Ahmad Nazari


Ahmad Nazari  

Dr Ahmad Nazari CELTA, BA TEFL, MA TEFL, MA LTHE, PhD Applied Linguistics, FHEA

Dr Ahmad Nazari is a principal lecturer for languages and course leader for MA TESOL & Applied Linguistics at London Metropolitan University. He has taught applied linguistics and TESOL (Teaching English to Speakers of Other Languages) in higher education since 1993, including positions at the University of Hertfordshire and University of Sunderland, as well as universities abroad. Dr Nazari has taught Theories of Second Language Learning, Research Methods in TESOL & Applied Linguistics, Language, Culture & Power, Issues in Language Learning and Second Language Teaching Methods at postgraduate level and Linguistics at undergraduate level. He was awarded a PhD in Applied Linguistics in 2003 at King’s College London for research on second language programme evaluation. He also holds a master’s and bachelor’s degree in TEFL (Teaching English as a Foreign Language), a master’s in LTHE (Learning and Teaching in Higher Education) and a CELTA (a Certificate of Teaching English to Speakers of Other Languages).

His research interests lie in the processes of second language learning and teaching as well as ESL/EFL (English as a Second Language/English as a Foreign Language) in higher education. As a principal lecturer for languages, Dr Nazari is responsible for the management and leadership of the MA TESOL & Applied Linguistics and the Open Language Programme, which specialises in teaching English and modern foreign languages. He has supervised over 70 MA dissertations and PhD theses in applied linguistics and TESOL and examined PhD candidates at UK universities, both internally and externally, as well as universities abroad. He has also acted as an external examiner for academic programmes at universities in the UK. He has been a reviewer and member of the Editorial Panel for English Language Teaching (ELT) Journal and is a fellow of the UK Higher Education Academy (FHEA). Dr Nazari is interested in applications for PhDs in the areas of applied linguistics and TESOL.

  • Nazari, A (2015) Externally Peer Reviewed Distance Learning Workbook ‘Issues in Language Learning: An Intercultural Approach’ published by London Metropolitan University on WebLearn
  • Nazari, A (2015) Externally Peer Reviewed Distance Learning Workbook ‘Patterns in Global Sociolinguistics’ published by London Metropolitan University on WebLearn
  • Nazari, A and Willis, K. (2014) One Big Happy Family?  An Investigation into Students' Perceptions of Group Dynamics on an MA TESOL Program. English Language Research Journal, Issue 1
  • Nazari, A (2014) Externally Peer Reviewed Distance Learning Workbook ‘Research Methods in Applied Linguistics’ published by London Metropolitan University on WebLearn
  • Nazari, A and Allahyar, N (2012) Increasing Willingness to Communicate among English as a Foreign Language Students: Effective Teaching Strategies. Journal of Investigations in University Teaching and Learning, Vol: 8 
  • Allahyar, N and Nazari, A (2012) Potentiality of Vygotsky’s Sociocultural Theory in Exploring the Role of Teacher Perceptions, Expectations and Interaction Strategies. Journal of Working Papers in Language Pedagogy, Vol: 6 
  • Nazari, A and Allahyar, N (2012) Grammar Teaching Revisited: EFL Teachers between Grammar Abstinence and Formal Grammar Teaching. Australian Journal of Teacher Education, Vol: 37, Issue 2
  • Hayes, J and Nazari, A (2011) Laughter and Students’ Performance in the Assessment of Spanish as a Foreign Language: A Debilitative or Facilitative Tactic? Journal of Vida Hispanica, Vol: 44
  • Nazari, A (2011) An Analysis of an EFL Teachers' Guide: A Case Study. Journal of Education Research International, Vol: 2011 
  • Nazari, A (2008) Externally Peer Reviewed Distance Learning Workbook ‘L2 Practical Teaching’ published by the University of Sunderland on SunSpace 
  • Nazari, A (2007) EFL Teachers’ Perception of the Concept of Communicative Competence. ELT Journal, Issue 61/3 
  • Nazari, A (2007) Power on the Page: Examining Embedded Power Relations in English Textbooks for Iranian Students, chapter in the book Marginality and Difference in Education and Beyond  
  • Nazari, A (2005) Washback Effects on TEFL: A Case Study from Iran. Journal of IATEFL Voices, Issue 185 
  • Nazari, A (2005) Externally Peer Reviewed Distance Learning Workbook ‘Theories of L2 Learning’ published by the University of Sunderland on SunSpace

Selected conference papers: 

  • Nazari, A (2015) ‘Foreign Language Assessment: Laughter and Students´ Performance’, paper presented in the 27th  International Conference on Foreign/Second Language Acquisition at the University of Silesia, Poland 2013 ‘Group Dynamics on an MA TESOL Programme: A Student Perspective’, paper presented in the Applied Linguistics Research Seminar Series at the School of Education, Communication and Language Sciences, Newcastle University 
  • 2011 ‘One Big Happy Family? An Investigation into Group Dynamics on an MA TESOL Programme’, paper presented at the ‘New Dynamics of Language Learning’ conference at the University of Jyvaskyla, Finland 
  • 2009 A series of presentations on theories of second language learning and methods of second language teaching, at the School of Foreign Studies, Beijing Information Science and Technology University, China 
  • 2005 ‘A Critical Discourse Analysis of Iranian High School English Textbooks’, paper presented at the ‘Discourses of Difference Within and Beyond Education’ conference at the Institute of Education, London