Our website uses cookies to enhance your browsing experience. If you continue to use this website, you consent to our use of cookies. Learn more

Emblem of The Education University of Hong Kong
繁简
Faculty of Humanities
Department of English Language Education
繁體简体
  • Facebook
  • Weibo
  • Twitter
  • Instagram
  • YouTube

Department of English Language Education

Dr NAZARI, Mostafa

Dr NAZARI, Mostafa

Research Assistant Professor
Personal ProfileEducationResearch interestsPublicationsServiceAwards and honors
  1. Nazari, M., Xodabande, I., & Karimpour, S. (2026). Emotional vulnerability of language teachers in digital settings. Springer.
  2. Nazari, M. (2026). Language teachers’ emotional dynamics in technology-based contexts. Springer.
  3. Dabbagh, A., & Nazari, M. (2026). Unpacking the role of culture in critical incidents: Contributions for language teacher identity construction. English Teaching & Learning, 1-21.
  4. Nazari, M., Uştuk, Ö., Ye, X., & Hu, G. (2026). English language teachers' development of questioning skills: A study of classroom-based mentoring. RELC Journal, 1-18.
  5. Nazari, M., & Sheikhi, M. (2026). “English became the bridge between me and the rest of the world”: Kurdish teachers use English as an identity tool for navigating language ideologies. Linguistics and Education, 92, 101504.
  6. Nazari, M. (2025). Coping in teacher professionalism: An interpretive heuristic as embodied existence. Applied Linguistics Compass, 1(1), 28-38.
  7. Tajeddin, Z., & Nazari, M. (2025). Language teacher identity: A systematic review. Handbook of language teacher education: Critical review and research synthesis (pp. 1-18). Springer.
  8. Nazari, M. (2025). Making sense of Gee and identity in (language) teaching. Language Teacher Education Research, 1-11.
  9. Nazari, M., Ghorbani, B. D., Karimpour, S., & Hu, G. (2025). Purpose-based emotion labor: An exploratory heuristic for expanding research on teacher emotion(s). International Journal of Applied Linguistics, 1-24.
  10. Ghaderi, A., De Costa, P. I., & Nazari, M. (2025). ‘Women, Life, Freedom’: a value-laden account of Iranian English language teachers’ identity construction through critical language pedagogy. Critical Inquiry in Language Studies, 1-23.
  11. Nazari, M., Vaezi, M., Alizadeh Oghyanous, P., & Hu, G. (2025). Writing Teachers’ Emotion (s) and Agency in a Professional Development Course. International Journal of Applied Linguistics, 1-25.
  12. Jalilzadeh, K., Görkemoğlu, B., Nazari, M. (2025). Language assessment as a source of emotion labour: voices from Nepali EFL teachers. ELT Journal, 1-8.
  13. Nazari, M. (2025). Resigency: Critical conceptualization of the complexity of resilience and agency among language teachers. In Criticality, agency, and language teacher identities: Research and praxis from global teacher education (pp. 63-87). Bloomsbury Publishing.
  14. Nazari, M., Keshvari, Z., & Hu, G. (2025). Professional learning community as a site for addressing emotional tensions: Contributions to language teacher identity (re)construction. British Journal of Educational Studies, 1-24.
  15. Nazari, M. (2025). The interplay between agency and wellbeing of teachers of young learners of English. In Student and teacher mental health and well-being in schools: Asian contexts and perspectives (pp. 233-247). Springer.
  16. Mansouri, B., Pentón Herrera, L.J., Behzadpoor, F., & Nazari, M. (2025). Being and remaining a teacher: exploring language teacher agency in a neo-nationalist context. Qualitative Research Journal, 1-13.
  17. Nazari, M. (2025). Novice non-native English language teachers navigating agency: International perspectives. Taylor & Francis.
  18. Nazari, M., Veisi, M., Amjadi, A., & Hu, G. (2025). Intersections of language teacher reflection, emotion, and identity construction: an activity theory perspective. Educational Studies, 1-19.
  19. De Costa, P. I., & Nazari, M. (2024). Emotion as pedagogy: Why the emotion labor of L2 educators matters. International Review of Applied Linguistics in Language Teaching, 62(3), 1159-1168.
  20. Nazari, M., Karimpour, S., & Xodabande, I. (2024). English language teachers’ emotion labor in response to online teaching: An interpretative phenomenological approach. Journal of Education, 204(2), 455-467.
  21. Nazari, M., Karimpour, S., & Esfandyari, M. (2024). The role of emotional tensions in English language student teachers’ identity construction: An activity theory perspective. Journal of Education for Teaching, 1-17.
  22. Nazari, M., Karimpour, S., & Ranjbar, M. (2024). Emotion labor as professional development work: Insights from teachers doing action research. TESOL Quarterly, 58(1), 222-250.
  23. Moradi, F., Nazari, M., & Kogani, M. (2024). Intersections of social justice and emotion labor among English language teachers: A perezhivanie inquiry. System, 125, 103417.
  24. Nazari, M., Nejadghanbar, H., & Hu, G. (2024). An activity theory inquiry into emotional vulnerability and professional identity construction of language teacher educators. Journal of Multilingual and Multicultural Development, 1-14.
  25. Nazari, M., & Karimpour, S. (2024). Exploring Iranian EAP teachers’ well-being: an activity theory perspective. Asian-Pacific Journal of Second and Foreign Language Education, 9(1), 1-27.
  26. Nazari, M., & Seyri, H. (2024). The role of teaching subject in teachers’ online identity construction: an interpretative phenomenological approach. Technology, Pedagogy and Education, 1-16.
  27. Nazari, M., Nejadghanbar, H., & Hu, G. (2024). Language teacher educator agency: An ecological perspective of contributions for identity construction. International Journal of Educational Research, 126, 102367.
  28. Nazari, M., Ghiasvand, F., & Kogani, M. (2024). Young-and adult-learner language teachers’ social justice-oriented practices and professional identity construction. International Journal of Educational Research, 127, 102435.
  29. Nazari, M., & De Costa, P.I. (2024). EMI teachers’ emotion labour: capturing classroom, institutional and sociocultural ecologies. Journal of Multilingual and Multicultural Development, 1-14.
  30. Nazari, M. (2024). Ecological intersections of religious ideology, agency, and identity: Voices of Iranian English language teachers. TESL-EJ, 28(1), 1-13.
  31. Nazari, M., Karimpour, S., & De Costa, P.I. (2024). Contributions of significant others to second language teacher well-being: a self-determination theory perspective. International Review of Applied Linguistics in Language Teaching, 1-26.
  32. De Costa, P.I. Karimpour, S., & Nazari, M. (2024). Developing a taxonomy of teacher emotion labor through metaphor: Personal, interpersonal, and sociocultural angles. Applied Linguistics Review, 15(6), 2613-2637.
  33. Nazari, M., & Karimi, M.N. (2024). Emotion labor in response to supervisor feedback: Is feedback a burden or a blessing? International Review of Applied Linguistics in Language Teaching, 1-24.
  34. Nazari, M., & Kamali, J. (2024). An ecological inquiry into transnational English language teachers’ emotional vulnerability and agency. British Journal of Educational Studies, 1-22.
  35. Nazari, M., & Porsam, S. (2024). A perezhivanie perspective of the interconnection between language teacher autonomy and emotion: making a case for emotional autonomy. Innovation in Language Learning and Teaching, 1-13.
  36. Nazari, M., & Hu, G. (2024). Novice language teachers steer their emotional vulnerabilities toward exercising agency: A dialogical-community of practice study. Teaching and Teacher Education, 152, 104759.
  37. Golzar, J., Miri, M. A., & Nazari, M. (2024). English language teacher professional identity aesthetic depiction: An arts-based study from Afghanistan. Professional Development in Education, 50(5), 928-948.
  38. Yüce, E., Nazari, M., & Karimpour, S. (2024). Emotional vulnerability and coping strategies among Turkish student teachers: A community of practice perspective. International Journal of Applied Linguistics, 34(2), 781-796.
  39. Karimpour, S., De Costa, P.I., & Nazari, M. (2024). Emotions in switching the code: contributions for English language teachers’ identity construction. Journal of Multilingual and Multicultural Development, 1-13.
  40. Nazari, M., Keshvari, Z., & Hu, G. (2024). Contributions of an emotion-oriented professional development course to the ecology of language teacher agency. System, 127, 103542.
  41. Nazari, M., Karimpour, S., & Banitalebi, Z. (2024). Contributions of an action research initiative to English language teachers’ professional wellbeing. Professional Development in Education, 1-16.
  42. Nazari, M., Karimpour, S., & Xodabande, I. (2024). Emotions as mediating the nexus between Iranian English language teachers' wellbeing and identity construction: An ecological perspective. In Language teacher identity and wellbeing (pp. 1-14). Routledge.
  43. Karimpour, S., Jafari, R., & Nazari, M. (2024). Exploring the role of religious ideology in English language teachers’ identity construction: A Community of Practice perspective. The Asia-Pacific Education Researcher, 33(1), 83-92.
  44. Kamali, J., & Nazari, M. (2023). Transnational language teachers’ emotional vulnerability and professional identity construction: An ecological perspective. Journal of Multilingual and Multicultural Development, 1-15.
  45. Nazari, M., Karimpour, S., & Xodabande, I. (2023). Feedback as a source of emotion labor in language assessment: A critical perspective. In Innovating assessment and feedback design in teacher education: transforming practice (pp. 147-163). Routledge.
  46. Nazari, M., De Costa, P.I., & Karimpour, S. (2023). The role of institutional policy in English language teacher autonomy, agency, and identity: A poststructural perspective. Language Teaching Research, 1-25.
  47. Pourhassan, A., & Nazari, M. (2023). Teachers learn to use critical incidents as a professional development tool in teaching young English learners. Innovation in Language Learning and Teaching, 17(1), 32-46.
  48. Nazari, M., & Seyri, Haniye (2023). Covidentity: Examining transitions in teacher identity construction from personal to online classes. European Journal of Teacher Education, 46(3), 397-416.
  49. Nazari, M., & Alizadeh Oghyanous, P. (2023). Contributions of a genre-based teacher education course to second language writing teachers’ cognitions. Innovation in Language Learning and Teaching, 17(2), 265-277.
  50. Karimpour, S., Moradi, F., & Nazari, M. (2023). Agency in conflict with contextual idiosyncrasies: Implications for second language teacher identity construction. Innovation in Language Learning and Teaching, 17(3), 678-689.
  51. Nazari, M., & Molana, K. (2023). “Predators of Emotions”: The role of school assessment policies in English language teachers' emotion labor. TESOL Quarterly, 57(4), 1226-1255.
  52. Xodabande, I., & Nazari, M. (2023). Developments in teachers’ corpus literacy following a professional development course. Journal of Education for Teaching, 49(1), 167-170.
  53. Nazari, M., & Karimpour, S. (2023). “Teacher, Man Mitoonam…?”: Translanguaging and English language teacher emotion labor. Journal of Language, Identity & Education, 1-15.
  54. Nazari, M., De Costa, P. I., & Karimpour, S. (2023). Novice language teacher identity construction: Similarities, differences, and beyond. Educational Linguistics, 2(1), 1-28.
  55. Seyri, H., & Nazari, M. (2023). From practicum to the second year of teaching: examining novice teacher identity reconstruction. Cambridge Journal of Education, 53(1), 43-62.
  56. Nazari, M.; Karimi, M.N., & De Costa, Peter I (2023). Emotion and identity construction in teachers of young learners of English: An ecological perspective. System, 112, 102972.
  57. Nazari, M., & Karimpour, S. (2023). Emotions, perspectives, and English language teacher identity construction: A phenomenographic-narrative study. International Journal of Applied Linguistics, 33(2), 150-168.
  58. Nazari, M., Karimpour, S., & Ranjbar, M. (2023). The ecology of language teacher assessment literacy: Insights from emotional critical incidents. Studies in Educational Evaluation, 78, 101285.
  59. Nazari, M., Karimpour, S., & Ranjbar, M. (2023). “To promote justice is to care”: Pedagogy of care and socially-just instruction among Iranian English language teachers. System, 118, 103128.
  60. Nazari, M., Karimpour, S., & De Costa, P.I. (2023). English language teachers’ emotion-bearing situations in a professional development course: A critical-ecological perspective. Journal of Multilingual and Multicultural Development, 1-15.
  61. Nazari, M., Karimpour, S., & Xodabande, I. (2023). English language teachers’ maxims in evaluating materials: A case study from Iran. TESL-EJ, 27(2), 1-14.
  62. Nazari, M., Seyri, H., & Karimpour, S. (2023). Novice language teacher emotion labor and identity construction: A community of practice perspective. Teaching and Teacher Education, 127, 104110.
  63. Nazari, M., Nejadghanbar, H., & Hu, G. (2023). Emotion labor and professional identity construction of TESOL teacher educators. System, 117, 103111.
  64. Nazari, M., De Costa, P. I. (2022). Contributions of a professional development course to language teacher identity development: Critical incidents in focus. Journal of Teacher Education, 73(4), 366-380.
  65. Nazari, M., & Karimpour, S. (2022). The role of emotion labor in English language teacher identity construction: An activity theory perspective. System, 107, 102811.
  66. Xodabande, I., & Nazari, M. (2022). Impacts of a corpus linguistics course on in-service EFL teachers’ corpus literacy. Computer-Assisted Language Learning Electronic Journal, 23(1), 318-346.
  67. Nazari, M., & Xodabande, I. (2022). L2 teachers’ mobile-related beliefs and practices: Contributions of a professional development initiative. Computer Assisted Language Learning, 35(7), 1354-1383.
  68. Atai, M.R., Nazari, M., & Hamidi, F. (2022). Novice EAP teacher identity construction: A qualitative study from Iran. Journal of English for Academic Purposes, 59, 101162.
  69. Nazari, M., & Xodabande, I. (2022). English language teacher well-being and professional identity construction: A self-determination theory perspective. In Teacher well-being in English language teaching: An ecological approach (pp. 99-112). Routledge.
  70. Babaii, E., Molana, K., & Nazari, M. (2021). Contributions of assessment-related critical incidents to language teacher identity development. Innovation in Language Learning and Teaching, 15(5), 442-457.
  71. Karimi, M.N., & Nazari, M. (2021). Growth in language teachers’ understanding of differentiated instruction: a sociocultural theory perspective. Journal of Education for Teaching, 47(3), 322-336.
  72. Nazari, M. (2021). Plan, Act, Observe, Reflect, Identity: Exploring teacher identity construction across the stages of action research. RELC Journal, 1-13.
  73. Nazari, M., & Xodabande, I. (2021). Discursive change in second language teachers’ online interactions: A microgenetic analysis. Iranian Journal of Language Teaching Research, 9(3 (Special Issue)), 63-76.
  74. Nazari, M., Miri, M.A., & Golzar, J. (2021). Challenges of second language teachers’ professional identity construction: Voices from Afghanistan. TESOL Journal, 12(3), 1-19.
  75. Mansouri, B., Molana, K., & Nazari, M. (2021). The interconnection between second language teachers’ language assessment literacy and professional agency: The mediating role of institutional policies. System, 103, 102674.
  76. Nazari, M., & Hashemi, M. R. (2020). From ‘they’ to ‘Faezeh’: an action research study of a co-educational language class. Educational Action Research, 1-19.
  77. Nazari, M. (2020). The impact of teacher education on L2 teachers’ cognitions and pedagogy of metacognitive Listening Instruction. International Journal of Listening, 34(1), 34-53.
  78. Fallah, N., & Nazari, M. (2019). L2 teachers’ beliefs about corrective feedback: The mediating role of experience. English Teaching & Learning, 1-17.
  79. Karimi, M.N., & Nazari, M. (2019). Examining L2 teachers’ critical incidents: A complexity theoretic perspective. Innovation in Language Learning and Teaching, 1-15.
  80. Karimi, M.N., & Nazari, M. (2017). The congruity/incongruity of EFL teachers' beliefs about listening instruction and their listening instructional practices. Australian Journal of Teacher Education (Online), 42(2), 62-80.