Mohammad Bavali - Independent Researcher

Mohammad Bavali - Independent Researcher
About
Press
Papers
We're Hiring!
Mohammad Bavali
Followers
11
Following
Public Views
Related Authors
Joanne Lee
Sheffield Hallam University
David Pierre Leibovitz
Carleton University
Esther Monzó-Nebot
Universitat Jaume I de Castelló
David Seamon
Kansas State University
Evangelos Kourdis
Aristotle University of Thessaloniki
Joao Queiroz
UFJF - Federal University of Juiz de Fora
Ömer Durmaz
Dokuz Eylül University
Jaleen Grove
Rhode Island School of Design
Dr Nigel Newton
Cardiff Metropolitan University
David Orrego-Carmona
Aston University
Interests
Uploads
Papers by Mohammad Bavali
The Effect of Flipped Instruction on Writing Self-efficacy and Writing Performance of Medical Students at Shiraz University of Medical Sciences(SUMS)
The current study investigates the effect of flipped instruction on writing self-efficacy and wri...
more
The current study investigates the effect of flipped instruction on writing self-efficacy and writing performance of Medical students at Shiraz University of Medical Sciences. Fifty students participated in this experimental study. They were assigned as the treatment group consisted of 25 students and the control group 25 students. The control group (the non-flipped classroom) was taught using traditional writing instruction, whereas the experimental group (the flipped classroom) was taught in a flipped learning mode. The questionnaire used in this study was adapted from Donald O. Prickel’s research (1994) and was scored based on the Likert scale for the writing self-efficacy. The data were gathered in a Pretest-Treatment-Posttest design. The results revealed that flipped instruction had a more positive effect on improvement of both writing self-efficacy and writing performance of the learners compared to those instructed traditionally. The results of this study widen the perspectiv...
The Impact of Audio-visual Feedback on Academic Writing Task Procrastination
Research Paper The Impact of Audio-visual Feedback on Academic Writing Task Procrastination Sepid...
more
Research Paper The Impact of Audio-visual Feedback on Academic Writing Task Procrastination Sepideh Nourinezhad Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran Ehsan Hadipourfard1 Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran Mohammad Bavali Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran Abstract This research was conducted to investigate whether audio-visual feedback affects the medical students' procrastination in writing. This is a quantitative experimental study investigating 50 medical students studying at Shiraz University of Medical Sciences in the 2019-2020 fall semester who had taken an English compulsory writing course. They were assigned into two academic writing classes. Each group consisted of 25 male and female students. To collect data, the researchers applied the Procrastination Assessment Scale for Students. The items were scored on a five-point Likert scale ranging from 1 (ne...
The Effect of Augmented Reality on Adult EFL Learners’ Attitudes and Motivation: A Mixed Methods Study
compromise. Journal of Pan-Pacific Association of Applied Linguistics
Recent developments in theories of language (grammars) seem to share a number of tenets which mar...
more
Recent developments in theories of language (grammars) seem to share a number of tenets which mark a drastic shift from traditional disentangled descriptions of language: emphasis on a big number of discrete grammatical rules or a corpus of structure patterns has given way to a more unitary, explanatory powerful description of language informed by a sound theory of language acquisition, on the one hand, and verified/refuted by observations on samples of language use, on the other. Two widely welcome of such theories are Chomsky’s Universal Grammar and Halliday’s Systemic Functional Linguistics. These two theories have been initiated and developed almost independently and each has been successful in accounting for aspects of language from a particular perspective. However, they seem to stand more in a complementary position with respect to each other than in a confronting stance against one another. This article aims at providing evidence for such a claim to support the argue that no...
External Factors and Iranian EFL Teachers’ Performance: Examining the Effectiveness of Self- regulation
1. Department of English Language Teaching and Translation, Shiraz Branch, Islamic Azad Universit...
more
1. Department of English Language Teaching and Translation, Shiraz Branch, Islamic Azad University, Shiraz, Iran 2. Department of English Language Teaching and Translation, Shiraz Branch, Islamic Azad University, Shiraz, Iran 3. Department of English Language Teaching and Translation, Shiraz Branch, Islamic Azad University, Shiraz, Iran 4. Department of English Language Teaching and Translation, Shiraz Branch, Islamic Azad University, Shiraz, Iran
An Analysis of the Persian Translation of the Alchemist by Paulo Coelho, Based on Juliane House’s (1997) Quality Assessment Model of Translation
As quality is one of the most important aspects of translation studies, the researchers aim at an...
more
As quality is one of the most important aspects of translation studies, the researchers aim at analyzing the quality of the Persian translation of The Alchemist by Paulo Coelho, which is one of the best-selling novels in the world based on House’s (1997) model of translation quality assessment. As it was time-consuming to apply this model to the whole book, twenty sections out of forty-five sections of the English version were selected randomly. In this qualitative-descriptive research, both source text and target text were compared in tables regarding quality. The study revealed that the translator had translated the text overtly, confirming House’s idea, who noted that literary texts should be translated overtly. However, the cultural filter was applied to some parts of the text that were not acceptable in the target culture. Therefore, covert translation was acceptable in some parts. According to the analysis based on House’s model, the Persian translation was almost of good qual...
Reconceptualizing the Main Factors of Reflection-for-Action in an Iranian EFL Context
International Journal of Foreign Language Teaching and Research
, 2021
Reflection is a key component of teacher development by which teachers can gain an understanding ...
more
Reflection is a key component of teacher development by which teachers can gain an understanding of the teaching knowledge, connect theory to practice and develop teaching skills. This study aimed to investigate the underlying structure of the items that make up ‘reflection-for-action’ in an Iranian EFL context. To present a framework for research and highlight the components of reflection-for-action, this study developed and validated a teacher reflection-for-action questionnaire. To this end, ten components were identified after undertaking a comprehensive review of the literature and conducting interviews with domain experts on Reflection. Then a draft version of the Reflection questionnaire, consisting of 49 items, was pilot tested with 200 teacher evaluators, who were working for various English language institutes and universities in Iran. The results, using Exploratory Factor Analysis (EFA), led to a 38-item questionnaire with strong estimates of reliability and validity. The...
The Relationship between Cultural Intelligence and Expressions of Gratitude among Iranian Upper-Intermediate EFL Learners
This study investigated the relationship between cultural intelligence and the use of expressions...
more
This study investigated the relationship between cultural intelligence and the use of expressions of gratitude among Iranian upper intermediate EFL learners. 50 upper intermediate learners were selected through purposive sampling, with their proficiency level being controlled. A discourse completion test (DCT) for the expressions of gratitude and a cultural intelligence scale were given to the participants of the study. Learners' DCT responses and cultural intelligence were rated on a five-point Likert scale and then analyzed. Statistical test including Pearson Correlation was used to test the hypothesis. The results of the analysis revealed that there was no significant relationship between cultural intelligence and the use of expressions of gratitude. Based on the results, it can be concluded that cultural intelligence, in general, and its level, in particular, may not have any influence on Iranian upper intermediate EFL Learners' use of expressions of gratitude, implying ...
On the Functions and Forms of Metadiscursive Hedging in Applied Linguistics
Marziyeh NEKOUEIZADEH, Department of English Language Teaching and Translation, College of Humani...
more
Marziyeh NEKOUEIZADEH, Department of English Language Teaching and Translation, College of Humanities, Shiraz Branch, Islamic Azad University, Shiraz, Iran Mohammad BAVALI, Department of English Language Teaching and Translation, College of Humanities, Shiraz Branch, Islamic Azad University, Shiraz, Iran1 Mohammad Sadegh BAGHERI, Department of English Language Teaching and Translation, College of Humanities, Shiraz Branch, Islamic Azad University, Shiraz, Iran Ehsan RASSAEI, Department of English Language Teaching and Translation, College of Humanities, Shiraz Branch, Islamic Azad University, Shiraz, Iran
The Effect of Dynamic Assessment of Language Learning: A Review of Literature
Researchers have historically noted the importance of Dynamic Assessment and its effect on studen...
more
Researchers have historically noted the importance of Dynamic Assessment and its effect on students’ language learning. DA offers teachers and learners vast opportunities for language teaching and learning. The present article can be considered as part of the recent trend in the field of language teaching. It attempts to describe Dynamic Assessment and review the literature on the effect of DA on language learning. It also describes different concepts related to DA and highlights the differences between the two approaches to DA. The article concludes that teachers’ mediation and intervention and students’ active involvement in the process of development can reduce and overcome the obstacles to learning.
Collocations: A Linguistic view and Didactic Facet
Year 16; Issue 3; June 2014, ISSN 1755-9715 Collocations: A Linguistic view and Didactic Facet Ro...
more
Year 16; Issue 3; June 2014, ISSN 1755-9715 Collocations: A Linguistic view and Didactic Facet Roohollah Shojaee and Mohammad Bavali, Iran Roohollah Shojaee is an English teacher in Iran. His research interests are contextualization in reading comprehension and vocabulary achievement in chunk forms (typically collocations). He has published a book for pre-university students and candidates of university entrance examinations (UEE) in Iran entitled: Contextualized Activity Book for Pre-university Students. E-mail:
[email protected]
Mohammad Bavali (b. 1979, Abadan, Iran) is assistant professor at the IAU Science and Research, Shiraz Branch, where he is also a faculty member at the School of English Language Teaching and Translation. His research interests include theories of testing and assessment, methods of research in L2, foreign language learning and teaching, CDA, critical pedagogy, and translation studies. Email:
[email protected]
. Menu Introduction Origin and defi...
The Relationship between Frequency of Oral Corrective Feedback and Identity Processing Style Among Iranian EFL Teachers The Relationship between Frequency of Oral Corrective Feedback and Identity Processing Style Among Iranian EFL Teachers
It is believed that identity has great impact on almost every aspect of human psychological and s...
more
It is believed that identity has great impact on almost every aspect of human psychological and social growth. Oral corrective feedback, on the other hand, is found to have a profound influence on learning. In this regard, this study attempted to examine any probable relationship between identity processing styles and the frequency of oral corrective feedback techniques. The participants included eight male Iranian EFL teachers. To identify participants' choice of oral corrective strategies and their frequencies, their intermediate classes were observed for four sessions. To arrive at participants' identity processing styles, Informational, Normative, and Diffuse-Avoidant, the identity style inventory (ISI-5) by Berzonsky was employed. Since all participants obtained highest score for the Informational style, they were grouped based on their second highest score. The findings underline that there is a positive relationship between Normative identity processing style and frequency of oral corrective feedback techniques used by the teachers. Normative styles were found to be more likely to use oral corrective feedback techniques more frequently. Those with higher Diffuse-Avoidant style score
The effect of audio-visual feedback on writing components and writing performance of medical university students in two different modes of instruction, flipped and traditional
Cogent Education
This research was carried out to investigate whether audiovisual feedback affects students' writi...
more
This research was carried out to investigate whether audiovisual feedback affects students' writing components and overall writing performance in flipped or traditional instruction. To reach the aim, the researchers used two experimental groups of medical students at Shiraz University of Medical Sciences; experimental group 1: audiovisual feedback was provided plus flipped instruction; experimental group 2: audiovisual feedback was provided plus traditional writing instruction. The researchers used 50 students' writing scores and examined the effect of audiovisual feedback on students' writing component(s): (content, organization, vocabulary, language use, and sentence mechanics) and their overall writing performance in both classes. For the pre-test data at the beginning of the semester, students were asked to write a paragraph, and after 3 months, for the post-test, students' midterm exam data were collected and analyzed. The researchers applied nonparametric tests to answer the research questions including the Mann-Whitney and Wilcoxon Signed Rank Tests since the distribution of the scores was not found normal. According to the results, post-ABOUT THE AUTHOR Sepideh Nourinezhad is a Ph.D. candidate at Azad University of Shiraz, Iran. Her research interests include learning styles, translation, and feedback. Ehsan Hadipourfard is an assistant professor of TEFL in the English Department of Shiraz Azad University. He has presented a multitude of papers at international conferences and has published several papers. His main research interests are language learning assessment, online learning, and teaching English as a foreign language. Mohammad Bavali is an assistant professor of TEFL in the English Department of Shiraz Azad University. He has presented a multitude of papers at international conferences and has published several papers. His main research interests are language learning strategies, learner autonomy, and online learning.
The effect of audio-visual feedback on writing components and writing performance of medical university students in two different modes of instruction, flipped and traditional
Cogent Education
This research was carried out to investigate whether audiovisual feedback affects students' writi...
more
This research was carried out to investigate whether audiovisual feedback affects students' writing components and overall writing performance in flipped or traditional instruction. To reach the aim, the researchers used two experimental groups of medical students at Shiraz University of Medical Sciences; experimental group 1: audiovisual feedback was provided plus flipped instruction; experimental group 2: audiovisual feedback was provided plus traditional writing instruction. The researchers used 50 students' writing scores and examined the effect of audiovisual feedback on students' writing component(s): (content, organization, vocabulary, language use, and sentence mechanics) and their overall writing performance in both classes. For the pre-test data at the beginning of the semester, students were asked to write a paragraph, and after 3 months, for the post-test, students' midterm exam data were collected and analyzed. The researchers applied nonparametric tests to answer the research questions including the Mann-Whitney and Wilcoxon Signed Rank Tests since the distribution of the scores was not found normal. According to the results, post-ABOUT THE AUTHOR Sepideh Nourinezhad is a Ph.D. candidate at Azad University of Shiraz, Iran. Her research interests include learning styles, translation, and feedback. Ehsan Hadipourfard is an assistant professor of TEFL in the English Department of Shiraz Azad University. He has presented a multitude of papers at international conferences and has published several papers. His main research interests are language learning assessment, online learning, and teaching English as a foreign language. Mohammad Bavali is an assistant professor of TEFL in the English Department of Shiraz Azad University. He has presented a multitude of papers at international conferences and has published several papers. His main research interests are language learning strategies, learner autonomy, and online learning.
Wiki-based collaborative writing in EFL classrooms: Fluency and learners’ attitudes in focus
Cogent Arts & Humanities
The purpose of this triangulated mixed-method study was twofold. Firstly, to examine whether the ...
more
The purpose of this triangulated mixed-method study was twofold. Firstly, to examine whether the use of wikis as a collaborative tool affected EFL learners' writing fluency. Secondly, to explore their attitudes toward using wikis. To this end, 72 EFL learners from a language institute in Gachsaran, Iran were selected through convenience sampling and randomly assigned into two groups of conventional and wiki-based writing classes. Whereas the traditional group submitted their writing assignments to the teacher for feedback in class, the wiki group uploaded their writing assignments in the teacher-created wiki site where the learners themselves edited and corrected their writings and sometimes discussed writing topics further. To explore the participants' attitudes on the use of wiki-based writing, we administered a post-task attitude questionnaire entailing 18 five-point Likert scale items and four open-ended questions. Observational notes were also taken into account for data triangulation. The statistical results indicated that the participants in the wiki group significantly outperformed the traditional group in terms of writing fluency. The results of the qualitative phase of the study involving thematic analysis of the answers to the four open-ended questions as well as the field notes supported the quantitative findings in that the learners generally held positive ABOUT THE AUTHOR
format_quote
The wiki group's post-test scores indicated significant improvements in writing fluency across words, T-units, and clauses with large effect sizes (p<0.05).
format_quote
A Comparison Between Iranian L3 French and German Learners’ Perception of Factors Influencing Willingness to Speak English in Language Classrooms: A Mixed Methods Study
Millennium Journal of English Literature, Linguistics and Translation
The present study sought to investigate the effect of learning a third language on learners' ...
more
The present study sought to investigate the effect of learning a third language on learners' willingness to communicate in their second language. The main purpose of the study, however, was to consider the difference between Iranian English/French learners and Iranian English/German learners in their willingness to communicate (WTC) in the second language and to examine the factors influencing their willingness to speak in English. The study benefited from a mixed methodology design comprising both quantitative and qualitative data collection and analysis. The participants of the study were 20 bilingual learners and 40 trilingual learners, including 20 German learners and 20 French learners. They were selected as the sample population based on their performance on the standard test of OPT (Oxford Placement Test). It was an applied research in which a descriptive survey method had been adopted. A (WTC) questionnaire was used for collecting data. The results indicated a significan...
A Comparison Between Iranian L3 French and German Learners' Perception of Factors Influencing Willingness to Speak English in Language Classrooms: A Mixed Methods Study
The present study sought to investigate the effect of learning a third language on learners' ...
more
The present study sought to investigate the effect of learning a third language on learners' willingness to communicate in their second language. The main purpose of the study, however, was to consider the difference between Iranian English/French learners and Iranian English/German learners in their willingness to communicate (WTC) in the second language and to examine the factors influencing their willingness to speak in English. The study benefited from a mixed methodology design comprising both quantitative and qualitative data collection and analysis. The participants of the study were 20 bilingual learners and 40 trilingual learners, including 20 German learners and 20 French learners. They were selected as the sample population based on their performance on the standard test of OPT (Oxford Placement Test). It was an applied research in which a descriptive survey method had been adopted. A (WTC) questionnaire was used for collecting data. The results indicated a significan...
An Investigation of Iranian IELTS Test Takers’ Performance in Bar Chart and Table Prompts of Academic Writing Task 1
Cogent Education
, Jul 10, 2019
as soon as possible after acceptance. Copyediting, typesetting, and review of the resulting proof...
more
as soon as possible after acceptance. Copyediting, typesetting, and review of the resulting proof will be undertaken on this manuscript before final publication of the Version of Record (VoR). Please note that during production and pre-press, errors may be discovered which could affect the content.
A Comparison of Writing Performance of Iranian IELTS Candidates Facing Chart Topics vs. Table Topics in Academic Writing (Task1)
International Journal of Instruction
, Oct 1, 2019
The present study aimed at investigating whether academic IELTS candidates perform differently in...
more
The present study aimed at investigating whether academic IELTS candidates perform differently in writing on either a chart topic or a table topic of the IELTS writing task 1 with regard to the four IELTS writing marking criteria i.e. task achievement, coherence and cohesion, lexical resource, and grammar range and accuracy. The study adopted a mixed methods approach. To this end, 45 candidates participated in the study. In the beginning, the participants were asked to write on a chart topic of the IELTS writing task 1. After 10 days, the same groups of participants were given a table topic of the IELTS writing task 1. All their papers were then marked and analyzed quantitatively in accordance with IELTS writing task 1 descriptor. Next, paired-samples statistical analyses were run to find out how they performed. The results revealed that the participants' writing performance on a chart topic was significantly higher than a table topic in terms of task achievement, lexical resource, and grammar range and accuracy scores. Concerning the qualitative side of this study, there was a significant difference between candidates' performance in chart and table topics with respect to task achievement and lexical resource. However, the results did not manifest any significant differences between candidates' performance getting chart and table prompts in terms of coherence, cohesion, and grammar range and accuracy.
EFL learners’ L2 achievement and its relationship with cognitive intelligence, emotional intelligence, learning styles, and language learning strategies
as soon as possible after acceptance. Copyediting, typesetting, and review of the resulting proof...
more
as soon as possible after acceptance. Copyediting, typesetting, and review of the resulting proof will be undertaken on this manuscript before final publication of the Version of Record (VoR). Please note that during production and pre-press, errors may be discovered which could affect the content.
or
or
reset password
Need an account?
Click here to sign up
About
Press
Papers
Topics
Academia.edu Journals
work
We're Hiring!
help
Find new research papers in:
Physics
Chemistry
Biology
Health Sciences
Ecology
Earth Sciences
Cognitive Science
Mathematics
Computer Science
Content Policy
Academia ©2026