Citations per year, relative to Omid Tabatabaei Omid Tabatabaei (= 1×)
peers
Mohammad Amiryousefi
Countries citing papers authored by Omid Tabatabaei
Since
Specialization
Citations
This map shows the geographic impact of Omid Tabatabaei'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 Omid Tabatabaei with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Omid Tabatabaei more than expected).
This network shows the impact of papers produced by Omid Tabatabaei. 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 Omid Tabatabaei. The network helps show where Omid Tabatabaei may publish in the future.
Co-authorship network of co-authors of Omid Tabatabaei
This figure shows the co-authorship network connecting the top 25 collaborators of Omid Tabatabaei.
A scholar is included among the top collaborators of Omid Tabatabaei 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 Omid Tabatabaei. Omid Tabatabaei is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Tabatabaei, Omid, et al.. (2021). Representation of Ideological Assumptions in Iranian EFL Textbooks with Reference to Critical Pedagogy and Critical Metaphor Analysis. 36(36). 145–151.1 indexed citations
4.
Salehi, Hadi, et al.. (2021). Adopting Multiple Intelligence-Based Activities (MIBAs) to Enhance Male and Female EFL Learners’ Oral Performance. Journal of Universal Language. 11(11). 191–210.1 indexed citations
5.
Tabatabaei, Omid, et al.. (2019). Impact of Using YouTube Videos on Iranian Intermediate Male and Female EFL Learners' Listening Skill Development. 7(26). 157–165.4 indexed citations
6.
Tabatabaei, Omid, et al.. (2018). Investigating Assessment Literacy of EFL Teachers in Iran. Journal of applied linguistics and language research. 5(3). 91–100.8 indexed citations
7.
Tabatabaei, Omid, et al.. (2017). Task-based Metacognitive Instruction approach to Self-regulation in Listening Comprehension. 6(2). 33–49.1 indexed citations
8.
Tabatabaei, Omid, et al.. (2017). Textbook Evaluation: A Critical Discourse Analysis of Talk Time Series. Journal of applied linguistics and language research. 4(7). 194–205.1 indexed citations
Tabatabaei, Omid, et al.. (2016). Effects of Task-Based vs. Explicit Teaching of Grammar on Learning Conditional Sentences among Iranian Efl Learners. 6(9). 156.2 indexed citations
11.
Tabatabaei, Omid, et al.. (2014). Promoting EFL Learners' Reading Comprehension Skills through Dynamic Assessment Using Guthke's Lerntest Approach. 2(5). 32–39.2 indexed citations
12.
Tabatabaei, Omid, et al.. (2014). The Effect of Dynamic and Non-Dynamic Assessment on Acquisition of Apology Speech Act among Iranian EFL Learners. 4(8).
13.
Tabatabaei, Omid, et al.. (2013). Impact of L2 Film Instruction and English Idiom Etymology on Iranian EFL learners’ Idiom Learning. SHILAP Revista de lepidopterología.4 indexed citations
14.
Karimi, Mohsen, Azizollah Dabaghi, & Omid Tabatabaei. (2012). The impact of nonverbal communication on iranian young EFL learners’ attitudes and understanding of lexical items. SHILAP Revista de lepidopterología.1 indexed citations
Tabatabaei, Omid, et al.. (2011). The Washback Effect of University Entrance Exam on EFL Teachers’ Methodology and Test Development. 1(2). 145–172.3 indexed citations
19.
Birjandi, Parviz & Omid Tabatabaei. (2010). EXAMINING THE IMPACT OF GENDER ON TASK-BASED CONVERSATIONAL INTERACTIONS AMONG EFL LEARNERS: THE CASE OF RECASTS. 1(26). 35–64.1 indexed citations
20.
Tabatabaei, Omid. (2007). Who Qualifies to Monitor an ESP Course: A Content Teacher or a Language Teacher?.. 33(1). 77–85.5 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.