Zainab Abolfazli (0000-0002-9990-2666)

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Zainab Abolfazli holds a PhD in Teaching English as a Foreign Language (TEFL) from Urmia University. She is currently an academic member of Kosar University of Bojnord, Iran. Zainab does research in language and applied linguistics (particularly language learning and teaching as well as language assessment and testing). Her most recent publication is 'Connecting the dots to see the whole: Learner variables, wellbeing and coping strategies in student narratives'.

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Kosar University of Bojnord: Bojnourd, IR

2018 to present | Assistant Professor of TEFL (English Language and Literature)

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Zainab Abolfazli

https://orcid.org/0000-0002-9990-2666

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Employment (1)

Kosar University of Bojnord: Bojnourd, IR

Education and qualifications (2)

Urmia University: Urmia, IR

Urmia University: Urmia, IR

Works (44)

Attitudes towards English: The case of Iranian and Turkish EFL students

Cross-linguistic comparative study of rhetorical structure of academic book reviews in Persian and English

Cambridge Handbook of Intercultural Communication. Guido Ringes and Sebastian Rasinger. Cambridge University Press (2020). XIV + 538 pp, ISBN: 978-1-108-42969-6 (Hardback).

Inside the spider’s web: character strengths in an MA TEFL programme

Connecting the dots to see the whole: Learner variables, wellbeing and coping strategies in student narratives<sup>‡</sup>

Evaluating the MATEFL programme in Iran following the wellbeing theory

Wellbeing, learner variables, and coping strategies in MATEFL students’ narratives

Improving English language learners’ idiomatic competence: Does mode of teaching play a role?

Iranian EFL student-teachers’ multiple intelligences and their self-efficacy: Patterns and relationships

BOOK REVIEW: Encyclopedia of Language and Education: Language Testing and Assessment (3rd ed.)

Examining the status of Well-Being in the MA TEFL Curriculum in Iran (Viewpoints of Students and Professors) (IN PERSIAN)

Iranian Language Learners’ Attitudes towards Teaching/Learning English: The Role of University Major, Gender, and Age

Linguistic interactions with children: the impact of age and parental literacy level (IN PERSIAN)

Language learning histories and learner variables in an MA TEFL programme: A wellbeing perspective

An overview of differential item functioning in multistage computer adaptive testing using three-parameter logistic item response theory

Attitudes towards English in Iran

Evaluating MA TEFL programme in Iran in light of the wellbeing theory

Improving English Language Learners’ Idiomatic Competence: Does Mode of Teaching Play a Role?

Language Learning Histories and Learner Variables in an MA TEFL Programme: A Well-being Perspective

Teacher-Made Assessments: How to Connect Curriculum, Instruction, and Student Learning (2 nd ed.). Christopher, R. Gareis, and Lesli, W., Grant. Routledge (2015). xvi + 192 pp, ISBN: 978-1-315-77341-4 (ebk).

LLA and LLS use among Iranian university EFL students: patterns and relationships

The Relationship between Iranian University EFL Students’ Multiple Intelligences and their Use of Language Learning Strategy

Iranian EFL Student-Teachers’ Multiple Intelligences and Their Self-Efficacy: Patterns and Relationships

Iranian university students’ experiences of and attitudes towards alternatives in assessment

Language Learning Aptitude (LLA) and Language Learning Strategy (LLS) use among Iranian university EFL students: Patterns and relationships

The Routledge Handbook of Language Testing. Glenn Fulcher and Fred Davidson. Routledge (2012). Xiv + 536 pp, ISBN: 978-0-415-57063-3 (hbk).

Relationship Between Iranian University EFL Students’ Language Learning Aptitude and Language Learning Strategy Use

The relationship between Iranian university EFL students’ multiple intelligences and their use of language learning strategies: An exploratory study

Second Language Acquisition: An Introductory Course (4th ed.). Susan M. Gass, Jennifer Behney, and Luke Plonsky. Routledge, New York (2013). xxiv + 624 pp, ISBN: 978-0-415-89495-1 (pbk).

The effect of self-, peer-, and teacher-assessment on Iranian university EFL students’ academic achievement

An investigation of letter writing problems of Iranian EFL students

Learners' Starting age of learning EFL and use of language learning strategies

Self-, peer-, and teacher-assessment: An investigation into Iranian University EFL students’ attitudes

Self-, peer-, and teacher-assessment: An investigation into Iranian EFL students’ attitudes

The estimation of survival function for colon cancer data in Tehran using non-parametric Bayesian model

The Relationship between Cognitive Style and Use of Reading Strategies by Iranian EFL Learners

Spatial analysis of CO and PM10 pollutants in Tehran city

The Effect of Type of Corrective Feedback (Direct vs. Indirect) on Iranian Pre-Intermediate EFL Learners' Writing

The Effect of Assessment Type (Self Vs. Peer) on Iranian University EFL Students’ Course Achievement

An examination of letter writing problems of Iranian intermediate EFL learners

The effect of self- and peer-assessment on Iranian university EFL students’ course achievement

The effect of assessment type (self vs. peer vs. teacher) on Iranian university EFL students’ course achievement

Alternative Assessment in ELT: The effect of self, peer and teacher assessment on academic achievement

The Effect of Assessment Type (self vs. peer vs. teacher) on Iranian University EFL Students' Course Achievement

Peer review (10 reviews for 3 publications/grants)