Meysam Muhammadpour | Educational Psychology | Best Researcher Award

Researcher at University of Guilan, Iran🎓

The nominee, a PhD holder in Architecture since 2016, has demonstrated excellence in research, education, and practical applications in architecture and sustainability. His dual focus on comfort and accessibility, alongside nature-based solutions for climate resilience, addresses critical contemporary issues. His notable contributions, backed by research grants and real-world projects, underscore his commitment to advancing sustainable architecture.

Professional Profile

🎓 Education

Meysam is currently a senior Ph.D. candidate in TEFL at the University of Guilan, Rasht, Guilan, where he has been honing his expertise since 2021. His rigorous academic training is complemented by participation in various workshops and seminars that enrich his understanding of applied linguistics and English language teaching methodologies.

🏢 Work Experience

Meysam has garnered valuable experience through various roles, including consecutive interpretation for the Foolad Bahman Company. His work spans from practical language application in corporate settings to academic contributions in higher education, emphasizing his versatility in both fields.

🧬 Skills

Meysam possesses a strong command of various computer software, including Microsoft Office Suite (Word, Excel, PowerPoint), SPSS for statistical analysis, and qualitative research tools like NVivo. He is also proficient in citation management software such as EndNote and Mendeley, enabling effective academic writing and research documentation.

Awards and Honors 🏆

While specific awards are not mentioned in his details, Meysam’s active participation in international conferences and workshops signifies his commitment to excellence and ongoing professional development in the field of language education.

Memberships📜

Meysam is a member of several academic communities focused on English language teaching and applied linguistics, which allows him to engage with fellow researchers and educators, enhancing collaborative learning and innovation.

📚 Teaching Experience

His teaching experience is enriched by hands-on engagement in English language instruction, where he applies his knowledge of metacognitive strategies to improve learners’ outcomes. Meysam’s instructional approach is informed by his research interests and participation in educational workshops.

🔬 Research Focus

Meysam’s research interests lie in EFL listening and speaking, language learning strategies (particularly metacognitive interventions), and learner-related characteristics such as working memory capacity and motivation. He is also passionate about computer-assisted language learning and dialogic interaction, continually exploring how these areas can enhance language acquisition and pedagogical practices.

Conclusion

Meysam Muhammadpour’s academic achievements, research contributions, and dedication to professional development make him an exemplary candidate for the Best Researcher Award. His strengths in publishing impactful research and his diverse interests highlight his potential to significantly advance the field of TEFL. With some improvements in networking and public engagement, he could further enhance his influence as a researcher. Overall, Meysam’s commitment to excellence and innovation in language education positions him as a valuable asset to the academic community.

📚 Publilcation

Metacognitive intervention and awareness: Listeners with low working memory capacity
- Year: 2022
- Journal: International Journal of Listening
Metacognitive intervention: High WMC learners’ listening performance and metacognitive awareness
- Year: 2020
- Journal: Journal of Foreign Language Research
Embedding L2 listening homework in metacognitive intervention: Listening comprehension development
- Year: 2022
- Journal: Frontiers in Education
Dialogic interaction and dynamic systems theory in listening comprehension: A case study of metacognitive interventions
- Year: 2022
- Journal: Ampersand
Grammar Instruction to Young Adolescents at Lower Proficiency Levels Through Metacognitive Intervention
- Year: 2022
- Journal: Language Related Research