Retired Faculty Member, University of Mazandaran, Iran
Dr. Seyed Hassan Talebi is an experienced and highly regarded Associate Professor in English Language Teaching (ELT), known for his research and teaching in applied linguistics, second language acquisition, and academic English instruction. Over the course of more than two decades, he has taught at various academic levels and institutions in Iran and internationally, including a recent teaching appointment in Uzbekistan. He retired from his full-time role at the University of Mazandaran in 2023 but remains an active researcher and educator. His academic journey reflects a strong commitment to improving teaching methodologies and learner outcomes in multilingual contexts.
Professional Profile
ORCID
🎓 Education
Dr. Talebi completed his B.A. in Persian Language and Literature Teaching at the University of Zanjan, Iran, followed by an M.A. in English Language Teaching at Khatam University, Tehran. He earned his Ph.D. in English Language Teaching from Mysore University, India, in 2009. Additionally, he holds a CELTA certificate from ES Dubai (2024), along with TESOL and IELTS Preparation Certificates from Imperial English UK (2022), which support his practical and theoretical foundation in language education.
👨🏫 Experience
Beginning his teaching career in 1995 at the high school level in Iran, Dr. Talebi expanded into higher education as a lecturer and later as an assistant and associate professor. He worked at institutions such as Open University and the University of Mazandaran, offering courses in conversational English, academic reading, and teacher education. From 2010 to 2023, he served as a faculty member at the University of Mazandaran. In April–May 2025, he was appointed to teach at a governmental school in Tashkent, Uzbekistan, marking his growing global engagement in language education.
🔬 Research Interests
Dr. Talebi’s scholarly work covers a wide range of ELT fields, including ESP/EAP, contrastive analysis, strategy-based and task-based language learning, reading comprehension, bilingualism/multilingualism, learner autonomy, and second language acquisition (SLA). His work is especially noted for its focus on cross-linguistic transfer of reading strategies and the cognitive and affective variables that influence academic reading in multilingual settings.
🏅 Awards
In December 2022, Dr. Talebi was recognized as the Distinguished Researcher by the Faculty of Persian Literature and Foreign Languages at the University of Mazandaran. He is also a member of the editorial board of the journal Interdisciplinary Studies in English Language Teaching (ISELT), contributing to the academic quality and advancement of research in English language teaching.
📘 Publications Top Notes
1. Are L2 (English) and L1 (Persian) affected similarly in cognitive and affective domains?: Revisiting interdependence hypothesis
Movahedi, M. & Talebi, S.H. (2020). Journal of Asia TEFL, 17(4), 1266–1283.
DOI: 10.18823/asiatefl.2020.17.4.7.1266
This article revisits Cummins’ Interdependence Hypothesis by comparing how cognitive and emotional factors influence reading comprehension in both Persian (L1) and English (L2). The findings reveal that while some cognitive strategies transfer across languages, the emotional (affective) responses vary significantly, indicating the need for differentiated instructional approaches based on language and learner background.
2. Perceived Reading Strategy Awareness and Use (RSAU) and Reading Ability across Foreign Language Disciplines at the University Level
Talebi, S.H., Maghsoudi, M., & Khodamoradi, A. (2020). Journal of College Reading and Learning, 50(2), 173–192.
DOI: 10.1080/10790195.2020.1786480
This study investigates university students’ awareness and use of reading strategies in English and how this correlates with their reading performance in various language majors. The results underscore the importance of metacognitive strategy training, particularly for students of Arabic, English, and French, to enhance comprehension and academic success.
3. The Effect of Iranian EFL Learners’ Reading Motivation on Their Reading Comprehension Ability Regarding Their University Fields of Study
Maghsoudi, M., Talebi, S.H., & Khodamoradi, A. (2020). Journal of College Reading and Learning, 50(4).
DOI: 10.1080/10790195.2020.1823911
This article explores the impact of reading motivation on comprehension performance across different academic fields. Humanities students displayed higher intrinsic motivation and better comprehension outcomes than peers in technical fields. The study highlights the need for discipline-specific motivation strategies in EFL reading instruction.
4. The Effects of Collaborative and Non-Collaborative Approaches to Teaching Reading Strategies on Iranian EFL Learners’ Reading Comprehension and Attitude toward Reading
Rajaei, A., Talebi, S.H., & Abadikhah, S. (2020). Íkala, Revista de Lenguaje y Cultura, 25(1), 55–73.
DOI: 10.17533/udea.ikala.v25n01a05
This study compares collaborative and individual approaches to teaching reading strategies in EFL classrooms. The findings suggest that collaborative instruction significantly improves both comprehension skills and learner attitudes, supporting the integration of cooperative learning in language education programs.
5. The Relationship between Teacher Personality and Teacher Interpersonal Behavior: The Case of Iranian Teacher Educators
Khodamoradi, A., Talebi, S.H., & Maghsoudi, M. (2020). Applied Research on English Language, 9(3), 325–348.
DOI: 10.22108/are.2020.118591.1486
This research explores how the personality traits of teacher educators influence their interpersonal behavior with students. The study reveals that personality dimensions such as openness and conscientiousness are strong predictors of supportive teaching styles, reinforcing the role of personality in professional development.
✅ Conclusion
Dr. Seyed Hassan Talebi’s career is marked by a balanced integration of theoretical insight and practical application. His research has contributed meaningfully to understanding language learning strategies, motivation, cross-linguistic influence, and teacher-student interaction. With a strong foundation in both Persian and English language pedagogy, his work addresses pressing issues in multilingual education, contributing to the development of informed, inclusive, and effective language instruction in global academic settings.