Dr Hassan Nejadghanbar

Research Assistant Professor

HHB917
+852 2766 7496
hassan.nejadghanbar@polyu.edu.hk

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SCOPUS ID

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Research Overview

My research has mainly focused on language teacher education and English for academic purposes.

In my research, I have focused on promoting reflection among language teachers and devising models that extend this area of research. The current focus of my work is on teachers’ identity (re)construction and emotional vulnerability as a structural condition of teaching.

Also, inspired by my own journey of acquiring the rules and regulations of the academic discourse communities and the struggles and hurdles that I faced along the way, I have conducted research on academic literacy development and academic integrity in higher education. I am particularly interested in exploring the challenges, strategies, and life stories of newcomers or novice researchers on their path to gaining membership in their academic discourse communities. I have a special interest in improving scholarly communication by helping students gain the academic literacies they need to navigate within academic communities and stay away from bad science.

Education and Academic Qualifications

PhD in Applied Linguistics, Kharazmi University, Tehran, Iran (Supervisors: Mahmood Reza Atai and Catherine E. Snow).

Academic and Professional Experience

Postdoctoral Fellow, Department of English and Communication, The Hong Kong Polytechnic University, Hong Kong (2021-2022)
Visiting Research Scholar, Harvard University, USA (Jan 2018 – Aug 2018)
Part-time Lecturer, Department of Foreign Languages, Kharazmi University, Tehran, Iran (2014-2018)

Teaching Areas

English language teaching methodology
Academic writing and publishing
English for academic purposes
Professional communication

Research Interests

Research Output

Ebadi, S., & Nejadghanbar, H. (2019), TOEFL preparation course for Iranian PhD students. Ava Publications, Tehran, Iran.

Nejadghanbar, H., Hu, G., & Jahangiri, M. B. (2023). Publishing in predatory language and linguistics journals: Authors’ experiences and motivations. Language Teaching. https://doi.org/10.1017/S0261444822000490
Nejadghanbar, H., Atai, M. R., & Snow, C. E. (2022). Exploring the academic reading challenges of graduate students of applied linguistics. Ibérica: Journal of the European Association of Languages for Specific Purposes (AELFE). 44(2), https://doi.org/10.17398/2340-2784.44.31
Nejadghanbar, H., & Hu, G. (2022). Predatory and legitimate open-access journals in language and linguistics: Where do they part ways? Journal of Scholarly Publishing. 53(4), 224-248. https://doi.org/10.3138/jsp-2022-0021
Nejadghanbar, H., & Hu, G. (2022). Where predatory and mainstream journals differ: a study of language and linguistics journals. Learned Publishing. https://doi.org/10.1002/leap.1485.
Nejadghanbar, H. (2021). Using critical incidents for professional development with novice teachers. TESOL Journal. 12:1-17 https://doi.org/10.1002/tesj.521
Henning, M. A., Nejadghanbar, H., & Ukachukwu, A. (2018). Developing a revision of a Cross-Cultural Academic Integrity Questionnaire (CCAIQ-2). Journal of Academic Ethics. 16(3), 241-255. https://doi.org/10.1007/s10805-018-9306-5
Atai, M. R., Hashemi, M. R., & Nejadghanbar, H. (2018). Exploring the conceptions of academic reading comprehension by Iranian graduate students of applied linguistics. TESL Quarterly, 37(2), 1-32. https://10.22099/jtls.2019.32055.2628
Shafiee, Z., Nejadghanbar, H., & Parsaiyan, S. F. (2018). Transformation of an EFL teacher's cognition underlying oral corrective feedback: A case of reflective inquiry. English Language Teaching Journal (TELL Journal). 12(1), 1-30. https://doi.org/10.22132/TEL.2018.58510
Atai, M, R., & Nejadghanbar, H. (2017). Exploring Iranian ESP teachers’ subject-related critical incidents. Journal of English for Academic Purposes. 29, 43-54. https://doi.org/10.1016/j.jeap.2017.08.001
Babaii, E., & Nejadghanbar, H. (2017). Plagiarism among Iranian language students: perspectives and causes. Ethics and Behaviour. 27(3), 40-258. https://doi.org/10.1080/10508422.2016.1138864
Karimi, M. N., & Nejadghanbar, H. (2016). The interface between second language acquisition research and second language pedagogy: Iranian EFL teachers’ perspectives. English Language Teaching Journal (TELL journal). 10(1), 1-37. https://doi.org/10.22132/TEL.2016.53611
Atai, M. R., & Nejadghanbar, H. (2016). Unpacking in-service EFL teachers’ critical incidents (CIs): the case of Iran. RELC Journal. 47(1), 97–110. https://doi.org/10.1177/0033688216631177
Farangi, M. R., Nejadghanbar, H., Askary, F., & Ghorbani, A. (2015). On the effects of podcasting on EFL upper-intermediate learners’ speaking ability. CALL-EJ. 16(2), 1-18.

Nejadghanbar, H., & Atai, M. R. (2021). EFL teachers’ reflection on their critical incidents: Promoting reflectivity in blog environment. In K. Paesani & M. Bigelow (Eds.), Juried proceedings of the tenth (2017) and eleventh (2019) International Language Teacher Education Conferences. University of Minnesota.

Nejadghanbar, H., & Hu, G. (2022). Predatory and legitimate open-access language and linguistics journals: Where do they differ? Open Applied Linguistics (AILA ReN) symposium. Cambridge University Press & Assessment and Open Applied Linguistics (AILA Research Network), Cambridge, UK.
Nejadghanbar, H., & Asadpour, E. (2018). EFL teachers’ perceptions of individual and group reflection in facilitating their professional development. 6^th international conference on applied research in language studies. Allame Tabatabaii University, Tehran, Iran.
Nejadghanbar, H., & Asadpour, E. (2018). Need analysis in ESP: A case study of Yasouj EAP Students of Mechanical Engineering. 6^th international conference on applied research in language studies. Allame Tabatabaii University, Tehran, Iran.
Nejadghanbar, H., & Atai, M, R. (2017). EFL teachers’ reflection on their critical incidents: promoting reflectivity in blog environment. The 10th International Conference on Language Teacher Education. 2-4 February, University of California, Los Angeles (UCLA), USA.
Farangi, M. R., Nejadghanbar, H., Askary, F., & Ghorbani, A. (2015). On the effects of podcasting on EFL upper-intermediate learners’ speaking ability. The 13th TELLSI international conference, University of Lorestan, Lorestan, Iran.
Nejadghanbar, H., & Taghaddomi, M. Sh. (2015). The effect of pre-service teachers’ group reflection on critical incidents on their professional development. The 12th TELLSI international conference, University of Sistan and Baluchestan, Zahedan, Iran.

Esteem Measures

American Association of Applied Linguistics (AAAL), USA
Asia-Pacific LSP & Professional Communication Association, Hong Kong
Hong Kong Association for Applied Linguistics (HAAL), Hong Kong
Teaching English Language and Literature Society of Iran (TELLSI), Iran

Faculty of Humanities Outstanding Teaching Award for Postgraduate Students and Postdoctoral Fellows (2021/22), The Hong Kong Polytechnic University.
Top Student Researcher of Iran (2018), Selected by the Teaching English Language and Literature Society of Iran (TELLSI).
Outstanding Student of the Year (2018), Kharazmi University, Iran.