Book Chapter
Tavakoli, P., & Hasrati, M. (2015). MA TEFL programmes in Iran: change in a globalised era. In C. Kennedy (Ed.). English Language Teaching in the Islamic Republic of Iran: Innovations, Trends, and Challenges (pp. 139-148). London: British Council.
Selected Publications in Refereed Journals
Hasrati, M., Street, B., & Habibi, S. Vehicle writings in an Iranian context: the interplay of 'habitus' and 'field'. Accepted for publication in Iranian Studies, Taylor & Francis, indexed by SSCI. First Online October 22, 2014 (Hardcopy will be published in January 2016).
Hasrati, M., & Tavakoli, P. (2015). Globalisation and MA TESOL programmes in the UK. Higher Education, 69(4), 547-565.
Mirzaee, A., & Hasrati, M. (2014). The role of written formative feedback in inducing non-formal learning among masters students. Teaching in Higher Education, 19(5), 555-564.
Hasrati, M. (2013). Why bother about writing a Masters dissertation: assumptions of faculty and Masters students in an Iranian setting. Asia Pacific Education Review, 14(3), 455-465.
Hasrati, M. (2013). Material and credentialing incentives as symbolic violence: local engagement and global participation through joint publication. Journal of Business and Technical Communication, 27(2), 154-179.
Hasrati, M., & Mohammadzadeh, M. (2012). Exam papers as social spaces for control and manipulation: “Dear Dr X, please I need to pass this course”. Critical Discourse Studies, 9(2), 177-190.
Hasrati, M. (2012). Quantitative, qualitative, or pragmatic: “Research potentials” for TEFL practitioners. Journal of Teaching English Language and Literature Society
of Iran, 6(1), 185-196.
Hasrati, M., & Hashemi, R. (2011). The PhD game in a Middle Eastern setting: a small scale study of science students in an Iranian university. Quality in
Higher Education, 17(1), 331-352.
Hasrati, M., & Hashemi, R. (2010). Informal learning among PhD students: a case study in an Iranian university. Iranian Journal of Higher Education, 2(4), 176-202. (In Persian).
Hasrati, M., Gheituri, A., & Hooti, N. (2010). A genre analysis of Persian research article abstracts: communicative moves and author identity. Iranian Journal of Applied Language Studies, 2(2), 47-75.
Hasrati, M., & Street, B. (2009). PhD topic arrangement in ‘D’iscourse communities of engineers and social sciences/humanities. Journal of English for Academic Purposes, 8(1), 14-25.
Hasrati, M., & Gheituri, F. (2008). Iranian women’s negative face in the construction of their identity. Journal of Teaching English Language and Literature Society
of Iran, 2(5), 41-58.
Hasrati, M. (2005). Legitimate peripheral participation and supervising PhD students. Studies in Higher Education, 30(5), 557-570
Hasrati, M. (2005). Academic writing in Iranian universities: the lost ring of the chain. Quarterly Journal of Research and Planning in Higher
Education,11(1&2), 103-138. (In Persian).
Hasrati, M. (2005). An introduction to grounded theory. Iranian Journal of Linguistics, 3, 75-86. (In Persian).
Tavakoli, P., & Hasrati, M. (2015). MA TEFL programmes in Iran: change in a globalised era. In C. Kennedy (Ed.). English Language Teaching in the Islamic Republic of Iran: Innovations, Trends, and Challenges (pp. 139-148). London: British Council.
Selected Publications in Refereed Journals
Hasrati, M., Street, B., & Habibi, S. Vehicle writings in an Iranian context: the interplay of 'habitus' and 'field'. Accepted for publication in Iranian Studies, Taylor & Francis, indexed by SSCI. First Online October 22, 2014 (Hardcopy will be published in January 2016).
Hasrati, M., & Tavakoli, P. (2015). Globalisation and MA TESOL programmes in the UK. Higher Education, 69(4), 547-565.
Mirzaee, A., & Hasrati, M. (2014). The role of written formative feedback in inducing non-formal learning among masters students. Teaching in Higher Education, 19(5), 555-564.
Hasrati, M. (2013). Why bother about writing a Masters dissertation: assumptions of faculty and Masters students in an Iranian setting. Asia Pacific Education Review, 14(3), 455-465.
Hasrati, M. (2013). Material and credentialing incentives as symbolic violence: local engagement and global participation through joint publication. Journal of Business and Technical Communication, 27(2), 154-179.
Hasrati, M., & Mohammadzadeh, M. (2012). Exam papers as social spaces for control and manipulation: “Dear Dr X, please I need to pass this course”. Critical Discourse Studies, 9(2), 177-190.
Hasrati, M. (2012). Quantitative, qualitative, or pragmatic: “Research potentials” for TEFL practitioners. Journal of Teaching English Language and Literature Society
of Iran, 6(1), 185-196.
Hasrati, M., & Hashemi, R. (2011). The PhD game in a Middle Eastern setting: a small scale study of science students in an Iranian university. Quality in
Higher Education, 17(1), 331-352.
Hasrati, M., & Hashemi, R. (2010). Informal learning among PhD students: a case study in an Iranian university. Iranian Journal of Higher Education, 2(4), 176-202. (In Persian).
Hasrati, M., Gheituri, A., & Hooti, N. (2010). A genre analysis of Persian research article abstracts: communicative moves and author identity. Iranian Journal of Applied Language Studies, 2(2), 47-75.
Hasrati, M., & Street, B. (2009). PhD topic arrangement in ‘D’iscourse communities of engineers and social sciences/humanities. Journal of English for Academic Purposes, 8(1), 14-25.
Hasrati, M., & Gheituri, F. (2008). Iranian women’s negative face in the construction of their identity. Journal of Teaching English Language and Literature Society
of Iran, 2(5), 41-58.
Hasrati, M. (2005). Legitimate peripheral participation and supervising PhD students. Studies in Higher Education, 30(5), 557-570
Hasrati, M. (2005). Academic writing in Iranian universities: the lost ring of the chain. Quarterly Journal of Research and Planning in Higher
Education,11(1&2), 103-138. (In Persian).
Hasrati, M. (2005). An introduction to grounded theory. Iranian Journal of Linguistics, 3, 75-86. (In Persian).