| The immediate and delayed effect of dynamic assessment approaches on EFL learners’ oral narrative performance and anxiety M Estaji, M Farahanynia Educational Assessment 24 (2), 135-154, 2019 | 34 | 2019 |
| Planning conditions (strategic planning, task repetition, and joint planning), cognitive task complexity, and task type: Effects on L2 oral performance M Khatib, M Farahanynia System 93, 102297, 2020 | 32 | 2020 |
| Generic structure of literature reviews in research articles: Iranian and international journals F Marefat, M Farahanynia, M Bolouri, F Chamani, T Soleimani Iranian Journal of English for Academic Purposes 10 (3), 33-50, 2021 | 4 | 2021 |
| Examining the influence of frequent appearance of unknown words and critical thinking on inferencing their meaning M Farahanynia, M Nassiri International Journal of Research Studies in Language Learning 5 (1), 43-60, 2016 | 3 | 2016 |
| Cognitive task complexity and Iranian EFL learners’ written linguistic performance across writing proficiency levels E Sotoudehnama, M Farahanynia Teaching English as a Second Language Quarterly (Formerly Journal of …, 2014 | 3 | 2014 |
| Participatory structure of planning and cognitive task complexity in L2 oral performance: a processing perspective M Farahanynia, M Khatib The Language Learning Journal 50 (6), 777-802, 2022 | 2 | 2022 |
| Automated analysis of cohesive features in L2 writing: Examining effects of task complexity and task repetition MA Tabari, MD Johnson, M Farahanynia Assessing Writing 58, 100783, 2023 | 1 | 2023 |
| Authorial and Gender Identity in Published Research Articles and Students’ Academic Writing in Applied Linguistics M Farahanynia, S Nourzadeh Iranian Journal of Applied Language Studies 15 (1), 117-140, 2023 | 1 | 2023 |
