Publications
Tajik, L., Mirhosseini, S. A., & Kashkooli, M. (In press). “I know how much he cares for our learning”: The moral life of ELT classrooms in a higher education context. The Qualitative Report.
Tajik, L., Karimi, Kh., Hosseinpoor, M. (In press). Teachers as leaders: Probing into the class routines of selected Iranian ELT contexts. Asian EFL Journal.
Mirhosseini, S.A., Afifezadeh, M., & Tajik, L. (In press). Admission into graduate programs of English language education: A critical comparative exploration. Tertiary Education and Management.
Mosalli, Z., Marandi, S.S., & Tajik, L. (In press). Cognitive and metacognitive strategy use in reading: The case of Iranian EFL students’ test performance. Modares Journal of Language Related Research.
Sulaiman, D., Marandi, S.S., & Tajik, L. (2021). The status quo of language assessment literacy (LAL) in Syrian classrooms. Applied Research on English Language, 10 (2), 33-60.
Mirhosseini, S. A., Tajik, L., & Bahrampour Pasha, A. (2021). Policies of English language teacher recruitment in Iran and a glimpse of their implementation. Pedagogy, Culture & Society, DOI: 10.1080/14681366.2021.1881994.
Marandi, S.S., Tajik, L., & Zohali, L. (2020). On the construct validity of the Iranian Ministry of Health language exam (MHLE). Language Horizons, 4 (2), 9-36.
Parsayian, S. F., Mohammadi, S. F., & Tajik, L. (2020). “I suppose I am now a more creative teacher”: An EFL teacher’s journey into creativity within constraints. Journal of English Language Teaching and Learning, 12 (26), 335-359.
Tajik, L., Karimi, Kh., & Ramezani, A. (2020). Realization of preemptive focus on form in the English-language teaching context. Open Linguistics, 6 (1), 94-108.
Akbari, R., & Tajik, L., (2019). Insights into TEFL: Moral dilemma patterns in teaching practice. Australian Journal of Teacher Education, 44 (12), 1-21.
Shirazizadeh, M., Tajik, L., & Amanzadeh, H. (2019) Reflection, resilience and role stress among Iranian EFL teachers: a mixed methods study. Issues in Language Teaching, 8 (2), 1-24.
Tajik, L., Mirhosseini, S., & Ramezani, A. (2019). “Now as a teacher”: Novice teachers reflect on English language teacher education in Iran. The Qualitative Report, 24(6), 1373-1398.
Tajik, L., & Mojtabaei, N. (2018). "I love the American accent": An inquiry into ELT teachers' perception of teaching in light of global flows. Language Horizons, 2(2), 125-150.
Tajik, L. & Ramezani, A. (2018). Hedging in Iranian English language teachers’ spoken language: Any differential effect for gender? Open Linguistic, 4, 310–322.
Tajik, L. & Ranjbar, K. (2018). Reflective teaching in ELT: Obstacles and coping strategies. Journal of Research in Applied Linguistics, 9 (1) 148-169.
Tajik, L. & Pakzad, K. (2016). Designing a reflective teacher education course and its contribution to ELT teachers' reflectivity. Australian Journal of Teacher Education, 41 (9), 58-80.
Tajik, L., Fakhari, M., Hashamdar, M., & Habibzadeh, S. (2015). Three types of comment on content: Teacher vs. peer feedback. The Journal of Teaching Language Skills (JTLS), 7 (4), 141-166.
Tajik, L. (2014). Hedging in postings on the net. Global Media Journal, 9 (1), 52-85 (In Farsi)
Tajik, L. (2014). Critical pedagogy, globalization and Persian language: Insights and perspectives, Society, Culture, Media, 16, 113-132 (In Farsi).
Akbari, R. & Tajik, L. (2012). L2 teachers’ moral knowledge base: A comparison between experienced and less experienced, male and female practitioners, Journal of moral education, 41(1), 39-59.
Abednia, R. & Tajik, L. (2012). Noticing the passive-active gap: A step toward improving productive skills, Iranian EFL Journal,8 (3), 301-314.
Akbari, R. & Tajik, L. (2011). Moral dilemmas in English language classrooms: A comparison between experienced and less experienced, male and female practitioners, Ethics in Science and Technology, 4, 95-106 (In Farsi).
Akbari, R., Ghaffar Samar, R., & Tajik, L. (2009). Developing a classroom observation instrument based on Iranian EFL teachers’ attitude, TELL, 3 (10), 1-20.
Akbari, R. & Tajik, L. (2009). L2 teachers’ pedagogic knowledge base: a comparison between experienced and less experienced practitioners. Australian Journal of Teacher Education, 34 (6), 52-73.
Akbari, R., Ghaffar Samar, R., & Tajik, L. (2008). Developing a classroom observation model based on Iranian EFL teachers’ attitude, Journal of Faculty of Letters and Humanities, 198, 1-38.
Akbari, R. & Tajik, L. (2007). A classroom observation model based on teachers’ attitude. In L. Stephenson & P. Davidson (Eds.) Teacher education and continuing professional development (pp.243-262). Dubai: TESOL Arabia.
Selected conference papers and invited presentations
Mirhosseini, S.A., Tajik, L., & Afifezade, M. (2019). Changes for the better in a globalized ear: MA TEFL admission processes and procedures in Iran and universities around the world. Paper presented at the Fifth National ELT conference, Allameh Tabataba'i University, Tehran, Iran.
Tajik, L., & Pakzad, K. (2015). Exploring the contribution of a reflective teacher education course to EFL teachers' reflectivity. Paper presented at the First National Postgraduate Conference on Applied Linguistics, Alzahra university, Tehran, Iran.
Tajik, L., & Shafiee, F. (2015). Single-sex education vs. co-education: the attitudes of TEFL MA female students. Paper presented at the First National Postgraduate Conference on Applied Linguistics, Alzahra university, Tehran, Iran.
Tajik, L., Shafiee, F., Shojaee, Z., & Zolfaghari, N. (2014). To renew teaching methods or stay on the previous ones: Presentation or lecture based classes. Paper presented at the 7th conference on Issues in English Language Teaching in Iran, Tehran University, Tehran, Iran.
Akbari, R., & Tajik, L. (2011). Crossroads: a study of moral dilemmas in English language settings. Paper presented at the 37th annual conference of the Association for Moral Education in Nanjing, China.
Akbari, R., & Tajik, L. (2011). Teacher Thinking: a Study of English Language Teachers' Moral Knowledge Base. Paper presented at the 37th annual conference of the Association for Moral Education in Nanjing, China.
Tajik, L. (2009). Ethics in English classroom assessment practices: any differential effect for teachers' experiences? Paper presented at the 7th International TELLSI Conference, Yazd University, Iran.
Tajik, L. (2008). Preemptive focus on form in EFL classroom: any differential effect for gender? Paper presented at the Third postgraduate conference on issues in TEFL and English Literature, Tehran University, Iran.
Ghaffar Samar, R., & Tajik, L. (2008). Native and non-native ‘Hedging’ on the Net. Paper presented at the 33rd Annual Meeting of the Atlantic Provinces Linguistic Association in Universite Memorial de Terre-Neuve, Canada.
Rabiee, A., & Tajik, L. (2008). Critical pedagogy, Globalization and Persian language, Paper presented at the "Cultural Iran: Past/present/future" international conference, National Studies Institute, Tehran, Iran.
Ghaffar Samar, R., & Tajik, L. (2007). Writing without conviction: 'hedging’ on the Net. Paper presented at the Fourth conference on issues in English language teaching in Iran, Tehran University, Iran.
Abednia, A., & Tajik, L. (2006). Noticing the passive-active gap: A step toward improving productive skills. Paper presented at the Fourth TELLSI conference in Shiraz University, Iran.
Tajik, L. (2005). Hedging in spoken language: any differential effect for gender. Paper presented at the Third conference on issues in English language teaching in Iran, Tehran University, Iran
Ghaffar Samar, R., & Tajik, L. (2007). The status of foreign words in Persian. Paper presented at the First conference on issues in linguistics and language teaching in Iran, Tarbiat Modares University, Iran (In Farsi).
Funded research projects
A knowledge management implementation model for higher education (2012). Center for Strategic Research, The Expediency Discernment Council (In Farsi).
A content analysis of student journals: a case study of Islamic Azad University (2012). Center for Strategic Research, The Expediency Discernment Council (In Farsi).
The privatization of public universities (2012). Center for Strategic Research, The Expediency Discernment Council (In Farsi).
Research interests
Teacher Education
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Morality in English Language Classrooms
Teacher Cognition
Teacher Characteristics
The sociopolitical aspects of English language teaching
History of ELT
Quantitative research methodology
Qualitative research methodology
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Graduate research supervised
Pakand, A. S. (2021). English language teacher education in selected language institutes (established in the second post-revolutionary decade)(MA thesis, Alzahra University).
Afrash, Z. (2021). Realization of soft skills in teacher training courses in language institutes (MA thesis, Alzahra University).
Khajevand, H. (2020). Review of ELT research aricles published in peer-reviewed journals in Iran (2018-2019) (MA thesis, Alzahra University).
Khalaji, Z. (2020). Review of MA theses in English language teaching in public universities in Tehran (2017-2019)(MA thesis, Alzahra University).
Akbari, N. (2019). Content analysis of doctoral dissertations in English language teaching in Iran (2017-2019)(MA thesis, Alzahra University).
Hosseinpour, Maryam (2019). Transformational leadership in English classrooms (MA thesis, Alzahra University).
Moradi, N. (2018). ELT through the years: Past, current and future status (MA thesis, Alzahra University).
Valizadeh, R. (2018). The personal and professional selves of EFL university instructors: Person-job fit (MA thesis, Alzahra University).
Kashkuli, M. ( 2017). Moral life of EFL classrooms in an Iranian university (MA thesis, Alzahra University).
Mojtabaee, N. (2017). Exploring Bandar Abbas EFL teachers' professional identity under the impact of globalization (MA thesis, Islamic Azad University, Bandar Abbas branch).
Ramezani, A. (2016). Developing a model for English language teacher education in Iran: Novice teachers' and supervisors' beliefs (MA thesis, Alzahra University).
Torabi, H. (2016). Contribution of an EIL-oriented teacher training course to Iranian EFL teachers' conception and practice of ELT (MA thesis, Khatam higher education institute).
Pakzad, K. (2014). Exploring the contributions of reflective teacher education to TEFL teachers' reflectivity and challenges involved in its implementation (MA thesis, Islamic Azad University, Bandar Abbas branch).
Ranjbar, K. (2014). Obstacles of reflective teaching: The case of Iranian EFL teachers (MA thesis, Islamic Azad University, Bandar Abbas branch).
Graduate research co-supervised
Zabihi, F. (2016). On the fairness of high-stakes English proficiency tests: Accessibility issues in the foreign langauge entrance exam in Iran (MA thesis, co-supervised with Dr Marandi, Alzahra University).
Zohali, L. (2016). On the construct validity of ministry of health English exam. (MA thesis, co-supervised with Dr Marandi, Alzahra University).
Graduate research advised
Sulaiman, D. (2021). The status quo of language assessment literacy (LAL) in Syrian classrooms (PhD dissertation, Under the supervision of Dr Marandi, Alzahra University).
Andarkhoora, F. (2021) Recent English songs in Iranian English classes (MA Thesis, Under the supervision of Dr Karimi, Alzahra University).
Sedighi, Sh. (2021). The (applications) implications of Islamic-Iranian codes of ethics in English pedagogy (MA Thesis, Under the supervision of Dr Karimi, Alzahra University).
Khalil Arjmandi, Z. (2021). Investigating kids-level teacher recruitment processes in private English language institutes in Tehran from the perspective of teachers (MA Thesis, Under the supervision of Dr Karimi, Alzahra University).
Jarahi, Z. (2021). A Futuristic Study of Teaching and Learning English, With Respect to CALL Replacement Technology (MA Thesis, Under the supervision of Dr Mirzaeiyan, Alzahra University).
Hashemi, F. (2021). Metadiscourse markers in high and low-quality essays of Iranian EFL learners (MA Thesis, Under the supervision of Dr Shirazizadeh, Alzahra University).
Biparva, E. (2021). A meta-synthesis of sociocultural studies of English langauge teaching (ELT) in Iran within the past two decades (MA thesis, Under the supervision of Dr Mirhosseini, Alzahra University).
Haghighi Khodras, N (2020). Applying multiple literacies approaches in English language teaching in Iran (MA thesis, Under the supervision of Dr Mirhosseini, Alzahra University).
Jannesari, H. (2020). An environmental content analysis of langauge institutes' and schools' English textbooks and the effect of educational ecological games on learners' environmental awareness (MA Thesis, Under the supervision of Dr Nafisi, Alzahra University).
Mirsayyah, S. (2020). The Effect of academic discipline on the frequency and type of metadiscourse markers: a comparative study of English and Persian research articles (MA Thesis, Under the supervision of Dr Shirazizadeh, Alzahra University).
Ghazimoradi, E. (2019). EFL students' and teachers' viewpoints about the first impressions projected by teachers (MA Thesis, Under the supervision of Dr Sotoudehnama, Alzahra University).
Mohammadi Pasand, M. (2019). English teachers' beliefs towards technology integration in ELT high school classes in smart schools of Hamedan (MA Thesis, Under the supervision of Dr Ahmadi, Alzahra University)
Amanzadeh, H. (2019). The relationship among Iraninan EFL teachers' reflection, resiliense, amd role stressors (MA thesis, Under the supervision of Dr Shirazizadeh, Alzahra University).
Mohammadi, F. (2019). English language teacher creativity: Conceptualization, constraints, and cultivation process ( MA thesis, Under the supervision of Dr Parsaiyan, Alzahra University).
Afifezade, M. (2019). A comparative study of MA TEFL admission processes in Iran and selected universities around the world (MA thesis, Under the supervision of Dr Mirhosseini, Alzahra University).
Karimpour, M. (2018). The relationship among Iranian EFL teachers' perfectionism, reflection, and burnout (MA thesis, Under the supervision of Dr Shirazizadeh, Alzahra University).
Bahrampour-Pasha, A. (2017). On English language teacher recruitment policy and practice in Iran: Insights from selected universities, schools, and languuage institutes (MA thesis, under the supervision of Dr Mirhosseini, Alzahra University).
Jafari, S. (2017). The effect of formative assessment on Iraninan intermediate EFL learners' critical thinking and self-regulation (MA Thesis, Under the supervision of Dr Sotoudehnama, Alzahra University).
Heidargholizadeh, M. (2015). The effect of using SMS (text messaging) on Iranian EFL learners' written collocation production (MA thesis, under the supervision of Dr Marandi, Alzahra University).
Habibzadeh, S. (2015). Investigating the effects of graphical word mapping strategy on the vocabulary learning of EFL students with different perceptual learning styles (MA thesis, under the supervision of Dr Marandi, Alzahra University).
Rezaeepanah, F. (2015). A needs analysis-based course for candidates of statistics MS entrance examination (MA thesis, under the supervision of Dr Nafisi, Alzahra University).
Khatamino, L. (2011). (MA thesis, Under the supervision of Dr Rabiee, Kar higher education institute)
Lajevardi, N. (2011). (MA thesis, Under the supervision of Dr Rabiee, Kar higher education institute).
HONORS/AWARDS/FELLOWSHIPS/GRANTS
Scholarship, 2011: Travel accommodations and conference fees for the 37th annual conference of the Association for Moral Education in Nanjing, China, $ 1000 award
The second position in the graduation ranking of the PhD program of TEFL department, Tarbiat Modares University, 2011
Member of Iran’s National Elites Foundation, 2009: Members of the foundation include all who show high intellectual capacity, academic aptitude, creative ability and artistic talents.
Top student award, Tarbiat Modares University, 2005: Awarded annually to one student in each major scoring highest in all years together
‘Nahjolbalaghe’ student contest, Tarbiat Modares University, 2003: Second place nationwide
‘Doa-ye Komeil’ student contest, Tarbiat Modares University, 2002: Third place province wide
Top student award, Alzahra University, 2001: Awarded annually to one student in each major scoring highest in all years together
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Outstanding student award across the country, Alzahra University, 2001: Organized by the Ministry of Science, Research and Technology, the Award recognizes students for great academic performance and extra-curricular achievements.
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Outstanding student award across the university, Alzahra University, 2000 & 2001: The Award recognizes students for great academic performance and extra-curricular achievements.
LANGUAGES
Farsi-native
English- highly fluent in Speaking, Listening, Reading and Writing
Arabic-Basic competence