Slide background
About me

Ghasem Modarresi received his PhD in TEFL at Science & Research University of Tehran. He received his MA in TEFL from Ferdowsi University of Mashhad. He is an Assistant Professor of Applied Linguistics at Islamic Azad University of Quchan. His major interests include Testing and Assessment, Psychology of Education and Translation Studies.


1. Khorami Nia, F. & Modarresi, Gh. (2019). A Rasch-based Validation of the

      Evaluation Rubric for Consecutive Interpreting Performance. Sendebar, 30.

      [Indexed by ISI]. 

2. Modarresi, Gh. (2019). Developing and Validating Involvement in Translation

       Scale and its Relationship with Translation Ability. Forum: Internaltional

      Journal of Interpretation and Translation, 17 (2). [Indexed by ISI]. 

3. Modarresi, Gh., & Jeddy, A. (2018). The Association between Dynamic

      Assessment of Grammar and Fluid Intelligence: A Case of Undergraduate

      EFL Students. International and Multidisciplinary Journal of Social

      Sciences 7 (3), 297-321. [Indexed by ISI]

4. Mehrani, M., Modarresi, Gh., & Loghmanian, H. (2018).  The Impact of

       Form-focused with Translation Tasks, Form-focused without Translation

      Task and Meaning-focused Tasks on L2 Vocabulary Learning.  Foreign 

      Language Research Journal, 8 (2), 390-412. [Indexed  by  علمی پژوهشی وزارت]

5. Modarresi, Gh., & Javan, E. (2018). Construction and Validation of Foreign

          Language Learners’ Dropout Questionnaire. International Journal of

         Instruction, 11 (4), 425-444. [Indexed by ISI]

6. Khakshoor, M., & Modarresi, Gh. (2018). Translation of cultural taboos in

          Hollywood movies in professional dubbing and non-professional subtitling.

         Intercultural Communication Research, 47 (6), 454-473. [Indexed by Scopus]

7.  Toraby, E., & Modarresi, Gh. (2018). EFL teacher's emotions and learner's   

         views of teacher's pedagogical success. International Journal of 

         Instruction, 11 (2), 513-526. [Indexed by ISI]

8.  Modarresi, Gh., & Ghoreyshi , S. V. (2018). Student-centred corrections of   

         translations and translation accuracy: A case of BA translation students.

         Translation Studies, 15 (60), 11-28. [Indexed by علمی پژوهشی وزارت]

9.  Fatemi, M. & Modarresi, Gh. (2017). Team work versus individual work   

         in translation practice: A project-based action research. Roshd FLT, 32

         (2), 33-40. [Indexed by علمی ترویجی]

10.  Modarresi, Gh., & Salarvand, B. (2017). The construct validation of translation 

         students’ cognition and its relationship with translation ability. Foreign

         Language Research Journal, 7 (1), 233-250.[Indexed by  علمی پژوهشی وزارت]

11. Azizi, M., & Modarresi, Gh. (2017). On the relationship between crystallized

        intelligence and translation performance of undergraduate translation

        students. Translation Studies, 57[Indexed by  علمی پژوهشی وزارت]

12. Modarresi, Gh., Mohammadi, M., & Kazemi,Gh. (2016). English translators'

        self in translation of Islamic texts: Its development and relationship with

        translation performance. Scientific  Journal of Educational Research, 44,

        97-110. [Indexed by مصوب دانشگاه آزاد]

13. Modarresi, Gh., & Shams, H. (2015). Translator students’ perceptions of their

        success and failure in translation practice. Translation Studies, 48, 61-75.

        [Indexed by علمی پژوهشی وزارت]        

14. Modarresi, Gh., & Hosseini, H. S. (2015). Construction, validation, and

          application of CALL knowledge scale for EFL learners and its relationship

          with their L2 writing skills. Foreign Language Research Journal, 5 (2). 

          [Indexed by علمی پژوهشی وزارت]

15. Modarresi, Gh., & Alavi, S. M. (2014). Designing and validating a test battery of

         computerized dynamic assessment of grammar. TELL, 8 (2), 1-29. 

         [Indexed by علمی پژوهشی وزارت]

16. GhasemZadeh, F., & Modarresi, Gh. (2014). The impact of Mozart music

          performance and its relationship with students' extraversion or introversion

          personality traits. Journal of English Language Pedagogy & Practice, 7 (15),

         53-70. [Indexed by مصوب دانشگاه آزاد /ISC]       

17. Mehrani, M., & Modarresi, Gh. (2011). The nature of interactive and intervening

          strategies in scaffolding EFL reading skill.The Iranian EFL Journal, 7 (1),

          116-126. [Indexed by ISC]   

18. Modarresi, Gh. (2009). Collocational errors of Iranian EFL learners in written

          English.TELL, 3 (1), 135-154. [Indexed by علمی پژوهشی وزارت]

19. Pishghadam, R., & Modarresi, Gh. (2008). The construct validity and application

         of a questionnaire of attribution theory for foreign language learners (ATFLL).

          International Journal of Language Studies, 2(3), 299-324. [Indexed by ISC]


1. Modarresi, Gh., Farokhmanesh, M., & Rohani, H. (2018).  Language curriculum

        development in the postmethod era. National Conference on Applied Linguistics

       and Materials Development, May 9, Bojnord University.  

2. Modarresi, Gh., Agheli, H., Jafarzadeh, M., & Kazemi, Gh. R. (2017). Translation

          of literary works and globalization. National Conferences on Challenges in

          Foreign Language Teaching in Iran, May 4 (3), Sabzevar, Hakim University.

3. Modarresi, Gh., & Dalir, F. (2017). The effect of anxiety on the performance of

          interpreting trainees: a gender based study. National Conferences on 

          Challenges in Foreign Language Teaching in Iran, May 4 (3), Sabzevar,

           Hakim University.

4. Modarresi,Gh., Mahdavi Milani, M., & Ramazanian, D. (2016). The construct

          validity of translation students' demotivation questionnaire. 4th International

          Conference on Applied Research in Language Studies. November 25, 2016,

          Tehran, University of Khajeh Nasir Toosi.

5. Pishghadam, R., Modarresi, Gh., Shams Hosseini, H., & Ranjbar, N. (2013). New

          ways of teaching English as an international lingua franca: Reading and

          writing skills. Proceedings of The Fifth International Conference on English

          as a Lingua Franca, May 24, Istanbul, Bogazici University.

6. Modaresi, Gh., Shahbaz Rad, M., & Ranjbar, N. (2012). Action research and

          teacher involvement in curriculum development. The 1st Conference on

          Language Learning & Teaching: An Interdisciplinary Approach, Mashhad,


7. Modarresi, Gh., Jalilzadeh, K., & Mehrani, M. (2010). The impact of globalization

          and the internet in EFL classrooms: A comparative study between China

          and Iran. Proceedings of EDULEARN10 Conference, 4-6 July, Barcelona,


8. Modarresi, Gh. (2008). Collocations and second language writing. Paper presented

          at the 5th Conference on Issues in TEFL and English Literature, October,

          18-19, Gillan University, Gillan, Iran.

9. Modarresi, Gh. (2007). Portfolio-based writing assessment and Iranian EFL

          writing development. Paper presented at the 4th Conference on Issues in TEFL

          and English Literature, July, 18- 19, University of Tehran, Iran.



Jalilzadeh, K., Modarresi, Gh., 

& Rouhani, H. (2020). A

Comparative Study of 

Instructions Types and 

Reading Comprehension

for Young Learners. In 

Political, pedagogical and

research insights in English

Education. Cambridge: Cambridge

Scholars Publishing. 

Modarresi, Gh., & Heidarian, A.

     (2019). Skills, functions, use:

     A preparation course for

     standardized tests (3nd ed.).

     Sabzevar: Khate Sefid

     Educational Group.


Modarresi, Gh. (2012). General

     English for university

     students: A preparation

     course for BA & MA (2nd ed.).

     Mashad: Zarih-e Aftab




Computerized Dynamic Grammar Test (CDGT)