THE OUTSET

In square one, I would like to express my deepest debt of gratitude to all dear students, friends, and colleagues of mine who help me in this journey by being there for me. As an ardent supporter of the cause of education, a dedicated teacher and adaptable researcher, I have always had this plan in mind to create an educational and academic hub, primarily in the form of an educational-informative website, to spot, meet, and work with creative, genuine, resourceful, authentic, inventive, and diligent individuals with avid desire to enhance their knowledge and skills in various branches of applied linguistics particularly teaching, translation, language assessment, and research.

Esmaeil Bagheridoust
September 9, 2024

 

There are a number intervening reasons to start and run assessment research foundation:

  1. To aid and support in EFL instructor’s recruitment, employment, edification, motivation, publication, improvement, and retention
  2. To facilitate and incubate scientific assessment and research collaboration
  3. To hold assessment research seminars, workshops, conventions, symposiums, courses, journals, and projects
  4. To secure assessment research resources and provide assessment research support and research grants
  5. To offer sense of community and promote lifelong learning
  6. To train and educate young assessment researchers (Statisticians, SPSS experts, Data collection experts, Topic developers, and Data analysts)
  7. To publish research results and reports in revered journals as well as LARF journal
  8. To hold research journals and quarterly magazines (LARF) for assessment researchers to publish their works
  9. To afford organizational flexibility and tractability (both virtual and actual)
  10. To focus on societal problems and raise funds by LARF as well as Governmental funds and Research grants

Mission 

  1. Designing language tests of multifarious genre (Test banks) for various objectives (Various test battery pools)
  2. Categorization of linguistic/psychological tests and questionnaires based on (Four Skills and various related subskills, Three Areas of knowledge, Competency levels, gender, background, objectives, etc.)
  3. Validating tests for customization purposes (both virtual and actual testing objectives)
  4. Employing appropriate statistical analyses software, LISREL in particular, and accurate item and test analyses formula and procedure
  5. Designing customized test rubrics and related benchmarks for rating productive skills reliably
  6. Designing regression (prediction) platform using line of best fit (SLOPE) and regression-prediction technique based on locally designed tests to predict performance on various standard and non-standard tests (This test generator platform (software) would provide less stressful ground for various test applicants to get the maximum from the minimum performance).
  7. Expanding the testing and assessing spectrum and scope of internationally qualified examinations such as GRE, SAT, PSAT, LSAT, GESE, ISE, etc.
  8. Establishing a Standard Valid Assessment Center to Validate various tests locally and internationally
  9. Establishing Language Assessment Research Foundation (LARF) under the Holding of Safir Academy
  10. Establishing and running LARF journal to put the assessment and testing importance in perspective

Research 

Research fosters understanding and awareness, creates new knowledge, changes situations and conditions to better, and helps people embrace changes.

  1. Connecting researchers (Master’s and Doctoral candidates) with the LARF before/while/after choosing a topic for research project
  2. Provision of budget for the research projects (the details should be discussed)
  3. Publishing the research results (How, What, Why) in revered journals by the affiliation of LARF + University
  4. Practical implementation of the research results and findings by LARF in learning and teaching contexts

LARF Testimonial

LARF will exert a tremendously positive impact on EVERY educated person and elite inside and outside Iran. We spare no efforts to ask questions and challenge our professors, scholars, language instructors, and students in their contacts with us. The assessment research methodology is making its way into every part of our educational settings, in order to provide them with full assessment research support and leadership. We want to shift our focus as research planners away from what was NOT working over the past to what is possible now and future. Together, we prove that we are truly a visionary in moving individuals to higher levels of performance.

 Expected Achievements and Accomplishments

There are a number of factors that lead to the success of a research center. First is experience. A successful research center should have enough experience in the fields that it is intended to manage and accomplish. The truth is that newly established research centers can offer services that are good, however, a research center that gathers experienced researchers with great research experience can handle huge projects more effectively and efficiently. This very fact will guarantee a part of success of a research Center. Second is to focus on individuals and their career development. Third is to find a small corner of the market to make the research center profitable. The Center for Research on Electronic Commerce (CREC) at The University of Texas at Austin, is a real case in point. Fourth is collaboration and we should do it well. We need to find a sweet spot in the research market. This is critical in our situation. In the world today, researchcenters that plan to be successful also require collaboration across disciplines, and often, across other research institutions. Fifth is engaging in public forums as a natural move for our researchers who deal with topics at the forefront of today’s world. In simple terms, we act like other researchers today, who share their research results with the public via online newsletters, Instagram, Twitter, Facebook and other social platforms, as well.

ABOUT

Esmaeil Bagheridoust (1968 -), An Assistant Professor of Teaching English as a Foreign/Second Language (TEFL/TESL) at IAU South Tehran Branch and the Certified English Translator of the Judiciary of IRI (Code : 805) .

Esmaeil Bagheridoust was born in a big family and brought up so as an autonomous and  independent individual. By the age of 18, he passed the University Entrance Exam to start his academic life journey.

He started his educational career in 1990 as a tenured faculty member at the Islamic Azad University,  South Tehran Branch. Nevertheless, teaching various English courses at both undergraduate and graduate levels was his main duty , he embarked on carrying out a number of research studies, composing, editing books and articles, and translating free and official texts, as well as lecturing in multiples of conferences and seminars inside and outside the country. As a TEFL/TESL advisor and researcher, he took the chance to be the secondary research assistant at the University of Ottawa (2005) and the visiting scholar and content contributor of Persian Online of the University of Texas at Austin (2006 and 2007). He has been the advisor, reader, and judge of more than 150 Master’s theses as well as doctoral dissertations.

VITAE, ACADEMIC LIFE AND INTERESTS, DOSSIER

esmaeilbagheridoust.info

+98 933 310 3657   


OFFICE:

TARJOME805.IR      Tel.: 88104307, 88104308

 

 

ARTICLES

PUBLISHED ARTICLES

Translation of culture specific items: a case study of Persian architecture terminology
E. Bagheridoust, ZM Mahabad
International Journal of Applied Linguistics and English Literature 6 (2), 46-55

Peer coaching to boost up teacher efficacy and professional development: A case study in teacher education
E. Bagheridoust, H Jajarmi
IRANIAN JOURNAL OF TEFLL 1 (2), 3-20

The impact of dynamic corrective feedback in developing speaking ability of Iranian intermediate EFL learners
E. Bagheridoust, AM Kotlar

Journal of Language teaching and research 6 (5), 1063

The effects of planning on accuracy in argument/compare and contrast writing of Iranian EFL learners
E. Bagheridoust, K Allahyari Fakoor
International Research Journal of Applied and Basic Sciences 4 (12), 3764-3773

On the Impact of Illustrated Assessment Tool on Paragraph Writing of High School Graduates of Qom, Iran.
E. Bagheridoust, Z Husseini
English Language Teaching 4 (3), 101-110

The Effect of Reading Involvement through Open-Ended Strategy vs. Fill-in-the-Blanks Strategy on Young EFL Learners’ Reading Comprehension Ability
RS Sepehr, E. Bagheridoust, MY Moghaddam
International Journal of Applied Linguistics and English Literature 3 (6 …

Investigating the impact of convergent vs. divergent assessment on ESL students’ anxiety and test performance
AS Nasab, E. Bagheridoust, K Karimi
International Journal of Applied Linguistics and English Literature 3 (3), 65-72

The effect of context-dependent and context independent test design on Iranian EFL learners’ performance on vocabulary tests
E. Bagheridoust, M Karagahi
International Research Journal of Applied and Basic Sciences 4 (8), 2129-2136

THE IMPACT OF TEACHING CRITICAL LITERACY ON EFL LEARNERS’READING COMPREHENSION AND CRITICAL AWARENESS: A FREIREAN ADDITION TO VYGOTSKY’S ZPD
E. Bagheridoust, EN RAJABI
JOURNAL OF ENGLISH LANGUAGE STUDIES 1 (2), 143-161

The Effect of the Three Different Dimensions of Transformative Teaching on Iranian EFL Students: A Macro Study on Transformative Teaching Methods
E Bagheridoust, A Zarbafian

Exploring the Impact of Interlinear vs. L1 Marginal Glosses on Iraqi EFL Learner’ s L2 Vocabulary Learning
E. Bagheridoust, HA Jawad
English Language Teaching 16 (9), 1-13

Integrating Divergent Assessment (DA) and Task Based Language Teaching (TBLT) in Argumentative Essay Writing Classrooms: An Experimental Study to Develop Iraqi EFL Learnersâ …
E. Bagheridoust, H Al-Sultani, I Branch
English Language Teaching 16 (5), 139-139

The Effect of Group Dynamics-Oriented Instruction on Developing Iranian EFL Learners’ Speaking Ability and Willingness to Communicate
E. Bagheridoust, M Alikhani
English Language Teaching 10 (11), 1-44

The Comparative Impact of Focus on Forms vs. Focus on Form Instructions on the Receptive Skills of Reading and Listening: An Experimental Study of Iraqi Intermediate EFL Learners
E. Bagheridoust, RI Saadoon
English Language Teaching 16 (8), 1-9

On the Impact of Teacher-Made Vocabulary Tests vs. Standardized Vocabulary Tests on Reading Comprehension Performance of Iraqi Intermediate EFL Learners
E. Bagheridoust, ZA Kadhim
English Language Teaching 16 (7), 103-103

The Impact of Contemplative Teaching on Fostering Iraqi (High) School Students Willingness to Communicate (WTC) and Speaking Fluency
E. Bagheridoust, WF Hassan
English Language Teaching 16 (6), 1-82

A Comparative-Correlative Study of Test Rubrics Used as Benchmarks in Assessing IELTS and TOEFL Speaking Skills
E. Bagheridoust, YK Khairullah
English Language Teaching 16 (6), 1-1

Investigating the Impact of Meta-discourse on Task Achievement of IELTS General Reading Modules
E. Bagheridoust, ZK Hameedi
English Language Teaching 16 (5), 111-111

Portfolio Assessment to uplift Learner’s Autonomy
E. Bagheridoust, E Azani
Academic Exchange Quarterly 15 (3), 63

CULTURE DISINTEGRATION AND SYLLABUS MUTILATION TO AFFECT IRANIAN EFL LEARNERS’ATTITUDE AND LISTENING COMPREHENSION SKILL
E. Bagheridoust, A Nejabat
JOURNAL OF LANGUAGE AND TRANSLATION 1 (2), 47-54