Papers by Majid Farahian
Promoting university students' receptive skills through extensive reading in multimedia-based instruction
Journal of Applied Research in Higher Education, 2020
PurposeThe present study focused on examining the effects of a multimedia-based Internet extensiv... more PurposeThe present study focused on examining the effects of a multimedia-based Internet extensive reading program on promoting the receptive skills of Iranian university students.Design/methodology/approachIn the quantitative section of this explanatory sequential mixed-method study, a pretest-posttest design was used to compare the performance of three groups of Iranian university students in terms of their degrees of improvement in receptive proficiency. Besides, the differences in the levels of motivation among the learners were sought. The three classes under study included linear text extensive reading for the first experimental group, a multimedia-based Internet extensive reading group for the other and a control group. The qualitative phase of this study included a semi-structured interview and an open-ended questionnaire.FindingsAnalysis of the results revealed that the multimedia-based Internet extensive reading group outperformed the two other groups in terms of proficien...
Procedia - Social and Behavioral Sciences, 2012
Procedia - Social and Behavioral Sciences, 2012
International Journal of Research Studies in Education, 2014
There has been a growing body of research in the few past decades on the role of metacognition in... more There has been a growing body of research in the few past decades on the role of metacognition in learning. In line with the evolution of research in the area of metacognition in education, there is a growing need for the better understanding the nature of the construct in foreign language (FL) teaching especially writing skill. In an attempt to develop a model of writing metacognitive awareness, based on both Flavel's (1987) and the two-dimensional dichotomy of knowledge and regulation of cognition (Brown, 1987;, 59 English as a foreign language (EFL) learners with different proficiency levels were divided into two novice and expert groups. After writing an essay, the participants took part in a semi-structured interview. The content analysis of the data as well as the related literature revealed a model for Iranian EFL learners' writing metacognitive awareness in which knowledge of cognition with four subcomponents and regulation of cognition with five sub-components emerged.
Conference paper, 2026
The emergence of digital technologies and their widespread integration into language education ha... more The emergence of digital technologies and their widespread integration into language education has transformed traditional boundaries of literacy. This has given rise to new conceptions of "digital literacy." However, prevailing approaches to digital literacy have predominantly focused on technicalinstrumental dimensions and by doing so have neglected its fundamental role in shaping, preserving, or transforming learners' cultural identity. This oversight poses serious challenges, particularly in non-English speaking countries such as Iran, where learners, while engaging with global content, simultaneously redefine their cultural identity through technology. Adopting a critical-analytical review approach, this study first explores the concept of digital literacy and its relationship with cultural identity in the age of globalization. It then critiques dominant technical-instrumental approaches, arguing that digital literacy, devoid of cultural considerations, risks becoming a tool for cultural homogenization and the erosion of local identities. Drawing upon theories of identity (Norton, 2013), intercultural communicative competence (Byram, 1997), and culturally sustaining pedagogy (Paris, 2012), the article proposes a new framework for "intercultural digital literacy" aimed at empowering learners for cultural agency in digital spaces. The findings of this theoretical study suggest that transitioning from a technical paradigm to a critical-cultural paradigm in digital literacy education is not merely an option but an inevitable necessity for simultaneously preserving cultural identity and ensuring effective participation in global communication. Recommendations are presented for educational policymakers, teachers, and researchers.
The University of Mazandaran, 2026
The rapid integration of Artificial Intelligence (AI) into language education means that Teaching... more The rapid integration of Artificial Intelligence (AI) into language education means that Teaching English as a Foreign Language (TEFL) instructors require specific competencies in AI in addition to generic digital literacy competencies. However, there is a significant gap with respect to validated tools that assess these AI competencies, especially in low-resource contexts. As such, the purpose of this study was to develop and validate a questionnaire to measure AI competencies in Iranian TEFL instructors. The item pool was developed with consideration of a comprehensive literature review. After a pilot study, a 24-item instrument was given to a sample of 265 instructors. Exploratory Factor Analysis (EFA) showed a solid five-factor structure comprised of Professional Development and Willingness to Learn, Ethical, Privacy and Bias Awareness, Technical Proficiency in AI Tools, AI Knowledge and Awareness, and Pedagogical Integration of AI, which explained 70.14% of total variance. The questionnaire demonstrated high reliability, with a Cronbach's alpha of .93 for the whole scale for the subscales. Overall, the results provide a sophisticated understanding of the construct, offering policymakers and teacher trainers a diagnostic tool that can lead to planned professional development to help effectively, ethically, and pedagogically integrate AI into English as a Foreign language (EFL) education practices.
Interdisciplinary Studies in English Language Teaching, 2026
The rapid integration of Artificial Intelligence (AI) into language education means that Teaching... more The rapid integration of Artificial Intelligence (AI) into language education means that Teaching English as a Foreign Language (TEFL) instructors require specific competencies in AI in addition to generic digital literacy competencies. However, there is a significant gap with respect to validated tools that assess these AI competencies, especially in low-resource contexts. As such, the purpose of this study was to develop and validate a questionnaire to measure AI competencies in Iranian TEFL instructors. The item pool was developed with consideration of a comprehensive literature review. After a pilot study, a 24-item instrument was given to a sample of 265 instructors. Exploratory Factor Analysis (EFA) showed a solid five-factor structure comprised of Professional Development and Willingness to Learn, Ethical, Privacy and Bias Awareness, Technical Proficiency in AI Tools, AI Knowledge and Awareness, and Pedagogical Integration of AI, which explained 70.14% of total variance. The questionnaire demonstrated high reliability, with a Cronbach's alpha of .93 for the whole scale for the subscales. Overall, the results provide a sophisticated understanding of the construct, offering policymakers and teacher trainers a diagnostic tool that can lead to planned professional development to help effectively, ethically, and pedagogically integrate AI into English as a Foreign language (EFL) education practices.
This study examines the comparative impact of global versus glocal materials on the reading compr... more This study examines the comparative impact of global versus glocal materials on the reading comprehension of Iranian English as a Foreign language (EFL) learners, with a specific focus on connection between critical pedagogy and cultural awareness. Employing a mixed-methods quasi-experimental design, sixty intermediate-level female learners were non-randomly assigned to each learning experience under a mixed-methods quasi-experimental design. One of the groups involved global standard textbooks, while the other utilized glocal resources, adapting and framing reading comprehension materials with Iranian stories and narratives. Gains for reading comprehension were assessed by employing a Preliminary English Test (PET), and cultural awareness was measured through a questionnaire. In order to achieve a better understanding, semi-structured interviews were conducted with 15 participants from the glocal group to see whether and how exposure to glocal materials affected learners' engagement with comprehension, identified identities, and their perceptions of the cultural content in English learning materials based on their prior experiences. Quantitative results indicated that participants in the glocal group significantly outperformed those in the global group on posttest reading scores, supporting the schema theory. Additionally, there was a strong correlation between cultural identity awareness and learners' reading performance. The analysis of the qualitative findings provided themes such as: (1) agentic critique of global materials, (2) empowerment by representing local issues, and (3) challenges in integrating global English with socioreligious identity. Overall, the results highlight a need for sustained attention to EFL glocalization practices, as critical pedagogy is concerned with democratizing knowledge and resisting linguistic imperialism.
Conference Presentations by Majid Farahian
Conference paper, 2026
The global spread of English as the language of international communication has raised serious qu... more The global spread of English as the language of international communication has raised serious questions in many societies, including Iran, about the relationship between language education and cultural identity. While some view this education as a threat to indigenous identity, others consider it an inevitable necessity for participation in the global arena. In this article, we adopt a theoretical approach to rethink this dichotomy and argue that a glocalized approach can establish a form of active coexistence between global competence and national cultural roots. This article conceptually unpacks the challenge of identity in EFL (English as a Foreign Language) classrooms and emphasizes the necessity of glocalizing the content of English textbooks in Iran, offering both policy recommendations and pedagogical suggestions.
Conference paper , 2026
The emergence of digital technologies and their widespread integration into language education ha... more The emergence of digital technologies and their widespread integration into language education has transformed traditional boundaries of literacy. This has given rise to new conceptions of "digital literacy." However, prevailing approaches to digital literacy have predominantly focused on technicalinstrumental dimensions and by doing so have neglected its fundamental role in shaping, preserving, or transforming learners' cultural identity. This oversight poses serious challenges, particularly in non-English speaking countries such as Iran, where learners, while engaging with global content, simultaneously redefine their cultural identity through technology. Adopting a critical-analytical review approach, this study first explores the concept of digital literacy and its relationship with cultural identity in the age of globalization. It then critiques dominant technical-instrumental approaches, arguing that digital literacy, devoid of cultural considerations, risks becoming a tool for cultural homogenization and the erosion of local identities. Drawing upon theories of identity (Norton, 2013), intercultural communicative competence (Byram, 1997), and culturally sustaining pedagogy (Paris, 2012), the article proposes a new framework for "intercultural digital literacy" aimed at empowering learners for cultural agency in digital spaces. The findings of this theoretical study suggest that transitioning from a technical paradigm to a critical-cultural paradigm in digital literacy education is not merely an option but an inevitable necessity for simultaneously preserving cultural identity and ensuring effective participation in global communication. Recommendations are presented for educational policymakers, teachers, and researchers.
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Papers by Majid Farahian
Conference Presentations by Majid Farahian