Reza Dashtestani

658 total citations
21 papers, 462 citations indexed

About

Reza Dashtestani is a scholar working on Education, Information Systems and Developmental and Educational Psychology. According to data from OpenAlex, Reza Dashtestani has authored 21 papers receiving a total of 462 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Education, 7 papers in Information Systems and 7 papers in Developmental and Educational Psychology. Recurrent topics in Reza Dashtestani's work include Online and Blended Learning (8 papers), Education and Technology Integration (6 papers) and Gender and Technology in Education (5 papers). Reza Dashtestani is often cited by papers focused on Online and Blended Learning (8 papers), Education and Technology Integration (6 papers) and Gender and Technology in Education (5 papers). Reza Dashtestani collaborates with scholars based in Iran, Australia and India. Reza Dashtestani's co-authors include Mahmood Reza Atai, Sayyed Mohammad Alavi, Amanda Müller, Jeong‐Bae Son and Seyed Mohammad Alavi and has published in prestigious journals such as Journal of Educational Computing Research, The International Review of Research in Open and Distributed Learning and Computer Assisted Language Learning.

In The Last Decade

Reza Dashtestani

20 papers receiving 429 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Reza Dashtestani Iran 12 270 251 93 85 57 21 462
Euline Cutrim Schmid Germany 11 363 1.3× 169 0.7× 59 0.6× 94 1.1× 64 1.1× 19 451
Abu Bakar Razali Malaysia 12 244 0.9× 165 0.7× 103 1.1× 112 1.3× 73 1.3× 79 469
Alberto Andújar Spain 10 222 0.8× 207 0.8× 86 0.9× 66 0.8× 44 0.8× 16 420
Kemboja Ismail Malaysia 13 274 1.0× 133 0.5× 86 0.9× 169 2.0× 129 2.3× 34 498
Nicolas Gromik Australia 8 177 0.7× 147 0.6× 40 0.4× 49 0.6× 25 0.4× 21 289
Dara Tafazoli Australia 11 181 0.7× 119 0.5× 57 0.6× 69 0.8× 51 0.9× 38 333
Maslawati Mohamad Malaysia 15 510 1.9× 386 1.5× 166 1.8× 136 1.6× 70 1.2× 104 775
Anna Comas-Quinn United Kingdom 7 265 1.0× 129 0.5× 99 1.1× 100 1.2× 101 1.8× 18 474
Nesrin Özdener Türkiye 11 161 0.6× 80 0.3× 150 1.6× 128 1.5× 64 1.1× 37 400
Fernando Rosell-Aguilar United Kingdom 11 292 1.1× 209 0.8× 139 1.5× 207 2.4× 136 2.4× 16 596

Countries citing papers authored by Reza Dashtestani

Since Specialization
Citations

This map shows the geographic impact of Reza Dashtestani'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 Reza Dashtestani with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Reza Dashtestani more than expected).

Fields of papers citing papers by Reza Dashtestani

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Reza Dashtestani. 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 Reza Dashtestani. The network helps show where Reza Dashtestani may publish in the future.

Co-authorship network of co-authors of Reza Dashtestani

This figure shows the co-authorship network connecting the top 25 collaborators of Reza Dashtestani. A scholar is included among the top collaborators of Reza Dashtestani 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 Reza Dashtestani. Reza Dashtestani is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Dashtestani, Reza, et al.. (2023). The Impact of Web-Based Language Teaching on Advanced EFL Learners' Self-Regulation and Self-Actualization. 11(1). 62–81. 1 indexed citations
2.
Dashtestani, Reza, et al.. (2023). In-service teachers’ conceptualization of implementing interactive learning in online and face-to-face teaching contexts: challenges and opportunities. Interactive Learning Environments. 32(10). 6313–6324. 1 indexed citations
3.
Alavi, Sayyed Mohammad, et al.. (2021). Crisis and Changes in Learning Behaviours: Technology-Enhanced Assessment in Language Learning Contexts. Journal of Further and Higher Education. 46(4). 461–474. 21 indexed citations
4.
Dashtestani, Reza, et al.. (2020). Digital literacy of EFL students in a junior high school in Iran: voices of teachers, students and Ministry Directors. Computer Assisted Language Learning. 35(4). 635–665. 56 indexed citations
5.
Dashtestani, Reza. (2020). Online English for Academic Purposes Instruction in the Context of Iran: Exploring the Instructor Element.. Teaching English With Technology. 20(5). 23–37. 2 indexed citations
6.
Dashtestani, Reza. (2020). Online Courses in the Higher Education System of Iran: A Stakeholder-Based Investigation of Pre-Service Teachers’ Acceptance, Learning Achievement, and Satisfaction. The International Review of Research in Open and Distributed Learning. 21(4). 117–142. 11 indexed citations
7.
Dashtestani, Reza. (2018). Collaborative Academic Projects on Social Network Sites to Socialize EAP Students into Academic Communities of Practice.. Teaching English With Technology. 18(2). 3–20. 6 indexed citations
8.
Alavi, Seyed Mohammad, et al.. (2016). Computer Literacy in Learning Academic English: Iranian EAP Students' and Instructors' Attitudes and Perspectives.. Teaching English With Technology. 16(4). 56–77. 12 indexed citations
9.
Dashtestani, Reza, et al.. (2016). THE USE OF TECHNOLOGY IN ENGLISH FOR SPECIFIC PURPOSES (ESP) INSTRUCTION: A LITERATURE REVIEW. Journal of Teaching English for Specific and Academic Purposes. 3(3). 435–456. 38 indexed citations
10.
Dashtestani, Reza. (2015). Examining the Use of Web-Based Tests for Testing Academic Vocabulary in EAP Instruction.. Teaching English With Technology. 15(1). 48–61. 8 indexed citations
11.
Dashtestani, Reza. (2015). Moving bravely towards mobile learning: Iranian students' use of mobile devices for learning English as a foreign language. Computer Assisted Language Learning. 29(4). 815–832. 113 indexed citations
12.
Dashtestani, Reza. (2014). EFL TEACHERS’ KNOWLEDGE OF THE USE AND DEVELOPMENT OF COMPUTER-ASSISTED LANGUAGE LEARNING (CALL) MATERIALS. Teaching English With Technology. 14(2). 3–26. 7 indexed citations
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Dashtestani, Reza. (2014). English as a foreign language—teachers’ perspectives on implementing online instruction in the Iranian EFL context. Research in Learning Technology. 22. 31 indexed citations
16.
Dashtestani, Reza. (2014). Computer literacy of Iranian teachers of English as a foreign language: Challenges and obstacles. International Journal of Pedagogies and Learning. 9(1). 87–100. 8 indexed citations
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Dashtestani, Reza. (2012). Barriers to the implementation of CALL in EFL courses: Iranian EFL teachers’ attitudes and perspectives. The JALT CALL Journal. 8(2). 55–70. 34 indexed citations
20.
Atai, Mahmood Reza & Reza Dashtestani. (2011). Iranian English for academic purposes (EAP) stakeholders' attitudes toward using the Internet in EAP courses for civil engineering students: promises and challenges. Computer Assisted Language Learning. 26(1). 21–38. 29 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.

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