Biography
Dr. Ali Darabi Bazvand obtained his Ph.D. in Applied Linguistics (TEFL) from Shiraz University, Iran in 2015. He is the author of two books and 16 peer-reviewed research articles. Most recently, his articles have appeared in Q1 journals such as Studies in Educational Evaluation (Elsevier), Higher education Research and Development (Tylor & Francis), and Language Testing in Asia (Springer) . Currently, his main research interests center on classroom assessment (fairness & ethics), teacher education, and corpus linguistics.
Academic Title: Lecturer
General Specialization: TEFL
Specific Specialization: Language Assessment
Contact Details:
Email: ali.darabi@cue.edu.krd
Phone: 07810896198
| ReqId | Degree | University Name | General Specialization | Specific Specialization | Country | Date |
|---|---|---|---|---|---|---|
| PhD | Shiraz University | TEFL | Language Assessment | Iran | 2016/01/01 |
| Title | Status | Journal Name & Number | Type | Date |
|---|---|---|---|---|
| Evaluating Differential Item Functioning through R Square and Odds Ratio Effect Size Measures in Binary Logistic Regression | Accepted for Publication | Assessment and Evaluation in Higher Education | Impact Factor Journal | 2023/08/20 |
| Doctoral students' perceptions of assessment ethics in classroom assessment: An empirical study | Published | Higher Education Research and development https://doi.org/10.1080/07294360.2023.2203466 | Impact Factor Journal | 2023/04/28 |
| Exploring teacher candidates’ perceptions of assessment ethics across university-based teacher education programs in Iran | Published | Language Testing in Asia(2023) 13:9 https://doi.org/10.1186/s40468-022-00205-1 | Scopus | 2023/02/13 |
| Students’ experiences of fairness in summative assessment: A study in a higher education context | Published | Studies in Educational Evaluation72(18), 1-10. (Elsevier, Web of Science SSCI). https://doi.org/10.1016/j.stueduc.2021.101118 | Impact Factor Journal | 2022/02/10 |
| Error Feedback in Second Language Speaking: Investigating the Impact of Modalities of Error Feedback on Intermediate EFL Students’ Speaking Ability | Published | Euro Asian Journal of Applied Linguistic, 6 (1), 63-80 (Web of Science ESCI). http://dx.doi.org/10.32601/ejal.710205 | Scopus | 2020/11/20 |
| Interpreting the Validity of a High Stakes Test in Light of an Argument- Based Framework: Implication for Test Improvement | Published | Research in Applied Linguistics11(1), 66-88 (Web of Science ESCI). http://dx.doi.org/10.22055/rals.2020.15417 | Scopus | 2020/08/12 |
| L1 domain-specific knowledge as predictor of reading comprehension in L2 domain-specific texts: The case of ELT student teachers | Published | Cogent Education. 6(1), 1-12 (Web of Science ESCI). http://doi.org/10.1080/2331186X.2019.1631019 | Scopus | 2019/07/18 |
| On the Statistical and Heuristic Difficulty Estimates of a High Stakes Test: Evidence from PhD Entrance Exam of ELT in Iran. | Published | International Journal of Assessment Tools in Education. 6(3), 330–343 (Web of Science ESCI).https://dx.doi.org/10.21449/ijate.546709 | Scopus | 2019/06/16 |
| Establishing an Argument-Based Validity Approach for a Low-Stake Test of Collocational Behavior | Published | Journal of English Language Teaching and Learning, 10(22), 27-48 http://ensani.ir/fa/article/386164/ | Journal with DOI | 2018/04/24 |
| Gender Differential Item Functioning on A National Field-specific Test: The Case of PhD Entrance Exam of TEFL in Iran | Published | Iranian Journal of Language Teaching Research, 4(1), 63-82 (Web of Science ESCI). http://ijltr.urmia.ac.ir/article_20378.html | Scopus | 2016/01/30 |
| Investigating the validity of PhD Entrance Exam of TEFL in Iran in light of argument-based validity and theory of action | Published | Second Language Teaching Quarterly, 34(2), 1-37. https://dx.doi.org/10.22099/jtls.2015.3581 | Journal with DOI | 2015/03/30 |
| Investigating the validity of PhD Entrance Exam of TEFL in Iran in light of argument-based validity and theory of action | Published | Second Language Teaching Quarterly, 34(2), 1-37. https://dx.doi.org/10.22099/jtls.2015.3581 | Journal with DOI | 2015/01/30 |
| Investigating the validity of PhD Entrance Exam of TEFL in Iran in light of argument-based validity and theory of action | Published | Teaching English as a Second Language Quarterly, 34(2), 1-37. https://dx.doi.org/10.22099/jtls.2015.3581 | Journal with DOI | 2015/01/29 |
| Assessing English learners’ knowledge of semantic prosody through a corpus-driven design of semantic prosody test | Published | English Language Teaching, 4, 288-298. 10.5539/elt. v4n4p288 | Scopus | 2011/01/30 |
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| ReqId | Course Name | Level | Semester | Department |
|---|---|---|---|---|
| Essay Writing I | Third | Fall 22 | English Language | |
| Essay Writing II | Third | Spring 23 | English Language | |
| Paragraph Writing I | Second | Fall 22 | English Language | |
| Paragraph Writing II | Second | Spring 23 | English Language | |
| Professional Writing | First | Spring 23 | MLS | |
| Teaching Methods | Fourth | Fall 22 | English Language | |
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| ReqId | Project Title | Degree | Department |
|---|---|---|---|
| Students' Perceptions of Fairness | B.A. | English Language |