This map shows the geographic impact of Farahnaz Faez's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Farahnaz Faez with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Farahnaz Faez more than expected).
This network shows the impact of papers produced by Farahnaz Faez. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Farahnaz Faez. The network helps show where Farahnaz Faez may publish in the future.
Co-authorship network of co-authors of Farahnaz Faez
This figure shows the co-authorship network connecting the top 25 collaborators of Farahnaz Faez.
A scholar is included among the top collaborators of Farahnaz Faez based on the total number of
citations received by their joint publications. Widths of edges
represent the number of papers authors have co-authored together.
Node borders
signify the number of papers an author published with Farahnaz Faez. Farahnaz Faez is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Faez, Farahnaz, et al.. (2020). What Level of Proficiency Do Teachers Need to Teach English in Different Settings? Perceptions of Novice Teachers in Canada.. Teaching English as a Second or Foreign Language--TESL-EJ. 24(2).3 indexed citations
Faez, Farahnaz, et al.. (2019). Language Proficiency Development of Non-Native English-Speaking Teachers (NNESTs) in an MA TESOL Program: A Case Study.. Teaching English as a Second or Foreign Language--TESL-EJ. 22(4).12 indexed citations
Faez, Farahnaz, et al.. (2017). The Common European Framework of Reference (CEFR) in Canada: A Research Agenda. Scholarship@Western (Western University). 20(1). 31–54.9 indexed citations
Faez, Farahnaz. (2012). Diverse Teachers for Diverse Students: Internationally Educated and Canadian-Born Teachers' Preparedness to Teach English Language Learners.. Canadian Journal of Education / Revue canadienne de l éducation. 35(3). 64–84.35 indexed citations
14.
Faez, Farahnaz, et al.. (2012). The Intersection between Intercultural Competence and Teaching Behaviors: A Case of International Teaching Assistants.. Journal on excellence in college teaching. 23(3). 7–31.12 indexed citations
15.
Faez, Farahnaz, et al.. (2011). The Power of “Can Do” statements: Teachers’ Perceptions of CEFR-informed Instruction in French as a Second Language Classrooms in Ontario. SHILAP Revista de lepidopterología. 14(2). 1–19.26 indexed citations
16.
Faez, Farahnaz. (2011). Points of Departure: Developing the Knowledge Base of ESL and FSL Teachers for K-12 Programs in Canada.. Scholarship@Western (Western University). 14(1). 29–49.19 indexed citations
17.
Faez, Farahnaz. (2011). Developing the Knowledge Base of ESL and FSL Teachers for K-12 Programs in Canada. SHILAP Revista de lepidopterología. 14(1). 29–49–29–49.5 indexed citations
Faez, Farahnaz, Shelley K. Taylor, Suzanne Majhanovich, & Patrick L. Brown. (2011). Teacher Reactions to CEFR's task-based approach for FSL classrooms.14 indexed citations
20.
Faez, Farahnaz. (2010). LINGUISTIC AND CULTURAL ADAPTATION OF INTERNATIONALLY EDUCATED TEACHER CANDIDATES. Canadian Journal of Educational Administration and Policy.10 indexed citations
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive
bibliographic database. While OpenAlex provides broad and valuable coverage of the global
research landscape, it—like all bibliographic datasets—has inherent limitations. These include
incomplete records, variations in author disambiguation, differences in journal indexing, and
delays in data updates. As a result, some metrics and network relationships displayed in
Rankless may not fully capture the entirety of a scholar's output or impact.