| L2 teachers’ mobile-related beliefs and practices: contributions of a professional development initiative M Nazari, I Xodabande Computer Assisted Language Learning, 1-30, 2020 | 49 | 2020 |
| Exploring the role of experience in L2 teachers’ turnover intentions/occupational stress and psychological well-being/grit: A mixed methods study M Nazari, P Alizadeh Oghyanous Cogent Education 8 (1), 1892943, 2021 | 47 | 2021 |
| The role of emotion labor in English language teacher identity construction: An activity theory perspective M Nazari, S Karimpour System, 102811, 2022 | 46 | 2022 |
| Covidentity: examining transitions in teacher identity construction from personal to online classes M Nazari, H Seyri European Journal of Teacher Education, 1-20, 2021 | 40 | 2021 |
| “I am Fed Up with the Criticisms”: Examining the Role of Emotional Critical Incidents in a Novice Teacher’s Identity Construction A Derakhshan, M Nazari The Asia-Pacific Education Researcher, 1-10, 2022 | 37 | 2022 |
| The interconnection between second language teachers’ language assessment literacy and professional agency: The mediating role of institutional policies B Mansouri, K Molana, M Nazari System, 102674, 2021 | 27 | 2021 |
| Growth in language teachers’ understanding of differentiated instruction: a sociocultural theory perspective MN Karimi, M Nazari Journal of Education for Teaching, 1-15, 2021 | 25 | 2021 |
| L2 Teachers’ Beliefs About Corrective Feedback: the Mediating Role of Experience N Fallah, M Nazari English Teaching & Learning, 2019 | 25 | 2019 |
| Examining Teacher Identity Construction in Action Research: The Mediating Role of Experience A Derakhshan, M Nazari Educational Studies, 1-20, 2022 | 23 | 2022 |
| Contributions of assessment-related critical incidents to language teacher identity development E Babaii, K Molana, M Nazari Innovation in Language Learning and Teaching, 1-16, 2020 | 22 | 2020 |
| The congruity/incongruity of EFL teachers' beliefs about listening instruction and their listening instructional practices MN Karimi, M Nazari Australian Journal of Teacher Education (Online) 42 (2), 62, 2017 | 22 | 2017 |
| Contributions of a Professional Development Course to Language Teacher Identity Development: Critical Incidents in Focus M Nazari, PI De Costa Journal of Teacher Education, 00224871211059160, 2021 | 21 | 2021 |
| Challenges of second language teachers’ professional identity construction: Voices from Afghanistan M Nazari, MA Miri, J Golzar TESOL Journal, e587, 2021 | 18 | 2021 |
| “Predators of Emotions”: The Role of School Assessment Policies in English Language Teachers' Emotion Labor M Nazari, K Molana TESOL Quarterly, 2022 | 17 | 2022 |
| Plan, Act, Observe, Reflect, Identity: Exploring Teacher Identity Construction across the Stages of Action Research M Nazari RELC Journal, 1-13, 2021 | 17 | 2021 |
| Examining L2 teachers’ critical incidents: a complexity theoretic perspective MN Karimi, M Nazari Innovation in Language Learning and Teaching, 2019 | 17 | 2019 |
| Emotion and identity construction in teachers of young learners of English: An ecological perspective M Nazari, MN Karimi, PI De Costa System 112, 102972, 2023 | 15 | 2023 |
| Making sense of emotion and identity construction through metaphors: a prompt-based study in an English as a Foreign Language context A Derakhshan, S Karimpour, M Nazari Journal of Multilingual and Multicultural Development, 1-15, 2023 | 14 | 2023 |
| Language for Specific Purposes Teacher Education: A Scoping Review M Nazari MEXTESOL 44 (4), 2020 | 13 | 2020 |
| “Teacher, Man Mitoonam…?”: Translanguaging and English Language Teacher Emotion Labor M Nazari, S Karimpour Journal of Language, Identity & Education, 1-15, 2023 | 12 | 2023 |
