دکتر طاهره حیدرنژاد

Untangling the Cognitive and Emotional State of EFL Learners in AI-Integrated Language Instruction: A Humanized Pedagogy Perspective. Heydarnejad, T. Interdisciplinary Studies in English Language Teaching (ISELT). (2026). http://dx.doi.org/10.22080/iselt.2026.30701.1153

Beyond Whiteboard EFL Classrooms: Uncurtaining the Links between AI Self-efficacy, AI Cognitive-emotion Regulation, AI-assisted L2 Learning Attitude, and AI Psychological Flow. Heydarnejad, T. Applied Linguistics Inquiry. (2026).https://doi.org/10.22077/ali.2025.8870.1089

Disclosing Motivation and Educational Self-efficacy in AI-enhanced EFL Learning via a Lenz into Reflective Thinking, Academic Mindfulness, and Teacher Support. Heydarnejad, T.Discov Psychol 5, 145 (2025). https://doi.org/10.1007/s44202-025-00502-9

Unmasking the Impacts of Self-Evaluation in AI-Supported Writing Instruction on EFL Learners’ Emotion Regulation, Self-Competence, Motivation, and Writing Achievement.Heydarnejad, T. (2025).Computers and Education: Artificial Intelligence, 9, 100494. https://doi.org/10.1016/j.caeai.2025.100494.

Beauty in the Minds of EFL Learners: Mirroring the Nexus between AI Psychological Flow, Grit Tendencies, Mental Health, and Critical Thinking in AI-Assisted Instruction. Heydarnejad, T., Lotfi Gaskaree, B., Zahedi Moghaddam, S., & Mavaddat Kakhki, A. (2024).Applied Linguistics Inquiry, 2(2), 102-118.  https://doi.org/10.22077/ali.2025.8870.1089

A Dimond in the Hand: Unearthing the Efficacy of In-service Classes on Professional Well-Being, Enthusiasm, and Psychological Health in EFL Landscape. https://doi.org/10.22080/iselt.2025.28669.1088

Humanized EAP Education in Iran: Exploring Barriers to Implementation. Lotfi Gaskaree, B., Heydarnejad,T. , Zahedi Moghaddam,S. & Mavaddat Kakhki, A. (2025).Iranian Journal of English for Academic Purposes, 14(4), 35-51.

Unboxing the gifts of WhatsApp in language learning: magnifying the impacts on English achievement, academic engagement, foreign language anxiety, and learner autonomy. Namaziandost, E., Heydarnejad, T. & Goodarzi, A.Smart Learn. Environ. 12, 28 (2025). https://doi.org/10.1186/s40561-025-00383-4

Unveiling the Influence of Emotion Regulation on Job Satisfaction, Job Effectiveness, and Psychological Well‐Being in Iranian University EFL Teachers: A SEM Analysis. Liu, G., Namaziandost, E., Rezai, A., & Heydarnejad, T. (2024).International Journal of Applied Linguistics, 35(2), 729–744.  https://doi.org/10.1111/ijal.12654

Role of Academic Emotion Regulation and Self-Compassion in EFL Learners’ Academic Motivation, Growth Mindset, and Psychological Wellness: Insights from Self-Determination Theory. Namaziandost, E., Rezai, A., Kargar Behbahani, H. & Heydarnejad, T. (2025). Psychol Stud. https://doi.org/10.1007/s12646-024-00817-y

The predictive effects of learner autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in an EFL context

Keep the Ball Rolling in Al-assisted Language Teaching: Illuminating the Links between Immunity, Work Passion, Job Satisfaction, Occupational Success, and Psychological Well-being among EFL Teachers. The International Review of Research in Open and Distributed Learning. Tahereh Heydarnejad. Accepted. (2024).

To be a language learner or not to be? The interplay among academic resilience, critical thinking, academic emotion regulation, academic self‑esteem, and academic demotivation.Current Psychology.Namaziandost, E., Heydarnejad, T., & Azizi, Z. (2023).https://doi.org/10.1007/s12144-023-04676-0

Emotion and Cognition Are Two Wings of the Same Bird: Insights into Academic Emotion Regulation, Critical Thinking, Self-efficacy Beliefs, Academic Resilience, and Academic Engagement in Iranian EFL Context.Thinking Skills and Creativity.Namaziandost, E., Rezai, A., Heydarnejad, T., Mariusk. K. (2023).  https://doi.org/10.1016/j.tsc.2023.101409.

A voyage of discovering the impacts of teacher immunity and emotion regulation on professional identity, autonomy, and work motivation in Iranian EFL landscape. BMC Psychology (2024) 12:43

Namaziandost, E., Heydarnejad, T., Rezai, A., Javanmard, K.

https://doi.org/10.1186/s40359-024-01544-9

Mapping the association between productive immunity, emotion regulation, resilience, and autonomy in higher education.Asian-Pacific Journal of Second and Foreign Language Education, 8:33. Namaziandost, E.& Heydarnejad, T. (2023). https://doi.org/10.1186/s40862-023-00207-3

The Impacts of Reflective Teaching and Emotion Regulation on Work Engagement: Into Prospect of Effective Teaching in Higher Education.Teaching English Language Journal.17(1), 139-170. Namaziandost, E., Heydarnejad, T., & Azizi, Z. (2023).  https://doi.org/10.22132/tel.2022.164264

Unveiling Language Teacher Productive Immunity: A Lenz into the Impacts on Professional Identity, Teacher Anger, Grit Tendencies, and Psychological Well-Being. Two Quarterly Journal of English Language Teaching and Learning University of Tabriz. Namaziandost, E., Heydarnejad, T., & Shakibaei, G. (2023).  https://doi.org/10.22034/elt.2023.57036.2547

Navigating the Mediating Role of Immunity, Buoyancy, and Emotion Regulation to L2 Grit and Mindfulness among EFL Teachers.Issues in Language Teaching. Namaziandost, E., Heydarnejad, T., & Rezai, A. (2023). 10.22054/ilt.2023.74345.782

Mirroring Learning-oriented Assessment in On-line Classes: The Nexus Between Self-evaluation, Academic Resilience, Positive Orientation, Enjoyment, and Language Achievement.CALL.EJ. Heydarnejad, T. (2023).

The Relationship among Language Teacher Immunity, Reflective Teaching, and Work Motivation in EFL Context.Issues in Language Teaching. 

Amirian, S. M. R., Heydarnejad, T., & Abbasi, S. (2023). https://doi.org/10.22054/ILT.2023.67179.691

The Effect of Emotion-Based Language Instruction on Improvement of the Main Four Skills.MEXTESOL Journal,47(2). Rahmani Doqaruni, V. & Heydarnejad, T. (2023).

Iranian EFL teachers’ reflective teaching, emotion regulation, and immunity: examining possible relationships.Current Psychology, 42(3), 2294–2309.   

Namaziandost, E., Heydarnejad, T., & Rezai, A. (2022).

https://doi.org/10.1007/ s12144-022-03786-5

Probing into the influence of EFL learners’ self-assessment and evaluation apprehension in predicting their personal best goals and self-efficacy skills: a structural equation modeling.Language Testing in Asia, 13, 8.

Ismail, S. M., & Heydarnejad, T. (2023).

https://doi.org/10.1186/s40468-023-00219-3

Online assessment via LMS and the Importance of Portfolio assessment: A Study on the Effects of Test Taking Skills, Buoyancy, Techno-Stress, and Language Achievement.CALL.EJ. Ismail, S. M., & Heydarnejad, T. (2023).

Social media and psychology of language learning: The role of telegram-based instruction on academic buoyancy, academic emotion regulation, foreign language anxiety, and English achievement.Heliyon.

Zheng, X., Ismail, S. M., & Heydarnejad, T. (2023).

 https://doi.org/10.1016/j.heliyon.2023.e15830

Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education. Frontiers in Psychology, 13, 1013370.

Zheng, S., Heydarnejad, T., & Aberash, A. (2022).

https://doi.org/10.3389/fpsyg.2022.1013370

The impacts of performance-based assessment on reading comprehension achievement, academic motivation, foreign language anxiety, and students’ self-efficacy. Language Testing in Asia, 12, 51. 

Heydarnejad, T., Tagavipour, F., Patra, I., & Farid Khafaga, A. (2022).

https://doi.org/10.1186/s40468-022-00202-4

Modeling the contributions of EFL university professors’ emotion regulation to self-efficacy, work engagement, and anger.Current Psychology, 42(3), 2279–2293.

Namaziandost, E., Heydarnejad, T., Rahmani Doqaruni, V., & Aziai, Z. (2022).

https://doi.org/10.1007/s12144-022-04041-7

Language teacher professional identity: The mediator role of l2 grit, critical thinking, resilience, and self-efficacy beliefs. Iranian Journal of Applied Language Studies, 14(2), 107–130. Namaziandost, E., Heydarnejad, T., & Saeedian, A. (2022).

https://doi.org/10.22111/ijals.2022.7486

Modeling the impact of L2 grit on EFL learners’ core of self-assessment and foreign language anxiety.Language Testing in Asia, 12, 50.

Heydarnejad, T., Ismail, S. M., Shakibaei, G., & Saeedian, A. (2022).

 https://doi.org/10.1186/s40468-022- 00200-6.

Delving into the relationship between teacher emotion regulation, self-efficacy, engagement, and anger: a focus on English as a foreign language teachers.Frontiers in Psychology, 13, 1019984.

Deng, J., Heydarnejad, T., Farhangi, F., & Farid Khafaga, A. (2022).

https://doi.org/10.3389/fpsyg.2022.1019984

A model of academic buoyancy, L2 grit, academic emotion regulation, and personal best: Evidence from EFL context.Heliyon,

Alazemi, A.F.T., Heydarnejad, T., Ismail, S. M., & Gheisari, A. (2023).

https://doi.org/10.1016/j.heliyon.2023.e13149

The contribution of critical thinking and self-efficacy beliefs to teaching style preferences in higher education.Journal of Applied Research in Higher Education, 15(3), 745-761.

Amirian, S.M.R., Ghaniabadi, S., Heydarnejad, T. and Abbasi, S. (2023).

 https://doi.org/10.1108/JARHE-11-2021-0441

The effect of academic emotion regulation on EFL learners’ core of self-assessment and academic buoyancy: A structural equation modeling.Language Testing in Asia, 12, 57.

Heydarnejad, T., Ibrahim, K. A., Abdelrasheed, N. S. G., & Rezvani, E. (2022).

https://doi.org/10.1186/s40468-022-002

Measuring language teacher emotion regulation: development and validation of the language teacher emotion regulation inventory at workplace (LTERI).Frontiers in Psychology, 12, 1-12.

Heydarnejad, T., Zareian, G., Ghaniabadi, S., & Adel, S. M. R. (2021).

https://doi.org/10.3389/fpsyg.2021.708888

The relationship between critical thinking, self-regulation, and teaching style preferences among EFL teachers: a path analysis approach.Journal of Language and Education, 7,

98–110.

Heydarnejad, T., Fatemi, A. H., & Ghonsooly, B. (2021).

https://doi.org/10.17323/jle.2021.11103.

The interplay among self-regulation, emotions and teaching styles in higher education: a path analysis approach. Journal of Applied Research in Higher Education, 14(2),

594–609.

Heydarnejad, T., Hosseini Fatemi, A., & Ghonsooly, B. (2021).

https://doi.org/10.1108/jarhe-08-2020-0260

Modeling the role of emotion regulation and critical thinking in immunity in higher education.Frontiers in Psychology. 13:1005071.

Li, M., Heydarnejad, T., Azizi, Z., & Rezaei Gashti, Z. (2022).

https://doi.org/10.3389/fpsyg.2022.1005071

Learning-oriented assessment in the classroom: The contribution of self-assessment and critical thinking to EFL learners’ academic engagement and self-esteem.Language Testing in Asia, 12(1).

Riswanto, Heydarnejad, T., Saberi Dehkordi, E., & Parmadi, B. (2022).

https://doi.org/10.1186/s40468-022- 00210-4

The influence of applying emotion-based language instruction in teaching oral skills to EFL learners.International Journal of Instruction. 12(2), 275-288.

Heydarnejad, T., Ebrahimi, M. R., & Adel, S. M. R. (2019). https://doi.org/10.29333/iji.2019.12218a

The interplay between reflective thinking and language achievement: a case of Iranian EFL learners.Language Teaching Research Quarterly, 18, 70–82.

Davoudi, M., & Heydarnejad, T. (2020).

https://doi.org/10.32038/ltrq.2020.18.05

Mobile assisted language learning in learning English through social networking tools: an account of Instagram feed-based tasks on learning grammar and attitude among English as a foreign language learners.Frontiers in Psychology., 13, 1012004.

Teng, C., Heydarnejad, T., Hasan, M. K., Omar, A., & Sarabani, L. (2022).

https://doi.org/10.3389/fpsyg.2022.1012004

The interplay among self-assessment, using refection for assessment, classroom enjoyment, and immunity: Into prospects of effective language learning.Language Testing in Asia,13(1).

Aldosari, M., Heydarnejad, T., Hashemifardnia, A., & Abdalgane, M. (2023).

https://doi.org/10.1186/s40468-022-00213-1

Emotional intelligence enhancement impacts on developing speaking skill among EFL learners: An empirical study.International Journal of Instruction, 11(4), 625-640.

Ebrahimi, M. R., Khoshsima, H., Behtash, E.Z., & Heydarnejad, T. (2018).

https://doi.org/10.12973/iji.2018.11439a

A comparative study of pejoration in English and Egyptian vernacular Arabic from a historical–sociolinguistic approach. Education Research International, 6813219, 13.

S. M. Ismail, L. B. Lafi Alsulami, & T. Heydarnejad. (2022).

https://doi.org/10.1155/2022/6813219

The Influence of Emotion Based Language Instruction on Speaking and Writing Skills among EFL learners: An Empirical Study.International Journal of Linguistics, Literature and Translation (IJLLT), 3(12).

Adel, S. M. R., Najjari, H., Farivar, M., & Heydarnejad, T. (2020). https://alkindipublisher.com/index.php/ijllt/index

Investigating the effect of classroom-based feedback on speaking assessment: a multifaceted Rasch analysis.Language Testing in Asia, 12(1), 1–28.

Bijani, H., Hashempour, B., Ibrahim, K. A. A. A., Orabah, S. S. B., & Heydarnejad, T. (2022). https://doi.org/10.1186/s40468-022-00176-3.

Culture and Language Are Inextricably Linked: Surveying the Effectiveness of Culture-Based Instructional Materials on Enhancing Reading Comprehension (RC), Inclination to Reading, and Reading Attitude (RA) among EFL Learners.Education Research International, 4474122. Ngoc Diep, L. T., Gustina Zainal, A., Keezhatta, M. S., Imamutdinovna Gabidullina, F., Hassan, I., & Heydarnejad, T. (2022).

https://doi.org/10.1155/2022/4474122

Emotions and self-regulation: a case of Iranian EFL high school and private language institute teachers.Int. J. Educ. Invest. 4, 82–100. Heydarnejad, T., Hosseini Fatemi, A., & Ghonsooly, B. (2017).

An exploration of EFL teachers’ teaching styles and emotions.Journal of Applied Linguistics and Language Research, 4(2), 26–46.

Heydarnejad, T., Hosseini Fatemi, A., & Ghonsooly, B. (2017).

http://www.jallr.com/index.php/JALLR/article/download/502/pdf502

Investigating the Impact of Immunity and Teacher Autonomy and Work Motivation: A Focus on an EFL Context.

Namaziandost, E., & Heydarnejad, T. (In Press).

Current Psychology.

Exploring the Role of WhatsApp in Learning and Practicing Language Skills, Perceptions of Classrooms, Foreign Language Anxiety, and Academic Motivation.

Namaziandost, E., & Heydarnejad, T.

Current Psychology.

Teaching Style Preferences as a Function of Self-efficacy, Emotion Regulation, Reflective Teaching, and Mindfulness in Teaching: A Voice from an EFL Context.Journal of Applied Linguistics and Applied Literature: Dynamics and Advances

Namaziandost, E., & Heydarnejad, T.