The Washback Effect of IELTS Examination on EFL Teachers’ Perceived Sense of Professional Identity: Does IELTS Related Experience Make a Difference? by Masoomeh Estaji, Farhad Ghiasvand

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Beyond the gradebook: embracing the potentials of teacher assessment identity (TAI) in (re)shaping English language professors’ professional development and success in higher educa... by Masoomeh Estaji, Farhad Ghiasvand

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“I feel secure, happy, and peaceful when my teacher implements justice in class”: a study of how Iranian EFL learners perceive and respond to teacher classroom justice by Kiyana Zhaleh, Masoomeh Estaji

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The interconnection of teacher empowerment and motivating styles: A comparative analysis of novice and experienced EFL teachers by Masoomeh Estaji, Shamileh Hafezi

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STATE BOREDOM IN ONLINE CLASSROOMS: A STUDY OF NOVICE AND EXPERIENCED IRANIAN EFL TEACHERS by Masoomeh Estaji, Seyedeh Azadeh Sadr

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Weathering the virtual storm: state boredom and coping strategies of novice and experienced Iranian EFL teachers in online learning by Masoomeh Estaji, Seyedeh Azadeh Sadr

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Measuring teacher assessment literacy in digital environments: Development and validation of a scenario-based instrument by Zahra Banitalebi, Masoomeh Estaji, Gavin T. L. Brown

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