Assoc. Prof. Dr. Mojtaba Maghsoudi, Farhangian University, Iran
Dr. Mojtaba Maghsoudi is an esteemed academician and Associate Professor of English Language at Farhangian University, Arak, where he also chairs the department. His influential contributions to the field of Teaching English as a Foreign Language (TEFL) have been recognized across various educational and linguistic platforms. With a diverse portfolio spanning teaching, curriculum design, translation, and editorial leadership, Dr. Maghsoudi is celebrated for shaping the educational landscape in Iran and beyond.
Professional Profile
ORCID
🎓 Education
Dr. Maghsoudi earned his Ph.D. in TEFL from Mysore International University, India (2005–2009), where he delved deeply into language acquisition and bilingual education. He completed his M.A. in TEFL at Isfahan University, Iran (1998–2001), and his B.A. in TEFL at Arak University (1992–1996). His multidisciplinary academic path reflects a consistent dedication to linguistic excellence and applied pedagogical research.
💼 Experience
Throughout his career, Dr. Maghsoudi has held numerous academic and administrative roles. He currently serves as an Associate Professor and department chair at Farhangian University, Arak. He has previously lectured at institutions such as Islamic Azad University, Payam Noor University, Arak and Shazand, and Science and Research Universities in Arak and Saveh. He has guided over 85 M.A. and 3 Ph.D. students and evaluated nearly 100 theses as a referee, showcasing his deep commitment to mentorship and academic rigor.
🔍 Research Interests
Dr. Maghsoudi’s research centers on bilingualism, third-language acquisition, cognitive strategies in language learning, and educational psychology. He is particularly interested in the intersections of personality traits and language learning success, the effects of linguality on reading strategies, and the implementation of CALL (Computer-Assisted Language Learning) technologies in EFL settings.
🏆 Awards & Honors
Dr. Maghsoudi has been recognized extensively for his academic and research excellence. He was named a national distinguished professor at Farhangian University in 2014, 2015, 2017, 2018, and 2020, and a national gifted researcher in 2016 and 2022. His editorial roles in prestigious journals such as the English Language Teaching Journal and International Journal of English and Education further highlight his influence in the global academic community.
📚 Publications Top Notes
📘 1. Contributions of Motivation to Read in L2, Proficiency and L1 Reading Strategy Awareness to L2 Reading
📅 Year: 2021
📖 Journal: Reading and Writing Quarterly
👨💼 Contributor: Maghsoudi, M.
🔎 Summary:
This research investigates how second-language (L2) reading proficiency, motivation to read, and first-language (L1) reading strategy awareness collectively influence reading performance in L2 among Iranian EFL learners. The findings reveal that while motivation plays a significant role, it is the synergistic effect of all three factors that contributes most profoundly to successful reading comprehension. The study emphasizes the need for integrated pedagogical approaches that foster both strategic reading habits and motivational growth in L2 environments.
🧠 2. Productive or Maladaptive Immunity? Which One is More Dominant Among Iranian EFL Prospective Teachers?
📅 Year: 2021
📖 Journal: Applied Research on English Language
👨💼 Contributor: Maghsoudi, M.
🔎 Summary:
This article explores the concept of psychological “immunity” among Iranian EFL teacher trainees, categorizing their coping mechanisms as either productive or maladaptive. Through detailed questionnaires and interviews, Dr. Maghsoudi identifies the prevalent types of psychological responses to academic stress and evaluates their effects on pedagogical development. The study concludes that fostering productive immunity enhances teacher resilience, while maladaptive tendencies correlate with burnout and reduced teaching efficacy.
📚 3. The Effect of Iranian EFL Learners’ Reading Motivation on Their Reading Comprehension Ability Regarding Their University Fields of Study
📅 Year: 2021
📖 Journal: Journal of College Reading and Learning
👨💼 Contributors: Maghsoudi, M.; Talebi, S.H.; Khodamoradi, A.
🔎 Summary:
In this study, the authors examine how students’ academic disciplines (e.g., humanities, sciences) interact with their motivation to read in English, ultimately influencing their reading comprehension skills. The results indicate discipline-based variations in motivation levels and comprehension performance, with humanities students showing higher engagement and success in reading tasks. The findings advocate for discipline-sensitive reading instruction that aligns with students’ academic and motivational profiles.
🤖 4. Machine Versus Human Translation Outputs: Which One Results in Better Reading Comprehension Among EFL Learners?
📅 Year: 2020
📖 Journal: JALT CALL Journal
👨💼 Contributors: Maghsoudi, M.; Mirzaeian, V.
🔎 Summary:
This experimental research compares the reading comprehension outcomes of students using machine translation tools versus those relying on human-translated materials. The study finds that while machine translations offer speed and accessibility, human translations lead to more accurate comprehension and deeper text engagement. The authors suggest that despite technological advancements, human input remains essential for nuanced language learning.
📖 5. Perceived Reading Strategy Awareness and Use (RSAU) and Reading Ability Across Foreign Language Disciplines at the University Level
📅 Year: 2020
📖 Journal: Journal of College Reading and Learning
👨💼 Contributors: Talebi, S.H.; Maghsoudi, M.; Khodamoradi, A.
🔎 Summary:
This paper delves into how students across various foreign language disciplines perceive and utilize reading strategies, and how these perceptions correlate with actual reading performance. The study categorizes strategies into cognitive and metacognitive types and finds that a higher awareness and application of both correlate with better comprehension results. The research supports metacognitive strategy instruction as a critical component in advanced language programs.
🧾 Conclusion
Dr. Mojtaba Maghsoudi stands as a paragon of academic dedication, cross-cultural inquiry, and educational impact. His robust portfolio in research, teaching, and mentorship reflects a tireless pursuit of linguistic advancement and learner empowerment. His innovative studies, national accolades, and editorial contributions underscore his significance not only in Iran but also in global educational circles. Through a lifelong commitment to the betterment of EFL education, Dr. Maghsoudi continues to inspire new generations of educators and scholars.