 publications. The findings indicated that TEFL-related topics received the most coverage (88%) compared to the other prevalent majors: Linguistics, Translation, and Literature. The study revealed that male contributions (63.7%) far outweighed those of females (34.4%). Furthermore, it came to light that co-authorship (59.95%) was more appreciated among contributors to Iranian applied linguistics journals. Moreover, Islamic Azad University collectively (25.34%) followed by University of Shiraz (11.3%) and University of Isfahan (10.25%) had the highest number of publications. Assistant (32.12%) and associate professors...
Most of the studies on semantic prosody have mainly focused on the recognition of positive, negat... more Most of the studies on semantic prosody have mainly focused on the recognition of positive, negative, or neutral load of the meaning inferred from the node and its co-occurrences from corpus-based perspectives. However, this study aimed at delving into the teaching and learning aspect of semantic prosodies within the classroom setting. To this end, 76 Iranian undergraduate university students majoring in English translation were randomly selected. Receptive Semantic Prosody Test (RSPT) was administered as a pre-test to assess the students’ initial knowledge of the semantic prosodies. Then, the students were assigned to three groups: two experimental (L1-based and L2-based) and one control group. The experimental groups went through a seven-week instructional 1 DOI: 10.22051/lghor.2019.25455.1107 2 Assistant professor of TEFL, English Language and Literature Department, University of Qom, (Corresponding Author); r.bagherinevisi@qom.ac.ir, re.baghery@gmail.com 3 Assistant professor of...
Individual learner differences play an integral role in second language acquisition and intereste... more Individual learner differences play an integral role in second language acquisition and interested researchers and practitioners cannot get a full appreciation of second language learning if they ignore these significant variables. This study investigated how willingness to communicate (WTC), learner subjectivity, and anxiety in learning the L2 correlate with Iranian students' English pragmatic knowledge. To this end, a total of 140 participants received instruction on request strategy types and their internal and external modification devices for seven weeks through consciousness-raising tasks. The data were obtained through WTC questionnaire, learner subjectivity questionnaire, foreign language classroom anxiety scale, and discourse completion test. The findings indicated that WTC and learner subjectivity correlated positively with the participants' L2 pragmatic competence. However, no relationship was observed between the learners' anxiety and their pragmatic achievement. The results suggest that some personal characteristics such as WTC and learner subjectivity are significant contributors to success in acquiring L2 pragmatic knowledge.
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Papers by Reza Bagheri Nevisi