Research Interests
Research interests of academic staff in the Faculty of English Language Studies (FoELS) include:
- Genre analysis
- Paragraphing practice
- Writing pedagogy
- Discourse analysis
- Experiential learning
- Language learning strategies
- Learner autonomy
- Teaching methodologies
- Second language acquisition
- Teaching and Testing
- Second language dynamic assessment
- Interlanguage pragmatics
- Learning styles
- Language and literature
- Critical pedagogy in TESOL
- Classroom discourse
- Classroom ethnography
Recent presentations and publications by FoELS staff
Rassaei, E., & Ravand, H. (2023). Immediate versus delayed prompts, field dependence and independence cognitive style and L2 development. International Review of Applied Linguistics in Language Teaching.
Rassaei E (2023) Editorial: Incorporating technology for teaching vocabulary to second language learners. Front. Psychol. 13:1081901. doi: 10.3389/fpsyg.2022.1081901
Rassaei (2022). The effect of recasts on L2 Grammar: A meta-analysis. The Language Learning Journal. https://doi.org/10.1080/09571736.2022.2097298
Rassaei, E. (2022). Implementing Mobile-mediated Dynamic Assessment for Teaching Request forms to EFL Learners, Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2021.1912105
Kaveh, A. Rassaei, E. (2022). The Effects of Mobile-mediated vs. Face-to-face Dynamic Assessment on EFL Learners Writing Fluency and Strategy Awareness: A Sociocultural Perspective. Language and Sociocultural Theory. https://doi.org/10.1558/lst.20288
Aeen, J. B., Rassaei, E., Riasati, M. J., & Zamanian, M. (2022). EFL Learners' Modified Output and their Perceptions of Recast during Face-to-Face, Audio-based and Video-based Synchronous Mobile-mediated Communication. TESL-EJ, 25(4).
Rassaei, E. (2021). Effects of dynamic and non-dynamic corrective feedback on EFL writing accuracy during dyadic and small group interactions. International Review of Applied Linguistics in Language Teaching, 59(2), 233-265.Bagheri, M. &
Rassaei, E. (2021). The Effects of Two Forms of Written Corrective Feedback and Ambiguity Tolerance on EFL Learners’ Writing Accuracy, English Teaching & Learning, https://doi.org/10.1007/s42321-021-00082-6
Rassaei, E. (2020). Effects of Mobile-mediated Dynamic and Non-dynamic Glosses on L2 Vocabulary Learning: A Sociocultural Perspective, Modern Language Journal, 104 (1), 284-303.
Rassaei, E. (2020). The Separate and Combined Effects of Recasts and Textual Enhancement as Two Focus on Form Techniques on L2 Development, System, 89, https://doi.org/10.1016/j.system.2019.102193
Bagheri, M. & Rassaei, E. (2021). The Effects of Two Forms of Written Corrective Feedback and Ambiguity Tolerance on EFL Learners’ Writing Accuracy, English Teaching & Learning, https://doi.org/10.1007/s42321-021-00082-6
Azizi, M., Rassaei, E., Bagheri, M. (2021). Iranian EFL Learners’ Understanding of Ubiquitous Learning: Examining Factors Affecting L2 Learner’s Classroom Achievement Using Structural Equation Modeling. International Journal of Foreign Language Teaching and Research, 9(36), 77-90.
Boggu, A., (2021). Building Upon the Past, Envisioning the Future. In: 20th Oman International ELT Conference. [online] Muscat: Sultan Qaboos University Press, pp.130-143.
Rassaei, E. (2020). Effects of Mobile-mediated Dynamic and Non-dynamic Glosses on L2 Vocabulary Learning: A Sociocultural Perspective, Modern Language Journal, 104 (1), 284-303.
Rassaei, E. (2020). The Separate and Combined Effects of Recasts and Textual Enhancement as Two Focus on Form Techniques on L2 Development, System, 89, https://doi.org/10.1016/j.system.2019.10219
Boggu, A. (2020) ‘The potential of Kolb’s experiential learning cycle on long term knowledge retention’, 20th Oman International ELT Conference, Sultan Qaboos University, 14-15 October.
