Reza Norouzian, Ph.D.

Professor: TESOL

Dr. Reza Norouzian is a professor of TESOL in the Anaheim University Graduate School of Education. His expertise encompasses two areas: Instructed Second Language Acquisition (ISLA) and quantitative research methods (study design, causality, meta-analysis) in second language (L2) research. Dr. Norouzian’s research has appeared in several L2 journals such as Language Learning, Modern Language Journal, Studies in Second Language Acquisition, and Second Language Research. His latest research addresses how ISLA studies can be designed to indicate causation, and how a meta-analysis of them can assess and generalize the direction and magnitude of those causal relationships across other L2 learners and learning contexts.



  • Norouzian, R. (2021). Interrater reliability in second language meta-analyses: The case of categorical moderators. Studies in Second Language Acquisition, 43, 896-915. [impact factor: 2.838]
  • Norouzian, R. (2020). Sample size planning in quantitative L2 research: A pragmatic approach. Studies in Second Language Acquisition, 42, 849-870. [impact factor: 2.838]
  • Norouzian, R., de Miranda, M. A., & Plonsky, L. (2019). A Bayesian approach to measuring evidence in L2 research: An empirical investigation. Modern Language Journal, 103, 248 – 261. [impact factor: 4.759]
  • Norouzian, R., de Miranda, M. A., & Plonsky, L. (2018). The Bayesian revolution in second language research: An applied approach. Language Learning, 64, 1032 – 1075. [impact factor: 3.408]
  • Norouzian, R. & Plonsky, L. (2018). Two effect size measures in L2 Research: A cautionary review and guide to more appropriate usage. Second Language Research, 34, 257 – 271. [impact factor: 2.178]
  • Norouzian, R. & Plonsky, L. (2018). Correlation and simple linear regression in applied linguistics. In Phakiti, A., De Costa, P., Plonsky, L., & Starfield, S. (eds.) The Palgrave handbook of applied linguistics research methodology (pp. 395 – 421). U.K., London: Palgrave.
  • Norouzian, R., Eslami, Z., R. (2016). Critical perspectives on interlanguage pragmatic development: An agenda for research. Issues in Applied Linguistics, 20, 25 – 50.
  • Norouzian, R. (2015). Does teaching experience affect type, amount, and precision of the written corrective feedback?. Advances in English Language Teaching, 5, 93 – 115.
  • Norouzian, R., Eslami, Z., R. (2013). Applying teacher feedback: Grounded theory perspective. Tennessee Foreign Language Teaching Association Journal, 4, 72 – 87.
  • Norouzian, R., Mehdizadeh, M. (2013). Reading strategy repertoires in EAP contexts: students and teachers in academic reading strategy use. International Journal of Language Learning and Applied Linguistics, 3, 5 – 12.
  • Norouzian, R., Eslami, Z., R. (2013). Does synchronous computer-mediated communication improve EFL learners’ oral proficiency? Modern English Teacher, 22, 40 – 42.
  • Norouzian, R. (2013). Teacher feedback: No to one-size-fits-all approach. Roshd FLT Journal, 110(3), 44 – 49.
  • Norouzian, R., Eslami, Z., R. (2013). Specialized teacher feedback: Teachers have some say. ELTWorld Online, 5, 1 – 22.
  • Norouzian, R., Khomeijani Farahani, A. (2012). Written error feedback: Feedback on feedback. Journal of Language Teaching and Research, 3, 11 – 22.
  • Norouzian, R. (2013). Feedback at the core of a language class: When it works best. Humansing Language Teaching, 15, 1 – 8.