Associate Professor

Mohammad Amiryousefi,

Department of English Language and Literature,

University of Isfahan, Iran

Dr. Mohammad Amiryousefi is a full-time Associate Professor in Applied Linguistics (TESOL) at the University of Isfahan. His primary areas of teaching are research design for applied linguistics and language teaching methodology. His main research interests are in the areas of EFL teaching and learning, second language writing, TBLT, and Computer Assisted Language Learning (CALL).

Google Scholar Homepage: https://scholar.google.com/citations?hl=en&user=KoqAxpsAAAAJ

Researchgate Homepage: https://www.researchgate.net/profile/Amiryousefi_Mohammad

Responsibilities:

(1) Full-time associate professor in Applied Linguistics/TESOL: my key responsibilities in this position include teaching both undergraduate and postgraduate courses in both face-to-face and online programs, and supervising dissertations/thesis at our BA, MA, and Ph.D. TESOL and English Language and Translation programs. Currently, I have several MA and Ph.D. students working on different areas of TESOL such as social presence in distance education, teacher immunity, engagement in TESOL classes, and individual difference variables;

(2) President Consultant and Director of the Office of the International Scientific Cooperation,

(3) Member of the Working Group of Experts at the Teaching Development Center,

(4) Director of the International Center of Teaching Persian to Speakers of Other Languages,

I have won several letters and certificates of appreciation for my excellence in research, teaching, and performance at the University of Isfahan.

Publication:

Daliranfirouz, E., Amiryousefi, M., Geld, R., & Nejad Ansari, D. (2024). Gamification and the Duality of Extrinsic and Intrinsic Motivation. Journal of English Language Teaching and Learning, 16(33), 135-150.

Al Khafaji, H., Amirian, Z., Amiryousefi, M., & Sultan, A. (2024). Pragmatic Instruction and Speaking Ability of EFL Learners in Virtual vs. Face-to-face Classroom Contexts: Expressive, Declarative, and Directive Speech Acts in Focus. Journal of English Language Teaching and Learning.

Parvizi, G. R., Tavakoli, M., Amiryousefi, M., & Rezazadeh, M. (2024). Simulating and evaluating individualized cognitive abilities of Iranian EFL learners in orthography acquisition using multi-layer perceptron neural network–gray wolf optimizer computational model. Education and Information Technologies, 1-54.

Khammat Al-iessa, A. H., Amiryousefi, M., & Afrouz, M. (2023). Relationship between Iraqi EFL Students' Perceptions of Community of Inquiry and their Attention and Engagement in Online Classes. Teaching English Language, 1-28.

Seyyedrezaei, M. S., Amiryousefi, M., Gimeno-Sanz, A., & Tavakoli, M. (2022). A meta-analysis of the relative effectiveness of technology-enhanced language learning on ESL/EFL writing performance: Retrospect and prospect. Computer Assisted Language Learning, 1-34.

Amiryousefi, M., & Geld, R. (2021). The role of redressing teachers’ instructional feedback interventions in EFL learners’ motivation and achievement in distance education. Innovation in Language Learning and Teaching, 15(1), 13-25.
 

Sichani, B. R., Amiryousefi, M., & Amirian, Z. (2021). Audiovisual translation as a cultural counter-hegemonic device: A case study of English-Persian dubbed animations. Sendebar, 32, 111-129.
 

Seyyedrezaei, M. S., Amiryousefi, M., Gimeno-Sanz, A., & Tavakoli, M. (2021). Impact of Etherpad-based Collaborative Writing Instruction on EFL Learners' Writing Performance, Writing Self-efficacy, and Attribution: A Mixed-Method Approach. Two Quarterly Journal of English Language Teaching and Learning University of Tabriz, 13(28), 19-37.

Norouzi, N., Amirian, Z., & Amiryousefi, M. (2022). Intercultural communicative competence of Iranian university students studying abroad: Exploring key components. Two Quarterly Journal of English Language Teaching and Learning University of Tabriz, 14(30), 209-229.

Ahmadi, M., Amiryousefi, M., & Hesabi, A. (2020). Role of individual difference variables in EFL teachers’ immunity development. Two Quarterly Journal of English Language Teaching and Learning University of Tabriz, 12(26), 361-376.

Amiryousefi, M. & Geld, R. (2019). The role of redressing teachers’ instructional feedback interventions in EFL learners’ motivation and achievement in distance education. Innovation in Language Learning and Teaching, 1-14.

Amiryousefi, M. (2019). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching, 13(2), 147-161.

Amiryousefi, M., Amirian, Z., & Ansari, A. (2019). Relationship between classroom environment, teacher behavior, cognitive and emotional engagement, and state motivation. Journal of English Language Teaching and Learning, 11(23), 27-56.

Yari, A., Amirian, Z., & Amiryousefi, M. (2019). Paratextual Visibility: A Case of Footnotes Used by the Iranian Fiction Translators. Translation Studies Quarterly, 17(65), 37-53.

Amiryousefi, M. (2018). Willingness to communicate, interest, motives to communicate with the instructor, and L2 speaking: a focus on the role of age and gender. Innovation in Language Learning and Teaching, 12(3), 221-234.

Amiryousefi, M., Sasaninejhad, R., & Amirian, Z. (2018). How Iranian EFL Learners, Persian Native Speakers, and English Native Speakers Attempt to Manage Rapport in Service Encounters. Journal of English Language Teaching and Learning, 10(21), 33-57.

Amiryousefi, M. (2017). Effects of Task Complexity Increase on Computer-Mediated L2 Writing and Temporal Distribution of Cognitive and Metacognitive Processes. Journal of Research in Applied Linguistics, 8(2).‎ 187-210.

Amiryousefi, M. (2017). The differential effects of collaborative vs. individual prewriting planning on computer-mediated L2 writing: transferability of task-based linguistic skills in focus. Computer Assisted Language Learning, 30(8), 766-786.

Amiryousefi, M. (2017). Affordances and limitations of technology: Voices from EFL teachers and learners. Journal of English Language Teaching and Learning, 9(19), 1-24.

Amiryousefi, M. (2016). The differential effects of two types of task repetition on the complexity, accuracy, and fluency in computer-mediated L2 written production: a focus on computer anxiety. Computer Assisted Language Learning, 29(5), 1052-1068.

Amiryousefi, M. (2016). Homework: Voices from EFL Teachers and Learners. Iranian Journal of Language Teaching Research, 4(2), 35-54.

Amiryousefi, M. (2016). The Influence of Affective Variables on the Complexity, Accuracy, and Fluency in L2 Oral Production: The Contribution of Task Repetition. Journal of English Language Teaching and Learning, 8(17), 24-48.

Contact

 Email: M.Amiryousefi@fgn.ui.ac.ir, M.Amiryousefi@yahoo.com

Address: Department of English Language and Literature, Faculty of Foreign Languages, University of Isfahan, Hezar Jerib St., Isfahan, Iran.