Masoomeh Estaji (0000-0002-8014-9491)

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Masoomeh Estaji is an associate professor of Applied Linguistics at Allameh Tabataba’i University (ATU), Tehran, Iran. She holds a Ph.D. in Applied Linguistics from Allameh Tabataba’i University. She earned the Top Researcher Award at ATU in 2018, 2020, 2022. She has presented and published numerous papers on methodology, testing, and second language acquisition (SLA) in various national and international journals like Educational Assessment, Language Learning in Higher Education, Reading Psychology, English as an International Language, The Asian ESP, Asia TEFL, and Classroom Interaction. Her research interests include language testing and assessment, ESP, and teacher education.

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Allameh Tabataba'i University: Tehran, IR

Associate Professor of Applied Linguistics (English Language and Literature)

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Masoomeh Estaji

https://orcid.org/0000-0002-8014-9491

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Allameh Tabataba'i University: Tehran, IR

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Allameh Tabataba'i University: Tehran, IR

Works (26)

EFL Teachers’ Two-Folded Repertoire in Providing Computer-Mediated Corrective Feedback: A Perspective-based Approach from the Heart of Online Classrooms

The Enactment of Classroom Justice Through Explicit Instruction: Deciphering the Changes in English as a Foreign Language Teachers’ Perceptions and Practices

Examining Teachers’ Assessment Literacy in EFL Classrooms: The Effect of Educational Background

Self-Monitoring and Teacher’s Response as a Pedagogical Technique to Promote EFL Learners’ Perceptions and Writing Performance

Assessment perceptions and practices in academic domain: The design and validation of an assessment identity questionnaire (TAIQ) for EFL teachers

Exploring iranian teachers’ perceptions of classroom justice and its dimensions in efl instructional contexts

Representations and Uses of Conjunctions in Persian Learners’ Academic Writings: The Predictive Power of Saadi Foundation Writing Rubric

Teachers’ Perceptions, Experiences, and Challenges of Incorporating Justice in English as a Foreign Language Classrooms

Developing EFL Learners’ Reading Comprehension Through Computerized Dynamic Assessment

Dynamic assessment and its impact on pre-intermediate and high-intermediate EFL learners’ grammar achievement

English as an international language: Reconstructing EFL teachers' cultural awareness and perception of teaching culture

Teacher evaluation training and its effect on EFL teacher evaluators' perceptions and practices

Teaching style preferences in EFL and EAP teachers: Matches and mismatches

The effect of computerized dynamic assessment on working memory span of efl learners while listening

Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development

The Immediate and Delayed Effect of Dynamic Assessment Approaches on EFL Learners’ Oral Narrative Performance and Anxiety

EFL Teacher's Pedagogical Knowledge Base as a predictor of teacher's reflectivity: Comparing different components and perceptions

Enhancing EFL learners' vocabulary learning through formative assessment: Is the effort worth expending?

The application of wiki-mediated collaborative writing as a pedagogical tool to promote ESP learners' writing performance

The interplay of receiving, accepting, and asking for strokes and Iranian EFL teachers’ perceived self-efficacy

Revisiting the topical knowledge of iranian ESP learners in reading comprehension: Text types and question types

A comparative analysis of interactional metadiscourse markers in the Introduction and Conclusion sections of mechanical and electrical engineering research papers

Revisiting the ESP teachers' perception of resilience: A call for more professional development of teachers

Examining the ESP Teachers’ Perception of Resilience

The Learner Factor in Washback Context: An Empirical Study Investigating the Washback of the IELTS Academic Writing Test

Ethics and Validity Stance in Educational Assessment

Peer review (1 review for 1 publication/grant)