Fa
  • Ph.D. (2007)

    English Language Teaching

    English , University of Isfahan, Isfahan, Iran

  • M.A. (1995)

    English Language Teaching

    English, University of Isfahan, Isfahan, Iran

  • B.Sc. (1989)

    English Literature

    English, Shiraz University, Shiraz, Iran

  • English Language Teaching
  • Classroom Discourse Analysis
  • Sociolinguistics
  • Discourse Analysis & Pragmatics

    Surname: Allami First Name: Hamid Date of Birth:19.12.1965 Place of Birth: Abadan, Iran Marital Status: Married Education: PhD in TEFL, University of Isfahan, IRAN 2007 MA in Teaching English as a Foreign Language, University of Isfahan, IRAN 1995 BA in English Literature, Shiraz University, IRAN 1989 Academic Areas of Interest: Sociolinguistics, Discourse Analysis, Pragmatics Job Career: A tenure faculty member at Yazd University, Iran 1995-2018 A tenure faculty member at Modares University 2018-present

    Contact

    Curriculum Vitae (CV)

    The 2? 2 standards and standpoints measure of EFL teachers’ achievement goals: Model revision and relations with affective and behavioral outcomes

    Monireh Norouzi, Gholam Reza Kiany, Parvaneh ShayesteFar, Hamid Allami
    Journal PaperStudies in Educational Evaluation , Volume 70 , 2021 September 1, {Pages 101011 }

    Abstract

    This study aimed to develop and validate a 2 ? 2 Standpoints and Standards measure of EFL (English as a foreign language) teachers’ achievement goals. To this end, 441 teachers were first involved in scale development and validation phase. In the second phase, responses by 194 teachers were used to examine the predictive utility of achievement goals with respect to some correlates such as type of feedback information and emotional exhaustion. Phase 1 results supported validity and reliability of the scale for measuring EFL teachers’ achievement goals. In phase 2, structural equation modeling showed positive patterns for original mastery approach goals, though these goals positively predicted self-validation information. Original mastery

    EFL Learner's Use of Evaluation in Oral and Written Narratives

    Hamid Allami, Mohsen Ramezanian
    Journal PaperTeaching English Language (TEL) , Volume 15 , Issue 1, 2021 January , {Pages 51-76 }

    Abstract

    This study was an attempt to discover the variation in lived narratives of Iranian EFL learners in terms of narrative evaluation in oral and written experienced stories. To this end, 125 oral and written narratives as told by Iranian EFL learners were elicited. Fifty narratives were collected in the classroom, 25 were extracted on the interview, and the other 50 were elicited through a written task. Qualitative analysis was utilized to scrutinize the collected data. The study mostly relied on the Labovian model of evaluative categories to compare oral and written stories. The findings of the study indicated that the differences between the written and oral stories were due to the medium of narratives; both types of stories were similar in t

    The 2× 2 standards and standpoints measure of EFL teachers’ achievement goals: Model revision and relations with affective and behavioral outcomes

    M Norouzi, GR Kiany, P ShayesteFar, H Allami
    Journal Paper , , {Pages }

    Abstract

    CROSS-LINGUISTIC INFLUENCE ON LEARNER STRATEGIES OF THIRD LANGUAGE VOCABULARY ACQUISITION: CASE OF BURUNDIAN SPEAKERS OF PERSIAN

    J Ntakarutimana, H Allami, AA Jabbari
    Journal Paper , , {Pages }

    Abstract

    A Pragmalinguistic and Sociopolitical Analysis of Vague Language in Two Iranian Presidents’ International Interviews

    H Allami, M Ghasemi, N Barzegar
    Journal Paper , , {Pages }

    Abstract

    Realization of L1, L2, international, and culture free categories in EAP textbooks used in Iran

    H Allami, E Khoshnoodi Rad
    Journal Paper , , {Pages }

    Abstract

    Representation of Ordinary People in Political Discourse: An Aggregate Critical Discourse Analysis

    Hamid Allami, Najmeh Barzegar
    Journal PaperInternational Journal of Society, Culture & Language , Volume 8 , Issue 2, 2020 September 1, {Pages 90-104 }

    Abstract

    This study investigates the representation of ordinary people in the inaugural speeches of two Iranian presidents and their underlying ideologies through the lens of Critical Discourse Analysis (CDA). An aggregate model integrating Fairclough’s three-dimensional (1989), Van Dijk’s socio-cognitive (1993), and Van Leeuwen’s socio-semantic (1996) approaches to CDA was proposed and applied as the analytical tool. Both quantitative and qualitative techniques were employed for the study design. In the quantitative part, statistically significant differences in the use of vocabulary items and structures were investigated based on the description stage of Fairclough’s and van Leeuwen’s frameworks. In the qualitative part of the study, att

    The Effect of Prior Knowledge on the Contribution of Working Memory to L2 Reading Comprehension

    Hamid Allami, Niloofar Yousefi
    Journal PaperIranian Journal of Applied Language Studies (IJALS) , Volume 12 , Issue 2, 2020 January , {Pages 99-130 }

    Abstract

    Working memory is believed to interact with second language (L2) learning at the cognitive level. The present study sought to explore the impact of L2 readers' prior knowledge on the contribution of working memory to reading comprehension. Eighty Iranian English learners were divided into two groups of high and low by their scores on L2 knowledge and the topic knowledge tests. Their working memory spans, and reading comprehension abilities were measured via a working memory test and a reading comprehension test respectively. The results indicated that working memory significantly predicted L2 reading comprehension only when the readers had sufficient topic knowledge. The results also show that the learners’ comprehension was mostly determ

    An Analysis of EFL Narrative Structure and Foreign Language Proficiency

    Hamid Allami, Mohsen Ramezanian
    Journal PaperJournal of English Language Teaching and Learning , Volume 11 , Issue 24, 2019 December 1, {Pages 29-53 }

    Abstract

    The present study was an attempt to investigate the probable differences between narratives as rehearsed by EFL language learners of two different English proficiencies. It aimed to find out how narrative elements (abstract, orientation, main action, results, and coda) are recounted differently by EFL language learners of different English proficiencies. To this end, 250 personal oral narratives were recorded through classroom discussions and interviews. Two hundred participants were asked to narrate a personal story in the classroom, and the other 50 were interviewed. The analysis focused on narratives structure to discover how knowledge of target language might affect the way language learners construct English narratives. The collected d

    Constructing Stories in a Foreign Language: Analysis of Iranian EFL Learners’ Lived Narratives Structure

    Mohsen Ramazanian, Hamid Allami
    Journal PaperApplied Research on English Language , Volume 8 , Issue 3, 2019 January , {Pages 449-472 }

    Abstract

    Most popular models of narratives and narrative analyses have been drawn on native stories, yet EFL learners’ narratives have not received due narrative analysis. The present study then aims at scrutinizing the structure of personal English stories as told by EFL learners. To this aim, three hundred narratives were collected through classroom discussions and interviews. Qualitative analysis methods were utilized to find how narratives were recounted. The results of data analyses indicated that EFL learners’ narratives consisted of 4 parts with the abstract and coda sections absent from them. Besides, there were other differences between the collected narratives and those told by English native speakers.

    An Investigation of the Effects of Citation Instruction to Avoid Plagiarism in EFL Academic Writing Assignments

    M. Fazilatfar, Ali, S. E. Elhambakhsh, Hamid Allami
    Journal PaperSage Open , Volume 8 , Issue 2, 2018 January , {Pages 13-Jan }

    Abstract

    Plagiarism in ESL and EFL learning contexts has become a topic engaging many researchers in a hot debate in recent years. Comparisons of student-generated texts with their source texts have shown that students rely amply on source texts in their writings, using copying as a major strategy. The students themselves relate these problems to their confusion of how to cite. Nevertheless, little research has been conducted on what constitutes effective citation practices in student writing. The present study aims at measuring the effects of teaching anti-plagiarism strategy of proper citation on 19 postgraduate and 34 graduate students’ use of multiple sources in their writings. The instructional treatment conducted in 30 min per week for seven

    English as a lingua franca in Iran: An attitudinal investigation into the in-service teachers

    Mohammad Barzegar Rahatlou, Ali Mohammad Fazilatfar, Hamid Allami
    Journal PaperCogent Education , Volume 5 , Issue 1, 2018 January 1, {Pages 1499215 }

    Abstract

    The present research examined the Iranian in-service teachers’ attitudes towards some principles of English as a lingua franca (henceforth ELF), particularly intelligibility and acceptability of their accent, the authority of non-native speakers to own the English language, and the legitimacy of English used by them. What makes the present research markedly different from the other language attitude studies is the context of research, namely Iran, an under-explored country in the literature concerning ELF. To amass the data, the researchers employed mixed-method design, using a questionnaire and follow-up semi-structured interviews. The results indicated that many a participant maintained contradictory and ambivalent attitudes towards ELF

    Subdisciplinary and Paradigmatic Impact of Metadiscourse Markers in Medical research Articles

    Hamid Allami, Yousef Bakhshizadeh Ghashti, Mohammad Reza Mozayan
    Journal PaperThe International Journal of Humanities , Volume 25 , Issue 4, 2018 July 10, {Pages 94-11 }

    Abstract

    As the overriding components of discourse, metadiscourse markers (MDMs) have been studied extensively through varying disciplines and paradigms and in different languages/cultures. However, when it comes to subdisciplinary realization of these features, particularly in medicine, we have to seemingly pave a long way. Identifying this gap, the present corpus-based study which is inspired by the metadiscourse taxonomy of Hyland (2005), focuses on exploration of 180 Medical Physics and Nursing research articles (RAs) as two rather distinct but comparable subfields of medicine across the quantitative and qualitative paradigms in English. It is expected that the findings will help in heading off the problems of the academic researchers and gradua

    Classroom Repair Practices and Reflective Conversations: Longitudinal Interactional Changes

    Fatemeh Mozaffari, Hamid Allami, Golnar Mazdayasna
    Journal PaperJournal of Teaching Language Skills , Volume 36 , Issue 4, 2018 March 1, {Pages 67-101 }

    Abstract

    For many English as a Foreign Language (EFL) teachers, working contingently with language learners' problematic learner contributions in classroom interaction remains a challenge. Drawing on conversation analysis methodology and using sociocultural and situated learning theories, this longitudinal case study traces the progressional changes in one Iranian English language teacher's repairing practices (his orientation to repairable, repair completion type and trajectory) along with the changing impacts of different organizational patterns of repair and interactional awareness on learning opportunities. The data material consists of video recordings of EFL oral classroom interactions (11 lessons) and reflective conversations (seven sessions)

    Telephone Conversation Closing Structure Across English and Persian

    Zahra Sadri, Hamid Allami, Mohammad Javad Rezai, Seyedeh Elham Elhambakhsh
    Journal PaperIranian Journal of Applied Language Studies , 2018 January 17, {Pages 27-52 }

    Abstract

    Due to the lack of paralinguistic information, politeness gains a considerable significance in telephone conversations (TCs). The use of politeness strategies can help interlocutors promote and/or maintain social harmony in telephone interactions. Using the Rapport Management Model proposed by Spencer-Oatey (2008), this study intended to primarily investigate the fundamental closing structures of TCs in Persian and English. Furthermore, it examined the effect of two contextual variables and time availability on the closing patterns and length of TCs. To this aim, 30 English natives, 30 Persian natives, and 30 Persian EFL learners were selected. A Discourse Completion Test (DCT) of 12 scenarios was developed considering contextual variables

    (Im)politeness strategies and use of discourse markers

    S. H. Mirzaei Jegarlooei, H. Allami
    Journal PaperCogent Arts & Humanities , 2018 January , {Pages }

    Abstract

    This study aimed to investigate the L2 learners’, EFL teachers’, and American native speakers’ use of discourse markers as hedging devices to mitigate face-threatening acts considering gender, proficiency level, and control–experimental variables. It used open discourse role-play tasks, a self-assessment report of English competence, as well as a seven-scenario questionnaire with a five-point Likert scale and without it for L2 learners to translate into Persian. To this end, three groups of participants took part in the current study: (a) 8 groups of 20 L2 learners; (b) 90 participants (i.e. 30 L2 learners, 30 EFL teachers, and 30 native speakers); and (c) 150 Iranian advanced L2 learners. The results revealed that native speakers s

    A comparative study of cloze test and C-test in assessing collocational competence of Iranian EFL learners

    Mustapha Hajebi, SeddiQ Taheri, Hamid Allami
    Journal PaperEuropean Online Journal of Natural and Social Sciences , Volume 7 , Issue 1, 2018 October 3, {Pages pp. 225-234 }

    Abstract

    One of the dominant approaches to language testing is the integrative approach. This view of testing involves the testing of language in context. The present study aimed at shedding more lights into the effectiveness of the cloze test, C-test and open ended test in assessing Persian EFL learners' collocational competence. To this end, four hundred and twenty Persian EFL learners from Yazd and Shiraz universities were selected. They were from both intermediate and advanced proficiency groups. The participants were assigned into three groups of one hundred and forty learners and took each of the tests separately. The results yielded compelling reason to argue that advanced participants in all of these three tests performed much more efficient

    Diglossic patterns of language use among speakers of Zoroastrian Dari ethnolect

    SE Elhambakhsh, H Allami
    Journal PaperJournal of Multilingual and Multicultural Development , Volume 39 , Issue 7, 2018 August 9, {Pages 567-575 }

    Abstract

    This study investigates diglossic patterns of language use by speakers of Zoroastrian Dari in the city of Yazd, where most of Zoroastrian population of Iran lives. Efforts have been made to find out how, when and why the spoken language of Dari is favoured by Zoroastrian community members. For this reason, the evaluation by the informants of their abilities in the majority language, i.e. Persian, their different mother tongue behaviours, motivational factors for their use of their mother tongue and domains of their mother tongue use were specifically investigated. The participants were male/female students/teachers of Zoroastrian schools and members of charitable establishments for older Zoroastrians, hence from a wide range of age groups.

    Metadiscourse features in medical research articles: Subdisciplinary and paradigmatic influences in English and Persian

    MohammadReza Mozayan, Hamid Allami, Ali Mohammad Fazilatfar
    Journal PaperResearch in Applied Linguistics , Volume 9 , Issue 1, 2018 April 1, {Pages 83-104 }

    Abstract

    Disciplinary studies on metadiscourse in academic texts have come a rather long way (since the 1980s) to afford an awareness of the ways authors strive to signal their insights into their materials as well as their audience. However, few comprehensive corpus-based studies to date have provided a starting point for shaping our understanding of subdisciplinary and paradigmatic diversities within medical contexts in different cultures/languages. For this purpose, 160 research articles (RAs) were picked out from certain databases on medical physics (80) and nursing (80), each group of which was, then, stratified into quantitative (40) and qualitative papers (40) written in English and Persian, and their metadiscourse tokens were compared in ter

    Telephone Conversation Closing Strategies Used by Persian Speakers: Rapport Management Approach

    Zahra Sadri, Hamid Allami, Javad Rezai
    Journal PaperInternational Journal of Foreign Language Teaching & Research , Volume 6 , Issue 21, 2018 January , {Pages 21-40 }

    Abstract

    The use of politeness strategies can help interlocutors promote and/or maintain social harmony in telephone interactions. Using the Rapport Management Model proposed by Spencer-Oatey (2008), this study aimed primarily to reinvestigate the closing structures of telephone conversation (hereafter abbreviated as TC) in Persian and to discover the common politeness strategies used by native Persian speakers to end their TCs considering the contextual variables of social distance and status. Moreover, this study tried to explore the effect of time availability/limitation along with those contextual variables on TC closing part. To this end, 30 Persian native speakers were selected randomly. A DCT (Discourse Completion Test) of 12 scenarios was de

    Current Teaching

    • MS.c.

      Teaching Language Skills

    • MS.c.

      English for Special Purposes

    • Ph.D.

      Discourse Analysis

    • Ph.D.

      -

    • Ph.D.

      -

    • Ph.D.

      -

    • Ph.D.

      -

    Teaching History

    • MS.c.

      An Introduction to Discourse Analysis

    • MS.c.

      Content Development and Course Planning

    • Ph.D.

      Sociolinguistics

    • MS.c.

      Technical and Academic Writing

    • MS.c.

      Theories of Sociolinguistics

    • 2019
      Sadegh Amal nick, Narges
      L2 Learner Engagement Development through Digital Storytelling in Online Classes
    • 2019
      Mirzaei, Majid
    • 2020
      Farzane Niya, Fateme
    • 2019
      Hameed, Zinah
      L2 Teacher’s Classroom Interactional Competence: Exploring Iraqi Novice and Experienced EFL Teachers’ Beliefs and the Impact of a Teacher Education Intervention

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