2024 : 4 : 29
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Mahmood Dehqan

Mahmood Dehqan

Academic rank: Assistant Professor
ORCID:
Education: PhD.
ScopusId:
Faculty: Department of literature
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Phone: 01135305014
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Education

  • PhD. in Teaching English as a Foreign Language (TEFL) , Allameh Tabataba'i University , Iran (2007 - 2013)
    Thesis title:
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Research activities

Journal Papers
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)
Conference Papers
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)
Theses
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)
Comparing the Written Output of EFL Learners in Face-to-face and Online Context Kosar Mirheidarzadeh, Mahmood Dehqan, Shirin Abadikhah (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)

Research interests

  • Corrective Feedback (CF), Assessment
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Executive activities

  • Head of the English Department (1401 - present)
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Scientific Societies Membership

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