| Innovative technology in English language teaching: the utility of mobile social network sites to improve teacher education S Ketabi, S Kavoshian Teaching English Language 11 (1), 39-67, 2017 | 19 | 2017 |
| Construction and validation of mobile social network sites utility perceptions inventory (MUPI) and exploration of English as foreign language teachers’ perceptions of MSNSs … S Kavoshian, S Ketabi, M Tavakoli, T Koehler Education and Information Technologies 25 (4), 2843-2869, 2020 | 13 | 2020 |
| Reflective teaching through videotaping in an English teaching course in Iran S Kavoshian, S Ketabi, M Tavakoli Teaching English as a Second Language Quarterly (Formerly Journal of …, 2016 | 13 | 2016 |
| Mobile social network sites (MSNSs) for Iranian EFL teachers’ professional development S Kavoshian, S Ketabi, M Tavakoli, T Koehler TechTrends 66 (2), 196-211, 2022 | 6 | 2022 |
| Self-Evaluation through Videotaping as an Alternative Mode of Teaching S Kavoshian, S Ketabi, M Tavakoli The Iranian EFL Journal 7, 272, 2013 | 6 | 2013 |
| Iranian language learners' conceptions of the ideal English lesson: form-focused or communicative S Kavoshian, G Medadian, M Lorzadeh Theory and Practice in Language Studies 3 (8), 1352, 2013 | 3 | 2013 |
| Implementing action research to improve L2 classroom communication patterns: a grounded theory analysis approach M Tavakoli, S Kavoshian Educational Action Research 32 (5), 789-806, 2024 | | 2024 |
| The Effect of Reflective Audiotaped Journals on Complexity, Accuracy, and Fluency of L2 Oral Performance S Kavoshian, T Koehler, F Mashhadi Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2018, 207-223, 2018 | | 2018 |
| Video-enhanced Reflection in Iran S Kavoshian, S Ketabi, M Tavakoli, T Koehler Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2017, 234-248, 2017 | | 2017 |
| Politeness May Not Always Pay: A Contrastive Study of S Kavoshian, G Medadian, V Yousefi The Iranian EFL Journal 11 (2), 142, 2013 | | 2013 |
| G–Erlebnis und Wissensgewinn S Kavoshian, T Koehler, F Mashhadi | | |
