1403/01/10
English
محمود دهقان
مرتبه علمی:
استادیار
ارکید:
تحصیلات:
دکترای تخصصی
اسکاپوس:
دانشکده:
دانشکدۀ ادبیّات و زبانهای خارجی
نشانی:
تلفن:
01135305014
پست الکترونیکی:
m.dehqan [at] umz.ac.ir
صفحه نخست
تحصیلات
علایق پژوهشی
سوابق اجرایی
انجمنهای علمی
پیوندها
تحصیلات
دکترای تخصصی آموزش زبان انگلیسی ، دانشگاه علامه طباطبایی تهران ، ایران
(1386 - 1392)
عنوان رساله:
بیشتر
فعالیتهای پژوهشی
مقاله چاپ شده
The Effects of Mobile-mediated Explicit and Implicit Feedback on EFL Learners’ Use of English Prepositions
Danial Babajani Azizi, Nourollah Gharanjik, Mahmood Dehqan (2022)
Meaning-Focused Output and Meaning-Focused Input Instruction and Willingness to Communicate: Effects and Perceptions
Mahmood Dehqan, Danial Babajani Azizi, Fatemeh Miri (2022)
Epistemic Beliefs and Learners’ Self-Efficacy as Predictors of Language Learning Strategies: Toward Testing a Model
Shaghayegh Shirzad, Hamed Barjesteh, Mahmood Dehqan, Mahboubeh Zare (2022)
The Interplay among EFL Students' Epistemic Beliefs, Language Learning Strategies, and L2 Motivational Self System: A Structural Equation Modeling Approach
Shaghayegh Shirzad, Hamed Barjesteh, Mahmood Dehqan, Mahboubeh Zare (2021)
Pre-service and In-service Teachers’ Knowledge and Practice of Assessment Literacy: A Dweller in an Ivory Tower
Mahmood Dehqan, Seyyedeh Raheleh Asadian Sorkhi (2020)
The Influence of Computer-based and Collaborative Handwritten Peer Feedback on the Writing Performance of EFL Learners
Marjan Abtahi, Shirin Abadikhah, Mahmood Dehqan (2020)
The Effects of Gradual and Indirect Feedback on EFL Learners' Grammar Development and Beliefs
Mahmood Dehqan, Zahra Hosseini Bay (2019)
Development and Validation of an Authorial Identity Model and Questionnaire: A Factor Analytic Approach
Saman Jamshidi, Saeed Rezaei, Mohammad Hassanzadeh, Mahmood Dehqan (2019)
Psychometric Properties of the Persian Version of the Revised Implicit Theories of Intelligence (Self-Theory) Scale inHigh School Students
Majid Ghaffari, avishan omidmehr, Elham Yavari, Mahmood Dehqan (2018)
EFL Students’ Perceptions of Teacher Feedback and Intra-Feedback in Writing Essays
Maryam Kazemi, Shirin Abadikhah, Mahmood Dehqan (2018)
A Comparison of Teacher Feedback Versus Students' Joint Feedback on EFL Students' Composition
Maryam Kazemi, Shirin Abadikhah, Mahmood Dehqan (2018)
Coming to Terms with Technology: Iranian High School Teachers' Perceived Barriers and Proposed Solutions
Mahmood Dehqan, Hamed Barjesteh, Mehrdad Faraji (2017)
Collaborative Output Tasks and their Effects on Learning English Comparative Adjectives
Mahmood Dehqan, Mona Mohammadi Amiri (2017)
مقاله ارائه شده
An investigation of Types of Errors and CF in an EFL classroom
Fatemeh Sadat Aghili, Mahmood Dehqan, Baqer Yaqubi (2023)
Correspondence between Feedback Types and Uptake: An Investigation into the Effectiveness of Feedback on Learners’ Later Performance
Mahmood Dehqan, Fatemeh Sadat Aghili, Baqer Yaqubi (2023)
An investigation into language teachers’ assessment literacy and practice within the immediate context of classroom
Seyyedeh Raheleh Asadian Sorkhi, Mahmood Dehqan, Zahra Ahmadpour kasgary (2019)
A critical discourse analysis of language teachers’ assessment literacy and practice
Seyyedeh Raheleh Asadian Sorkhi, Mahmood Dehqan, Zahra Ahmadpour kasgary (2019)
The role of cultural and ideological norms in language teachers’ assessment literacy and practice
Seyyedeh Raheleh Asadian Sorkhi, Mahmood Dehqan, Zahra Ahmadpour kasgary (2019)
The Effect of Online Written Corrective Feedback through WhatsApp on Iranian Intermediate EFL Learners’ Coherence and Cohesion in Writing
Mahmood Dehqan, Elham Movafagh Ardestani, Zahra Tabandeh Hashemi, Mohsen Kord Afshari (2019)
Exploring Pragmalinguistic Awareness and Comprehension of Request Speech Act across Different Proficiency Levels
Mahmood Dehqan, Shokouh Norouzian, Elham Rostami Darounkola (2018)
Investigating the Effects of Anchoring, Grouping and Recalling Techniques on Iranian EFL Learners' Vocabulary Depth and Breadth
Mahmood Dehqan, Saeede Talatifard, Zahra Kamdideh (2018)
A Model and Questionnaire of Authorial Identity in Iran: A Robust Measure of Authorial Identity
Saman Jamshidi, Saeed Rezaei, Mahmood Dehqan (2018)
Development and Validation of a Robust Model and Questionnaire of Authorial Identity: A Multiphase Study of Authorial Identity in Iranian Context
Saman Jamshidi, Saeed Rezaei, Mahmood Dehqan (2018)
The effects breadth and depth of vocabulary on EFL learners’ vocabulary knowledge and reading comprehension
Bahareh Haghshenas, Mahmood Dehqan (2018)
The effect of co-teaching instruction on ESP students’ vocabulary learning
Atefeh Ghezelsefloo, Mahmood Dehqan (2017)
The Effect of Dictogloss and Text Reconstruction Editing Tasks on Learning English Comparative Adjectives
Mahmood Dehqan, Mona Mohammadi Amiri (2017)
The Role of Teachers’ Self-perceived Language proficiency and Self-efficacy in their CF Practice
Mahmood Dehqan, Saed khademi (2016)
The Impact of Partial and Full Recasts on Oral Grammatical Mistakes of Iranian EFL Learners
Parisa Siahpour, Mahmood Dehqan, Hamed Barjesteh (2016)
The Effect of Simplified and Elaborated Input on Reading Comprehension and Reading Strategy of Expository Text
Mahmood Dehqan (2015)
پایان نامه
EFL Learners' Engagement with Written Corrective Feedback: Comparison of Teacher and Peer Feedback
Haniee Gholamimoqadam, Shirin Abadikhah, Mahmood Dehqan (2024)
The Impact of Background Knowledge and Teacher Education on Iranian EFL Teacher’s Identity, Belief, and Agency
Fatemeh sadat Nasseri, Shirin Abadikhah, Mahmood Dehqan (2024)
Novice and experienced teachers’ feedback provision: A socio-cultural perspective
Maryam Hosseini, Seyed Hassan Talebi, Mahmood Dehqan (2024)
The Role of Different Types of Written Corrective Feedback and Language Anxiety in the Iraqi EFL Learners’ Writing Accuracy
SUMAYA SATTAR ALGHEZI, Baqer Yaqubi, Mahmood Dehqan (2024)
The Impact of Formative Assessment on Reading Comprehension of Iraqi EFL Students with Low and High Proficiency Level
Mohammed Ali Abdul-Jaleel Hassan, Baqer Yaqubi, Mahmood Dehqan (2022)
Iraqi EFL Learners' Attitudes towards Written Corrective Feedback
Murtadha Kamil Abdraba, Mahmood Dehqan, Shirin Abadikhah (2022)
Immediate and delayed effects of written corrective feedback on EFL learners’ writing accuracy in term of subject-verb agreement
Ayat Kadhum Jawad, Fatemeh Khonamri, Mahmood Dehqan (2022)
Investigating University Instructors’ Attitudes and Barriers in Using Extensive Reading
Zeynab Nouri, Seyed Hassan Talebi, Mahmood Dehqan (2022)
Iraqi EFL Teachers’ Stated Belief about Corrective Feedback and their Feedback Practices
Heydar Qahtan Abdulsadah, Zahra Ahmadpour kasgary, Mahmood Dehqan (2022)
exploring Less and More Experienced Teachers' Perceptions of Assessment Literacy in Designing Language Tests: A Focus on Reformed Assessment
Faezeh Asadi, Shirin Abadikhah, Mahmood Dehqan (2022)
علایق پژوهشی
بازخورد اصلاحی، سنجش و ارزیابی
بیشتر
سوابق اجرایی
مدیر گروه زبان انگلیسی
(1401 - ادامه دارد)
بیشتر
انجمنهای علمی
انجمن آموزش زبان و ادبیات انگلیسی ایران (تلسی)
بیشتر