Reza Dalman

Future Faculty Tenure-Track Hire

[email protected]

Long Bio

Reza Dalman (he/him) is an Assistant Professor of Applied Linguistics in the Department of English at Arizona State University. His research interests lie at the intersection of second language assessment, second language speech perception and production, second language acquisition, and quantitative research methods. His current research, sponsored by Michigan Language Assessment, the Educational Testing Service, and the British Council, investigates the relationship between young learners’ backgrounds and their second language proficiency development in English as a Foreign Language (EFL) contexts.

Reza’s work has appeared in leading scholarly journals, including Language Testing, Language Teaching Research, TESOL Quarterly, Language Awareness, International Journal of Listening, Australian Review of Applied Linguistics, and Asia TEFL, among others. He has also contributed chapters to edited volumes such as The Handbook of Second Language Listening, The Handbook of Cultural Linguistics, The Handbook of Teaching and Learning Persian as a Second Language, and Metacognition in Learning.

Reza received his Ph.D. in Applied Linguistics from Northern Arizona University in 2022. Prior to joining the Applied Linguistics program at Arizona State University, he served as an Assistant Professor of Linguistics/TESOL at Winona State University.

Education

Ph.D., Applied Linguistics; Northern Arizona University

Research Website URL

https://rezadalman.weebly.com/

Google Scholar URL

https://scholar.google.com/citations?user=4aeVM5cAAAAJ&hl=en

Experts.asu.edu URL

https://search.asu.edu/profile/5743522

ORCID Profile ID

https://orcid.org/0000-0001-8745-2525

Research Interests

Second Language (L2) Assessment

Second Language (L2) Speech Perception and Production

Second Language Acquisition

Quantitative Research Methods

Publications

Dalman, M., Kang, O. (2026). The infrastructure of quantitative research. Encyclopedia of Applied Linguistics. 10.1002/9781405198431.wbeal20775
Kang, O., Dalman, M., & Gutierrez, M. N. (2026). Variability in young learners’ English proficiency gains: The impact of learning context and background factors. Language Testing. https://doi.org/10.1177/02655322261423622
Dalman, M. (2025). Metacognitive strategies in L2 listening. In M. Reed & J. Levis (Eds.), The Handbook of Second Language Listening. Wiley-Blackwell. https://doi.org/10.1002/9781394312375.ch19
Rahmati, P., Saeli, H., Dalman, M., Koltovskaia, S., & Shamsi, Y. (2025). Embrace or resist? EFL Teachers’ Perceptions of adopting ChatGPT as a teaching and feedback tool. Language Awareness. https://doi.org/10.1080/09658416.2025.2577191
Dalman, M. (2025). Second language (L2) learners’ perceptions of online-based pronunciation instruction. Languages. https://doi.org/10.3390/languages10040062
Rahmati, P., Shamsi, Y., & Dalman, M. (2025). Teachers’ cognitions and reported practices of pronunciation instruction: A case study of teachers of Persian to the speakers of other languages. In H. Saeli (Eds.), The Handbook of Teaching and Learning Persian as a Second Language. Springer Nature. https://doi.org/10.1007/978-981-97-1818-4_22-1
Saeli, H., Rahmati, R., & Dalman, M. (2024). Oral corrective feedback: Perceptions of Iranian learners. In A. Korangi & M. Sadeghpour (Eds.), The Handbook of Cultural Linguistics. Springer Nature. https://doi.org/10.1007/978-981-99-3800-1_3
Rahmati, P., Dalman, M., & Saeli, H. (2023). Oral corrective feedback on pronunciation errors: Implications for Teacher Trainers. Asia TEFL, 20(1), 197-206. http://dx.doi.org/10.18823/asiatefl.2023.20.1.16.197
Dalman, M., Yaw, K., & Kang, O. (2023). Global perspectives on English teachers’ attitudes and perceptions of World Englishes in TESOL classrooms. TESOL Quarterly, 57(1), 270-284. http://doi.org/10.1002/tesq.3193
Dalman, M., & Plonsky, L. (2022). The effectiveness of second language listening strategy instruction: A meta-analysis. Language Teaching Research, 29(3), 1039-1068. https://doi.org/10.1177/13621688211072981
Dalman, M., & Kang, O. (2021). Validity evidence: Undergraduate students’ perceptions of TOEFL iBT high score spoken responses. International Journal of Listening, 37(2), 113-126. https://doi.org/10.1080/10904018.2021.1929993
Saeli, H., Rahmati, R., & Dalman, M. (2021). Oral corrective feedback on pronunciation errors: The mediating effects of learners’ engagement with feedback. Advances in Language and Literary Studies, 12(4), 68-78. http://dx.doi.org/10.7575/aiac.alls.v.12n.4.p.68
Saeli, H., Dalman, M., & Rahmati, P. (2020). How do learners engage with oral corrective feedback on lexical stress errors? Effects of learner engagement on the working of corrective feedback. Australian Review of Applied Linguistics, 43(3), 247-276. https://doi.org/10.1075/aral.19010.sae
Dalman, M., & Kang, O. (2019). Listener background in L2 speech evaluation. In N. Feza (Eds.), Metacognition in Learning. IntechOpen. http://dx.doi.org/10.5772/intechopen.89414
Dalman, M. (2016). The relationship between listening anxiety, listening comprehension strategies, and listening performance among Iranian EFL university students. International Journal of Modern Language Teaching and Learning, 1(6), 254-270.

Teaching Website URL

https://rezadalman.weebly.com/

Courses

2026 Fall

Course Number	Course Title
ENG 313	Phonology and Morphology
LIN 523	Language Testing and Assessmnt

Presentations

ENG 313: Phonology and Morphology

ENG 523: Language Testing and Assessment

Honors / Awards

Grants

The British Council ($30.000; funded)
The Educational Testing Service ($49,985; funded)
Michigan Language Assessment ($5000; funded)
Language Learning Dissertation Grant ($2,000; funded)
Graduate Student Government Travel Grant; Northern Arizona University ($350; funded)
Graduate Student Government Travel Grant, Northern Arizona University ($400; funded)

Awards

Outstanding International Student Award (Nominee), Northern Arizona University
Graduate Assistantship Award, Northern Arizona University (Full tuition waiver and stipend)

Professional Associations