Hassan Soodmand Afshar
Cited by
Cited by
Investigating the Impact of Job Satisfaction/Dissatisfaction on Iranian English Teachers' Job Performance.
HS Afshar, M Doosti
Iranian Journal of Language Teaching Research 4 (1), 97-115, 2016
The relationship among critical thinking, emotional intelligence, and speaking abilities of Iranian EFL learners
HS Afshar, M Rahimi
Procedia-Social and Behavioral Sciences 136, 75-79, 2014
Reflective thinking, emotional intelligence, and speaking ability of EFL learners: Is there a relation?
HS Afshar, M Rahimi
Thinking Skills and Creativity 19, 97-111, 2016
Instrumental motivation, critical thinking, autonomy and academic achievement of Iranian EFL learners
H Soodmand Afshar, A Rahimi, M Rahimi
Issues in Educational Research 24 (3), 281-298, 2014
EAP education in Iran: Where does the problem lie? Where are we heading?
HS Afshar, H Movassagh
Journal of English for Academic Purposes 22, 132-151, 2016
Speaking Skills Problems Encountered by Iranian EFL Freshmen and Seniors from Their Own and Their English Instructors' Perspectives.
HS Afshar, A Asakereh
Electronic Journal of Foreign Language Teaching 13 (1), 2016
An investigation into factors contributing to Iranian secondary school English teachers’ job satisfaction and dissatisfaction
H Soodmand Afshar, M Doosti
Research Papers in Education 31 (3), 274-298, 2016
Reflective thinking and reflective teaching among Iranian EFL teachers: Do gender and teaching experience make a difference
HS Afshar, M Farahani
Procedia-Social and behavioral sciences 192 (156), 615-620, 2015
Inhibitors to EFL teachers’ reflective teaching and EFL learners’ reflective thinking and the role of teaching experience and academic degree in reflection perception
H Soodmand Afshar, M Farahani
Reflective Practice 19 (1), 46-67, 2018
On the relationship among critical thinking, language learning strategy use and university achievement of Iranian English as a foreign language majors
HS Afshar, H Movassagh
The Language Learning Journal 45 (3), 382-398, 2017
Iranian EFL learners’ most and least frequently-used vocabulary learning strategies: the relationship to success and gender
H Soodmand Afshar
The Iranian EFL Journal 6 (1), 72-100, 2010
The interrelationship among critical thinking, writing an argumentative essay in an L2 and their subskills
H Soodmand Afshar, H Movassagh, H Radi Arbabi
The Language Learning Journal 45 (4), 419-433, 2017
The relationship among reflective thinking, listening anxiety and listening comprehension of Iranian EFL learners: Does proficiency make a difference?
H Soodmand Afshar, R Hamzavi
Issues in Language Teaching 3 (2), 261-237, 2014
Iranian EFL learners' emotional intelligence, learning styles, strategy use, and their L2 achievement
HS Afshar, S Tofighi, R Hamazavi
Issues in Educational Research 26 (4), 635, 2016
On the Relationship among Iranian ESP Learners’ Learning Strategy Use, Learning Styles and their English LanguageAchievement
HS Afshar, S Sohrabi, RM Mohammadi
Procedia-Social and Behavioral Sciences 192, 724-729, 2015
The relationship among emotional intelligence, critical thinking, and speaking ability of Iranian EFL learners
H Soodman Afshar, M Rahimi
Teaching English Language 8 (1), 31-59, 2014
An Investigation into the Characteristics of Iranian EFL Teachers of Senior Secondary Schools and Language Institutes.
HS Afshar, R Hamzavi
Iranian Journal of Language Teaching Research 5 (1), 21-36, 2017
The use of hedging devices in English and Persian abstracts of Persian literature and civil engineering MA/MS theses of Iranian writers
HS Afshar, M Bagherieh
Procedia-Social and Behavioral Sciences 98, 1820-1827, 2014
Frequency and type of hedging devices used in the research articles of humanities, basic sciences and agriculture
HS Afshar, M Moradi, R Hamzavi
Procedia-Social and Behavioral Sciences 136, 70-74, 2014
The impact of teaching experience on Iranian EFL teachers’ sense of efficacy and their perception of English teacher distinctive characteristics
HS Afshar, A Rahimi, A Ghonchehpour, E Saedpanah
Procedia-Social and Behavioral Sciences 192, 714-719, 2015
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