Language professor IV and Interim Assistant Director, Official Languages and Bilingualism Institute (OLBI)
PhD Translation Studies, University of Ottawa, Canada, 2016
Room 021, Hamelin Hall, 70 Laurier Avenue East
Work E-mail : [email protected]
Work E-mail : [email protected]
• Application of technology in second language learning
• Language curriculum development and research
• Academic literacies and readiness of international students in Canadian universities
• Global Englishes language teaching framework
• Plurilingualism and pluriculturalism in language teaching
• Translanguaging practices and pluralingual approaches
• Language-driven strategies for effective EDI and internationalization
My primary research and teaching interests lie in technology-enhanced language learning and data-informed language curriculum development. I am specifically interested in exploring the application of technology in additional language learning, devising effective language curricular content and conducting research on the academic literacies and readiness of international students in Canadian universities. I am also interested in developing language-driven strategies to enhance equity, diversity, and inclusion (EDI) in educational settings and contribute to the internationalization of academic institutions. This work is motivated by over 20 years of (ESL and EFL) teaching at the university level, both in Canada and Iran.
• APTPUO Geraldine Arbach Dedicated Service Award, 2023
• University of Ottawa Leadership Award: Transition to Online and Distance Teaching Award, 2021
• Faculty of Arts Teaching Excellence Letters of Commendation, 2017–2022
• APTPUO Professional Development Fund, 2012–2014
• Pierre Daviault Scholarship, School of Translation and Interpretation, University of Ottawa, 2009–2010
Farzi, R., & Fellus, O. (2022). Mission Possible: Incorporating Academic Literacy and Readiness into an English Intensive Program Curriculum. OLBI Journal, 12, 263-283.
Farzi, R., Romero, G., & Fleming, D. (2021). A professional development program for Chinese EFL teachers: A Global Englishes Language Teaching framework. In Language Teacher Education for Global Englishes. Routledge, 38-43.
Khatin-Zadeh, O., Eskandari, Z., Cervera-Torres, S., Ruiz Fernández, S., Farzi, R., & Marmolejo-Ramos, F. (2021). The strong versions of embodied cognition: Three challenges faced. Psychology & Neuroscience, 14(1), 16.
Vasilopoulos, G., Romero, G., Farzi, R., Shekarian, M., & Fleming, D. (2019). The practicality and relevance of peace in an EFL teacher training program: Applications and implications. Critical Inquiry in Language Studies, 16(1), 10-29.
Farzi, R., & Dion, C. (2019). Multimodal Self-Feedback to Foster Metacognition in a Second Language Writing Environment: The Insiders’ Perspectives. Méthodal, 3, 97-115.
