MohammadHamed Hoomanfard
PhD Student, Applied Linguistics, TESOL
Phone: (405) 269-2775
Website:Google Scholar
Email:hamed.hoomanfard@okstate.edu
Ph.D. in TESL from Payame Noor University, 2019
MA in TESL from Shiraz University, 2012
Areas of Interest & Expertise
Academic Writing
L2 Writing
Peer Feedback
CALL
Supervisor Feedback
Recent Courses Taught
Academic Literacy, ELIC, Oklahoma State University, 2024-Present
General English and ESP, Bahonar Technical College, Shiraz, Iran, 2015-2023
Specialized and General Courses, Shiraz Payame Noor University, 2014-2015
Professional Appointments or Professional Service
Academic Chair, TESLing Club
Tutor, SPS: Social Sciences Statistics, 2011-Present
Consultant, Writing Center, Oklahoma State University, 2023-2024
Head, Training Department, Phoenix Accelerator, 2020-2022
Reviewer, The Asia-Pacific Education Researcher (TAPE), The Asian ESP Journal, Journal of Language and Education, Iranian Journal of English for Academic Purposes
Selected Publications
Hoomanfard, M. H. (2024). L2 Master’s and Doctoral Students’ Preferences for Supervisor Written Feedback on Their Theses/Dissertations. Assessing Writing, 62, 1-11.
Mehrpour, S., Hoomanfard, M. H., & Vazin, E. (2023). Peer feedback accuracy in synchronous and asynchronous computer-mediated conditions in an EFL context. Iranian Journal of Language Teaching Research, 11(1), 97-116.
Hoomanfard, M. H., & Rahimi, M. (2021). Effect of computer-mediated and conventional peer Feedback on L2 introverted and extroverted learners’ writing ability and language-related episodes. Journal of Language Horizons, 5(2), 51-73.
Hoomanfard, M. H., Jafarigohar, M., & Jalilifar, A. R. (2021). Hindrances to L2 advanced students' incorporation of written feedback into their academic texts. Journal of Language Research, 12(37), 219-246.
Hoomanfard, M. H., & Rahimi, M. (2020). A comparative study of the efficacy of teacher and peer feedback online written corrective feedback on EFL learners’ writing ability. Journal of Language Research, 33, 327-352.
Ansari, A., & Hoomanfard, M. H. (2019). Explicit and implicit exposure to grammar: Complexity and accuracy in negation and interrogatives. Journal of Applied Linguistics and Language Research, 6(2), 82-89.
Hoomanfard, M. H., Jafarigohar, M., & Jalilifar, A. R. (2018). A typology of supervisor written feedback on L2 students’ theses/dissertations. Iranian Journal of Applied Linguistics, 21(2), 43-87.
Hoomanfard, M. H., Jafarigohar, M. Jalilifar, & A. R., Hosseini, M. (2018). Comparative study of graduate students’ self-perceived needs for written feedback and the supervisors’ perceptions. Journal of Research in Applied Linguistics, 9(2), 24-46.
Hoomanfard, M. H. (2017). EFL learners’ attitudes towards and perceptions of online and conventional peer written feedback: A tertiary level experience. Malaysian Journal of Languages and Linguistics, 6(1), 49-62.
Hoomanfard, M. H., & Meshkat, M. (2015). Writing on a Computer and Using Paper and Pencil: Is there any Difference in the Internal Cognitive Processes? GEMA Online® Journal of Language Studies, 15(2), 17-31.
Selected Conference Presentations
Hoomanfard, M. H. (2023). Why don’t graduate students incorporate their instructors’ comments into their texts? Paper presented at TESOL and Linguistics Summit. Stillwater, OK.
Rashidi, N., Kushki, A. & Hoomanfard, M. H. (2012). An investigation into multimodality in science and humanity classes. Paper presented at International Symposium on Language and Communication: Research trends and challenges (ISLC). Izmir, 2012.
Rashidi, N & Hoomanfard, M. H. (2012). The transactional aspect of the generic structure of the medical front desk. International Symposium on Language and Communication: Research trends and challenges (ISLC). Izmir, 2012.
Current Research
Collaborative Peer Feedback, Academic Writing, Computer-Assisted Language Learning