人文學院研究人員 - Dr NAZARI Mostafa
人文學院研究人員 - Dr NAZARI Mostafa
英語教育學系研究助理教授
研究領域：
- Language Education
Mentoring graduate and postgraduate students has been what I have done for nearly a decade. I warmly welcome mentoring students who do research on language teacher education, especially in the areas of emotion, identity, and agency. And I follow a qualitative approach in researching teacher education.
Achievements:
- Selected as the top researcher of 2022 by TELLSI conference (the most reputable international conference held in Iran)
- Being among the World’s Top 2% Scientists in the division of Linguistics and Language in 2025
Selected publications:
Nazari, M. (2026). Ecoexperiential sequentialism as a heuristic methodology for researching experience: Insights from three language teachers. British Journal of Educational Studies, 1-26.
Nazari, M., Xodabande, I., & Karimpour, S. (2026). Emotional vulnerability of language teachers in digital settings. Springer.
Nazari, M. (2026). Language teachers’ emotional dynamics in technology-based contexts. Springer.
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.
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.
Nazari, M. (2025). Teacher’s emotions. In L. McCallum & D. Tafazoli (Eds.), The Palgrave encyclopedia of computer-assisted language learning (pp. 1-6). Springer.
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.
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.
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.
Nazari, M. (2025). Novice non-native English language teachers navigating agency: International perspectives. Taylor & Francis.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Nazari, M., & Kamali, J. (2024). An ecological inquiry into transnational English language teachers’ emotional vulnerability and agency. British Journal of Educational Studies, 1-22.
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.
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.
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.
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.
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.
Nazari, M., & Seyri, H. (2023). Covidentity: Examining transitions in teacher identity construction from personal to online classes. European Journal of Teacher Education, 46(3), 397-416.
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.
Nazari, M., & Karimpour, S. (2023). “Teacher, Man Mitoonam…?”: Translanguaging and English language teacher emotion labor. Journal of Language, Identity & Education, 1-15.
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.
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.
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.
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.
Nazari, M., & Karimpour, S. (2022). The role of emotion labor in English language teacher identity construction: An activity theory perspective. System, 107, 102811.
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.
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.
Nazari, M. (2021). Plan, Act, Observe, Reflect, Identity: Exploring teacher identity construction across the stages of action research. RELC Journal, 1-13.
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.
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.
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.
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.