En
  • دکتری (1376)

    آموزش زبان انگلیسی

    اسکس، انگلستان

  • کارشناسی‌ارشد (1370)

    آموزش زبان انگلیسی

    دانشگاه تربیت مدرس،

  • کارشناسی (1368)

    زبان وادبیات انگلیسی - دبیری

    دانشگاه خوارزمی،

  • ارزشیابی با استفاده از روش های کمی و کیفی
  • تربیت معلم زبان انگلیسی
  • سیاست گذاری های آموزش زبان انگلیسی

    داده ای یافت نشد

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    رزومه

    The 2? 2 standards and standpoints measure of EFL teachers’ achievement goals: Model revision and relations with affective and behavioral outcomes

    Monireh Norouzi, Gholam Reza Kiany, Parvaneh ShayesteFar, Hamid Allami
    Journal PapersStudies in Educational Evaluation , Volume 70 , 2021 September 1, {Pages 101011 }

    Abstract

    This study aimed to develop and validate a 2 ? 2 Standpoints and Standards measure of EFL (English as a foreign language) teachers’ achievement goals. To this end, 441 teachers were first involved in scale development and validation phase. In the second phase, responses by 194 teachers were used to examine the predictive utility of achievement goals with respect to some correlates such as type of feedback information and emotional exhaustion. Phase 1 results supported validity and reliability of the scale for measuring EFL teachers’ achievement goals. In phase 2, structural equation modeling showed positive patterns for original mastery approach goals, though these goals positively predicted self-validation information. Original mastery

    The 2× 2 standards and standpoints measure of EFL teachers’ achievement goals: Model revision and relations with affective and behavioral outcomes

    M Norouzi, GR Kiany, P ShayesteFar, H Allami
    Journal Papers , , {Pages }

    Abstract

    Performance Assessment of EFL Student Teachers’ professional Competencies: A Case of Iranian Farhanghian University

    M Rajaeenia, G Kiany, R Akbari
    Journal Papers , , {Pages }

    Abstract

    The Effects of Critical Pedagogy and Task-Based Language Teaching on Storytelling and Oral Proficiency: A Comparative Study

    F Alikahi, GR Kiany
    Journal Papers , , {Pages }

    Abstract

    Exploring Identity Representation Strategies in English and Persian Political Discourse

    Forouzan Rezaei, Reza Ghafar Samar, Gholamreza Kiany
    Journal PapersTeaching English Language , Volume 14 , Issue 1, 2020 January 1, {Pages 29-Jan }

    Abstract

    Previous research on identity construction in political and media discourse is mostly limited to the study of strategies employed by politicians in their spoken discourse. However, different political agents, by way of assuming different degrees of power, may employ different strategies for the construction of others' identities. This study is set to investigate how political agents differ in the strategies they employ for the linguistic construction of identities across cultures: English and Persian. A total number of 66 English and Persian texts, produced by three groups of political agents (actors, reporters & researchers) were randomly selected. Then, following Wodak's (2001, 2007, 2009) critical discourse analysis approach, they were a

    Pedagogical content knowledge and expertise in ELT

    Elham Yazdanmehr, Ramin Akbari, Gholamreza Kiany
    Journal PapersJournal of English Language Teaching and Learning , Volume 12 , Issue 25, 2020 June 1, {Pages 323-342 }

    Abstract

    In an attempt to shed light on how expert teachers of English language are distinguished from non-experts, the present research explored how pedagogical content knowledge, as a characteristic of experts relates to four other dimensions of expertise in ELT. These include teacher’s experience, cognitive skills, professional development and learner-centered teaching. To this aim, a questionnaire was developed based on the related literature, comprising 109 items, 41 of which enquired about pedagogical content knowledge and the rest about the other dimensions of expertise in ELT. The reliability and validity of the test were confirmed. The SEM analysis results showed that pedagogical content knowledge was positively and significantly correlat

    The Development of Reflective Practice among Novice English Language Teachers: The Role of Reflective Journals

    Fouad Behzadpour, SAMAR REZA GHAFAR, RAMIN AKBARI, GHOLAM REZA KIANY
    Journal Papers , Volume 9 , Issue 200800, 2019 January 1, {Pages 365-398 }

    Abstract

    Reflective teaching has proved to be one of the most important and influential approaches to teaching in second language teacher education. Although this approach has been the subject of numerous studies, in the majority of cases, such studies have been carried out cross-sectionally rather than longitudinally. To address this major problem, the present study, adopting a qualitative research tradition, investigated the development of the reflective practice among four novice English language teachers. The teachers were instructed in strategies employed for journal writing. Reflective journals were collected from each teacher within the time span of one year and were content analyzed. The results of the content analysis indicated that the par

    Model, Instrument, and Procedure: Do We Need to Have Second Thoughts about the Evaluation Process of English Language Institutes?

    Jamal Zakeri, Gholam Reza Kiany, Abdollah Baradaran
    Journal PapersInternational Journal of Humanitites , Volume 25 , Issue 4, 2018 October 1, {Pages }

    Abstract

    To launch an evidence source for successive judgment and decision making, program evaluation of any educational institute is an indispensable process, and language institutes are not the exceptions. In an attempt to propose a solution for a fundamental problem as the lack of a standard evaluation program for English language institutes, this study used a new method to be implemented in the context of'English language institutes (ELIs)'of Iran. In this country, evaluation of nongovernmental centers, including ELIs, is carried out by the Ministry of Education (ME) using a performance evaluation framework which mainly collects the required data through a survey form (locally known as' Form 322'). We adopted and applied the survey form 322 into

    Setting Threshold Language Proficiency Levels for the Iranian High School EFL Teachers

    Sadegh Shariatifar, Gholamreza Kiany
    Journal PapersResearch in English Language Pedagogy , Volume 6 , Issue 2, 2018 September 1, {Pages 223-240 }

    Abstract

    Evaluating teacher candidates’ competencies, demonstrating that they are prepared to teach at high school level is inconceivable without clearly defined and agreed upon standards. Since EFL teachers’ language proficiency levels in the target language is a significant factor in teaching effectiveness, this study intended to set threshold listening, speaking, reading and writing proficiency levels for the Iranian high school EFL teachers based on ACTFL proficiency guidelines. To this end, a concurrent mixed-method qualitative quantitative approach was conducted. Data were collected through conducting semi-structured interviews with 40 teacher educators and administering a seven-point Likert scale questionnaire to 212 high school EFL tea

    7 AVOIDANCE OF ENGLISH LANGUAGE ATTRITION BY MEANS OF RETENTION STRATEGIES: THE CASE OF IRAN

    Gholam Reza Kiany, Reza Ghafar Samar, Mohammad Barzegar Rahatlu
    Journal PapersThe European Journal of Applied Linguistics and TEFL , Volume 7 , Issue 1, 2018 May 1, {Pages 107-129 }

    Abstract

    1. INTRODUCTION Regrettably, even after much language instruction and devotion to learning a Foreign Language (henceforward, FL), a great number of learners complain that their abilities wane once the context is not favourable to constant use of language any longer. In fact," language loss affects all of us. It occurs in every corner of the world, taking its toll among young and old alike"(Hansen & Reetz-Kurashige, 1999, p. 3). Therefore, understanding language attrition can have great significance for studying language acquisition. This understanding can assist FL learners in not only mastering the language, but also enhancing the durability of their skill. The significance of language attrition studies is also recognised by some scholars.

    A Framework of Reference for Teaching English as a Foreign Language at the Threshold of IR of Iran

    Sajjad Askari Matin, Gholamreza Kiany, Reza Ghafar Samar
    Journal PapersTeaching English Language , Volume 12 , Issue 1, 2018 March 16, {Pages 89-109 }

    Abstract

    Advancements in theory and practice of Teacher Evaluation maintain that effective teaching is the most important factor in realization of success or failure of an education system. Therefore, any attempt to explore the dynamic and complex nature of teachers' performance is considered critical. In the same vein, this paper is an attempt to introduce a Framework of Reference for Teaching English as a Foreign Language (FRTEFL) at the threshold of IR of Iran; a local model aligned with global perspectives. To this end, adapting a qualitative meta-synthesis approach, all possible dimensions of teachers' performance criteria reflected in 17 High-stake resources were explored; scrutinizing the twofold mapping of both curriculum and evaluation stan

    On the Impact of Two Input-Oriented Techniques and Perceptual Learning Styles on Causative Construction Development: The Case of Iranian Learners of English

    Motahar Khodashenas Tavakoly, Gholamreza Kiany, Mohammad R Hashemi
    Journal PapersLanguage and Translation , Volume 8 , Issue 3, 2018 September , {Pages 45-58 }

    Abstract

    This study sought to investigate the effect of the two input types interactionally modified input (IM) and textual input enhancement (TIE), the impact of a commonly used learning styles taxonomy as the Visual, Auditory and Kinesthetic learning styles (VAK) by itself as well as the interactional effect of perceptual learning styles and input types on the causative construction development of EFL learners. To this end, 120 female Iranian EFL learners from three language schools in Tehran participated in this research and were divided into two experimental groups of 60. The study adopted a pretest-posttest design and learner’s grammar knowledge was measured before and after providing them with instructional treatment through IM input and TIE

    Iran’s university admission programme at change: Policies, prospects and pitfalls from planners’ perspectives

    Parvaneh Shayeste-Far, Gholam Reza Kiany
    Journal PapersStudies in Educational Evaluation , Volume 56 , 2018 March 1, {Pages 112-123 }

    Abstract

    Testing-based reforms are perceived as the leverage for promoting quality of learning and teaching. However, such reform policies have failed as often as they have succeeded. As reasons for such a failure were mostly studied after implementation or at completion phase of a reform project, there remain theoretical and analytical gaps regarding exploring policy-making phase. Designed within an evaluation framework, the present study adopted a qualitative-quantitative Delphi method to examine the recent reform policies of Iran’s state University Entrance Examinations (UEEs). Panelists were educational policymakers (N?=?15) generating their perspectives in iteration rounds that finally identified ‘a conceptual picture of consequences’, ??

    The Effects of VAK Learning Style and Input Type on Causative Construction Development by Iranian EFL Learners

    Motahar Khodashenas Tavakoly, Gholamreza Kiany, Seyyed Mohammad Reza Hashemi
    Journal PapersIssues in Language Teaching , Volume 7 , Issue 2, 2018 December 1, {Pages 61-89 }

    Abstract

    Long’s Interactional Input Hypothesis and Smith’s Input Enhancement Hypothesis hold both foci on Zellig Harris's (1976) formalist approach. Accordingly, the pivotal role of learner’s attention as one of the subcomponents of focus-on-form approach may have confused instruction types. However, whether such learning theories on drawing learners' attention on target language forms suit all types of learners, has not been adequately investigated. Of interest were to explore the significant effect of the two input types as interactionally modified input (IM) and textual input enhancement (TIE) and the interactional effect of learning styles of either visual, auditory, or kinesthetic (VAK) style on knowledge gain of causative constructions.

    AVOIDANCE OF ENGLISH LANGUAGE ATTRITION BY MEANS OF RETENTION STRATEGIES: THE CASE OF IRAN

    GR Kiany, RG Samar, MB Rahatlu
    Journal Papers , , {Pages }

    Abstract

    A qualitative study of EFL teachers' emotion regulation behavior in the classroom

    Ramin Akbari, Reza Ghafar Samar, Gholam Reza Kiany, Mohammad Tahernia
    Journal PapersTheory and Practice in Language Studies , Volume 7 , Issue 4, 2017 April 1, {Pages 311-321 }

    Abstract

    This study aimed to explore the nature of emotion regulation behavior among EFL teachers. To this end, semi-structured interviews were conducted with 18 EFL teachers teaching general English courses in both private language institutes and public schools in Iran. All interviews, conducted in Farsi, were first transcribed and translated into English. Then, through the use of conceptual content analysis technique, the data were scrutinized for emotion regulation strategies. Overall, five main categories, namely, Teaching Context Preference/Avoidance, Teaching Context Adjustments, Attention Direction, Reappraisal, and Reactive Strategies emerged in the interviews. The emerging categories from the conceptual content analysis corresponded, to a g

    An assessment scheme for ELT performance: An iranian case of Farhangian University

    Gholamreza Kiany, M Karimi, Monireh Norouzi
    Journal PapersJournal of Teaching Language Skills , Volume 36 , Issue 1, 2017 January , {Pages 111-144 }

    Abstract

    Accountability concerns in language education call for the development of more valid and authentic measures of assessment. In light of these concerns, performance assessment has received increasing interest in the context of teacher education programs and teacher licensing over the last decade. In Iran, a recent policy adopted by Farhangian University aims at assessing the professional competencies of its ELT graduates by requiring them to go through a performance assessment as part of the licensing requirements. Mounting concerns regarding the validity of traditional tests used for teacher certification (Mitchell, Robinson, Plake, & Knowles, 2001) have motivated Farhangian University to develop its own performance assessment. Therefore, th

    Offering a Model for Teacher Quality from the Perspective of the Stakeholders in ELT

    Ramin Akbari, Gholamreza Kiany
    Journal PapersLanguage Related Research , Volume 8 , Issue 1, 2017 April 15, {Pages 23-47 }

    Abstract

    One of the most important issues in the realm of education is assurance regarding the quality and effectiveness of teaching and teachers. In this regard, it is essential that models and instruments be developed in order to describe and assess them. It is one of the subjects creating a lot of interest in learners is English. Therefore, it is crucial to develop a model as well as a measuring instrument for describing quality of teachers and teaching in English. The present study was an attempt to develop such a model and instrument in a qualitative and a quantitative phase. In the qualitative phase, seven factors were identified as the underlying structure of teacher quality on which basis a 48-item questionnaire was developed. Then, in the q

    High School EFL Teachers’ Professional Competencies: Content Knowledge and Pedagogical Content Knowledge

    Sadegh Shariatifar, Gholamreza Kiany, Parivz Maftoon
    Journal PapersApplied Research on English Language , Volume 6 , Issue 4, 2017 November 1, {Pages 499-522 }

    Abstract

    According to Teacher Education Curriculum Development Document (TECDD) of Farhangiyan University, teacher professional competencies include Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK) and General Knowledge (GK). Of these competencies, CK and PCK are specific to teachers of each major while PK and GK are common among all majors. This study was an attempt to explore the components that constitute high school EFL teachers’ CK and PCK through review of the related literature and investigation of high school EFL teachers (N=40) and teacher educators’ (N=20) perspectives. Based on the content analysis of these two sources which resulted in strong agreement, 20 items of CK and 17 items of PCK were id

    The Impact of University Entrance Examinations Change on High School English Language Teaching and Learning: Experts’ and Teachers’ Perspectives

    Parvaneh Shayeste-Far, Gholam Reza Kiany, Monireh Norouzi
    Journal PapersJournal of Language and Translation Studies (JLTS) , Volume 50 , Issue 3, 2017 December 22, {Pages 71-114 }

    Abstract

    Extended Abstract 1. Introduction Testing-based reform has often been used as a lever for introducing desirable changes. This tenet is found in light of the claim that what is targeted to be measured by testing, in particular by tests of higher stakes, would strongly determine and shape what gets taught and learnt at the lower stakes. Clear examples are various University Entrance Examinations (UEEs) which have long appeared to have immense importance for the people and institutions involved. In fact, high-stakes tests such as the UEEs are widely perceived to have the potential to shape curricular teaching and learning. Such a test consequential effect, i.e., ‘test washback’, has encouraged decision makers and educators to manage for a

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    دروس نیمسال جاری

    • دكتري
      سنجش زبان Language Assessment ( واحد)
      دانشکده علوم انسانی، گروه آموزش زبان انگليسي
    • كارشناسي ارشد
      روش تحقيق كمي و كيفي در آموزش زبان ( واحد)

    دروس نیمسال قبل

    • دكتري
      تحقيق در آموزش زبان Research in Language Education ( واحد)
      دانشکده علوم انسانی، گروه آموزش زبان انگليسي
    • دكتري
      تحليل آماري در آموزش زبان Statistical Analysis in Language Education ( واحد)
    • كارشناسي ارشد
      روش تحقيق ( واحد)
    • كارشناسي ارشد
      سنجش و ارزشيابي زبان ( واحد)
    • 1398
      پيرزاده, مريم
      مزايا و معايب تدريس و يادگيري مهارتهاي صحبت كردن و شنيدن در كلاسهاي مجازي: ديدگاهها و چالش هاي مدرسان و زبان اموزان
    • 1398
      خدمتيان, فرشته
    • 1399
      پويانژاد, پارسا
    • 1399
      عظيمي, مظاهر
    • 1400
      رحيمي, تورج
    • 1400
      شيواخواه, شادي
    • 1393
      مهراد كيا, مهسا
      تربيت مدرس انگليسي براي اهداف دانشگاهي: توسعه و اجراي يك برنامه تربيت مدرس براي مدرسان انگليسي براي اهداف دانشگاهي علوم پزشكي
    • 1393
      نيك مهر, امير
    • 1395
      زرين جويي, ناهيد
    • 1395
      محمدخواه, ابراهيم
    • 1398
      طاهرخاني, مهدي
    • عضو شورای دانشگاه فرهنگیان
    • سرپرست معاونت نظارت ، ارزیابی و تظمین کیفیت دانشگاه فرهنگیان
    • عضو کارگروه توانایی علمی در رشته آموزش زبان انگلیسی هیئت اجرایی جذب اعضای هیت علمی داشگاه فرهنگیان
    • سرپرست آموزش زبان انگلیسی
    • عضو شورای نظارت ، ارزیابی و بهینه سازی عملکرد دانشکده علوم انسانی
    • عضو هیات تحریریه مجله جستارهای زبانی
    • نماینده رضا فرجی دانا در موسسه آموزش عالی غیر دولتی غیر انتفاعی آمل
    • معاون ارزیابی، نظارت و تضمین کیفیت دانشگاه فرهنگیان
    • عضو شورای تخصصی دانشگاه فرهنگیان
    • عضو شورای ورزش همگانی و تفریحی شهرستان محمودآباد
    • عضو هیئت تحریریه مجله نقد زبان و ادبیات خارجی
    • عضو هیئت تحریریه مجله مدرس علوم انسانی- زبان و ادبیات تطبیقی
    • عضو کمیته تخصصی گروه زبان انگلیسی
    • عضو کمیته مشورتی مبانی الزامات و سیاست های گسترش آموزش عالی غیردولتی
    • عضو هیات تحریریه مجله مدرس علوم انسانی (ویژه نامه زبان و ادبیات)
    • عضو هیئت تحریریه مهمان ویژه نامه تخصصی در حوزه آموزش و یادگیری
    • عضو هیئت تحریریه مجله بین المللی علوم انسانی
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