| The impact of metacognitive strategy training and critical thinking awareness-raising on reading comprehension F Mohseni, Z Seifoori, S Ahangari Cogent education 7 (1), 1720946, 2020 | 113 | 2020 |
| Exploring EFL teachers’ beliefs about and practices of learner autonomy across experience and licensure B Ahmadianzadeh, Z Seifoori, N Hadidi Tamjid Innovation in Language Learning and Teaching 14 (2), 97-113, 2020 | 44 | 2020 |
| Impacts of implicit, explicit, and emergent feedback strategies on EFL learners’ motivation, attitude and perception M Zarei, T Ahour, Z Seifoori Cogent Education 7 (1), 1727130, 2020 | 39 | 2020 |
| The impact of fluency strategy training on Iranian EFL learners' speech under online planning conditions Z Seifoori, Z Vahidi Awareness Matters, 101-112, 2016 | 38 | 2016 |
| The relationship between Iranian EFL learners’ perceptual learning styles and their multiple intelligences Z Seifoori, M Zarei Procedia-Social and Behavioral Sciences 29, 1606-1613, 2011 | 29 | 2011 |
| Educational technology in Iranian high schools: EFL teachers’ attitudes, perceived competence, and actual use H Jahanban-Isfahlan, N Hadidi Tamjid, Z Seifoori Education research international 2017 (1), 9738264, 2017 | 26 | 2017 |
| A Profile of an Effective EFL Writing Teacher (A Technology-Based Approach). Z Seifoori, MA Mozaheb, AB Beigi English Language Teaching 5 (5), 107-117, 2012 | 23 | 2012 |
| The impact of metacognitive strategy training and critical thinking awareness-raising on reading comprehension. Cogent Education, 7 (1), 1720946 F Mohseni, Z Seifoori, S Ahangari | 16 | 2020 |
| Effective Iranian EFL writing teachers (a technology-based framework) MA Mozaheb, Z Seifoori, AB Beigi Procedia-Social and Behavioral Sciences 70, 18-27, 2013 | 15 | 2013 |
| THE EFFECT OF TRAINING AND TASK-PLANNING ON THE COMPLEXITY OF IRANIAN LEARNERS’ORAL SPEECH P Birjandi, Z SEYFOURI THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE 2 (4), 57-80, 2009 | 15 | 2009 |
| Postgraduate English students’ metacognitive awareness of reading strategies and their reading comprehension: A comparative study Z Seifoori Journal of Applied Linguistics and Applied Literature: Dynamics and Advances …, 2015 | 13 | 2015 |
| Enhancing comprehension and production of argumentation through critical thinking awareness-raising M Akbari, Z Seifoori, T Ahour Linguæ &-Rivista di lingue e culture moderne 16 (2), 111-130, 2018 | 11 | 2018 |
| Metacognitive awareness and the fluency of task-based oral output across planning conditions: The case of Iranian TEFL students Z Seifoori Iranian Journal of Language Teaching Research 4 (1), 11-26, 2016 | 10 | 2016 |
| Discipline and Gender Variation in ESP Learners' Use of Metacognitive Strategies. Z Seifoori Iranian Journal of Language Teaching Research 2 (2), 13-34, 2014 | 10 | 2014 |
| The effect of multiple intelligence-oriented thematic clustering on advanced EFL learners’ vocabulary learning S Savojbolaghchilar, Z Seifoori, N Ghafoori Teaching English as a Second Language Quarterly (Formerly Journal of …, 2020 | 9 | 2020 |
| Intermediate EFL Learners’ Shyness, Communication Apprehension, the Accuracy and Fluency of their Oral Performance M Babapoor, Z Seifoori, M Chehreh Research in English Language Pedagogy 6 (2), 205-222, 2018 | 9 | 2018 |
| The comparison of the method section of applied linguistics articles written by native and Iranian writers in terms of grammatical complexity and clause types Z Seifoori, J Fattahi Procedia-Social and Behavioral Sciences 98, 1698-1705, 2014 | 9 | 2014 |
| A Contrastive study of American and Persian compliment speech act Z Seifoori, SE Emadi Modern Journal of Language Teaching Methods 5 (3), 120, 2015 | 8 | 2015 |
| The effects of implicit, explicit, and emergent oral feedback on Iranian EFL learners' accuracy, fluency, and attitude M Zarei, T Ahour, Z Seifoori Journal of Language Horizons 2 (2), 75-102, 2018 | 7 | 2018 |
| Iranian EFL learners' reflectivity/impulsivity styles and their metacognitive awareness of reading strategy use across gender K Soltani, N Hadidi, Z Seifoori Journal of Education & Assessment 8 (31), 103-124, 2015 | 7 | 2015 |
