غلامحسن خواجوی فدافن

 Personal Information

Name                                      Dr. Gholam Hassan Khajavy

Born                                       November, 1st, 1987

Place of birth                        Kashmar, Khorasan e Razavi, Iran

Address                                 4th kilometer road to Esfarayaen, University of Bojnord

Phone                                    +98-9354473514

Website                                 http://ub.ac.ir/Teachers.aspx?t=3166

ORCID                                     hhttp://orcid.org/0000-0002-0926-960X  

Google Scholar                     http://scholar.google.com/citations?user=03JHVFsAAAAJ&hl=en

Scopus                                   https://www.scopus.com/authid/detail.uri?authorId=55203581100

 

Research Focus

Individual differences in second/foreign language learning and education | Motivation and learning | willingness to communicate| Teacher education| intercultural communication

 

Education and Academic Qualifications

2010                      BA in English language and literature at Ferdowsi University of Mashhad.

2012                      MA in TEFL at Ferdowsi University of Mashhad. Thesis: Willingness to Communicate in English: A Microsystem Ecological Model in the Iranian EFL Classroom Context

2015                      PhD in TEFL at Ferdowsi University of Mashhad. Thesis: Exploring Iranian EFL Teachers' Emotions and their Relations with Burnout, Emotional Labor Strategies, Achievement Goals, and Motivations: A Mixed-Methods Study

 

Professional History

2012-2016           Instructor and advisor at Ferdowsi University of Mashhad

since 2013            Instructor and supervisor at Imam Reza International University

since 2016            Assistant Professor of TEFL at Department of Language Education, University of Bojnord

 

Academic Acknowledgement

Review activities

Reviewer for international journals, including: British Journal of Educational Psychology, Learning and Individual Differences, Journal of Language and Social Psychology, International Journal of Bilingual Education and Bilingualism, International Journal of Language, culture, and society, European Journal of Applied Linguistics

 

Most important projects

2011-2013           Intelligence and metacognition as predictors of foreign language achievement: A structural equation modeling approach (funded by Ferdowsi University of Mashhad) (project contributor)

2013-2014          Development and validation of the Student Stroke Scale and examining its relation with academic      

                             Motivation (funded by Ferdowsi University of Mashhad) (project contributor)

2013-2015          Language Teachers’ Conceptions of Intelligence and their Roles in Teacher Care and Teacher   

                             Feedback (funded by Ferdowsi University of Mashhad) (project contributor)

 

Awards

- Top-ranked paper in the Communication & Aging Division of the National Communication Association 2012 (http://www.comm.ucsb.edu/news/announcement/595).

 

Editorials and membership

-Associate editor of European Journal of Applied Linguistics (www.ejal.eu).

-Organizing committee member of the Globelt conference since 2015 (http://www.globeltconference.com/committees.html)

 

International Research Cooperations

Howard Giles (University of California, Santa Barbara, USA)

Marko Lüftenegger (University of Vienna, Austria)

Barbara Schober (University of Vienna, Austria)

Peter D. MacIntyre (Cape Breton University, Canada)

Anne C. Frenzel (Ludwig-Maximilians-University of Munich, Germany)

Charles W. Choi (Peperdine University, USA)

Christofer Hajek (University of Texas at San Antonio, USA)

Rana Raddawi (American University of Sharjah, UAE)


 

5.1 Publication List of the last five years - Dr. Gholam Hassan Khajavy

Peer−Reviewed Journal-articles

Bardach, L., Khajavy, G.H., Hamedi, S.M., Schober, B., & Lüftenegger, M. (under review). Student-teacher agreement on classroom goal structures and potential predictors. Teaching and Teacher Education.

Khajavy, G.H., Bardach, L., Hamedi, S.M., & Lüftenegger, M. (resubmited). Broadening the nomological network of classroom goal structures using doubly latent multilevel modeling. Contemporary Educational Psychology

Khajavy, G. H., Ghonsooly, B., Frenzel, A.C. (under review). Antecedents of positive and negative emotions among English language teachers using an appraisal-theoretical framework. Applied Linguistics Review.

Khajavy, G.H., MacIntyre, P.D., Barabadi, E. (in press). Role of the Emotions and Classroom Environment in Willingness to Communicate: Applying Doubly Latent Multileve Analysis in Second Language Acquisition Research. Studies in Second Language Acquisition. doi:10.1017/S0272263117000304

Khajavy, G. H., & Ghonsooly, B. (2017). Predictors of willingness to read in English: testing a model based on

possible selves and self-confidence. Journal of Multilingual and Multicultural Development, 1-15. Doi: 10.1080/01434632.2017.1284853

 

Khajavy, G. H., Ghonsooly, B., & Fatemi, A. H. (2017). Testing a burnout model based on affective-

motivational factors among EFL teachers. Current Psychology, 36(2), 339-349.

 

Shahian, L., Pishghadam, R., & Khajavy, G. H. (2017). Flow and reading comprehension: Testing the

mediating role of emotioncy. Issues in Educational Research, 27(3), 527-549.

 

Khajavy, G. H., Ghonsooly, B., Hosseini Fatemi, A., & Choi, C. W. (2016). Willingness to communicate in

English: A microsystem model in the Iranian EFL classroom context. TESOL Quarterly, 50(1), 154-180.

 

Hosseini Fatemi, A., Khajavy, G. H., & Choi, C. W. (2016). Testing a Model of Intercultural Willingness to

Communicate based on Ethnocentrism, Ambiguity Tolerance and Sensation Seeking: The Role of

Learning English in Iran. Journal of Intercultural communication research, 45(4), 304-318.

 

Pishghadam, R., Naji Meidani, E., & Khajavy, G. H. (2015). Language teachers' conceptions of intelligence

and their roles in teacher care and teacher feedback. Australian Journal of Teacher Education

(Online), 40(1), 60.

 

 

Pishghadam, R., & Khajavy, G. H. (2014). Development and validation of the Student Stroke Scale and

examining its relation with academic motivation. Studies in Educational Evaluation, 43, 109-114.

 

Ghonsooly, B., Khajavy, G.H., Mohaghegh Mahjoobi,F. (2014). Self-efficacy and Metacognition as Predictors

of Iranian Teacher Trainees' Academic Performance: A Path Analysis Approach. Procedia - Social and

Behavioral Sciences.

 

 

Khodadady, E., & Khajavy, G. H. (2013). Exploring the role of anxiety and motivation in foreign language

achievement: A structural equation modeling approach. Porta Linguarum, 20, 269–286.

 

 

Pishghadam, R., & Khajavy, G. H. (2013). Intelligence and metacognition as predictors of foreign language

achievement: A structural equation modeling approach. Learning and Individual Differences, 24,

176-181.

 

Choi, C. W., Khajavy, G. H., Giles, H., & Hajek, C. (2013). Intergenerational communication and age

boundaries in Mongolia and the United States. Communication Reports, 26(2), 73-87.

 

Pishghadam, R., Golparvar, S.E., & Khajavy, G.H. (2013). The role of narrative intelligence in English language

teaching, major and gender. Porta Linguarum, 20, 269–286.

 

Ghonsooly, B., Hosseini Fatemi, A., & Khajavy, G. H. (2013). Examining the Relationship between Willingness

to Communicate in English, Communication confidence and classroom Environment. International

journal of research studies in educational technology, 3, 63-71.

 

Pishghadam, R., & Khajavy, G. H. (2013). Sociological and Psychological Model of Foreign Language

Achievement: Examining Social/Cultural Capital and Cognitive/Metacognitive Aspects.

Iranian Journal of Applied Linguistics (IJAL) 16(1), 129-144.

 

Ghonsooly, B., Khajavy, G. H., & Asadpour, S. F. (2012). Willingness to communicate in English among

Iranian non–English major university students. Journal of language and Social Psychology, 31(2),

197-211.

 

Giles, H., Khajavy, G. H., & Choi, C. W. (2012). Intergenerational communication satisfaction and age

boundaries: Comparative Middle Eastern data. Journal of cross-cultural gerontology, 27(4), 357-371.

 

Pooresfahani, A. F., Khajavy, G. H., & Vahidnia, F. (2012). A contrastive study of metadiscourse elements in

research articles written by Iranian applied linguistics and engineering writers in English. English Linguistics Research, 1(1), 88.

 

Ghapanchi, Z., Khajavy, G. H., & Asadpour, S. F. (2011). L2 Motivation and Personality as Predictors of the Second Language Proficiency: Role of the Big Five Traits and L2 Motivational Self System. Canadian Social Science, 7(6), 148

Book Chapters

Elahi Shirvan, M., Khajavy, G.H., Taherian, T. (2015). Psychometric analysis of Persian adaptation

of foreign language classroom anxiety scale. In Research Papers on Teaching English as an

Additional Language, Edited by Ismail Hakki Mirici, Ismail Hakki Erten, Huseyin Oz, and

Irena Vodopija- Krstanovic. chapter 12 (pages 175-185). The Faculty of Humanities and

Social Sciences, the University of Rijeka, Rijeka, Croatia.

Khajavy, G.H., MacIntyre, P.D., Taherian, T., Ross, J. (in press). Examining the dynamic  relationships

between willingness to communicate, anxiety and enjoyment using the experience sampling method. In New Perspectives on Willingness to Communicate in a Second Language, Nourollah Zarrinabadi and Miroslaw Pawlak (Eds).

 

Contributions to conferences/organized symposia

Lüftenegger, M., Bardach, L., Khajavy, G.H., & Hamedi, S.M. (2017, August). Broadening Classroom Goal Structures Nomological Network Using Doubly Latent Multilevel Modeling. Paper presented at the 17th Biennial Conference for Research on Learning and Instruction (EARLI), Tampere, Finland.

Khajavy, G.H., & Elahi, M. (2017, June). Globalization of English: The Need to Focus on Sociopragmatics in Meaning Focused Activities. Paper presented at MATSDA: Meaning-Focused Materials for Language Learning, Tilburg, The Netherlands.

Khajavy, G.H. (2017, May). Comparing Iranian Learners' and Teachers’ Attitude towards Using Computer Assisted Language Learning (CALL) in EFL Classrooms. Paper presented at Challenges in Foreign Language Teaching in Iran (CFLTI2017), Sabzevar, Iran.

Panahy, A., Elahi, M., & Khajavy, G.H. (2017, May). An Idiodynamic Exploration of Foreign Language Speaking Anxiety and Speech Fluency. Paper presented at Speaking in a foreign language: From controlled production to spontaneous communication, State University of Applied SciencesinKonin and Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. 

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