Sedigheh Karimpour (0000-0003-0048-3762)

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Sedigheh Karimpour is an Assistant Professor of Applied Linguistics in the Department of English Language at Mazandaran University of Medical Sciences, Sari, Iran. Her research interests include language teacher education, particularly issues regarding language teacher identity and emotion.

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Mazandaran University of Medical Sciences: Sari, IR

2023-01-01 to present | Assistant Professor of Applied Linguistics (Department of English Language)

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Sedigheh Karimpour

https://orcid.org/0000-0003-0048-3762

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Employment (1)

Mazandaran University of Medical Sciences: Sari, IR

Education and qualifications (1)

University of Tehran: Tehran, Tehran, IR

Works (49)

Contribution of Interventionist Dynamic Assessment to the Acquisition of Modal Verbs: The Moderating Role of Field (In)dependence and Working Memory

Exploring the impact of computerized dynamic assessment on the explicit and implicit knowledge of reflexive pronouns: The mediating role of brain dominance

An ecological exploration of the intersection between English language teachers’ agency and social justice instruction

Developing a taxonomy of teacher emotion labor through metaphor: personal, interpersonal, and sociocultural angles

Interactional features in second language classroom discourse: variations across novice and experienced language teachers

Emotions in switching the code: contributions for English language teachers’ identity construction

Contributions of an action research initiative to English language teachers’ professional wellbeing

Contributions of Computerized Dynamic Assessment and Digitalized Feedback to L2 Learners’ Grammar Acquisition: Technology-Enhanced Learning Facilitation Theory

Emotions as Mediating the Nexus between Iranian English Language Teachers’ Wellbeing and Identity Construction: An Ecological Perspective

Exploring the role of mobile-mediated dynamic assessment in L2 learners' reading comprehension and reading fluency

Exploring Iranian ESP teachers’ emotion labor: a critical perspective

Exploring Iranian English language teachers’ hope: an ecological perspective

The role of emotional tensions in English language student teachers’ identity construction: an activity theory perspective

Exploring Iranian EAP teachers’ well-being: an activity theory perspective

Emotional vulnerability and coping strategies among Turkish student teachers: A community of practice perspective

Medical Students’ Perspectives on Using NAVID Learning Management System in English Classes: Possibilities, Challenges and Directions

English Language Teachers’ Emotion Labor in Response to Online Teaching: An Interpretative Phenomenological Approach

Contributions of significant others to second language teacher well-being: a self-determination theory perspective

Exploring the professional role identities of English for academic purposes practitioners: a qualitative study

Emotion Labor as Professional Development Work: Insights from Teachers Doing Action Research

Exploring the Role of Religious Ideology in English Language Teachers’ Identity Construction: A Community of Practice Perspective

The impact of computerized dynamic assessment on the explicit and implicit knowledge of grammar

“To promote justice is to care”: Pedagogy of care and socially-just instruction among Iranian English language teachers

Feedback as a Source of Emotion Labor in Language Assessment: A Critical Perspective

Making sense of emotion and identity construction through metaphors: a prompt-based study in an English as a Foreign Language context

The ecology of language teacher assessment literacy: Insights from emotional critical incidents

The Role of Working Memory in the Impact of Data-Driven Learning on Academic English Lecture Comprehension

English Language Teachers’ Maxims in Evaluating Materials: A Case Study from Iran

Emotions, perspectives, and English language teacher identity construction: A phenomenographic‐narrative study

English language teachers’ emotion-bearing situations in a professional development course: a critical-ecological perspective

Novice language teacher emotion labor and identity construction: A community of practice perspective

“Most of us are not feeling well”: exploring Iranian EAP practitioners’ emotions and identities

Agency in conflict with contextual idiosyncrasies: implications for second language teacher identity construction

Self-Concept of Ability and Parental/Teachers’ Beliefs in Reading and Dictation

“Teacher, Man Mitoonam …?”: Translanguaging and English Language Teacher Emotion Labor

Novice language teacher identity construction: similarities, differences, and beyond

The role of institutional policy in English language teacher autonomy, agency, and identity: A poststructural perspective

Self-regulated learning with mobile devices for university students: exploring the impacts on academic vocabulary development

Classroom Concordancing and Second Language Motivational Self-System: A Data-Driven Learning Approach

How Much Vocabulary is Needed for Comprehension of Video Lectures in MOOCs: A Corpus-based Study

The impact of concordancing on English learners’ foreign language anxiety and enjoyment: An application of data-driven learning

The role of emotion labor in English language teacher identity construction: An activity theory perspective

Classroom concordancing and English academic lecture comprehension: an implication of data-driven learning

Language Proficiency and EAP Students’ Writing Quality: Contributions of Explicit and Implicit Genre-Based Instruction

Teachers’ discourse identities and learners’ participation opportunities in EFL classroom interaction: A conversation analytic study

The Impact of Genre-Based Instruction Treatments on EAP Students’ Writing Quality

Teachers’ Understanding-Check Practices and Learners’ Following Orientations in EFL Classroom Interaction: A Conversation Analytic Study

Built-In Learner Participation Potential of Locally- and Globally-Designed ELT Materials

A Conversation Analytic Study on the Teachers’ Management of Understanding-Check Question Sequences in EFL Classrooms

Peer review (8 reviews for 3 publications/grants)