Prof. Hosseini Resume

In His Name
Dr S.M.H.Hosseini’s CV
Seyed Mohammad Hassan
Hosseini; Mashhad, Iran
(PhD in ELT/Teaching
Methodology from Mysore U.)
April 2006/
Revised, 22 April. 2023
drsmhhosseini
My Instagram:
My weblog:
http://beyondelt.blogfa.com
mhhosseini2020@gmail.com
Ph: + 98 9153852599
……………………………..……
***Educators, in the present complicated dog-eat-dog world context of racism, injustice, oppression, corruption,
suppression, terror and bloodshed and destruction, should play their roles as intellectual sources of critical awareness,
attitudinal change and empowerment for uprooting any sources of misdeed, betrayal, condescending look and Hitlerian
outlook from among their societies. Teachers are, thereby, AGENTS of transformation and CHANGE and development.
Hence, the necessity of realizing and the very need for redefining 'teaching,' which is the heart of modern democracy and
civilization, as an intricate 'edu-political process'. This process involves democratic thinking – at the global level, and
diplomatic acting – at the class level, if we want to civilized nation building and contribute to global peace.
– The Author, Prof. S.M.H.Hosseini, Iran
To
The Vice-Chancellor (for Academic Affairs)
Sub: Applying for a position as a full-time lecturer
Dear Professor,
I am interested in applying for a position as a full-time lecturer at your prestigious university. I have to my credit 27
years experience in English language study and English language teaching both in Iran and overseas. Please see my
resume enclosed. It highlights my qualifications and accomplishments.
As an expert theoretician, educationist, methodologist and the Founder of “Systematic Transforming and
Liberating Education”, i succeeded to formulate my liberating thoughts into two theories and a seminal approach,
which i have introduced in my 24th
resource book, “My Liberating EDU-political Theories & Weaponizing
CATALYST 4 Transformation & Change”, published by Scholars’ Press. (Also see Hosseini, 2022) I have suggested
‘language’ as a ‘liberating agent’ in my 'Multiple Input-Output Hypothesis' and particularly in my ‘Cognitive
Socio-Political Language Learning Theory’, based upon which i introduced my innovative instructional weapon, a
weapon for the overthrow of dictatorship and any other sources of misdeed and betrayal: Search for the title of my
book to reach it. The first edition of this book, which introduces another innovative method of mine, “Teams
Tournaments”, and also my “Unplanned Open Tasks and Unplanned Closed Tasks”, was selected as the best book
in “Roshd Educational Book Festival” in Tehran, in January 2014. (See my weblog)
As a member of ELTAI, India, and ELTeCS, British Council, England, i have attended and also
conducted several workshops for (language) teachers. My research foci are on various facets of Teaching
Methodology and Applied linguistics particularly with reference to the context and the process of learning/living.
Other areas of my interest involve two pivotal strands of ELT/Education in today-world context: Educational
Leadership and online teacher training courses, for enabling teachers to nurture students into nation as well as peace
builders. Apart from the 150 articles and the 22 resource books/theses i have succeeded to present/launch, i am
working on 3 other books along with more than 5 articles. My other products have been on issues like history of
ELT, task/learner/learning-centred instruction, pedagogy of the oppressed, critical thinking, philosophies behind
politics of educational systems in corrupt regimes, and multicultural education.
I hope my professional background and creativity, my deep enthusiasm for teaching, writing, research, and
working and flourishing in a team, and, of course, my plans for developing your esteemed (English) department
could motivate you to consider my request. I would welcome the opportunity to discuss matters of your interest in
person, at a face-to-face interview. Should you want to meet me, please contact me via my cell phone or e-mail.
I have been serving Mashhad Education Office, as a registered employee, since 1992, but i think i could do
something more than teaching A, B, C to junior high school students. I would like to play a more significant role
particularly in a country whose rulers do not target and torture my innocent family (my 7 sisters, brother, and old
parents) merely because of my thoughts/bookticles and liberating approach to teaching.
Thanking you for your kind consideration and time.
Sincerely yours,
Seyed Mohammad H. Hosseini; PhD, Mashhad, Iran c.CV

Dr Seyed Mohammad Hassan Hosseini_CV
2
VITA
https://orcid.org/0000-0002-1422-5150
……………………………..……
 ***"Dr S.M.H.Hosseini is interested in Liberal Education and has a zest for awakening,
empowering, and emancipating the oppressed majority. He could be an effective team-leader
and facilitator. He could be a valuable asset to any institute of higher learning committed to
academic excellence and to the cause of nation building. He has also the capacity for hard work".
-- Prof. A.Sebastian .Dasan– Dr Hosseini’s (PhD) Guide, India
SEYED MOHAMMAD H. HOSSEINI
PHD (ELT)
PERSONAL INFORMATION
Date of Birth May 22, 1973
Place of Birth Garmeh, Bojnord, Iran
Marital Status
Qualifications
Personal Interests
Single
AD (ELT), BA (ELT), MA (TEFL), PhD (TESOL)
Reading, Teaching, Researching, Writing, Exercising
ACADEMIC CHRONICLE
1. PhD (TESOL), Mysore University, Mysore, India, January 2009
2. MA (TEFL), Garmsar Azad University, Garmsar, Iran, October 2000
3. BA (ELT), Mashhad Azad University, Mashhad, Iran, June 1997
4. AD (ELT), Mashhad Teacher Training Centre, Mashhad, Iran, June 1994
5. Diploma (Natural Sciences), Modarres High School, Garmeh, Iran, June 1990
TEACHING EXPERIENCE
2008 to date:
2005-2007:
2001–2004:
1998–2000:
1994–1997:
'Teacher/Researcher/Translator' at Rooyan Research Center, Mashhad. But i am
at the same time managing some conversation as well as TTC crash courses in
my own office in Mashhad, Iran. I am also writing articles and MA as well as
PhD proposals and theses.
PhD scholar. Also, i have the experience of teaching English at Mahajana First
Grade College, Mysore, India.
Part-time lecturer at Mashhad, Bojnord, Quchan, Torbat Heydaryeh, Neishabour, and
Golbahar universities, in Iran – Cooperating with the Departments of English,
Science, Computer Engineering, Mathematics, Statistics, Mechanics, Psychology,
Education, Agriculture, etc.
Instructor at Jihad Daneshgahi, Hafez, Almizan, and Sadra language institutes. Also
instructor at Amir Kabir and Khazra nongovernmental pre-university centres, and
Modarres high school – in Iran.
'Teacher' at different junior high schools in some remote villages – in Iran.
RECENT COURSES TAUGHT
1. T.T.C. Crash Courses;
2. Teaching Methodology;
3. Techniques in Testing;
4. Reading and Reading Skills and Strategies;
5. Writing and Writing Skills and Strategies;
6. Advanced Conversation;
7. Modern Grammar;
8. Phonology;
9. English for Education;
10. English for Marketing;
11. English for Agriculture;
12. English for Science;
13. English for Computer Engineering;
14. English for Mathematics and
Statistics;
15. English for Mechanics;
16. English for Psychology.
OTHER ACADEMIC SERVICES
1. Editor , of “International Journal of English Language Teaching” for two years, in the US.

Dr S.M.H.Hosseini_CV 3
2. Editor , of Journal of “English Language Teaching” for two years, in Canada.
3. Writer and guide, of MA and PhD theses / dissertations.
4. Instructor, of ‘Teacher-Training Workshops’ on my innovations for the heads of English Departments
in Mashhad, Education Office English Department, Mashhad, Iran; 2014
5. Instructor, of my ‘T.T.C. Crash Courses’ for English language Teachers, Organised by Apadana
Institute, Mashhad, Iran; 2013
6. Instructor, of ‘Teacher-Training Workshops’ on "Research and Research Methodology” for the
Educational Research Centres' Representatives in Mashhad High Schools, Mashhad, Iran; 2015
7. Instructor, of ‘Teacher-Training Workshops’ on "Cooperative Learning Methods” for the Educational
Research Centres' Representatives in Mashhad High Schools, Mashhad, Iran; 2015
8. Instructor, of ‘Teacher-Training Workshops’ for the Heads of Departments, Organised by Education
Department, Mashhad, Iran; 2004
9. Instructor, of ‘Teacher-Training Workshops’ on my “Didactic Weapon” for the English teachers in
Mashhad, Education Office English Department, District No.1, Mashhad, Iran; 2014
10. Instructor, of ‘Especial Conversation Crash Courses’ for Khorasan and Qod’s journalists and
correspondents, Held at Sama Centre No. 1, Mashhad, Iran; 2003
11. Instructor, of ‘Teacher-Training Courses’ for EFL teachers, Held at Education Department, Jajarm,
Iran; 2000
Video of my PhD Viva Voce at Mysore University:
https://www.youtube.com/watch?v=QBrb0ySuPH0
Published Books
NOTE: If interested, search for the titles of my bookticles and study them.
1. My Liberating EDU-political Theories & Weaponizing CATALYST 4 Transformation & Change,
Scholars’ Press, Germany
As the sum total of my life, this masterpiece of mine sets out to introduce my seminal revolutionary
approach to emancipatory education which opposes and is a panacea to the established
imperialist’s/colonial/dictatorial didactic regimes and modes of education. In sharp contrast to such modes
and regimes of education that are, de facto, transforming the People into Sheeple for their further
exploitation, my edu-political transformative approach to teaching and even living transforms them into
Subjects/People. He attempts to awaken and critically aware our citizens of particularly the socio-political
issues besieging them, proliferate their socio-political knowledge and savvy, and empower them further with
some more essential skills. But he also intends to turbocharge their minds with incisive critical approaches
to higher-order analytical thinking and reasoning skills. Meanwhile, he endures to train them to be risk-
takers and evaluators of their surroundings for realizing the truth from among the ocean of the false and
miss/dis-information that is engulfing them. My approach does all these to liberate and weaponize them
with whatever they need for their more effective contribution to a juster unified world. Most importantly,
this volume elaborates on my own Edu-political theories namely Cognitive Socio-Political Language
Learning Theory and my Multiple Input-Output Hypothesis based on which i formulated my liberating
approach to serve humanity as one of the main building blocks of modern democracy, civilization, and
global peace. My approach to teaching and even living is my active reaction to our tough circumstances,
occasioned by current regimes and modes of education.
2. ‘Beyond The Present Methods And Approaches To ELT/Education: The Crucial Need For A
Radical Reform', Tehran: Jungle Publication, 2012 / ISBN: 978-964-981-883-2
The new edition of this book was published in Germany under the title of
"Competitive Team-Based Leaning: Beyond Current didactic Methods", LAMBERT

4
ACADEMIC Publishing, 2018 /ISBN: 978-613-9-88479-7
Note: This book was selected as the best book in Iran “Roshd Book Festival” in January 2014.
This guidebook seeks to throw into relief the relationship between theory, research, innovation, and
application with reference to the conventional innovative methods/approaches. Importantly, it brings into
sharp focus my 'inimitable' revolutionary pedagogical innovation namely Competitive Team-Based Learning
or CTBL as a pragmatic solution to the present socio-edupolitical problems. The nature and the
characteristics of this world-class innovative approach not only contribute to language learning (strategies)
and excellence in the learning. They likewise promote true and flexible active learning, interactive
competence, long-term retention, and especially the acquisition of some crucial habits of mind such as
objectivity, and critical and creative thinking. Another outstanding feature of this fundamentally different
approach to ELT refers to the fact that it facilitates tomorrow citizenry to instil humanitarian interpersonal
skills and democratic values, principles, and norms which are essential requirements for successful life-long
learning, working, interdependence, and survival in today world context. Considering its magic transforming
power for converting today students/objects to Agents of change or the Subjects who have the capacity to
influence the world, my innovation is in essence a 'catalyst for change' and transformation. It is an
exceptional edu-political approach to the empowerment and the emancipation of the oppressed, and in fact,
an apt strategic instructional 'weapon' for the overthrow of dictatorship/apartheid. CTBL, or my realistic
approach to liberal education is an ensured pathway to human security, development, and prosperity.
This seminal 684-page volume has special foci upon:
1. Penetrating deep into the conventional antediluvian dictatorial didactic regimes, which cherish the
Banking Method, and excoriating the beyond;
2. Shedding light on the chronological development of language teaching methodology for justifying
the need for accommodating my innovation in education regimes;
3. Engineering the conventional educational methods and approaches towards formulating CTBL;
4. Differentiating CTBL from other innovative methods/approaches, and discussing the significance
and relevance of this holistic approach against the backdrop of ongoing globalisation which means a
great deal of competitive spirit in today world context;
5. Bringing to the fore my SEMINAL Cognitive Socio-Political Language Learning Theory and my
Multiple Input-Output Hypothesis, which are the core of theoretical foundations of my innovative
revolutionary approach to teaching;
6. Implementing CTBL via the emerging online technologies state/country wide, and
7. Stimulating the readers' critical, analytical, and creative thinking skills, and promoting their personal
growth especially through the 13 chapter-end thought-provoking discussion questions.
This invaluable resource manual will be of immense help particularly to those educators who are committed
to the cause of nation as well as peace building. As a gold mine of the latest issues in Education in ngeneral
and in ELT in particular, it will also be found highly useful for ELT students, teachers of all subjects at all
levels, and in-service programmes and seminars for instructors. Policy makers, educationalists, researchers,
syllabus designers, and material developers could also take note of the noteworthy benefits this manuscript
along with its accompanying DVD proposes. You could also search Dr Hosseini’s Didactic Weapon on the
internet to watch my 17-minute introductory video.
3. ‘Teach Language: A Practical Crash Course’, Germany: Scholars’ Press, 2013 / ISBN: 978-3-
639-70551-5 , Available at
https://www.researchgate.net/publication/333662398_Teach_Language_A_Practical_Crash_Course
This 169-page guidebook brings into sharp focus some effective techniques for teaching reading, writing,
listening, speaking, vocabulary, grammar, and language learning strategies at primary, secondary, and
collegiate levels. Some effective guidelines have also been provided for Online Teaching which is of very
high significant importance for today world context of cyber age.

Importantly, this manual throws light on chronological development of ELT in an attempt to introduce my
seminal pedagogical innovation namely Competitive Team-Based Learning or CTBL. The nature and the
characteristics of my world-class innovative approach not only contribute to language learning (strategies)
and excellence in the learning. They likewise promote true and flexible active learning, interactive
competence, long-term retention, and especially the acquisition of some crucial habits of mind such as
objectivity, and critical and creative thinking. The mechanisms underlying the implementation of CTBL as
well as presentations and classroom techniques in classes where this approach may be applied have been
illustrated. My sample lesson plans and CV have also found a place in this manuscript.
This must-read guidebook along with its accompanying DVD will be of immense help to
whoever wants to teach language. It is helpful particularly to ELT students, language teachers at
all levels, and in-service programmes for instructors / T.T.C. crash courses.
4. ‘Cooperative Learning Methods + 1: Research and Innovation’, Germany: Scholars’ Press,
2013 / ISBN: 978-3-639-70309-2
This 353-page resource book goes beyond the present methods of Cooperative Learning and puts forward
my strategic approach to the empowerment of the Other/ the Oppressed. Through this approach tomorrow
citizenry would be more creative as well as critical and risk taker in thinking. As such, they would
contribute to more humane and civilized societies and world peace. Time is opportune for the
implementation of such an approach to teaching in today educational environments, from primary to
collegiate levels.
This invaluable guidebook will serve especially ELT scholars, educators, as well as PhD guides as a
highly useful resource as well as model. The entire purpose of this material is to help readers develop
scientific knowledge in the art of teaching and writing a thesis, at the PhD level, and teach them effective
approaches to scientific to teaching and writing.
This book is the revised form of my doctoral dissertation the title of which was:
 "Effectiveness of Cooperative Learning Methods: A Study with Iranian and Indian Undergraduate
Learners", which was submitted to Mysore University in 2009. Below is the abstract of my PhD thesis:
DOI: 10.13140/RG.2.2.31310.10566
This 394-page comparative empirical research study sought to explore and examine the complex effects of
my instructional innovation, namely Competitive Team-Based Learning (CTBL), with Learning Together or
Cooperative Group-Based Learning (CGBL), developed by Johnson and Johnson at the University of
Minnesota in the USA, and the Traditional Lecture Method (TLM) on Iranian and Indian EFL/ESL
undergraduate learners’: (a) reading comprehension in English, (b) language learning strategies, (c) attitudes
towards English language learning and the select teaching methods, and (d) retention of information. All
these objectives were addressed with respect to different-level achievers of the target groups with the help of
field studies and experiments in Iran and India. Twelve hypotheses were developed to see the effectiveness
of the select three teaching methods with regards to the objectives of the study.
One hundred and ninety-two second-year Engineering students from two colleges – one in Iran and
another in India -- served as the subjects of the study for nine weeks in three groups in each country. All the
groups were subjected to a reading course with the same schedule of instruction and the teacher. While
positive interdependence was encouraged in the CGBL classes in order to ensure inter-group collaboration
for the attainment of the groups’ shared learning goals, inter-group competition was patterned in the CTBL
classes so as to motivate the teams’ members to work together and compete against the other teams in
course of pursuing their teams’ outcomes. And neutral interdependence was highlighted in the control
groups (TLM classes) to encourage the participants to follow their learning goals individually and
irrespective of others.
The reading section of International English Language Testing System, “IELTS” 2 textbook
(Kohonen, 1992), was employed as the pretest and the posttest in order to assess the effects of the select
teaching methods on the reading comprehension of the target groups. The participants’ scores on the reading
pretest were also used to divide them into three groups in each country. They were likewise applied for
forming teams in the experimental groups. To find out the effects of the select teaching methods on the
participants’ language learning strategies, they were asked to complete the Strategy Inventory for Language
Learning (SILL) survey, developed by Oxford (1990), before and after the experiments. Likewise, the
Language Learning and Class Structure Questionnaire, developed by this researcher, was used as the pretest
and the posttest in order to measure the effects of the methods on the attitudes of the target groups. A

6
delayed free-recall test was conducted after the experiments to determine the effects, if any, of the methods
on the retention of information by the learners involved in the study.
Analyses of the select parameters were done using Statistical Presentation System Software (SPSS)
package (SPSS, 2006). Analysis of Variance was used to determine the significance of the findings of the
study with reference to each of the select dependent variables. It became evident from the analysis of the
data gathered that CTBL and CGBL served to (a) increase acquisition of texts contents, (b) widen repertoire
of language learning strategies, (c) generate positive attitudes, and (d) improve retention of information, on
the part of the target groups more significantly than the TLM. Further analysis of the data revealed that
whereas CGBL was substantially more effective in developing the reading skills of the participants, CTBL
was more successful in developing their metacognitive and affective strategies. It was likewise noted that
CTBL facilitated the participants’ long-term retention of information or their depth of understanding of the
texts contents more effectively than CGBL. The results also indicated that it was CGBL, rather than CTBL,
that was more successful in Iran. But, in India, it was CTBL. In conclusion, this researcher has discussed the
pedagogical implementations of using CL methods, and accordingly has made certain recommendations.
Based on the findings of the research study, this researcher has also made a few suggestions for further
research in the arena of methods and approaches which prioritise the significance of groupwork.
5. ‘Team-Based Learning in Secondary Education', Germany: Lambert Academic, 2013 / ISBN:
978-3-659-49797-1
This book delves into the effectiveness of Team-Based Learning in secondary education, in a reading
course. TBL is a highly significant approach to Education in general, and English language teaching in
particular. It affords students invaluable opportunities to share and develop not only their understandings,
knowledge, and (language) learning strategies, but also their intelligence, social skills, critical approaches to
thinking/reasoning, and attitudes and beliefs all of which contribute to their personal growth and disposition.
This 111-page manual will be found a highly useful model particularly for ELT students and teachers.
This typescript is the revised form of my MA thesis titled:
"The Impact of Team Learning on the Reading Comprehension of Iranian High School Students".
Professor MirHassani and Professor Vosoghi, Heads of English Departments of Tarbiat Modaress and
Tarbiat Moalem universities were my guides. Below is the abstract of this Research Study:
Reading comprehension is the main goal of TEFL in Iran even today. Nevertheless, after approximately
1000 hours of formal language instruction even the students who attend universities are still struggling with
English posed in their texts and assignments. As it is hypothesised in this research study, one of the main
influential factors in our fiasco, in TEFL, relates to the contexts of our classes, which are occasioned by the
Lecture Method. This study, thereby, was an attempt to investigate the kind of relationship, if any,
between my instructional solution namely Competitive Team-Based Learning or CTBL, and the reading
comprehension of Iranian senior high school students. The study was conducted to answer the following
question: “Is there any relationship between CTBL and Iranian senior high school students’ reading
comprehension?” And to evaluate the question justifiably a null hypothesis was proposed.
Having administered the standardized reading test, this researcher selected a group of 60 (out of 76)
almost homogeneous Iranian senior high school students and randomly assigned them to control and
experimental groups. Based on their scores, the experimental class was divided into 10 almost
heterogeneous teams -- three members each. For 16 weeks, both the groups received the same course
materials, instructor, curriculum, out of-class and in-class assignments, schedule of instruction and
equivalent methods of evaluation, but the experimental group experienced language learning via CTBL
rather than via the Lecture Method as their counterparts in the control group.
After 16 weeks again the reading test was administered to both the groups. The obtained scores on
pre-test and post-test were analyzed through different statistical procedures. The results, of the study,
rejected the null hypothesis and provided evidence supporting the hypothesis that CTBL had a
significant effect on improving the reading comprehension of Iranian senior high school students. The
statistics exhibited that all participants in general and lower performers in particular - in CTBL class -
outperformed their counterparts in the comparison group.
6. 'Competitive Team-Based Learning: My Didactic Weapon', Germany: Scholars' Press, 2015 /
ISBN: 978-3-639-51336-3

The new edition of this book was published in Germany under the title of
"Dr Hosseini's Catalyst for Transformation and Change", Scholar's Press Publishing, 2019 /ISBN:
978-613-8-82422-0
After dissecting part of the socio-educational/political background to my revolutionary seminal approach to
teaching namely Competitive Team-Based Learning (CTBL), this manuscript clarifies certain misgivings
regarding integrating the element of competition within cooperative learning settings in order to pave the
way to a to-the-point introduction to CTBL, my pedagogical approach. The book also discusses – at length –
distinguishing features and characteristics of CTBL, with reference to the present methods and approaches
like CLT and particularly Cooperative Learning (CL) methods. It also highlights the kind of objectives,
syllabi, materials, tasks, activities, and evaluation system proposed for CTBL. More importantly, teachers'
responsibilities in CTBL settings have been thrown into sharp relief. The book will also give a glimpse of
the significance of my didactic weapon for our today world context of despotism!
This 85-page manuscript will be found highly useful particularly for those educators who want to
contribute to the elimination of particularly sheep-like dictators or any other sources of injustice, barbarity,
oppression, and terror and bloodshed and destruction from among their societies.
7. ‘Sample Articles by an ELT Scholar’, Germany: Lambert Academic, 2015 / ISBN: 978-3659-
49616-5
In the present guidebook I have brought together more than 50 articles i succeeded present or publish in
various national and international symposia and journals in course of pursuing my doctorate in India. This
volume consists of a broad range of articles including one entitled “ELT in Higher Education in Iran and
India: A Critical View” to one on “Infusion of Emerging Online Technology into ELT: The Need of the
Hour”, and one on "Globalisation and ELT".
This 372-page manuscript will be found a highly useful model particularly for those academicians who
want to get familiar with the latest issues and trends in the field of Education in general and ELT in
particular and, more importantly, with the process, techniques, tactics and strategies of developing articles.
(ELT) students and teachers as well as methodologists, curriculum experts, researchers, and even policy
makers could take note of the noteworthy benefits this material proposes or implies. If you cannot afford
purchasing my book from amazon, search my name and download my bookticles through my websites for
free.
8. ‘Penetrating PhD and the Beyond via Letter Writing’, Germany: Scholars' Press, 2015 / ISBN:
978-3-639-70518-8 , Available at
https://www.researchgate.net/publication/333674076_Penetrating_into_PhD_and_the_Beyond_via_Le
tter_Writing?_sg=A85eW2c-
mBjzSlsjm_jMsqDnxsZ25k55hLtENxGwBBaJn3XJUiiSkNnT0zjB92FNis-Bja1LbPPrn-
RClZuZIbl74rTOAZ_ZK09n7IE8.sAy4WOBWgPVWoqCEEhUFg2RiZ-
wP0fUelL5t_VZRX0XTTad21BcAIJ2rLzLtPUjhH1fiBxEeg1znH8wpfkAm-A
This book lays down the letters i sent or received in pursuance of pursuing my doctoral degree at Mysore
University, in the biggest democracy of the world, in India. It consists of a broad range of letters, including
the request i made for registration at the University to the letter i e-mailed to the then prime minister of
India, requesting him to save me from the horrible circumstance an Iranian Mafia occasioned for me,
because of my PhD project, which was on developing my didactic weapon, based on my own edu-political
theories. Importantly, in addition to the original synopses i proposed to few Indian professors in an attempt
to persuade them to guide me towards my doctorate, this typescript entails both the final synopsis of my
doctoral dissertation and the outline based upon which i had my viva voce. Three sample articles i
succeeded to launch in some renowned journals 'before', 'during', and 'after' my PhD study have also found a
place in this manual.
This 274-page material will be found a highly useful model especially for those academicians who are
desirous of pursuing their doctorate abroad as it gives them a comprehensive understanding of the process
underlying obtaining a doctoral degree overseas. Language learners, ELT students, educators, and PhD
guides could also take note of the significant benefits this volume proposes.
9. ‘Competitive Team-Based Learning in Conversation Classes’, Germany: Scholars' Press, 2015 /
ISBN 978-3-639-86105-1
The book is about the effects of Competitive Team-Based Learning (CTBL), Dr Hosseini’s innovative
approach to teaching, and Learning Together (LT) or Cooperative Group-Based Learning (CGBL) – the

8
most popular method of Cooperative Learning (CL), developed by Johnson and Johnson at Minnesota
University -- on oral performance of Iranian EFL intermediate students. Furthermore, it depicts the
participants' attitudes towards language learning, individualistic class structure, CL, and the selected
methods before and after the study.
The book would be fruitful to all teachers and particularly language teachers and researchers.
Jahanbazian, T. (2015). A Study into the Effects of 'Competitive Team-Based Learning' and 'Learning
Together' on the Oral Performance of Intermediate EFL Learners. Unpublished MA Thesis, Kohgiloyeh And
Boyer Ahmad Islamic Azad University, Iran. IJRELT, 3(1), 60-73.
10. ‘Competitive Team-Based Learning vs. Student Teams-Achievement Division: Scholars' Press,
2017 / ISBN 978-620-2-30109-1
This book reports an experimental investigation on the effects of a new type of cooperative learning (CL)
method namely 'Competitive Team-Based Learning' (CTBL), developed by Hosseini (2012) at Mashhad
Education Office in Iran, and 'Student Teams-Achievement Divisions' (STAD), developed by Slavin (1977)
at Johns Hopkins University, in the US, on the reading comprehension of Iranian EFL intermediate students.
After conducting a PET proficiency test to a total population of 75, sixty students were selected, based on
their scores in the pretest. Then, they were randomly assigned to two experimental groups – thirty per group.
Each class was divided into seven teams of four – the two remaining students in each class worked in pairs.
While the first experimental group was instructed via STAD method of CL, the second experimental group
was instructed via Hosseini's method of (language) teaching (i.e., CTBL). The reading comprehension test
(posttest) was used at the end of the study to assess the probable progress in the reading comprehension
ability of the students. The results on independent samples T-test showed statistical significance at P≤0.05
level that can be attributed to the effect of CTBL on the participants' reading comprehension achievements.
That is, CTBL was more effective than STAD in improving the reading comprehension ability of Iranian
EFL intermediate students.
11. Competitive Team-Based Learning vs. Reciprocal Teaching of Reading: A Study in Reading
Classes, Germany: Scholars' Press. ISBN 13: 978-3-639-86057-3
This study was an experimental investigation on the effects of a new type of cooperative learning (CL)
method namely 'Competitive Team-Based Learning' (CTBL), developed by Hosseini (2009, 2012, 2018) at
Mashhad Education Office in Iran, and 'Reciprocal Teaching of Reading' (RTR), developed by Palinscar, at
the University of Michigan, and Brown (1985), at the University of Illinois at Urbana-Champaign, on the
reading comprehension of Iranian EFL intermediate students. It was also tried to measure the attitude of the
participants towards these methods before and after the study.
12. 'An Evaluation of “Learn to Speak English” Software: With Focus on Constructivists' View of
Learning', Germany: Lambert Academic, 2015 / ISBN: 978-3-659-67372-6
In this 126-page book we have explicated how we evaluated "LTSE" software, with focus on Constructivists'
view of learning based on our own educational software evaluation form or checklist. It took 3 months for us
to develop this standardised checklist. It covers 52 evaluation criteria in five major categories: content,
Mayer’s principles of multimedia instruction, constructivists' instructional characteristics, ease of
use/flexibility, and design/esthetics. Our checklist can be used by anyone else with knowledge of educational
software and language teaching for evaluating any other educational software for language teaching/classes.
13. Effectiveness of Cooperative Learning Methods: A Study with Iranian and Indian
Undergraduate Learners. DOI: 10.13140/RG.2.2.31310.10566 .This is my PhD Thesis, which is
available also at http://shodhganga.inflibnet.ac.in:8080/jspui/handle/10603/73487
http://idochp2.irandoc.ac.ir/FulltextManager/fulltext15/diss/21/21643.pdf
14. My book about My Didactic Weapon. Download for FREE!
http://iranglobal.info/node/67290

15. "‫من‬ ‫آموزشی‬ ‫اسلحه‬ ‫و‬ ‫کاتالیزور‬ :‫رقابتی‬ ‫تیمی‬ ‫"یادگیری‬
16. ‫مدرسا‬ ‫ارزشیابی‬
‫آموزان‬ ‫دانش‬ ‫و‬ ‫ن‬
‫دانشجویان‬/
‫راهبردها‬ ‫و‬ ‫ها‬ ‫چالش‬ :
‫اندیشه‬ ‫آوای‬ ‫انتشارات‬ ،
Evaluating Teachers and Students: Problems and Solutions
‫علت‬
‫العلل‬
‫سعادت‬
‫و‬
‫یا‬
‫شقاوت‬
‫مردمان‬
‫در‬
‫هر‬
‫سرزمینی‬
‫به‬
‫سیستم‬
‫تعل‬
‫یم‬
‫و‬
‫تربیتی‬
‫آن‬
‫ها‬
‫که‬
‫مدرس‬
)‫استاد‬/‫(معلم‬
‫و‬
‫روش‬
‫تدریس‬
‫او‬
‫رکن‬
‫آن‬
‫است‬
‫برمی‬
.‫گردد‬
‫در‬
‫چنین‬
‫شرایطی‬
‫است‬
‫که‬
‫اهمیت‬
‫و‬
‫نقش‬
‫راهبردی‬
‫ارزیابی‬
‫و‬
‫ارزشیابی‬
‫مدرسان‬
‫و‬
‫دانش‬
‫دانشجویان‬/‫آموزان‬
‫مشخص‬
‫می‬
.‫شود‬
‫به‬
‫ویژه‬
،‫ارزیابی‬
‫و‬
‫رتبه‬
‫بندی‬
‫استاندارد‬
‫و‬
‫سیستماتیک‬
‫مدرسان‬
‫و‬
‫روش‬
‫تد‬
‫ریس‬
‫آن‬
‫ها‬
‫حائز‬
‫اهمیت‬
‫است‬
‫چراکه‬
‫عاملی‬
‫تعیین‬
‫کننده‬
‫در‬
‫سرنوشت‬
‫آینده‬
‫سازان‬
‫هر‬
‫جامعه‬
‫ای‬
‫و‬
‫به‬
‫تبع‬
‫آن‬
‫خود‬
‫آن‬
‫جامعه‬
‫و‬
‫فرهنگ‬
‫و‬
‫تمدن‬
‫آن‬
‫می‬
.‫باشند‬
‫به‬
‫که‬ ‫تربیت‬ ‫و‬ ‫تعلیم‬ ‫و‬ ‫آموزش‬ ‫حوزه‬ ‫در‬ ‫متخصص‬ ‫یک‬ ‫عنوان‬
62
‫دانشگاه‬ ‫و‬ ‫مدارس‬ ‫در‬ ‫تدریس‬ ‫سابقه‬ ‫سال‬
‫خارج‬ ‫و‬ ‫داخل‬ ‫های‬
‫دار‬ ‫کشور‬ ‫از‬
‫تابه‬ ‫م‬
‫به‬ ‫برای‬ ‫مؤثر‬ ‫استراتژیک‬ ‫راهبرد‬ ‫چندین‬ ‫حال‬
‫"روش‬ ،"‫آموزشی‬ ‫"اهداف‬ ‫جایگزینی‬ ‫و‬ ‫روزرسانی‬
‫"نیروی‬ ،"‫تدریس‬ ‫های‬
‫"سیستم‬ ‫و‬ "‫آموزشی‬ ‫"مواد‬ ،"‫انسانی‬
‫آموزش‬ ‫در‬ ‫فعلی‬ "‫"کنکور‬ ‫و‬ "‫ارزشیابی‬ ‫های‬
‫داده‬ ‫ارائه‬ ‫عالی‬ ‫آموزش‬ ‫و‬ ‫وپرورش‬
‫ام‬
.
‫به‬ ‫حاضر‬ ‫کتاب‬
‫ارزشیابی‬ ‫برای‬ ‫راهبردهایی‬ ‫ارائه‬
‫دانش‬ ‫پایانی‬ ‫و‬ ‫تکوینی‬ ،‫عملکرد‬
‫می‬ ‫مدرسان‬ ‫و‬ ‫دانشجویان‬/‫آموزان‬
‫که‬ ‫کتاب‬ ‫این‬ .‫پردازد‬
‫اطالعات‬
‫مفیدی‬
‫راجع‬
‫به‬
‫سیستم‬
‫های‬
‫و‬
‫رتبه‬
‫بندی‬
‫علمی‬
‫و‬
‫استاندارد‬
‫مدرسان‬
‫و‬
‫همین‬
‫طور‬
‫چگونگی‬
‫سنجش‬
‫و‬
‫میزان‬
‫پیشرفت‬
‫و‬
‫رشد‬
‫دانش‬
‫به‬
،‫مسئوالن‬
‫مدرسان‬
‫و‬
‫سیاست‬
‫گذاران‬
‫آموزشی‬
‫ارائه‬
‫می‬
‫دهد‬
.‫است‬ ‫بخش‬ ‫نه‬ ‫شامل‬
–
‫عمده‬ ‫قسمت‬ ‫اینکه‬ ‫یادآوری‬
‫دانشگاه‬ ‫در‬ ‫آمریکایی‬ ً‫ا‬‫غالب‬ ‫اساتید‬ ‫مقاالت‬ ‫ترجمه‬ ‫کتاب‬
‫آن‬ ‫به‬ ‫کتاب‬ ‫آخر‬ ‫منابع‬ ‫در‬ ‫که‬ ‫است‬ ‫مختلف‬ ‫های‬
‫اشاره‬ ‫ها‬
.‫است‬ ‫شده‬
‫بخش‬ ‫عمده‬
‫بخش‬ ‫بویزه‬ ‫و‬ ‫کتاب‬ ‫این‬ ‫های‬
1
‫روش‬ ‫انواع‬ ‫به‬ ‫راجع‬
‫ارز‬ ‫و‬ ‫ارزشیابی‬ ‫های‬
‫دانش‬ ‫یابی‬
‫و‬ ‫دانشجویان‬/‫آموزان‬
‫شیوه‬ ‫و‬ ‫محاسن‬ ‫و‬ ‫معایب‬ ،‫مدرسان‬
‫به‬ ‫های‬
‫آن‬ ‫کارگیری‬
‫بخش‬ .‫است‬ ‫ها‬
6
‫همه‬ ‫تشریح‬ ‫به‬
‫و‬ ‫محاسن‬ ‫و‬ ‫معایب‬ ‫و‬ ‫اصول‬ ،‫تکوینی‬ ‫ارزشیابی‬ ‫جانبه‬
‫بخش‬ ‫در‬ .‫است‬ ‫پرداخته‬ ‫آن‬ ‫اجرای‬ ‫چگونگی‬
3
‫بخش‬ .‫است‬ ‫شده‬ ‫پرداخته‬ ‫مدرسان‬ ‫ارزشیابی‬ ‫های‬ ‫روش‬ ‫و‬ ‫چگونگی‬ ‫به‬
4
‫ارایه‬ ‫به‬
‫ر‬
‫آنها‬ ‫اختیارات‬ ‫حوزه‬ ‫از‬ ‫خارج‬ ‫تاثیرگذار‬ ‫متعدد‬ ‫عوامل‬ ‫و‬ ‫هایشان‬ ‫کالس‬ ‫در‬ ‫آنها‬ ‫تدریس‬ ‫مشاهده‬ ‫بواسطه‬ ‫مدرسان‬ ‫ارزشیابی‬ ‫برای‬ ‫اهبردهایی‬
‫بخش‬ ‫اما‬ .‫هستند‬ ‫سودمند‬ ‫و‬ ‫تامل‬ ‫قابل‬ ‫بسیار‬ ‫که‬ ‫دهد‬ ‫می‬ ‫ارایه‬ ‫را‬ ‫تحقیقی‬ ‫نتایج‬ ‫بخش‬ ‫این‬ .‫پردازد‬ ‫می‬ ‫آنها‬ ‫موفقیت‬ ‫عدم‬ ‫یا‬ ‫و‬ ‫موفقیت‬ ‫در‬
‫های‬
5
‫و‬
8
‫کت‬
‫این‬ ‫تألیف‬ ‫رو‬ ‫پیش‬ ‫اب‬
‫می‬ ‫جانب‬
.‫باشند‬
‫بخش‬ ‫در‬
5
‫رتبه‬ ‫جهت‬ ‫ارزشیابی‬ ‫آزمون‬ ‫و‬ ‫آموزشی‬ ‫منابع‬ ‫بر‬ ‫سیستماتیک‬ ‫و‬ ‫جدی‬ ‫نقدی‬
‫بندی‬
‫داشته‬ ‫معلمان‬
‫پرداخته‬ ‫منظور‬ ‫این‬ ‫برای‬ ‫مؤثر‬ ‫و‬ ‫مهم‬ ‫راهبردهایی‬ ‫ارائه‬ ‫به‬ ‫و‬ ‫ام‬
‫ام‬
‫بخش‬ ‫در‬ .
2
‫مالک‬ ‫و‬ ‫تکوینی‬ ‫ارزشیابی‬ ‫عملکرد‬ ‫و‬ ‫ماهیت‬ ‫به‬
‫سودم‬ ‫معیارهای‬ ‫و‬ ‫ها‬
‫شده‬ ‫پرداخته‬ ‫ارزشیابی‬ ‫نوع‬ ‫این‬ ‫استراتزیک‬ ‫و‬ ‫هدفمند‬ ‫بکارگیری‬ ‫بواسطه‬ ‫یادگیری‬ ‫و‬ ‫آموزشی‬ ‫کیفیت‬ ‫ارتقای‬ ‫در‬ ‫ند‬
‫بخش‬ .‫است‬
7
.‫پردازد‬ ‫می‬ ‫مدارس‬ ‫خروجی‬ ‫کیفیت‬ ‫ارتقای‬ ‫برای‬ ‫سنجش‬ ‫و‬ ‫ارزشیابی‬ ‫ساختارهای‬ ‫به‬
‫بخش‬ ‫در‬
8
‫استراتژیک‬ ‫راهبرد‬ ‫ارائه‬ ‫به‬
‫به‬ ‫خودم‬
‫منحصربه‬ ‫جایگزینی‬ ‫عنوان‬
‫برای‬ ‫فرد‬
‫پرداخته‬ ‫فعلی‬ ‫خسارتزای‬ ‫کنکور‬
‫ام‬
‫پایانی‬ ‫بخش‬ ‫در‬ .
–
‫بخش‬
9
-
‫جمع‬
‫به‬ ‫راجع‬ ‫خودمان‬ ‫بندی‬
‫دانش‬ ‫و‬ ‫مدرسان‬ ‫ایدئال‬
‫نموده‬ ‫ارائه‬ ‫را‬
.‫ایم‬
17. ‫عملی‬ ‫راهنمای‬ :‫مجازی‬ ‫فضای‬ ‫در‬ ‫آموزش‬
‫برای‬
‫در‬ ‫تدریس‬
‫متوسطه‬ ‫و‬ ‫ابتدایی‬ ‫مقاطع‬
1
‫و‬
-
2
‫ضری‬ ‫انتشارات‬ ،
‫ح‬
‫آفتاب‬
‫ا‬ ‫در‬
‫راهبردهای‬ ‫ارائه‬ ‫به‬ ‫کتاب‬ ‫ین‬
‫عملی‬
‫آمریکایی‬ ‫استاد‬ ‫یک‬
‫تکنولوژی‬ ‫از‬ ‫مؤثر‬ ‫استفاده‬ ‫برای‬
‫پرداخته‬ ‫مجازی‬ ‫دنیای‬ ‫امکانات‬ ‫و‬ ‫فضا‬ ،‫ها‬
‫ام‬
‫به‬ ‫که‬
.‫هستند‬ ‫فایده‬ ‫مفید‬ ‫بسیار‬ ‫کرونا‬ ‫دوران‬ ‫در‬ ‫حاضر‬ ‫شرایط‬ ‫در‬ ‫ویژه‬
18. ‫برای‬ ‫ها‬ ‫حل‬ ‫راه‬ ‫و‬ ‫ها‬ ‫استراتزی‬ :‫کنیم؟‬ ‫مدیریت‬ ‫چگونه‬ !‫هستید‬ ‫مدرسه‬ ‫مدیر‬ ‫شما‬
‫کار‬ ‫تازه‬ ‫رهبران‬
،
‫اندیشه‬ ‫آوای‬ ‫انتشارات‬
‫فوریه‬ ‫اوایل‬ ‫در‬ ‫که‬ ‫هست‬ ‫کتابی‬ ‫ترجمه‬ ‫فوق‬ ‫کتاب‬
6261
‫برای‬ ‫را‬ ‫کتاب‬ ‫این‬ ‫اینجانب‬ .‫شد‬ ‫منتشر‬ ‫آمریکا‬ ‫در‬ ‫اسپرینگر‬ ‫انتشارات‬ ‫توسط‬
.‫کردم‬ ‫ترجمه‬ ‫مشهد‬ ‫پرورش‬ ‫آموزش‬
‫آن‬ ‫از‬ ‫مدیران‬ ‫کار‬ ‫اهمیت‬
‫از‬ ‫کسرهایی‬ ‫درواقع‬ ‫که‬ ‫را‬ ‫مدارس‬ ‫رهبری‬ ‫که‬ ‫است‬ ‫جهت‬
‫یا‬ ‫و‬ ‫موفقیت‬ .‫دارند‬ ‫عهده‬ ‫بر‬ ‫هستند‬ ‫جامعه‬
‫شامل‬ ‫که‬ ‫حاضر‬ ‫کتاب‬ .‫داد‬ ‫خواهد‬ ‫قرار‬ ‫تاثیر‬ ‫تحت‬ ‫را‬ ‫حکومت‬ ‫حتی‬ ‫و‬ ‫جامعه‬ ‫آنها‬ ‫موفقیت‬ ‫عدم‬
18
‫می‬ ‫فصل‬
‫با‬ ‫بسیار‬ ‫منبعی‬ ‫باشد‬
‫و‬ ‫ارزش‬
‫به‬ ‫سودمند‬
‫تازه‬ ‫مدیران‬ ‫برای‬ ‫ویژه‬
‫مهدکودک‬ ‫کار‬
‫دبیرستان‬ ،‫مدارس‬ ،‫ها‬
‫هنرستان‬ ‫و‬ ‫ها‬
‫دانش‬ ‫و‬ ‫کار‬ ‫مراکز‬ ‫و‬ ‫ها‬
.‫است‬
‫سال‬ ‫برای‬ ‫که‬ ‫اسکوانکه‬ ‫جن‬ ‫خانم‬
‫ایاالت‬ ‫در‬ ‫موفق‬ ‫دبیرستان‬ ‫یک‬ ‫مدیر‬ ‫ها‬
‫می‬ ‫آمریکا‬ ‫متحده‬
‫تشریح‬ ‫و‬ ‫ارائه‬ ‫به‬ ‫کتاب‬ ‫این‬ ‫در‬ ‫باشد‬
‫راه‬ ‫و‬ ‫تجربیات‬
‫حل‬
‫راه‬ ،‫ها‬
‫استراتژی‬ ‫و‬ ‫کارها‬
‫حتی‬ .‫است‬ ‫پرداخته‬ ‫مدیریتش‬ ‫دوران‬ ‫در‬ ‫متفاوت‬ ‫مسائل‬ ‫با‬ ‫مواجهه‬ ‫در‬ ‫خود‬ ‫راهبردهای‬ ‫و‬ ‫ها‬
‫باتج‬ ‫مدیران‬
‫می‬ ‫هم‬ ‫ربه‬
‫ارائه‬ ‫اطالعات‬ ‫از‬ ‫توانند‬
‫البه‬ ‫در‬ ‫شده‬
‫آن‬ ‫خطوط‬ ‫ورای‬ ‫و‬ ‫صفحات‬ ‫الی‬
‫این‬ ‫پایان‬ ‫در‬ ‫ما‬ .‫ببرند‬ ‫بهره‬ ‫کتاب‬ ‫این‬ ‫در‬ ‫ها‬
‫آموزش‬ ‫در‬ ‫مسئله‬ ‫حل‬ ‫كارگروه‬ ‫تشكیل‬ ‫"طرح‬ ،‫کتاب‬
‫داده‬ ‫ارائه‬ ‫هم‬ ‫را‬ ‫خودمان‬ "‫وپرورش‬
‫می‬ .‫ایم‬
‫کتاب‬ ‫اصلی‬ ‫عنوان‬ ‫توانید‬
‫در‬ ‫که‬ ‫را‬ ‫حاضر‬
‫اینترن‬ ‫در‬ ‫است‬ ‫آمده‬ ‫زیر‬
:‫برسید‬ ‫آن‬ ‫به‬ ‫و‬ ‫کنید‬ ‫جستجو‬ ‫ت‬
You’re the Principal! Now What?
Strategies and Solutions for New School Leaders
1. My PHILOSOPHICAL INSIGHTS
https://www.researchgate.net/publication/340397926_Philosophical_Insights_from_Prof_Seyed_MHHossei
ni

10
ARTICLE PUBLICATIONS / PRESENTATIONS
IN ENGLISH
1. Hosseini, S.M.H. (2022). My Transformative Edu-Political Theories and liberating Approach to
Teaching.
International Journal of Applied Linguistics and English Literature, 11(3), 68-83. Also search the titel
of the ARTicle.
2. Hosseini, S.M.H. (2009). Infusion of Emerging Online Technologies into ELT: The Need of the
Hour, Perspectives in Education, 25 (2), 119–127. Also available at
http://eltweekly.com/2009/06/eltweekly-issue22-research-paper-by-mohammad-hassan-hosseini/
3. Hosseini, S.M.H. (2007). ELT in Higher Education in Iran and India: A Critical View. Language in
India, 7, 1-11. Retrieved January 15, 2019, from
http://www.languageinindia.com/dec2007/eltinindiaandiran.pdf
4. Hosseini, S.M.H. (2015). Method Engineering: Towards a Strategic Approach to the Empowerment of
the Other. International Journal of SYLWAN, 4(2),159-168.
5. Hosseini, S.M.H. (2020). My Liberating Approach to Teaching and the Howabouts of its
Transforming Power. IJOTL-TL, 5, 3, 155-168. DOI: 10.30957/ijotl-tl.v5i3.634. Available at
https://ijotl- tl.soloclcs.org/index.php/ijoltl/article/view/634/603 Also available at
file:///C:/Users/Dr%20Hosseini/Downloads/634-Article%20Text-1380-3-10-20201002.pdf
6. Hosseini, S.M.H. (2021). My Liberating Approach Edu-Political Theories . European journal of
Education Studies, 8 (1), 313-336. Available at https://oapub.org/edu/index.php/ejes/article/view/3541
7. Hosseini, S. M. H. (2014). Competitive Team-Based Learning vs. Group Investigation with Reference
to the Language Proficiency of Iranian EFL Intermediate Students. International Journal of
Instruction, 7, 176-188.
8. Hosseini, S.M.H. (2012). A study of the effects of Competitive Team-Based Learning and Structured
Academic Controversy on the language proficiency of Iranian EFL college seniors. The ISI
International Journal of Adult Vocational Education and Technology, 3, (4): 54-69.
DOI: 10.4018/javet.2012100105. Available at https://www.igi-
global.com/gateway/article/73802#pnlRecommendationForm
9. Hosseini, S.M.H. & Akbarzadeh, M (2021). 'Competitive Team-based Learning' vs. ‘Student Teams-
Achievement Divisions' in a Reading Class, IJOTL-TL, 6(1), 73-92.
10. Hosseini, S.M.H. (2018). Cognitive Socio-Political Language Learning Theory, Multiple Input-Output
Hypothesis and Competitive Team-Based Learning". Theory and Practice in Language Studies, 9(4):
411-423. DOI: http://dx.doi.org/10.17507/tpls.0904.08. Retrieved January 15, 2019, from
http://www.academypublication.com/ojs/index.php/tpls/article/view/tpls0904411423/1875
11. Hosseini, S.M.H. (2019). Cognitive Socio-Political Language Learning Theory, Multiple Input-Output
Hypothesis And Competitive Team-Based Learning, Presented at the International Conference on
‘New Trends in English Language Teaching and Testing’ held at Dubai, United Emirates on 17 March.
Video available at https://www.aparat.com/v/4ip6M
https://www.slideshare.net/SMHHosseini/towards-dr-smhhosseinis-liberal-approach-to-teaching
12. Hosseini, S.M.H. & Salari, F. (2019). Competitive Team-Based Learning vs. Reciprocal Teaching of
Reading: A Study in Reading Classes. Journal of Language Teaching and Research, 10(3), 489-500.
DOI: 10.17507/jltr.1003.12 Retrieved January 15, 2019, from
http://www.academypublication.com/ojs/index.php/jltr/article/view/jltr1003489500/1898
13. Hosseini, S.M.H. (2000). The Impact of Competitive Team-Based Learning on the Reading
Comprehension of Iranian High School Students. MA Thesis, Islamic Azad University of Garmsar,
Iran. Published at Roshd FLT Journal, 2003; 77(20): 42–49. Available at

http://ensani.ir/file/download/article/20101209160815-599.pdf Also published at Iranian Journal of
Teaching Languages and Literature, 2004, 5 (2), 16, pp. 15-34
14. Hosseini, S.M.H. (2010). Theoretical foundations of Competitive Team-Based Learning. Canadian
International Journal of English Language Teaching, 3, 229 - 243. doi:10.5539/elt.v3n3p229. Retrieved
January 24, 2019 from http://www.ccsenet.org/journal/index.php/elt/article/view/7236
15. Hosseini, S.M.H. (2006). Globalisation, Cooperative Learning, and ELT, Indian Journal of English
Language Teaching, 44: 2–12. Available at
https://www.researchgate.net/publication/332092247_Globalization_Cooperative_Learning_and_ELT
16. Hosseini, S.M.H. (2006). Paradigm Shifts of Language Teaching Methodology: From Text-Based
towards Context-Focused Approaches, DIVINER: A Research Journal of Humanities and Social
Science, 3: 128–134. Available at
https://www.researchgate.net/publication/332092338_Paradigm_Shifts_on_the_Way_towards_My_Stra
tegic_Approach_to_Contemporary_ELT . Also Presented at the U.S. sponsored International
Symposium on ‘Towards Improvements in English Language and Literature Teaching: Communicating
Across the Curriculum’ held at Chandigarh, India on September 22–24, 2006.
17. Hosseini, S.M.H. (2007). Task Based Language Instruction: Unplanned Open Tasks vs. Unplanned
Closed Tasks with reference to Writing Achievement of Iranian EFL University Students, ISI Journal
of Perspectives in Education, 23 (1), 43–48. Available at
https://www.researchgate.net/publication/333419277_Task-
Based_Language_Instruction_Unplanned_Open_Tasks_vs._Unplanned_Closed_Tasks_with_reference_to_
Writing_Achievement_of_Iranian_EFL_University_Students
18. Hosseini, S.M.H. (2006). New Trends in ELT: Cooperative Language Learning and Bi-/Multi-Lingual
Settings, Presented at the International Congress on ‘Bilingualism in an ESL Classroom’ held at
Guahati, India on March 27–28. Available at
https://www.researchgate.net/publication/333651714_Cooperative_Language_Learning_in_Bilingual_S
ettings
19. Hosseini, S.M.H. (2006). Prospect of Peace in the Middle East, the speech delivered by the author as
the third (and last) main speaker at the International Forum on ‘Global Peace and Civil Action’ –
sponsored by National Federation of University Co-operative Association, Japan, held at Mysore, India
on August 11–12, 2006. – Available at
http://www.hindu.com/2006/08/11/stories/2006081116530300.htm
20. Hosseini, S.M.H. (2006). Dynamics of Cooperative Learning, Presented at the UGC sponsored State
Level Discussion on ‘English Language Teaching’ held at Mysore, India on March 21. Available at
https://www.researchgate.net/publication/333651304_Dynamics_of_Cooperative_Learning
21. Hosseini, S.M.H. (2007). Reading Instruction in EFL/ESL Classrooms: Towards Context-Based
Strategy Training, Presented at the NAAK sponsored National Seminar on ‘Quest for Quality:
Classroom Matters’ held at Kumta, India on March 5–6. Available at
https://www.researchgate.net/publication/333651639_Reading_Instruction_in_EFLESL_Classrooms_T
owards_a_Context-based_Strategy_Training
22. Hosseini, S.M.H. (2007). Groupwork and Five Main Hypotheses in ELT: The Relations, Presented at
the International Symposium on ‘English for Today and Tomorrow’ held at Chennai, India on February
9–10.
23. Hosseini, S.M.H. (2007). Grammar Teaching and Approach Dilemma in ELT: What's the Solution?,
Presented at the UGC sponsored International Seminar on ‘Grammar and Meaning’ held at Guntur,
India on January 29–31. Available at
https://www.researchgate.net/publication/333651727_Grammar_Teaching_and_Approach_Dilemma_in
_ELT

12
24. Hosseini, S.M.H. (2007). Boosting the Effectiveness of Groupwork in ELT Classes, Presented at the
National Forum on ‘Innovative Approaches and Techniques of Teaching English’ held at Coimbatore,
India on July 13-14. Available at
https://www.researchgate.net/publication/333583005_Boosting_the_Effectiveness_of_Competitive_Tea
m-Based_Learning
25. Hosseini, S.M.H. (2007). Testing in ELT Classes: Towards Evaluation of Creativity and Critical
Thinking, Presented at the International Symposium on ‘English for Today and Tomorrow’ held at
Madras, India on February 9–10.
26. Hosseini, S.M.H. (2007). First Language Reading Methodologies and FL/L2 Reading Instruction:
Towards an Emphasis on the Acquisition of Language in EFL/ESL Learning Environments, Presented
at the ‘35th
All India Conference of Dravidian Linguists’ held at Mysore, India on June 21–23.
Available at
https://www.researchgate.net/publication/333651647_First_Language_Reading_Methodologies_and_F
LL2_Reading_Instruction_Towards_an_Emphasis_on_Acquisition_of_Language_in_EFL_ESL_Learni
ng_Environments
27. Hosseini, S.M.H. (2007). Web-Based Collaborative Language Learning: Enhancing the Efficiency of
Distance Learning, Presented at the International Forum on ‘New and Emerging Technologies in ELT’ -
- sponsored by SIG, UK, held at Madras, India on August 3–5. Available at
https://www.researchgate.net/publication/333651749_Web-
Based_Collaborative_Language_Learning_Enhancing_the_Efficiency_of_Distance_Learning
28. Hosseini, S.M.H. (2008). Critical Elements of Cooperative Learning Methods, Presented at the
International Congress on ‘Learning to Teach: A Life-Long Journey’ held at Chennai, India on
February 8–10. Available at
https://www.researchgate.net/publication/333583004_Critical_Elements_of_Competitive_Team-
Based_Learning
29. Hosseini, S.M.H. (2008). Vocabulary and Vocabulary Teaching/Learning Strategies: A Comprehensive
Study, Presented at the SFLA sponsored International Conference on ‘English Grammar on Language
Engineering and Information Technology’ held at Heyderabad, India on January 6–11.
DOI: 10.13140/RG.2.2.35429.45284 Available at
https://www.researchgate.net/publication/333419438_Vocabulary_and_Vocabulary_Teaching_Learnin
g_Strategies_A_Comprehensive_Study
30. Hosseini, S.M.H. (2008). ATTENDEE at the National Conference on ‘English Language Teaching’
held at Roode Hen, Iran on February 17. -- My paper, which was a comprehensive introduction to my
instructional weapon, was rebutted once again!?
31. Hosseini, S.M.H. (2009). Harnessing Jigsaw in Language Classes, Presented at the National Conference
on ‘Technology and Language Teaching’ held at Gujarat, India on February 26-27.
32. Hosseini, S.M.H. (2009). Students’ Accountabilities in Active Learning Classes, Presented at the
National Meeting on ‘Technology in ELT’ held at Changa, India on January 29–30.
33. Hosseini, S.M.H. (2010). Teams-Games-Tournaments vs. Lecture Method with Reference to the
Language Proficiency of Iranian EFL Intermediate Students”, Not allowed to be presented at the
International Meeting on ‘ELT in the Islamic World’ held at Tehran, Iran on December 2–4. I was
dismissed from this conference as i strongly criticized Dr Haji Babaii, Iran’s then minister of
Education, after his lecture in the inauguration session, and after i announced that i would introduce my
instructional weapon in my lecture. – A weapon for the overthrow of dictatorship.
34. Hosseini, S.M.H. (2012). Cooperative Learning Methods: A Thorough Introduction, Presented at the
National Forum on ‘ELT in Iran: Challenges and Innovations’ held at Torbat-e-Heydarieh, Iran on May
21.
35. ‫اثر‬ ‫مقایسه‬
‫تدریس‬ ‫روش‬
‫کار‬ ‫در‬ ‫نوشتن‬ ‫و‬ ‫خواندن‬ ‫تدریس"ترکیب‬ ‫روش‬ ‫و‬ "‫رقابتی‬ ‫تیمی‬ ‫"یادگیری‬
‫آموزان‬ ‫دانش‬ ‫مطالب‬ ‫درک‬ ‫و‬ ‫خواندن‬ ‫مهارت‬ ‫بر‬ "‫گروهی‬
‫ابتدایی‬ ‫پنجم‬

https://www.researchgate.net/publication/341313638_mqaysh_athr_rwsh_tdrysyadgyry_tymy_rqabty_w_rw
sh_tdrystrkyb_khwandn_w_nwshtn_dr_kar_grwhy_br_mhart_khwandn_w_drk_mtalb_dansh_amwzan_pnj
m_abtdayy May 2020 DOI: 10.13140/RG.2.2.29890.20169
https://www.slideshare.net/SMHHosseini/ss-233665202
PART OF MA THESES i have guided/supervised/contributed to / most of which are on the
effectiveness of my own approach to teaching i.e., CTBL
1. Derafsh-kaviyan, Payam (2017). The Impact Competitive Team-based Learning vs. Cooperative
Group-Based Learning on EFL Learners’ Mastery of Structure. Unpublished MA thesis, Islamic Azad
University of Roudehen, Iran.
2. Jahanbazian, T. (2015). A Study into the Effects of 'Competitive Team-Based Learning' and 'Learning
Together' on the Oral Performance of Intermediate EFL Learners. Unpublished MA Thesis, Kohgiloyeh
And Boyer Ahmad Islamic Azad University, Iran.
3. Jahanbazian, T. (2015). A Study into the Effects of 'Competitive Team-Based Learning' and 'Learning
Together' on the Oral Performance of Intermediate EFL Learners. IJRELT, 3(1), 60-73.
4. Akbarzadeh, M (2017). A Study into the Effects of 'Competitive Team-Based Learning' And ‘Student
Teams- Achievement Divisions' on The Reading Comprehension of Iranian EFL Intermediate Students.
Unpublished MA thesis, Islamic Azad University of Roudehen, Iran.
5. Abbaspour, S.S. (2016). An Investigation into the Impact of Discourse Markers on Reading
Comprehension amongst Intermediate EFL Students. Unpublished MA Thesis, Yasouj Islamic Azad
University, Iran.
6. Abedianpour, S. (2016). The Impact of Class Brainstorming Strategy on Writing Performance of Iranian
Advanced EFL Learners. Unpublished MA Thesis, Yasouj Islamic Azad University, Iran.
7. Ghahramanlou, H. (2016). The Effect of 'Reciprocal Teaching of Reading' on the Reading
Comprehension of Iranian EFL Intermediate Students. Unpublished MA Thesis, Rood-e-Hen Islamic
Azad University, Iran.
8. Mohammadi, N. (2015). An Evaluation of “Learn to Speak English” Software: A Qualitative Study
with Focus on Constructivists’ View of Learning. Unpublished MA Thesis, Tehran Payame
NoorUniversity, Iran.
9. Forouzan, N. (2015). The Effect of Self Directed Learning Strategies on Introvert vs. extrovert Iranian
EFL Learners' Reading Comprehension. International Journal of Language Learning and Applied
Linguistics World (IJLLALW), 9 (2), 1-7.
10. Kamdideh, G. (2017). On the Effects of 'Reciprocal Teaching of Reading' and 'Cooperative Integrated
Reading and Composition 'on the Reading Comprehension of Iranian EFL Intermediate Students.
11. Salimi Bani, K. (2017). The Effect of Competitive Team-Based Learning (CTBL) and Cooperative
Integrated Reading and Composition (CIRC) on the Reading Comprehension of Iranian Intermediate
EFL Learners. Unpublished MA Thesis, Khorasgan (Isfahan) Islamic Azad University, Iran.
12. Salari, F. (2018). The Effect of Competitive Team-Based vs. Reciprocal Program in Reading
Comprehension Ability of Iranian EFL Learners. Unpublished MA Thesis, Quchan Islamic Azad
University, Iran.

14
=====================================
Some VIDEOS on my Approach to Teaching
Introductory VIDIO to my Theory and Approach to teaching
https://www.aparat.com/v/84KSX
Introductory VIDIO to my Liberating Approach to Teaching
https://www.aparat.com/v/mfx1q
VIDIO of my Didactic Weapon in a real class situation
https://youtu.be/cPtOUaIkJlk
VIDIO on Howabouts of the Transforming Power of my Liberating Approach
https://www.aparat.com/v/fAErU
Video of my Catalyst for Transformation and CHANGE
https://www.aparat.com/v/fGYKb
VIDIO on The Demise of Communicative Language Teaching
https://www.aparat.com/v/zGV3v
‫سیستماتیک‬ ‫تیمی‬ ‫یادگیری‬ ‫از‬ ‫حسینی‬ ‫حسن‬ ‫محمد‬ ‫سید‬ ‫دکتر‬ ‫تعریف‬
Dr Seyed Mohammad Hassan Hosseini differentiates Cooperative Learning from Collaborative Learning for
some Indian university professors and students.
https://www.aparat.com/v/JH6c8
‫غ‬ ‫های‬ ‫روش‬ ‫از‬ ‫حسینی‬ ‫حسن‬ ‫محمد‬ ‫سید‬ ‫دکتر‬ ‫تدریس‬ ‫روش‬ ‫تمییز‬
‫ربی‬
Dr Seyed Mohammad Hassan Hosseini differentiates his own innovative approach to teaching (i.e.,
Competitive Team-Based Learning) from the present Cooperative Learning Methods, which are popular in
the West, for some Indian scholars. ‫من‬ ‫تدریس‬ ‫روش‬ ‫تمییز‬
‫دارند‬ ‫تمرکز‬ ‫گروهی‬ ‫کار‬ ‫بر‬ ‫که‬ ‫غربی‬ ‫تدریس‬ ‫های‬ ‫روش‬ ‫از‬ .
https://www.aparat.com/v/1xX0s
‫حسینی‬ ‫دکتر‬ ‫تدریس‬ ‫روش‬ ‫معرفی‬
Dr Seyed Mohammad Hassan Hosseini introduces his own innovative approach to teaching (i.e.,
Competitive Team Based Learning) to some Indian university professors and their students.
https://www.aparat.com/v/3FG9u
The 2 minute video to my very first definition of TEACHING
https://www.aparat.com/v/aeOoI
Hosseini, S. M. H. (2019). Cognitive Socio-Political Language Learning Theory, Multiple Input-Output
Hypothesis and Competitive Team-Based Learning". Theory and Practice in Language Studies, 9(4): 411-
423. DOI: http://dx.doi.org/10.17507/tpls.0904.08. Available @
http://www.academypublication.com/ojs/index.php/tpls/article/view/tpls0904411423/1875
‫انجامید‬ ‫تدریسم‬ ‫روش‬ ‫خلق‬ ‫به‬ ‫که‬ ‫من‬ ‫فکری‬ ‫زمینه‬ ‫پیش‬ ‫معرفی‬ ‫ویدیوی‬
‫من‬ ‫به‬ ‫بخاطرش‬ ‫میسور‬ ‫دانشگاه‬ ‫و‬
:‫داد‬ ‫تدریس‬ ‫روش‬ ‫تخصصی‬ ‫دکترای‬
https://www.aparat.com/v/RVEud
‫وی‬
:‫کالس‬ ‫در‬ ‫تدریسم‬ ‫روش‬ ‫دیوی‬
http://www.aparat.com/v/i32tK
‫اموزش‬ ‫اسلحه‬ ‫و‬ ‫کاتالیزور‬ ‫بخش‬ ‫رهایی‬ ‫ماهیت‬ ‫در‬ ‫هرمنوتیکی‬ ‫جستاری‬ ‫ویدیوی‬
:‫من‬
v/h4OZx
https://www.aparat.com/
‫معرفی‬ ‫ویدیوی‬
17
:‫تدریسم‬ ‫روش‬ ‫به‬ ‫راجع‬ ‫کتابم‬ ‫همین‬
https://www.aparat.com/v/lbGf5
:‫ویدیو‬
:‫سیستماتیک‬ ‫تیمی‬ ‫یادگیری‬ ‫از‬ ‫اینجانب‬ ‫تعریف‬
https://www.aparat.com/v/JH6c8
:‫دارند‬ ‫تمرکز‬ ‫گروهی‬ ‫کار‬ ‫بر‬ ‫که‬ ‫غربی‬ ‫های‬ ‫روش‬ ‫از‬ ‫اینجانب‬ ‫تدریس‬ ‫روش‬ ‫تمییز‬ :‫ویدیو‬
https://www.aparat.com/v/1xX0s
‫حسینی‬ ‫دکتر‬ ‫تدریس‬ ‫روش‬ ‫معرفی‬ :‫ویدیو‬
https://www.aparat.com/v/3FG9u

:‫هندی‬ ‫معلمان‬ ‫دانشجو‬ ‫برای‬ "‫آموزش‬ "‫از‬ ‫اینجانب‬ ‫تعریف‬ :‫ویدیو‬
https://www.aparat.com/v/aeOoI
‫این‬
‫چگونگی‬ ‫و‬ ‫ذهنی‬ ‫خالقیت‬ ، ‫انتقادی‬ ‫تفکر‬ ‫چون‬ ‫مفاهیمی‬ ‫با‬ ‫همکاران‬ ‫تا‬ ‫کنید‬ ‫منتشر‬ ‫را‬ ‫ویدیوها‬
‫درنوردیدن‬
.‫شوند‬ ‫آشنا‬ ... ‫و‬ ‫دانش‬ ‫مرزهای‬
FORTHCOMING PUBLICATIONS AND PRESENTATIONS
Books
2. ‘THEY FEAR me THEY Kill me: I Am a Roaring Flowing Mirroring Blood Drop'
This 300-page manual highlights the matrix which shaped my past and so reoriented my beliefs. This
typescript naturally mirrors part of my wounds occasioned by those who consider themselves as our God!, in
Iran. - Those who kept the right for them to destroy my dreams. In order to demotivate and horrify me,
THEIR dictatorial attitude even let them to murder one of my innocent family members, in a non-sensible
way! THEIR true nature, Hitlerian outlook, and act of conduct, however, knowingly or unwittingly, gave
birth to my philosophy: A philosophy empowered by a crushed soul - A wounded soul who capacitated my
philosophy in such a way that he is able to pave the way to a different future. - A different future but not for
me – it is already late, but rather for the Other, the outcast/the deprived critical thinkers who have their own
identity, attitude, and ideology but are almost always purposefully ignored, marginalised, and in point of
actual fact - insensibly – victimised because of their approach to thinking and living.
This guidebook is in a sense, in essence, me: An oppressed who is here to draw the dream future of
those who have the illusion of living. - Those who are not only unable to live but they are also hardly
existing. I am here to re-orient and recalibrate the Other's attitudes towards new horizons. I am here to show
them the way to purposeful living, if they want to justify their sufferings. I am here to aware the people of
the fact that under a tyrannical regime, majority of them lack critical awareness of the agents who control
their beliefs, lives, and destinies. My main mission is to critically aware the oppressed majority. Once they
are awaken, they will try to get empowered so as to take the course of action against totalitarianism. And
this leads towards their emancipation – towards democracy.
I am here, thereby, to reformulate the Other's destinies. I am here to do so via awakening their critical
sensibility and via reformulating their approaches to thinking, which are the bases of attitudes. I, as an
AGENT OF CHANGE, change their attitudes. And there is POWER in attitudes as they have enormous
impact on beliefs, and beliefs influence and go forth in actions, ... and actions lead on to our destiny.
3. ‘Dr Hosseini's Memories of His Tough Times’; "‫شدنی‬ ‫نا‬ ‫فراموش‬ ‫های‬ ‫سال‬ ‫"خاطرات‬
……………………………..……
4. ‘Rading Pedagogy in the Third Millennium: Aspects and Perspectives’;
5. ‘Eglish Grammar for Pre-Intermediate EFL Learners’;
6. ‘Eglish Grammar for Intermediate EFL Learners’;
7. ‘Eglish Grammar for Upper-Intermediate EFL Learners’;
8. ‘Eglish Grammar for University Students’;
----------------------------------------------------------------------------------------
HONOURS
1. Appreciated by “Tehran Roshd Book Festival”, for my significant seminal guidebook: “Beyond the
Present Methods and Approaches to ELT/Education: The Crucial Need for a Radical Reform”,
Published by Jungle Publications in Tehran; 27 Feb. 2014 http://samanketab.roshdmag.ir/fa/news/1375
2. Interviewed by BBC Persian TV on a live programme, about “The Main Reasons for the Fiasco of
ELT in Iran”, 13 Aug 2013. Available at https://www.youtube.com/watch?v=8QDNZasldds
3. Interviewed by BBC Persian TV on a live programme, about “ELT and Culture Invasion”, 8 May
2016. Available at https://www.youtube.com/watch?v=Tl_-j0PGhH0&feature=youtu.be
4. Interviewed by BBC Persian TV on a live programme, about “The Reasons for Banning Critical
Thinkers' Speeches in Iran”, 8 November 2016. Available at https://youtu.be/ZkFB-3eOZ1I
5. https://aparat.com/v/OEdbe
6. Interviewed by BBC Persian TV on a live programme, about “The Reasons for Banning Concerts in

16
Mashhad, Iran”, 10 October 2016. Available at https://youtu.be/jSdG7OMYWAc
7. https://www.aparat.com/v/wrWRE
8. Elected, by Zabansara Educational and Cultural Institute (Exclusive Representative of Oxford
University Press & LCCI Examination Centre) - in Tehran, Iran - (after a group interview) for
directing two branches of the Institute in Bojnord and Jajarm provinces, Iran; 2001
9. Chairman, of English Department, Education Office, Jajarm, Iran; 2001
10. Elected, by English Department, Education Office, Mashhad, Iran for my significant educational
method, which was video-taped - by them - for the benefit of in-service programmes and seminars for
teachers; January 2003
11. Recipient, of Collaboration Award - in recognition of my cooperation with Allameh Research Centre
in Mashhad; Education Office, Mashhad, Iran; January 2011
12. Recipient, of Collaboration Award - in recognition of my effective teaching; Education Office,
Mashhad, Iran; February 2013
15. Recipient, of Collaboration Award - in recognition of my active collaboration with English
Department; Education Office, Mashhad, Iran; January 2003
16. Recipient, of Collaboration Award - in recognition of my sense of duty; Education Office, Mashhad,
Iran; January 2002
17. Recipient, of Outstanding Teaching Award - in recognition of effective teaching strategies; Education
Office, Jajarm, Iran; May 1998
18. Recipient, of Collaboration Award - in recognition of my cooperation with Imam Ali High school,
Education Office, Mashhad, Iran; May 2002
19. Interviewed by Indian TV reporter, about Persian language, 10 July 2006
20. Elected, by English Department, Teacher Training Centre, Mashhad, Iran for my significant
instructional strategy, which was video-taped - by them - for the benefit of in-service programmes and
seminars for teachers; January 1994
WORKSHOPS ATTENDED
1. A Two-day Workshop on ‘Research Methodology’, Organised by the Department of Studies in
Economics and Co-operation at University of Mysore, India on March 12–13, 2007
2. A Three-day Workshop on ‘Testing’, Organised by the Department of English at Education Office,
Mashhad, Iran on March 11–13, 2004
3. A Three-hour Workshop on 'Lesson Study', Organised by Education Office, Mashhad, Iran on
November 11, 2015
COURSES TAKEN
1. A Three-month Course in ‘Teaching Methodology’, Organised by the Department of English at
Education Office, Mashhad, Iran on April-June, 2005
2. A Three-month Course in ‘Statistical Application’, Organised by the Centre for Information Science
and Technology at University of Mysore, India from July to September 2007
3. A Two-month Course in ‘IT Awareness’, Organised by the Centre for Information Science and
Technology at University of Mysore, India from May to June 2006
OTHER TECHNICAL KNOWLEDGE/SKILLS
Besides my capacity for hard work, strong (teacher) training skills, and knowledge and working competence
in (online) teaching programmes, as a highly motivated assertive educator, i have excellent interpersonal,
and organizational and leadership savvy.

PROFESSIONAL AFFILIATIONS
1. Member, ELTAI, Chennai, India
2. Member, ELTeCS, British Council, England
3. Member, KELTA, Mashhad, Iran. – Unfortunately since i have been back from India, they have
boycotted me!
REFERENCES: Available upon request
OTHER PAPERS IN PERSIAN (SCIENTIFIC & POLITICAL)
63
.
:‫من‬ ‫سیاسی‬ ‫آموزشی‬ ‫های‬ ‫تیوری‬
https://www.researchgate.net/publication/342864693_nzryh_hay_amwzshy_syasy_prwfswr_hsyny_payh_ha
y_tywryk_aslhh_amwzshy_rhayy_bkhsh_mn?_sg=dKVE29GFgunYF_tSDwp0uXyII1pp8hkWCazBaBcr3
VVzuF9iBy1S-z0IcHEPjBdhcfIfS8AkNshN88mZ-
Cw80c9PpYkeG44nvWE5DKlO.TwfUTN4KnNk2exMECsJio6jdwj_i6ExI5E488lcW0T5GItJ9hhoJyKdjhn
aYcAZUN1tVXmRtUMNop0gQ7S9uhw
37. GENECIDE of IRI against my generation
‫ها‬ ‫الشیطان‬ ‫آیت‬ ‫جمهوری‬ ‫در‬ ‫کشی‬ ‫نسل‬ ‫و‬ ‫بشریت‬ ‫علیه‬ ‫جنایت‬
https://www.tribunezamaneh.com/archives/211044
"‫خواستار‬ ‫هاشم‬ ‫"سید‬ ‫یادداشت‬
–
‫انتشارش‬ ‫روز‬ ‫همان‬ ‫در‬ ‫که‬ ‫من‬ ‫به‬ ‫راجع‬ ‫ایران‬ ‫معلمان‬ ‫صنفی‬ ‫کانون‬ ‫رییس‬
:‫کردند‬ ‫آزاد‬ "‫"تیمارستان‬ ‫از‬ ‫را‬ ‫من‬
-
%D8%B3%DB%8C%D8%AF
-
https://khabargar.net/%D8%AF%DA%A9%D8%AA%D8%B1
-
%D8%AD%D8%B3%DB%8C%D9%86%DB%8C
-
%D9%85%D8%AD%D9%85%D8%AF
-
D9%85%D8%B4%D9%87%D8%AF%DB%8C
%
-
%D9%85%D8%B9%D9%84%D9%85
%D8%A7%D8%B7%D9%84/
-
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1
.
‫من‬ ‫های‬ ‫سخنرانی‬ ‫و‬ ‫ها‬ ‫مصاحبه‬ ،‫گفتگوها‬ ‫برخی‬
2. My Lecture on 'The Middle East and Peace!"
!‫میانه‬ ‫خاور‬ ‫در‬ ‫صلح‬ ‫انداز‬ ‫چشم‬ ‫درباره‬ ‫هندوستان‬ ‫دانشگاه‬ ‫در‬ ‫من‬ ‫سخنرانی‬ ‫ترجمه‬
3. My Lecture on "Islam: a psychological artefact for Exploiting the Iranian!"
‫سخنرانی‬
‫آمیز‬ ‫هشدار‬
‫من‬
‫حاضر‬ ‫شرایط‬ ‫و‬ ‫عصر‬ ‫در‬ "‫علوی‬ ‫تشیع‬ ‫و‬ ‫عاشورا‬ ‫"تحریف‬ ‫درباره‬
http://news.gooya.com/politics/archives/2016/10/218317.php
4. Iranian Teachers' Organization's Interview with me about Current drawbacks of ELT in Iran
‫ایران‬ ‫در‬ ‫زبان‬ ‫آموزش‬ ‫مسایل‬ ‫پیرامون‬ ‫معلمان‬ ‫صنفی‬ ‫کانون‬ ‫پژوهندگان‬ ‫گروه‬ ‫مصاحبه‬
http://melliun.org/iran/109098
5. Interviewed by BBC Persian TV on a live programme, about “The Main Reasons for the Fiasco of ELT in
Iran”, 13 Aug 2013. Available at https://www.youtube.com/watch?v=8QDNZasldds
6. Interviewed by BBC Persian TV on a live programme, about “ELT and Culture Invasion”, 8 May 2016.
Available at https://www.youtube.com/watch?v=Tl_-j0PGhH0&feature=youtu.be
7. Interviewed by BBC Persian TV on a live programme, about “The Reasons for Banning Critical Thinkers'
Speeches in Iran”, 8 November 2016. Available at https://youtu.be/ZkFB-3eOZ1I
8. Interviewed by BBC Persian TV on a live programme, about “The Reasons for Banning Concerts in
Mashhad, Iran”, 10 October 2016. Available at https://youtu.be/jSdG7OMYWAc

18
Some of my "Scientific" Articles, in Persian
9
.
‫من‬ ‫علمی‬ ‫مقاالت‬ ‫برخی‬
‫دکتر‬ ‫تدریس‬ ‫روش‬ ‫بر‬ ‫نقدی‬
‫شرکا‬ ‫و‬ ‫جاوید‬
‫معلمان‬ ‫بندی‬ ‫رتبه‬ ‫آزمون‬ ‫و‬ ‫آموزشی‬ ‫منابع‬ ‫بودن‬ ‫معتبر‬ ‫و‬ ‫علمی‬ ،‫استاندار‬ ‫میزان‬ ‫بر‬ ‫نقدی‬!
1. Corrupt Leaders of Iranian Education System
‫پرورش‬ ‫آموزش‬ ‫و‬ ‫عالی‬ ‫آموزش‬ ‫بر‬ ‫حاکم‬ ‫فاسد‬ ‫مافیای‬
1. My Edu-Political Theories
2. " My Cognitive Socio-Political Language Learning Theory": Theory of Language of CTBL
"‫رقابتی‬ ‫تیمی‬ ‫"یادگیری‬ ‫تئوریک‬ ‫پایه‬
–
!‫من‬ ‫آموزشی‬ ‫اسلحه‬
https://www.researchgate.net/publication/332951414_payh_hay_tywryk_aslhh_amwzshy_dktr_syd_mhmd_
hsn_hsyny
https://melliun.org/iran/204606
3. My strategic alternative for the present Iranian approaches to teaching and the national exam
4. ‫مافی‬ ،‫کنکور‬
‫من‬ ‫جایگزین‬ ‫طرح‬ ‫و‬ ‫ایرانیان‬ ،‫ا‬
https://www.researchgate.net/publication/341296884_knkwr_mafya_srnwsht_flakt_bar_ayranya
n_w_rahbrd_astratzhyk_mn_bray_rhayy_az_srnwshty_shwm_tr
5. The video about Japan Teacher Education System I translated:
‫ویدیویی‬
68
:‫کردم‬ ‫ترجمه‬ ‫من‬ ‫که‬ "‫ژاپن‬ ‫معلم‬ ‫تربیت‬ ‫"سیستم‬ ‫به‬ ‫راجع‬ ‫ای‬ ‫دقیقه‬
https://www.aparat.com/v/NIGhm
6. "Research and the Approach to Researching" ‫تحق‬ ‫روش‬ ‫و‬ ‫تحقیق‬
‫نویسی‬ ‫پروپوزال‬ ‫و‬ ‫مقاله‬ ،‫یق‬
7. "Lesson Study, Approach to Lesson Study, and Some Suggestions"
‫پیشنهاد‬ ‫چند‬ ‫پژوهی‬ ‫درس‬ ‫شیوه‬ ‫و‬ ‫پژوهی‬ ‫درس‬
http://sedayemoallem.ir/%D8%A2%D9%85%D9%88%D8%B2%D8%B4-
%D9%86%D9%88%DB%8C%D9%86/item/3416-%D8%AF%D8%B1%D8%B3-
%D9%BE%DA%98%D9%88%D9%87%DB%8C-%D9%88-%D8%B4%D9%8A%D9%88%D9%87-
%D8%AF%D8%B1%D8%B3-%D9%BE%DA%98%D9%88%D9%87%DB%8C
8. "Dissecting the Banking Method and the Beyond in Iranian Regime of Education"
‫ای‬ ‫آموزشی‬ ‫رژیم‬ ‫شکافی‬ ‫کالبد‬
‫آن‬ ‫ورای‬ ‫و‬ ‫ران‬
http://www.farhangiannews.ir/view-21971.html
9. The urgent need for establishing Teaching Methods Department in Ministry of Education

‫روش‬ ‫دپارتمان‬ ‫تاسیس‬ ‫ضرورت‬
‫پرورش‬ ‫و‬ ‫آموزش‬ ‫وزارت‬ ‫در‬ ‫تدریس‬
10. The crucial need for integrating Ministry of Education and Ministry of Science and Technology
‫و‬ ‫و‬ ‫علوم‬ ‫وزارت‬ ‫ادغام‬ ‫ضرورت‬
‫پرورش‬ ‫و‬ ‫آموزش‬ ‫زارت‬
https://damadam.ir/news/%D8%AF%D8%B1%D8%A2%D9%85%D8%AF%DB%8C-%D8%A8%D8%B1-
%D8%B6%D8%B1%D9%88%D8%B1%D8%AA-%D8%A7%D8%AF%D8%BA%D8%A7%D9%85-
%D9%88%D8%B2%D8%A7%D8%B1%D8%AA-%D8%B9%D9%84%D9%88%D9%85-%D9%88-
%D9%88%D8%B2%D8%A7%D8%B1%D8%AA-%D8%A2%D9%85%D9%88%D8%B2%D8%B4-
%D9%88-%D9%BE%D8%B1%D9%88%D8%B1%D8%B4/8564118
!‫مشهد‬ ‫پژوهسرای‬ ‫در‬ ‫المال‬ ‫بیت‬ ‫و‬ ‫متخصص‬ ‫نیروهای‬ ‫دادن‬ ‫هرز‬ ‫برای‬ ‫نو‬ ‫طرحی‬
11. Harnessing Internet Technologies in Academic Situations
‫تکنولوژ‬ ‫گیری‬ ‫خدمت‬ ‫به‬
‫آموزشی‬ ‫های‬ ‫محیط‬ ‫در‬ ‫اینترنت‬ ‫ی‬
12. Group Learning ‫گروهی‬ ‫یادگیری‬
http://sedayemoallem.ir/%D8%A2%D9%85%D9%88%D8%B2%D8%B4-
%D9%86%D9%88%DB%8C%D9%86/item/158-
%DB%8C%D8%A7%D8%AF%DA%AF%DB%8C%D8%B1%DB%8C-
%DA%AF%D8%B1%D9%88%D9%87%DB%8C
13. Different Approaches to Group Learning ‫گروهی‬ ‫یادگیری‬ ‫های‬ ‫روش‬ ‫انواع‬
/
14. An Introduction to my own approach to teaching, "Competitive Team-Based Learning"
:‫رقابتي‬ ‫تیمي‬ ‫یادگیري‬
‫من‬ ‫ابداعی‬ ‫تدریس‬ ‫روش‬
15. Some Mechanisms underlying Competitive Team-Based Learning
‫رقابتی‬ ‫تیمی‬ ‫"یادگیری‬ ‫مکانیزمهای‬ ‫برخی‬
"
16. Facilitating the Effect of Competitive Team-Based Learning "‫رقابتی‬ ‫تیمی‬ ‫"یادگیری‬ ‫تاتیر‬ ‫تسهیل‬
http://sedayemoallem.ir/%D8%AF%DB%8C%D8%AF%DA%AF%D8%A7%D9%87/item/2767-
%D8%AA%D8%B3%D9%87%DB%8C%D9%84-%D8%AA%D8%A7%D8%AB%DB%8C%D8%B1-
%D8%B1%D9%88%D8%B4-%D8%AA%D8%AF%D8%B1%DB%8C%D8%B3-
%DB%8C%D8%A7%D8%AF%DA%AF%DB%8C%D8%B1%DB%8C-
%D8%AA%DB%8C%D9%85%DB%8C-%D8%B1%D9%82%D8%A7%D8%A8%D8%AA%DB%8C
17. Essentials for academic success: What Students should Know.
،‫آموزان‬ ‫دانش‬ ‫آنچه‬
‫کنکوری‬
‫ها‬
‫موفقیت‬ ‫برای‬ ‫باید‬ ‫دانشجویان‬ ‫و‬
.‫بدانند‬
18. The relation between Testing and Cheating in Iran! ‫المال‬ ‫بیت‬ ‫اسراف‬ ‫و‬ ‫تحصیلی‬ ‫پیشرفت‬ ‫آزمون‬
https://www.tribunezamaneh.com/archives/141250#respond
19. An Introduction to my 17th
seminal guidebook ‫من‬ ‫کتاب‬ ‫سیزدهمین‬ ‫معرفی‬
http://smi-edu.com/index.php/%D8%AE%D8%A8%D8%B1/1195-
beyond-the-present-methods-and-approaches-to-elt-education-the-cruc

20
20. The video which shows me doing self-defending techniques in my class :‫رزمی‬ ‫ورزش‬ ‫و‬ ‫من‬
https://www.youtube.com/watch?v=0bEtxvRAVGI
https://www.aparat.com/v/8ReaC
21. ‫شوم‬ ‫انتخاب‬ ‫پرورش‬ ‫و‬ ‫آموزش‬ ‫وزیر‬ ‫بعنوان‬ ‫اگر‬
http://www.sedayemoallem.ir/%DB%8C%D8%A7%D8%AF%D8%AF%D8%A7%D8%B4%D8%AA/item
/16182-%D8%A7%DA%AF%D8%B1-%D9%88%D8%B2%DB%8C%D8%B1-
%D8%A2%D9%85%D9%88%D8%B2%D8%B4-%D9%88-
%D9%BE%D8%B1%D9%88%D8%B1%D8%B4-%D8%B4%D9%88%D9%85%E2%80%A6
http://moallemirani.com/37293
https://irankhabarnews.com/2019/07/10/%D8%A7%DA%AF%D8%B1-
%D9%88%D8%B2%DB%8C%D8%B1-%D8%A2%D9%85%D9%88%D8%B2%D8%B4-%D9%88-
%D9%BE%D8%B1%D9%88%D8%B1%D8%B4-%D8%B4%D9%88%D9%85-
%D8%AF%DA%A9%D8%AA%D8%B1-%D8%B3%DB%8C%D8%AF-%D9%85/
Some of my "Edu-Political" Articles, in Persian
‫من‬ "‫سیاسی‬ ‫"علمی‬ ‫مقاالت‬ ‫برخی‬
66
.
‫من‬ ‫دکترای‬ ‫رساله‬ ‫خالصه‬
23. Education System or Sheep Producing Factory?! / !‫سازی؟‬ ‫گوسفند‬ ‫کارخانه‬ ‫یا‬ ‫آموزشی‬ ‫سیستم‬
24. How/whyabout of developing political competency of our students in Schools and Universities
‫ارتقای‬ ‫لزوم‬
‫دانشجویان‬ ‫و‬ ‫آموزان‬ ‫دانش‬ ‫سیاسی‬ ‫بینش‬
http://www.nedayeazadi.net/1395/02/18652
http://zeitoons.com/6936
25. Essentials of and Approaches to Training Critical Thinking in Iranian Educational Regime
‫راهکا‬ ‫و‬ ‫ضرورت‬
‫ایران‬ ‫آموزشی‬ ‫رژیم‬ ‫در‬ ‫انتقادی‬ ‫تفکر‬ ‫به‬ ‫پرداختن‬ ‫رهای‬
26. Corruption among Iranian Judiciary
‫الخدا‬ ‫العلم‬ ‫مشهد‬ ‫های‬ ‫بیدادگاه‬ ‫در‬ ‫ستم‬ ‫و‬ ‫!فساد‬
27. Why I nominated myself for the Iran’s Senate?
‫شدم؟‬ ‫یازدهم‬ ‫مجلس‬ ‫برای‬ ‫مشهد‬ ‫مردم‬ ‫نمایندگی‬ ‫کاندید‬ ‫چرا‬
28. My distinguishing vantage point towards naughty students
‫شرور‬ ‫آموزان‬ ‫دانش‬ ‫با‬ ‫مواجهه‬ ‫و‬ ‫داری‬ ‫کالس‬ ‫در‬ ‫من‬ ‫دیدگاه‬ ‫!تفاوت‬
29. Howabouts of Transforming Power of my Didactic Catalyst
‫حسینی‬ ‫دکتر‬ ‫آموزشی‬ ‫اسلحه‬ ‫و‬ ‫کاتالیزور‬ ‫بخش‬ ‫رهایی‬ ‫ماهیت‬ ‫در‬ ‫هرمنوتیکی‬ ‫جستاری‬
30. On the whyabout of the preference of Wealth to Science by the Iranian !‫علم‬ ‫بر‬ ‫ثروت‬ ‫ترجیح‬ ‫چرایی‬
31. The significance of English Language and the Final Solution for Effective ELT in Iran

‫آموزش‬ ‫ناکامی‬ ‫از‬ ‫رفت‬ ‫برون‬ ‫راهکارهای‬ ‫و‬ ‫انگلیسی‬ ‫زبان‬ ‫اهمیت‬
‫زب‬
‫ایران‬ ‫در‬ ‫آن‬
32. Iranian Education regime is at service of Capitalism
‫ایران‬ ‫در‬ ‫کاپیتالیسم‬ ‫اجرایی‬ ‫بازوان‬ ‫عالی؛‬ ‫آموزش‬ ‫و‬ ‫پرورش‬ ‫و‬ ‫آموزش‬
33. Teachers; The Key to Change in Iran ‫ایرا‬ ‫در‬ ‫تغییر‬ ‫کلید‬ ‫معلمان‬ ‫تدریس‬ ‫روش‬ ‫در‬ ‫تغییر‬
‫ن‬
34. My strategic solutuion for Iranian dissatisfied Teachers
‫ایران‬ ‫ستمدیده‬ ‫معلمان‬ ‫به‬ ‫من‬ ‫پیشنهادی‬ ‫راهبرد‬
http://irankhabarnews.com/2017/09/30/%D9%85%D8%B9%D9%84%D9%85%D8%A7%D9%86-
%D8%B3%D8%AA%D9%85%D8%AF%DB%8C%D8%AF%D9%87-
%D8%A7%DB%8C%D8%B1%D8%A7%D9%86-%D9%88-%D8%B1%D8%A7%D9%87-
%D8%AD%D9%84-%D9%BE%DB%8C%D8%B4-%D8%B1%D9%88-%D9%86%D9%88/
35. My Strategic Weapon for the overthrow of dictatorial/corrupt regimes (with VIDEO)
‫من‬ ‫آموزشي‬ ‫اسلحه‬ ‫و‬ ‫كاتالیزور‬ :‫رقابتي‬ ‫تیمي‬ ‫یادگیري‬
36. How my seminal revolutionary approach to teaching is a WEAPON?
‫حسینی‬ ‫دکتر‬ ‫آموزشی‬ ‫اسلحه‬ ‫بخش‬ ‫رهایی‬ ‫ماهیت‬ ‫در‬ ‫هرمونیتیکی‬ ‫جستاری‬
37. A Gift from India ‫هند‬ ‫تحفه‬
38. Today World Teachers’ Responsibilities ‫حاضر‬ ‫شرایط‬ ‫و‬ ‫عصر‬ ‫در‬ ‫اساتید‬ ‫و‬ ‫معلمان‬ ‫وظایف‬
39. Students' Responsibilities in my classes ‫آموزان‬ ‫دانش‬ ‫وظایف‬ ‫و‬ ‫رقابتی‬ ‫تیمی‬ ‫یادگیری‬
-
A2%D9%85%D9%88%D8%B2%D8%B4
http://sedayemoallem.ir/%D8%
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%D9%86%D9%88%DB%8C%D9%86/item/2431
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-
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8%A7%D9%86
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40. The History of Language Teaching and the Influence of My (Dr S.M.H.Hosseini's) Theory on It
‫آموزش‬ ‫تیوری‬ ‫تاثیر‬ ‫و‬ ‫زبان‬ ‫آموزش‬ ‫تکاملی‬ ‫روند‬
‫ی‬
‫آن‬ ‫بر‬ ‫حسینی‬ ‫دکتر‬ ‫سیاسی‬
Some of my "Socio-Political" Articles, in Persian

‫"مقاالت‬ ‫برخی‬
‫اجتماعی‬
-
‫من‬ "‫سیاسی‬
41. Internet-Based Communication Era and THEIR Concerns! ‫دلواپسان‬ ‫های‬ ‫دلواپسی‬ ‫و‬ ‫ارتباطات‬ ‫عصر‬
lliun.org/iran/145396
http://me
42. The only Reason for Deletion of the Brains in Iran ‫نظام‬ ‫مصلحت‬ ‫هوشان؛‬ ‫تیز‬ ‫مدارس‬ ‫حذف‬
43. Why Iranian have been designed to live in poverty?! ‫ایرانیان‬ ‫داشتن‬ ‫نگه‬ ‫فقر‬ ‫خط‬ ‫زیر‬ ‫چرایی‬ ‫در‬

22
44. Why Iranian People are the most Depressed People in the World?!
‫هستند!؟‬ ‫دنیا‬ ‫مردم‬ ‫ترین‬ ‫افسرده‬ ‫ایرانیان‬ ‫چرا‬
http://sahamnews.org/2015/06/285612/
45. The reason for resorting to Missiles by Iranian special guard: What Iranians, Government and
the US Should Realise ‫مل‬ ‫توسط‬ ‫سپاه‬ ‫های‬ ‫پرانی‬ ‫موشک‬ ‫درک‬ ‫ضرورت‬
‫آمریکا‬ ‫و‬ ‫دولت‬ ،‫ت‬
https://www.tribunezamaneh.com/archives/95699?tztc=1
http://www.nedayeazadi.net/1395/01/18464
46. Five Reasons for Iranian Miseries ‫معلم‬ ‫یک‬ ‫دیدگاه‬ ‫از‬ ‫ایران‬ ‫ماندگی‬ ‫عقب‬ ‫عامل‬ ‫پنج‬
post_894.html
-
/degarbavaran.blogspot.com/2016/07/blog
http:/
-
our
-
of
-
s
factor
-
5
-
Hosseini
-
Hassan
-
Mohammad
-
http://isdmovement.com/2016/0816/080316/080318
backwardness.htm
47. Imperialism and Dictatorship in Iranian Regime ‫مقدس‬ ‫نظام‬ ‫در‬ ‫دیکتاتورشیپ‬ ‫و‬ ‫امپریالیسم‬
48. On the Interwoven Relationship between Iranian Regime and Corruption
‫فساد‬ ‫و‬ ‫اسالمی‬ ‫جمهوری‬ ‫همزادی‬ ‫چرایی‬
49. Islam and Democracy: Thinkers should Save Islam ‫دمو‬ ‫و‬ ‫اسالم‬
‫برسید‬ ‫اسالم‬ ‫فریاد‬ ‫به‬ ‫علما‬ :‫کراسی‬
50. Some of Dr Rohani's Post-Nuclear-Deal Responsibilities
‫مسئولیت‬ ‫برخی‬
‫های‬
"
‫پساتحریم‬
"
‫روحانی‬ ‫دولت‬
‫از‬
‫معلم‬ ‫یک‬ ‫دیدگاه‬
51. The Crucial Need for Understanding Iranian's Message, in Election, by the Totalitarians
‫خواهان‬ ‫تمامیت‬ ‫توسط‬ ‫ملت‬ ‫دار‬ ‫معنا‬ ‫پیام‬ ‫درک‬ ‫لزوم‬
52. There is no other option but dooming to failure !‫انگار‬ ‫نیست‬ ‫ای‬ ‫چاره‬
http://www.iranglobal.info/node/67385
53. Iranian People, Watch Council and American Cowboy ‫آمریکایی‬ ‫دار‬ ‫گله‬ ‫و‬ ‫نگهبان‬ ‫شورای‬ ،‫مردم‬
www.nedayeazadi.net/1394/11/17832
http://
54. President Rouhani and the dream of becoming Iranian leader ‫رهبری‬ ‫سودای‬ ‫در‬ ‫روحانی‬ ‫حسن‬
https://bit.ly/2rggTuY
55. Islam and Muslims' Rulers: Which Islam and What kind of Islamic Rulers?!
‫اسالم‬ ‫کدامین‬ :‫مسلمان‬ ‫حاکمان‬ ‫و‬ ‫اسالم‬ ‫اما‬ ‫و‬ ..
‫مسلمان!؟‬ ‫حاکمان‬ ‫کدامین‬ ‫و‬ ‫!؟‬
56. Quran, Muslims and Dictatorship ‫استبداد‬ ‫با‬ ‫مبارزه‬ ‫و‬ ‫ما‬ ،‫قرآن‬
https://bit.ly/2Hrlxw4
57. Why should Iranian people boycott the presidential elections? ‫کنیم؟‬ ‫تحریم‬ ‫را‬ ‫انتخابات‬ ‫باید‬ ‫چرا‬
58. On the 5+1's and Iran's nuclear deal! ‫برجام‬ ‫رینگ‬ ‫در‬ ‫آخر‬ ‫روند‬ ‫بر‬ ‫درآمدی‬ ‫پیش‬
59. Oppressors are doomed to defeat ‫است‬ ‫رفتنی‬ ‫استبداد‬ ‫و‬ ‫طاغوت‬

60. The U.S.'s last move towards Overthrow of IRI ‫ایران‬ ‫رژیم‬ ‫سرنگونی‬ ‫برای‬ ‫آمریکا‬ ‫آخر‬ ‫گام‬
61. How I try to improve my students' socio-political awareness ‫کالسه‬ ‫در‬ ‫درسی‬ ‫غیر‬ ‫مطالب‬ ‫برخی‬
‫من‬ ‫ای‬
62. Corrupt food and Iranian peoples' health !‫مردم‬ ‫سالمت‬ ‫و‬ ‫برگشتی‬ ‫صادراتی‬ ‫غذایی‬ ‫مواد‬
63. Some other Out-of-Class Issues We Discuss About In My Classes ‫معلم؟‬ ‫یا‬ ‫خواهید‬ ‫می‬ ‫مداح‬
64. Teachers' in-service Programs or …?! !‫خفت؟‬ ‫ضمن‬ ‫یا‬ ‫خدمت‬ ‫ضمن‬ ‫کالسهای‬
http://sedayemoallem.ir/%DB%8C%D8%A7%D8%AF%D8%AF%D8%A7%D8%B4%D8%AA/item/6708-
%D8%A2%D9%85%D9%88%D8%B2%D8%B4-%D8%B6%D9%85%D9%86-
%D8%AE%D8%AF%D9%85%D8%AA-
%D9%81%D8%B1%D9%87%D9%86%DA%AF%DB%8C%D8%A7%D9%86-%D9%88-
%D8%AA%D8%AD%D9%82%DB%8C%D8%B1-%D8%A2%D9%86%D8%A7%D9%86-%D8%9F
65. President Rohani's Intelligence service are torturing my mind!
!‫روحانی‬ ‫آخوند‬ ‫منش‬
!‫المال‬ ‫بیت‬ ‫از‬ ‫روحانی‬ ‫ابزاری‬ ‫استفاده‬
http://sedayemoallem.ir/%DB%8C%D8%A7%D8%AF%D8%AF%D8%A7%D8%B4%D8%AA/item/8736-
%D9%86%D8%B8%D8%B1-%DB%8C%DA%A9-%D9%85%D8%B9%D9%84%D9%85-
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%D8%AA%D8%AF%D8%A8%DB%8C%D8%B1-%D9%88-%D8%A7%D9%85%DB%8C%D8%AF-
%D8%AF%D8%B1-%D9%85%D9%88%D8%B1%D8%AF-
%D8%A7%D9%86%D8%AA%D8%AE%D8%A7%D8%A8%D8%A7%D8%AA-
%D8%B1%DB%8C%D8%A7%D8%B3%D8%AA-
%D8%AC%D9%85%D9%87%D9%88%D8%B1%DB%8C-%D8%B3%D8%A7%D9%84-96
66. Education arena – The Basis for Dictatorial Regimes ‫آموزش‬ ‫عرصه‬
-
‫تمامیت‬ ‫امپراطوری‬ ‫پایگاه‬
‫خواهان‬
67. Corruption & Oppression in Islamic Republic of Iran Education Office
‫ایران‬ ‫پرورش‬ ‫و‬ ‫آموزش‬ ‫در‬ ‫ستم‬ ‫و‬ ‫دزدی‬ ‫از‬ ‫ای‬ ‫نمونه‬
68. How narrow-minded is our present Education minister! !‫ها‬ ‫مغول‬ ‫پرورش‬ ‫و‬ ‫آموزش‬ ‫مونگول‬ ‫وزیر‬
69. A Small Profile of Corruption in Mashhad, the biggest city after Tehran
!‫الهدا‬ ‫العلم‬ ‫مشهد‬ ‫پوست‬ ‫زیر‬ ‫از‬ ‫برشی‬
70. We, the Sheep, and THEY ‫آنها‬ ‫و‬ ‫گوسفندان‬ ‫ما‬
71. Who are the Iranian Intelligence Service Protecting?! !"‫"اسالمی‬ ‫جمهوری‬ "‫"مقدس‬ ‫نظام‬ ‫حراست‬
!‫اند؟‬ ‫نشسته‬ ‫پاسبانی‬ ‫و‬ ‫حراست‬ ‫به‬ ‫را‬ ‫کسانی‬ ‫چه‬ ‫ها‬ ‫حراستی‬
72. THEY are stealing from my salary! !‫فروشان‬ ‫دین‬ ‫این‬ ‫دزدن‬ ‫می‬ ‫هم‬ ‫معلم‬ ‫من‬ ‫حقوق‬ ‫چندرغاز‬ ‫از‬
https://iranglobal.info/node/69025
73. Yoga or a Catalyst!? ‫یوگا‬
!‫اتم؟‬ ‫بمب‬ ‫یا‬

24
74. Why my personal approach to teaching is a weapon?
!‫آمریکا‬ ‫با‬ ‫اش‬ ‫رابطه‬ ‫و‬ ‫ایران‬ ‫رژیم‬ ‫ماهیت‬ ‫در‬ ‫هرمونیتیکی‬ ‫جستاری‬
75. THEY are Pressurizing Me Economically… !‫کردند‬ ‫قطع‬ ‫هم‬ ‫را‬ ‫ام‬ ‫یارانه‬
76. Dr Shariati, The miserable Chicken, and I! !‫من‬ ‫و‬ ‫نگونبخت‬ ‫جوجه‬ ،‫شریعتی‬ ‫دکتر‬
77. Brain Killing in Education Office in Iran: Oppressing the Brains or Betraying the People!?
!‫مردم؟‬ ‫به‬ ‫خیانت‬ ‫یا‬ ‫من‬ ‫حق‬ ‫در‬ ‫جفا‬ :‫پرورش‬ ‫و‬ ‫آموزش‬ ‫در‬ ‫کشی‬ ‫نخبه‬
78. What a good man has been appointed as God! !‫اند‬ ‫گذاشته‬ ‫خدا‬ ‫را‬ ‫آدمی‬ ‫خوب‬
79. Categorizing People in Dictatorial Regimes ‫استبدادی‬ ‫های‬ ‫حکومت‬ ‫در‬ ‫مردم‬ ‫بندی‬ ‫دسته‬
80. On the Meaningful Sudden Death of Hashemi Rafsanjani, the most favorite politician in Iran
‫رفسنجانی‬ ‫هاشمی‬ ‫مرگ‬
–
‫نظام‬ ‫مصلحت‬
https://www.tribunezamaneh.com/archives/112774#respond
‫پروف‬
‫مجلس‬ ‫سایت‬ ‫در‬ ‫من‬ ‫ایل‬
https://www.majlesiran.com/prov/Khorasan-Razavi
‫سیاستمدار‬ ‫سایت‬ ‫در‬ ‫من‬ ‫پروفایل‬
https://www.siasatmadar.com/electoral-districts/%D9%85%D8%B4%D9%87%D8%AF-
%DA%A9%D9%84%D8%A7%D8%AA
Some Special Articles on the Howabout THEY have
targeted/Victimized me and my Generation

.‫پردازند‬ ‫می‬ ‫پاسداران‬ ‫سپاه‬ ‫توسط‬ ‫من‬ ‫تبار‬ ‫و‬ ‫نسل‬ ‫و‬ ‫من‬ ‫کردن‬ ‫کن‬ ‫ریشه‬ ‫چگونگی‬ ‫توصیف‬ ‫به‬ ‫که‬ ‫من‬ "‫"ویژه‬ ‫مقاالت‬ ‫برخی‬
81. The Liberating Islam, an artifact for exploiting people here in Iran
‫ایران‬ ‫در‬ ‫مستضعفان‬ ‫غارت‬ ‫برای‬ ‫اما‬ ‫ابزاری‬ ‫بخش؛‬ ‫رهایی‬ ‫اسالم‬
82. Our Mad Rulers ‫و‬ ‫آموزش‬ ‫سایکوپت‬ ‫مسیوالن‬
!‫مقدس‬ ‫مشهد‬ ‫پرورش‬
83. Fake Barbarous Muslims and I in India! ‫هند‬ ‫اسالمی‬ ‫انجمن‬ ‫و‬ ‫تنها‬ ‫من‬
84. Why do THEY not publish my seminal books in Iran?!
‫کنید؟‬ ‫نمی‬ ‫منتشر‬ ‫ایران‬ ‫در‬ ‫را‬ ‫من‬ ‫کتابهای‬ ‫چرا‬
http://sedayemoallem.ir/%D9%85%D8%B9%D8%B1%D9%81%DB%8C-
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%D9%81%D8%B1%D8%A7%D8%B2-%D9%88-%D9%86%D8%B4%DB%8C%D8%A8-
%DB%8C%DA%A9-%D9%85%D8%B9%D9%84%D9%85-%D8%AF%D8%B1-

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