PHD at University of Valencia, Spain
Dr. Amir Reza Rahimi is a Ph.D. candidate at the University of Valencia, specializing in language, literature, culture, and their applications. With extensive experience teaching English at universities, high schools, and language institutes in Iran, he is actively involved in research projects like FORTHEM and SOCIEMOVE, focusing on fostering socioemotional skills through virtual exchange. Dr. Rahimi has conducted workshops for language teachers on integrating technology into English teaching and has published extensively in prestigious journals such as Computer-Assisted Language Learning and Computers in Human Behavior Reports. His research has been presented at international conferences, and he is recognized for introducing innovative educational methodologies, earning the Best Research Award in Innovation in Data Analysis. His expertise spans psycholinguistics, CALL, MOOCs, virtual exchange, and teacher education. With a passion for advancing language learning, Dr. Rahimi continues to make significant contributions to the intersection of technology and education.
Professional Profile
Education
Dr. Amir Reza Rahimi has an extensive academic background, beginning with a Bachelor’s degree in English Language Teaching from the University of Mohaghegh Ardabili in Iran, completed between 2014 and 2017. He then pursued a Master’s degree in English Language Teaching at Shahid Rajaee Teacher Training University in Tehran, Iran, where he conducted research on the impact of massive open online courses (MOOCs) on Iranian EFL learners’ self-regulation and motivation. Dr. Rahimi is currently a Ph.D. candidate at the University of Valencia, Spain, where he is studying language, literature, culture, and their applications. His doctoral research is focused on exploring innovative methods in language learning, particularly through virtual exchange and computer-assisted language learning (CALL). Throughout his educational journey, Dr. Rahimi has continuously demonstrated a commitment to advancing the field of language education through research, publications, and participation in international academic projects.
Professional Experience
Dr. Amir Reza Rahimi has a rich and diverse professional experience in the field of language education. He has taught English at various institutions, including universities, high schools, and language institutes in Iran, where he developed expertise in teaching English as a foreign language (EFL). His teaching career spans over several years, during which he contributed to curriculum development and language instruction. Dr. Rahimi is currently involved in the FORTHEM Research Project and the SOCIEMOVE project, where he serves as a mentor researcher and focuses on developing socioemotional skills through virtual exchange. Additionally, he has conducted workshops for language teachers, helping them incorporate technology into their teaching practices. His research, which bridges the gap between language learning and technology, has led to numerous publications in high-impact journals. Dr. Rahimi’s professional experience reflects his dedication to enhancing language education through innovative methodologies and research-driven approaches.
Research Interest
Dr. Amir Reza Rahimi’s research interests primarily focus on the intersection of language education, technology, and learner motivation. His work explores various aspects of computer-assisted language learning (CALL), particularly how digital tools and virtual exchanges can enhance language learning experiences. Dr. Rahimi is deeply interested in the role of massive open online courses (MOOCs) and the development of self-regulation and motivation in online language learners. He also delves into psycholinguistics, exploring how emotional and psychological factors influence language acquisition. His research further investigates the impact of socioemotional skills on language learners, especially through virtual exchange programs like SOCIEMOVE. Additionally, he examines theory development in education, with a particular emphasis on innovative research designs, such as bisymmetric approaches. Dr. Rahimi’s work aims to bridge the gap between technology and language teaching, contributing to the advancement of both educational theory and practice in the digital age.
Award and Honor
Dr. Amir Reza Rahimi has received several prestigious awards and honors for his outstanding contributions to language education and research. Notably, he won the Best Research Award in Innovation in Data Analysis from ScienceFather for introducing a new research design to the field of education, specifically a bisymmetric research design. This recognition highlights his innovative approach to research methodology, particularly in the context of computer-assisted language learning (CALL). Dr. Rahimi’s research has also earned him multiple publications in top-tier journals such as Computer-Assisted Language Learning, Computers in Human Behavior Reports, and Education and Information Technologies, where his work on language learning, virtual exchange, and online motivation has gained significant academic attention. His accomplishments have been further acknowledged through his active participation in international conferences, including the TESOL International Convention and the World CALL Conference. Dr. Rahimi’s honors reflect his commitment to advancing language education through technology and innovation.
Conclusion
Amir Reza Rahimi is a highly accomplished researcher whose contributions to CALL, psycholinguistics, and educational technology make him a strong contender for the Best Researcher Award. His innovative approaches, impactful publications, and leadership in international projects are commendable. To further solidify his candidacy, increased interdisciplinary collaboration, a focus on societal impact, and broader dissemination of his work are recommended. Overall, his profile aligns well with the criteria for excellence in research, making him a suitable nominee for this award.
Publications Top Noted
- The role of university teachers’ 21st-century digital competence in their attitudes toward ICT integration in higher education: Extending the theory of planned behavior
Authors: AR Rahimi, D Tafazoli
Year: 2022
Citation: The JALT CALL Journal, 18(2), 1832-4215
- Unifying EFL learners’ online self‑regulation and online motivational self‑system in MOOCs: A structural equation modeling approach
Authors: AR Rahimi, Z Cheraghi
Year: 2022
Citation: Journal of Computers in Education, 9(4)
- EFL learners’ attitudes toward the usability of LMOOCs: A qualitative content analysis
Authors: AR Rahimi, D Tafazoli
Year: 2022
Citation: The Qualitative Report, 27(1), 158-173
- The role of EFL learners’ L2 self-identities, and authenticity gap on their intention to continue LMOOCs: Insights from an exploratory partial least approach
Author: AR Rahimi
Year: 2023
Citation: Computer Assisted Language Learning, 1-32
- Online motivational self-system in MOOC: A qualitative study
Author: AR Rahimi
Year: 2021
Citation: From emotion to knowledge: emerging ecosystems in language learning, 79-86
- Beyond digital competence and language teaching skills: The bi-level factors associated with EFL teachers’ 21st-century digital competence to cultivate 21st-century digital skills
Author: AR Rahimi
Year: 2024
Citation: Education and Information Technologies, 29(8), 9061-9089
- A bi-phenomenon analysis to escalate higher educators’ competence in developing university students’ information literacy (HECDUSIL): The role of language lecturers’ conceptual …
Author: AR Rahimi
Year: 2024
Citation: Education and Information Technologies, 29(6), 7195-7222
- The role of twenty-first century digital competence in shaping pre-service teacher language teachers’ twenty-first century digital skills: the Partial Least Square Modeling …
Authors: AR Rahimi, Z Mosalli
Year: 2024
Citation: Journal of Computers in Education
- A tri-phenomenon perspective to mitigate MOOCs’ high dropout rates: the role of technical, pedagogical, and contextual factors on language learners’ L2 motivational selves, and …
Author: AR Rahimi
Year: 2024
Citation: Smart Learning Environments, 11(1), 11
- Determinants of Online Platform Diffusion during COVID-19: Insights from EFL Teachers’ Perspectives
Authors: AR Rahimi, S Atefi Boroujeni
Year: 2022
Citation: Journal of Foreign Language Teaching and Translation Studies, 7(4), 111-136
- The role of ChatGPT readiness in shaping language teachers’ language teaching innovation and meeting accountability: A bisymmetric approach
Authors: AR Rahimi, A Sevilla-Pavón
Year: 2024
Citation: Computers and Education: Artificial Intelligence, 7, 100258
- Exploring the direct and indirect effects of EFL learners’ online motivational self-system on their online language learning acceptance: the new roles of current L2 self and …
Authors: AR Rahimi, Z Mosalli
Year: 2024
Citation: Asian-Pacific Journal of Second and Foreign Language Education, 9(1), 49
