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Jalil Fathi

Jalil Fathi

Academic rank: Associate Professor
ORCID:
Education: PhD.
ScopusId: 4564
Faculty: Faculty of Language and Literature
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Education

  • BSc. in English Translation , Kharazmi University , Iran (2003 - 2007)
    Thesis title:
  • MSc. in TEFL , Allameh Tabataba'i , Iran (2007 - 2010)
    Thesis title: The Effect of Automatization of the Phonological Component on the Reading Comprehension of ESP Students
  • PhD. in Teaching English as a Foreign Language (TEFL) , Allameh Tabataba'i , Iran (2010 - 2015)
    Thesis title: An Investigation of the Current State of Postmethod Pedagogy in Iran and Its Relationship with Teacher Reflection
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Courses

Master Of Science

Research activities

Journal Papers
The Effect of Deductive and Inductive Interventions on Developing Iranian EFL Learners' Pragmatic Competence: An Investigation of the Speech Act of Request Jalil Fathi, Behnam Feizollahi (2023)
Exploring the impact of wiki-mediated collaborative writing on EFL students’ writing performance, writing self-regulation, and writing self-efficacy: a mixed methods study Masoud Rahimi, Jalil Fathi (2023)
Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers Lawrence Jun Zhang, Jalil Fathi, Farnoosh Mohammaddokht (2023)
Foreign language enjoyment, ideal L2 self, and intercultural communicative competence as predictors of willingness to communicate among EFL learners Jalil Fathi, Miroslaw Pawlak, Sepideh Mehraein, Hamed Mohammad Hosseini, Ali Derakhshesh (2023)
Exploring the Roles of Teachers’ Creative Self-Efficacy and Growth Mindset in Predicting Teaching for Creativity: focus on EFL teachers Jalil Fathi, Milad Naderi (2023)
Exploring the interplay between loving pedagogy, creativity, and work engagement among EFL/ESL teachers: A multinational study Ali Derakhshan, Vincent Greenier, Jalil Fathi (2023)
An examination of Iranian learners’ motivation for and experience in learning Korean as an additional language Saeed Nourzadeh, Jalil Fathi, Hossein Davari (2023)
A model of classroom social climate, foreign language enjoyment, and student engagement among English a foreign language learners Hamed Mohammad Hosseini, Jalil Fathi, Ali Derakhshesh, Sepideh Mehraein (2023)
Exploring Iranian EFL teachers’ attitudes towards the use of learning management systems in English classes Jalil Fathi, Farnoosh Mohammaddokht, Maryam Afzali (2023)
A model of teachers’ growth mindset, teacher enjoyment, work engagement, and teacher grit among EFL teachers Li Liu, Jalil Fathi, Seid Pedram Allahveisi, Kimia Kamran (2023)
A preliminary study on flipping an English as a language collaborative writing course with video clips: Its impact on writing skills and writing motivation Jalil Fathi, Masoud Rahimi, Gi-Zen Liu (2023)
Reflective teaching and academic optimism as correlates of work engagement among university instructors Fangyuan Li, Farnoosh Mohammaddokht, Hamed Mohammad Hosseini, Jalil Fathi (2023)
Emotions in second language teaching: theory, research and teacher education saeed Nourzadeh, Jalil Fathi (2023)
Testing a Structural Model of Teacher Resilience, Foreign Language Teaching Enjoyment, and Teaching Engagement in an EFL Context Jalil Fathi, Milad Naderi (2022)
Persian Linguistics in Cultural Contexts, Edited by Korangy, Alireza and Sharifian, Farzad, Routledge: Taylor & Francis Group, 2021, 235 pp Masoud Dehghan, Jalil Fathi (2022)
Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students Jalil Fathi, Masoud Rahimi (2022)
A Structural Model of Teacher Self-Efficacy, Emotion Regulation, and Psychological Wellbeing Among English Teachers Shen Xiyun, Jalil Fathi, Naser Shirbagi, Farnoosh Mohammaddokht (2022)
Exploring a Structural Model of Teaching Enjoyment, Teacher Self-Efficacy, and Work Engagement Yan Xiao, Jalil Fathi, Farnoosh Mohammaddokht (2022)
Flipping writing metacognitive strategies and writing skills in an English as a foreign language collaborative writing context: a mixed-methods study Gi-Zen Liu, Masoud Rahimi, Jalil Fathi (2022)
An Investigation of the Structural Model of Online Course Satisfaction, Online Learning Self-Efficacy, and Online Learning Climate in the EFL Context Ali Derakhshesh, Jalil Fathi, Hamed Mohammad Hosseini, Sepideh Mehraein (2022)
Self-Efficacy and Emotion Regulation as Predictors of Teacher Burnout Among English as a Foreign Language Teachers: A Structural Equation Modeling Approach Hang Bing, Bakhtiar Sadjadi, Maryam Afzali, Jalil Fathi (2022)
An Investigation of Flipping an English Reading Course: Focus on Reading Gains and Anxiety Farnoosh Mohammaddokht, Jalil Fathi (2022)
A mixed-methods cross-cultural study of teacher care and teacher-student rapport in Iranian and Polish University students’ engagement in pursuing academic goals in an L2 context Ali Derakhshan, Dariusz Doliński, Kiyana Zhaleh, Mostafa Janebi Enayat, Jalil Fathi (2022)
Exploring Teacher Reflection in the English as a Foreign Language Context: Testing Factor Structure and Measurement Invariance Xing Xiaojing, Ebrahim Badakhshan, Jalil Fathi (2022)
Exploring the Effect of Assisted Repeated Reading on Incidental Vocabulary Learning and Vocabulary Learning Self-Efficacy in an EFL Context Habib Soleimani, Farnoosh Mohammaddokht, Jalil Fathi (2022)
Grit and foreign language anxiety as predictors of willingness to communicate in the context of foreign language learning: A structural equation modeling approach Jalil Fathi, Farnoosh Mohammaddokht, Saeed Nourzadeh (2021)
The Effect of Collaborative Writing Using Google Docs on EFL Learners’ Writing Performance and Writing Self-regulation Jalil Fathi, Arash Saharkhiz Arabani, Peiman Mohamadi (2021)
Teacher Individual Self-efficacy and Collective Efficacy as Predictors of Teacher Work Engagement: The Case of Iranian English Teachers Jalil Fathi, Saeed Nourzadeh, Arash Saharkhiz Arabani (2021)
Foreign language enjoyment and anxiety as the correlates of the ideal L2 self in the EFL context Jalil Fathi, Farnoosh Mohammaddokht (2021)
Exploring the Impact of Blogging in English Classrooms: Focus on the Ideal Writing Self of EFL Learners Sam Yousefifard, Jalil Fathi (2021)
Self-efficacy, Reflection, and Burnout among Iranian EFL Teachers: The Mediating Role of Emotion Regulation Jalil Fathi, Vincent Greenier, Ali Derakhshan (2021)
Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers Vincent Greenier, Ali Derakhshan, Jalil Fathi (2021)
Self-assessment and peer-assessment in EFL context: An investigation of writing performance and writing self-efficacy Jalil Fathi, Maryam Afzali, Katayoun Parsa (2021)
The Effect of Flipping a Foreign Language Writing Course on Writing Performance and Writing Motivation Zeinab Moradi Khazaee, Hamid Reza Dowlatabadi, Majid Amerian, Jalil Fathi (2020)
The impact of portfolio-based writing instruction on writing performance and anxiety of EFL students Jalil Fathi, Ali Derakhshan, Maryam Safdari (2020)
The Effect of Reading Strategy Instruction on Reading Self-efficacy and Reading Attitudes: A Case of Young Female Iranian EFL Learners Jalil Fathi, Habib Soleimani (2020)
Investigating the role of dynamic assessment on speaking accuracy and fluency of pre-intermediate EFL learners Maryam Safdari, Jalil Fathi (2020)
The Effect of Listening Strategy Instruction on Second Language Listening Anxiety and Self-Efficacy of Iranian EFL Learners Jalil Fathi, Ali Derakhshan, Saeede Torabi (2020)
Investigating a Structural Model of Self-Efficacy, Collective Efficacy, and Psychological Well-Being among Iranian EFL Teachers Jalil Fathi, Ali Derakhshan, Arash Saharkhiz Arabani (2020)
A Structural Model of Teacher Self-Efficacy, Resilience, and Burnout among Iranian EFL Teachers Jalil Fathi, Abdulbaset Saeedian (2020)
Learning environments: Investigating the psychometrics of a measurement instrument in the language classroom context saeed Nourzadeh, Jalil Fathi, Majid Soltani Moghaddam (2020)
Exploring EFL pre-service teachers’ adoption of technology in a CALL program: obstacles, motivators, and maintenance Jalil Fathi, Saman Ebadi (2020)
Self-Assessment and Peer-Assessment in Writing Course of Iranian EFL Students: An Investigation of Writing Anxiety Jalil Fathi, mohammad reza Khodabakhsh (2020)
The Effect of Second Language Reading Strategy Instruction on Young Iranian EFL Learners’ Reading Comprehension Jalil Fathi, Maryam Afzali (2020)
Teacher Self-Efficacy and Reflection as Predictors of Teacher Burnout: An Investigation of Iranian English Language Teachers Sara Ghasemzadeh, Majid Nemati, Jalil Fathi (2019)
Second Language Writing Through Blogs: An Investigation of Learner Autonomy Behzad Nezakatgoo, Jalil Fathi (2019)
Examining the Effects of Writing Instruction through Blogging on Second Language Writing Performance and Anxiety Jalil Fathi, Saeed Nourzadeh (2019)
Teacher Self-efficacy and Emotional Regulation as Predictors of Teaching Stress: An Investigation of Iranian English Language Teachers Jalil Fathi, Ali Derakhshan (2019)
The Effect of Use of Native-accent and Non-native Accent Materials on the Iranian EFL Learners’ Listening Comprehension: An EIL Perspective Arash Saharkhiz Arabani, Jalil Fathi, Reyhaneh Balalaei Somehsaraei (2019)
Effects of Blog-Mediated Writing Instruction on L2 Writing Motivation, Self-Efficacy, and Self-Regulation: A Mixed Methods Study Jalil Fathi, Mohammad Ahmadnejad, Nouroddin Yousofi (2019)
The Role of Self-Assessment and Peer-Assessment in Improving Writing Performance of Iranian EFL Students Jalil Fathi, mohammad reza Khodabakhsh (2019)
The Contribution of a Course Management System (CMS)-Supported Instruction to Developing Grammar Performance: A Case of Iranian EFL Learners Jalil Fathi, Saeede Torabi (2019)
Assessing Language Teachers’ Technological Pedagogical Content Knowledge (TPACK): EFL Students’ Perspectives Jalil Fathi, Saman Yousefifard (2019)
A Qualitative Exploration of Demotivating Factors in English Language Learning among Iranian EFL Learners Jalil Fathi, Saeede Torabi, Korosh Arashpour (2019)
Enhancing Second Language Writing Self-regulation Through Self-assessment and Peer-assessment: A Case of Iranian Efl Learners Jalil Fathi, sara Mohebiniya, Saeed Nourzadeh (2019)
The Contribution of Listening Strategy Instruction to Improve Second Language Listening Comprehension: A Case of Iranian EFL Learners Jalil Fathi, Razieh Hamidizadeh (2019)
The Relationship between Iranian EFL Young Learner’s Critical Thinking Skills and their Performance in the Activities of EFL Textbooks Jalil Fathi, Samaneh Gholampour, Donya Mehrabi (2019)
Iranian EFL Teachers' Willingness to Implement Postmethod Pedagogy: Development and Validation of a Questionnaire Jalil Fathi, Razieh Hamidizadeh (2019)
The Relationship Between Core Endurance and Performance in National Female Badminton Athletes Hemn Mohammadi, Jalil Fathi (2018)
Enhancing Vocabulary Learning and Self-regulation via a Mobile Application: An Investigation of the Memrise App Jalil Fathi, Forough Alipour, Abdulbaset Saeedian (2018)
Collective Teacher Efficacy, Teacher Self-efficacy, and Job Satisfaction among Iranian EFL Teachers: The Mediating Role of Teaching Commitment Jalil Fathi, Elaheh Rostami (2018)
Literature as a Medium to Foster Critical Thinking: A Case Study of an Iranian EFL Classroom Jalil Fathi, Ehsan Soleimani Dahenehsari (2018)
Iranian EFL Teachers' Willingness to Implement Postmethod Pedagogy: A Mixed Methods Study Jalil Fathi, Behzad Nezakatgoo (2017)
A Contrastive Study of Hedging in Medicine Research Articles Jaza Arjmand, Jalil Fathi (2015)
The Relationship between Post-method Pedagogy and Teacher Reflection: A Case of Iranian EFL Teachers Jalil Fathi, Rozhin Ghaslani, Katayoun Parsa (2015)
The Investigation of the Perspectives of Iranian EFL Domain Experts on Post-method Pedagogy: A Delphi Technique Mohammad Khatib, Jalil Fathi (2014)
CHARACTERISTICS OF GOOD ELT MATERIALS FROM THE PERSPECTIVES OF HIGH REFLECTIVE TEACHERS VERSUS THOSE OF LOW REFLECTIVE TEACHERS Jalil Fathi, Soheil Rahimi (2014)
The Role of Literature in EFL Classroom from an EIL Perspective Mohammad Khatib, Shokoufeh Ranjbar, Jalil Fathi (2012)
On the Role of Phonological Processing in L2 Reading Mohammad Khatib, Jalil Fathi (2012)
The Effects of Task Characteristics on L2 Learners’ Production of Complex, Accurate, and Fluent Oral Language Mansoor Fahim, saeed Nourzadeh, Jalil Fathi (2011)
Wordlists in Language Teaching and Learning Research Mansoor Fahim, Jalil Fathi, saeed Nourzadeh (2011)
The Effect of Automatization of the Phonological Component on the Reading Comprehension of ESP Students Mohammad Khatib, Jalil Fathi (2011)
Beyond Method: The Rise of Reflective Teaching Jalil Fathi, Fouad Behzadpour (2011)
Beyond method: The rise of reflective teaching Jalil Fathi, Fouad Behzadpour (2011)
Conference Papers
The contribution of blog-mediated writing instruction to second language writing motivation, self-efficacy, and self-regulation: A mixed methods study Vajihe Ebrahimi, Jalil Fathi (2019)
An Investigation of a Structural Model of Teacher Self-efficacy Emotional Regulation, and Teaching Stress among Iranian EFL Teachers Jalil Fathi, Maryam Safdari (2019)
Implementation of postmethod pedagogy by Iranian EFL teachers: A mixed methods study Jalil Fathi, Maryam Afzali (2019)
An investigation of a structural model of collective teacher efficacy, teacher self-efficacy, job satisfaction, and teaching commitment among Iranian EFL Teachers Jalil Fathi, Elaheh Rostami (2019)
Fostering Second Language Writing Performance and Writing Motivation Through Strategy-Based Instruction Jalil Fathi, Marjan Keyvan (2019)
MOOC-BASED LEARNING ENVIRONMENTS: A COMPARISON OF CONVENTIONAL, SYNCHRONOUS, AND FLIPPED CLASSROOMS Jalil Fathi, Morteza Mellati, Marzieh Khademi (2018)
The Effect of Self-Assessment and Peer-Assessment in Writing on the Self-Regulated Learning of Iranian EFL Students Jalil Fathi, Serveh Zarei (2018)
Pragmatic Transfer Among Third Language Learners: An Investigation of Refusals Jalil Fathi, Mina Moeini (2018)
A structural model of teacher burnout and perceived job stress among Iranian EFL Teachers: The mediation of teacher self-efficacy Jalil Fathi, Karim Vafaee Seresht (2017)
Strategy-based instruction as a learner-centered approach to foster self-Regulated learning and writing performance: A qualitative study Majid Nemati, Jalil Fathi (2017)
Fostering Vocabulary Knowledge of Iranian Learners through MALL: A Longitudinal Growth Modelling Analysis Jalil Fathi, Shabnam Noorbakhsh (2017)
Teacher Self-efficacy and Teacher self-regulation among Iranian EFL Teachers: A Structural Equation Modelling Analysis Jalil Fathi, Elaheh Rostami (2017)
Teacher reflection as a multidimensional construct: Examining factor structure, metric and scalar invariance across gender and educational degree Jalil Fathi (2017)
The Investigation of the Structural Model of Teacher Self-efficacy and Teacher Burnout: a Case of Iranian EFL Teachers. Jalil Fathi, Saman Yousefifard (2017)
Examining Longitudinal Trajectories of Pre-service Teachers’ Self-efficacy and Emotional Exhaustion: The Contribution of Blogging-mediated EFL Reflective Professional Development Program Jalil Fathi (2017)
Self-efficacy, Emotional Exhaustion and Depersonalization among Iranian EFL Teachers: An Investigation of a Structural Model Jalil Fathi, Ardalan Moghimeslam, Shima Babapour (2017)
Effect of Reflection on Self-efficacy and Stress Jalil Fathi, Saman Yousefifard (2017)
Relations between Teachers’ Self-efficacy and Students’ Language Achievement: Doubly Latent Multilevel Structural Equation Modelling Jalil Fathi, Sara Ahmadi, Shohreh Rezaei (2017)
Teacher Self-efficacy and Teacher reflection among Iranian EFL Teachers: A Structural Equation Modelling Analysis Jalil Fathi, Serveh Zarei, Nasrin Ahmadzadeh (2017)
The Relationship between Self-efficacy and Resilience among Iranian EFL Teachers: AMultivariate Approach Neda Ghanizadeh Fard, Jalil Fathi (2016)
Pre-service Teachers’ Self-efficacy and Emotional Exhaustion During and After an EFL Reflective Practicum: An Investigation of Latent Changes and Reciprocity Jalil Fathi (2016)
Evaluating the Impact of an EFL Reflective Practicum on Pre-service Teachers’ Self-efficacy and Teaching Stress: A Longitudinal Growth Modeling Analysis Jalil Fathi (2016)
Fostering Self-Regulated Learning and Writing Performance through Metacognitive Strategy Training: A Mixed Methods Study Jalil Fathi, Majid Nemati (2016)
The Exploration of the Characteristics of a Good English Teacher: A Focus Group Analysis Saman Yousefifard, Jalil Fathi (2016)
On the Enhancement of Listening Comprehension: The Investigation of the Differential Effects of Speech Rate, Prosodic Features and Blurred Spech mohammad reza Khodabakhsh, Jalil Fathi (2012)
The Effect of Automatization of the Phonological Component on the Reading Comprehension of ESP Students mohammad reza Khodabakhsh, Jalil Fathi (2011)
A Comparative study of the use of hedging in the introduction and discussion sections of English medical articles written by English native speakers and Iranians Jaza Arjmand, Jalil Fathi (2011)
Speech
WorkShop
Books
Reading English through Culture Habib Soleimani, Jalil Fathi, Zeinab Moradi Khazaee (2022)
An overview of language testing Jalil Fathi, Habib Soleimani (2019)
General English Structure Jalil Fathi, Habib Soleimani (2019)
Theses
A Quest for Increasing Iranian Male and Female EFL Learners’ Reading Skill in Short Story Narrating Somayeh Zaheri, Habib Soleimani, Jalil Fathi (2023)
Classroom climate and ideal L2 self as predictors of boredom in an EFL context: a structural equation modelling approach Hasti Moradkhani, Mohammad Ahmadnejad, Jalil Fathi (2023)
An Investigation of the Role of Public Schools' and Private English Institutions' Management in English Language Learning in Iran Elham Hesami Naghshbandi, Mohammad Ahmadnejad, Jalil Fathi (2020)
The effect of inquiry based learning on motivation, reading comprehension and vocabulary knowledge farough Qaderi, Habib Soleimani, Jalil Fathi (2020)
Emotional Intelligence and Verbal / Linguistic Intelligence as Predictors of Speaking Anxiety Akram Mantashlou, Habib Soleimani, Jalil Fathi (2019)
Emotional Intelligence and Self-efficacy as Predictors of Writing Anxiety: a Case of Iranian EFL Learners Mitra Rajabi, Habib Soleimani, Jalil Fathi (2019)
Emotional Intelligence and Self-efficacy as Predictors of Writing Anxiety: a Case of Iranian EFL Learners Ala Asadollhi, Habib Soleimani, Jalil Fathi (2019)
Self-Efficacy, Language Learning Strategy Use, and Resilience as Predictors of EFL Learner Autonomy Sara Sayyari, Habib Soleimani, Jalil Fathi (2019)
The relationship among self-efficacy, self-regulated learning, and perceived language proficiency: A case of Iranian EFL students Farshid Bahmani, Habib Soleimani, Jalil Fathi (2019)
Emotional intelligence, self-efficacy, and perceived language proficiency of Iranian EFL teachers as predictors of classroom management Hiwa Rahmani, Habib Soleimani, Jalil Fathi (2019)
Attitudes towards English as a Lingua Franca: A Qualitative Investigation in the Iranian EFL Context Zahra Hasan Abadi, Habib Soleimani, Jalil Fathi (2018)

Research interests

  • Teacher education, CALL, Research Methodology
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