Author

Hamidreza Moeiniasl

Publication date

2026

Journal

Assessing Writing

Volume

69

Publisher

https://doi.org/10.1016/j.asw.2026.101061

Description

Abstract: This study employed an explanatory sequential mixed-methods design—in which quantitative and qualitative data were collected via different instruments and intentionally integrated to provide complementary insights into a single research problem. In the quantitative phase, 213 students from five first-language groups (Hindi, Punjabi, Tagalog/Filipino, Turkish, Farsi) participated in a 12-week guided integration of ChatGPT for self-assessment in college Communication courses across six semesters (2023–2024). Students followed a “self-assessment loop”—set a goal, used ChatGPT diagnostically, accept or rejected suggestions with a brief rationale, and revised—using the tool for grammar/vocabulary checks, essay structuring, paraphrasing/summarizing, and source integration. They sustained this use throughout (median 3 prompts/week), with 61% of prompts being evaluative, reflecting coaching that …

Author

Hamidreza Moeiniasl

Publication date

(Forthcoming) 2026

Journal

Language Assessment Quarterly

Authors

Hamidreza Moeiniasl, Laura Taylor, Michael DeBraga, Tanya Manchanda, William Huggon, Jeffrey Graham

Publication date

2022/3/1

Journal

Thinking Skills and Creativity

Volume

43

Pages

101004

Publisher

Elsevier

Description

Research on critical thinking (CT) has developed over the last several decades to encompass both general CT ability and subject-specific CT, but a paucity of research exists on how this relates to English Language Learners (ELLs). This study examined the CT skills of undergraduate students enrolled in a first-year psychology course at a Canadian university. It examined the extent to which language ability played a role in student performance on standardized CT tests, subject-specific CT tests, and students’ own perspectives on reading self-assessment. In total, 721 students participated in the study, divided into three groups: those with English as a first language (L1), those with English as an additional language but four years of English learning in a Canadian high school (L2c), and those who had English as an additional language who were taught internationally (L2i). Findings from this study showed that L2i …

Authors

Hamidreza Moeiniasl

Publication date

2024

Institution

University of Toronto

Description

Psychology undergraduates need critical thinking (CT) skills to evaluate arguments, identify fallacies, and detect unwarranted assumptions amid information and misinformation. However, CT instruction and assessment often fall short due to the absence of robust assessment tools, undermining the effectiveness of CT pedagogy, and leaving students inadequately prepared to critically analyze information. This study aimed to address this gap by developing a diagnostic tool to assess psychology students' CT and explore its correlation with reading proficiency. Inspired by the Watson Glaser Critical Thinking Appraisal, the study developed a psychology-specific CT test with five subscales: Inferences, Assumptions, Deduction, Interpretation, and Arguments. Additionally, a novel" Truth multiple-choice"(TMC) format was introduced, requiring students to indicate their certainty about each option's accuracy. The …

Scholar articles

Authors

Behzad Mansouri, Hamidreza Moeiniasl

Publication date

2018/3

Journal

Canadian Journal of Linguistics/Revue canadienne de linguistique

Volume

63

Issue

1

Pages

123-126

Publisher

Cambridge University Press

Description

CNJ_63_1_BookReview 120.. 130 within the theory of translation (Bilous 2014: 2, among others), which is the most authoritative in the field, should not have been overlooked. In addition, in Chapter 3, it should have been clearly stated that second language acquisition and second language teaching (with its approaches, methods, strategies and techniques) are two separate and fast-expanding branches within applied linguistics. Furthermore, since the targeted readership is undergraduate students, it would have been worthwhile to make a clear distinction between the terms acquisition and learning, and it would have been useful to introduce the concepts of second language incomplete acquisition, attrition and loss as well. The Theory of Universal Grammar (Chomsky 1965 and much subsequent work) could have been given more attention in Chapters 1 to 3, as well as the question of its access to L2/L3-Ln (see …

Scholar articles

Frederick J. Newmeyerand Laurel B. Preston, eds. 2014. Measuring Grammatical Complexity. Oxford: Oxford University Press. Pp. xvi+ 370. US $110 (hardcover).

B Mansouri, H Moeiniasl - Canadian Journal of Linguistics/Revue canadienne de …, 2018

Authors

Hamidreza Moeiniasl

Publication date

2015

Journal

Humanising Language Teaching

Volume

17

Issue

5

Publisher

https://old.hltmag.co.uk/oct15/mart04.htm

Authors

H. Farhady, H., & Moeiniasl

Publication date

2006

Journal

Journal of Humanities: Special Issue on Language and TEFL,

Volume

16

Issue

SUPPL 58

Pages

25-54

Authors

M. Moeiniasl, H, & Evazzadeh

Publication date

2017

Publisher

Rahnama Press