Selected Recent Papers


Ameri, S., Khoshsaligheh, M., & Khazaee Farid, A. (2017, in press). The reception Persian dubbing. Perspective: Studies in Translation Theory and Practice.

Bijhani, S., Khoshsaligheh, M., & Hashemi, M. R. (2014). Categorization of the fiction translation expectancy norms to Iranian undergraduate readership. Asia Pacific Translation and Intercultural Studies1(3), 211-221.

Hashemi, M. R., & Ghanizadeh, A. (2012). Critical discourse analysis and critical thinking: An experimental study in an EFL context. System40, 7-47.

Kafi, M., Khoshsaligheh, M., & Hashemi, M. R. (2016). Typology of capitals expected and received by Iranian translators. SKASE Journal of Translation and Interpretation9(1), 26-43.

Kafi, M., Khoshsaligheh, M., & Hashemi, M. R. (2017, in press). Translation profession in Iran: Current challenges and future prospects. The Translators.

Khoshsaligheh, M., & Ameri, S. (2016). Exploring the singability of songs in A Monster in Paris dubbed into Persian. Asia Pacific Translation and Intercultural Studies3, 76-90.

Khoshsaligheh, M., & Ameri, S. (2016). Ideological considerations and practice in official dubbing in Iran. Altre Modernita8, 232-250.

Khoshsaligheh, M., & Ameri, S. (2016). Synchrony strategies in voiced-over English nature documentaries into Persian: Implications for research and training. Journal of Media Practice17, 48-68.

Khoshsaligheh, M., Ameri, S., & Mehdizadkhani, M. (2017, in press). A socio-cultural study of taboo rendition in Persian fansubbing: an issue of resistance. Language and Intercultrual Communication.

Nord, C., Khoshsaligheh, M., & Ameri, S. (2015). Socio-cultural and technical issues in non-expert dubbing: A case study. International Journal of Society, Culture & Language3(2), 1-16.

Pishghadam, R., & Khajavy Fadafen, Gh. H. (2014). Development and validation of the student stroke scale and examining its relation with academic motivation. Studies in Educational Evaluation, 43, 109-114.

Pishghadam, R., & Shayesteh, S. (2017). The consolidation of life issues and language teaching on the life-language model of emotioncy. Humanizing Language Teaching, 19, 1-14.

Pishghadam, R., Baghaei, P., & Seyednozadi, Z. (2016). Introducing emotioncy as a potential source of test bias: A mixed Rasch modeling study. International Journal of Testing, 16(5), 1-14.

Pishghadam, R., Hashemi, M. R., & Bazri, E. (2013). Specifying the underlying constructs of home culture attachment scale. International Journal of Society, Culture & Language1, 37-51.

Pishghadam, R., Jajarmi, H., & Shayesteh, S. (2016). Conceptualizing sensory relativism in light of emotioncy: A movement beyond linguistic relativism. International Journal of Society, Culture & Language, 4(2), 11-21.

Pishghadam, R., Naji Meidani, E., & Khajavy Fadafen, Gh. H. (2015). Language teachers’ conceptions of intelligence and their roles in teacher care and teacher feedback. Australian Journal of Teacher Education40, 60-82.

Pishghadam, R., Sabouri, F., Samavarchi, L., & Hassanzadeh, T. (2016). Examining the gender identity of language teachers using a masculinity-femininity scale: A case from Iran. Issues in Educational Research26, 131-146.

Salemi, F., Khoshsaligheh, M., & Hashemi, M. R. (2015). Cultural orientations of Iranian English translation students: Do gender and translation quality matter. Journal of Research in Applied Linguistics6(1), 21-35.