Kobra Tavassoli (0000-0002-8246-8584)

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Biography

Kobra Tavassoli is an assistant professor of TEFL at Islamic Azad University, Karaj, Iran. She is teaching language assessment, research methodology, and language teaching methodology courses at BA, MA, and PhD levels. Her areas of interest are language assessment and teacher education. She has published in different journals and presented in national and international conferences on these topics.

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Karaj Branch, Islamic Azad University: Karaj, IR

2012 to 2024 | Assistant Professor (Department of ELT)

Employment

Kobra Tavassoli

https://orcid.org/0000-0002-8246-8584

Personal information

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Biography

Activities

Employment (2)

Karaj Branch, Islamic Azad University: Karaj, IR

Karaj Branch, Islamic Azad University: Karaj, IR

Education and qualifications (3)

Tarbiat Modares University: Tehran, IR

Iran University of Science and Technology: Tehran, IR

Shahid Beheshti University: Tehran, IR

Works (26)

Effective Language Teacher Education

The impact of learning-oriented assessment on EFL learners’ vocabulary learning and retention in online classes

Iranian EFL Teachers’ Oral/Aural Skills Language Assessment Literacy: Instrument Development and Validation

Exploring Iranian EFL Teachers’ Cognition, Attitude, and Practice in Teaching Intercultural Issues

How Instagram as a MALL tool impacts EAP learners’ technical vocabulary learning and perceptions in an electronic context

Differential impact of synchronous and asynchronous computer-assisted dynamic assessment on higher-order and lower-order writing skills

Designing and validating a scale for evaluating the sources of unreliability of a high-stakes test

Differential impacts of e-portfolio assessment on language learners’ engagement modes and genre-based writing improvement

Experienced and Novice L2 Raters’ Cognitive Processes while Rating Integrated and Independent Writing Tasks

The Impact of Test Length on Raters’ Mental Processes while Scoring Test-Takers’ Writing Performance

A Three-Parameter Logistic IRT Calibration of the Items of the TEFL MA Admission Test as a High-Stakes Test in Iran

EFL teachers’ perceptions and practices of their language assessment knowledge

Exploring Differences in Novice, Experienced, and Highly Experienced Teachers’ Reflectivity : A Mixed Methods Study

Improving EFL Learners’ Performance on Receptive-Response and Productive-Response Listening Comprehension Items through Diagnostic vs. Dynamic Assessment

The Comparative Effect of Dynamic vs. Diagnostic Assessment on EFL Learners’ Speaking ability

Development of Quality of Classroom Life Questionnaire in L2 Contexts: Investigating the Impact of Modular Instruction

The Comparative Effect of Self-assessment vs. Peer-assessment on Young EFL Learners’ Performance on Selective and Productive Reading Tasks

The Effect of Diagnostic Assessment on EFL Learners’ Performance on Selective and Productive Reading Tasks

A Comparison of the Effects of Task Repetition and Elicitation Techniques on EFL Learners’ Expository and Descriptive Writing

تأثیر ارزشیابی پویا بر عملکرد زبان آموزان در فعالیتهای انتخابی و تولیدی درک مطلب خواندن

Developing a Language Assessment Knowledge Test for EFL Teachers: A Data-driven Approach

Selecting Corpus-Based Grammatical Structures for ESP/EAP Materials

Assessment Knowledge Needs of EFL Teachers

Developing an ELT context-specific teacher efficacy instrument

Assessing Farsi

Teacher Efficacy, Burnout, Teaching Style, and Emotional Intelligence: Possible Relationships and Differences

Peer review (2 reviews for 2 publications/grants)