Mojtaba Tadayonifar

As a Ph.D. student in Applied Linguistics at Victoria University of Wellington, my current research focuses on identifying strategies that optimize language learning from input. My long-term career goals center around:
• employing my advanced research skills and teaching experience to actively enrich language education.
• contributing to impactful research projects while inspiring and guiding students in their academic journeys. Presenting my key skills and experiences:

• Advanced research skills obtained during the completion of my master’s and Ph.D. theses.
• Good analytical skills developed as a reviewer for the journal of E-learning and Digital media.
• Competent at designing and delivering language courses, backed by 12 years of experience.
• Proficient in data analysis using mixed effects logistic regression developed through advanced statistic courses and applied extensively during the completion of my PhD thesis.
• Competent in designing online surveys for data collection of my Ph.D. thesis.
• Good writing skills developed during my tertiary studies and journal publications.
• Practical coping mechanisms for dealing with time pressured situations developed from running my life smoothly while working and doing my Ph.D.
• A team orientation with proven ability to work collaboratively with people from diverse cultural backgrounds and various professional roles, enhancing adaptability in teaching and research environments.
• Understand the implication of the Treaty of Waitangi in relation to gathering, analysis and reporting of research and data.

https://www.linkedin.com/in/mojtaba-tadayonifar-b60178122/?originalSubdomain=ir

• Wellington Doctoral Scholarship, Victoria University of Wellington. The scholarship is offered to the top ranked candidates.
• Received formal praise for professional efforts, and diligence a number of times during my 12 years of teaching experience.

• Tadayonifar, M., & Entezari, M. (2020). Does flipped learning affect language skills and learning styles differently. E-Learning and Digital Media, 17(4), page(s): 324-340, https://doi.org/10.1177/2042753020931776.
• Tadayonifar, M., & Entezari, M., Bahraman, M. (2020). Investigating the Relationship between Linguistic Focus of Recasts, Learning Styles and Noticing. Language Learning in Higher Education 10(1), 53-72 DOI: https://doi.org/10.1515/cercles-2020-2008.
• Tadayonifar, M. (2016). The effects of text type, text length and text difficulty on vocabulary retention through glossing. The Journal of Language Learning and Teaching 6(1), 90-104.
• Entezari, M., & Tadayonifar, M. Task complexity and task type; L1 use and functions. (Under review in Journal on Task based language teaching and learning.
• Tadayonifar, M., Entezari, M., & Valizadeh, M. (2021). The Effects of Computer-assisted L1 and L2 Textual and Audio Glosses on Vocabulary Learning and Reading Comprehension across Different Learning Styles. Journal of Language and Education, 7(2), 223-242. https://doi.org/10.17323/jle.2021.11020
• Tadayonifar, M., Valizadeh, M., Entezari, M. & Bahraman, M. (2021). The impacts of reading strategy instruction on improving the reading comprehension of students with different learning styles. Language Learning in Higher Education, 11(2), 413-432. https://doi.org/10.1515/cercles-2021-2024
• Tadayonifar, M., Elgort, I., & Siyanova-Chanturia. Typographic enhancement and definition placement role in learning L2 phrasal verbs. Vocab@vic. December 2023.
• Tadayonifar, M., Elgort, I., & Siyanova-Chanturia. Definition Placement, Contextual Support, and Contextual Learning of Phrasal Verb. Hiroshima Lexical Research Forum. September 2023.
• M Entezari, M., & Tadayonifar, M. (2022). Task complexity and task type: L1 use and functions. The Linguistic Society of New Zealand annual conference (NZ Ling Soc
• Tadayonifar, M., Siyanova-Chanturia, A., & Elgort, I. (2022). Retrieval Practice Spacing, Definition Placement, and Learning of Phrasal Verbs. Hiroshima Lexical Research Forum, September 10-12. (Online)
• Tadayonifar, M., & Strong, B. (2024). Covert or overt retrieval practice? Evidence from contextual learning and retention of L2 multiword expressions. CLESOL. April 2024.

• Professional Learning and Development (PLD) course: Creating Trauma-Responsive Schools.
• Achieved proficiency in IELTS Academic, showcasing strong language skills in academic contexts