The College of

Arts and Sciences

 

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