Hooman Saeli received his Ph.D. in Linguistics from Oklahoma State University with a special emphasis on second language acquisition. His research interests include learner interest with corrective feedback and Persian socio-linguistics. He is the director of the ESOL program at the Univeristy of Tennessee at Knoxville, where he teaches courses on linguistics and ESOL. He is widely published with such publishers as Mouton and Routledge. A few of his latest articles are “Inflectional morphemes in Persian address terms: A sociolinguistic analysis” (Routledge);  “Some linguistic indicators of sociocultural formality in Persian” (Mouton); “Second-level pluricentrism in Tehran” (Peter Lang); “Effects of L1 writing experiences on L2 writing perceptions: Evidence froman English as a foreign language context” (Reading & Writing Quarterly);  “Do low-proficiency students equally benefit from direct oral corrective feedback? The case of English interdental fricatives (International Journal of Applied Linguistics); “How do learners engage with oral corrective feedback on lexical stress errors? Effects of learner engagement on the working of corrective feedback” (Australian Review of Applied Linguistics); and “Effects of L1 writing experiences on L2 writing perceptions: Evidence froman English as a foreign language context” (Reading & Writing Quarterly).

• Teaching and Assessing Persian as a Second/Foreign Language.- Developing Materials for Persian Curricula.- Teaching Persian Grammar and Orthography.- Teaching Persian Reading Comprehension and Vocabulary.- Teaching Persian Speaking and Assessing Oral Proficiency in Persian.- Improving and Assessing Listening Comprehension in Persian.- Teaching Persian Pragmatics.- Teaching Persian Using Online Corpora and Technology.- Training Teachers for the Persian Classroom.

Hooman Saeli received his Ph.D. in Linguistics from Oklahoma State University with a special emphasis on second language acquisition. His research interests include learner interest with corrective feedback and Persian socio-linguistics. He is the director of the ESOL program at the Univeristy of Tennessee at Knoxville, where he teaches courses on linguistics and ESOL. He is widely published with such publishers as Mouton and Routledge. A few of his latest articles are “Inflectional morphemes in Persian address terms: A sociolinguistic analysis” (Routledge);  “Some linguistic indicators of sociocultural formality in Persian” (Mouton); “Second-level pluricentrism in Tehran” (Peter Lang); “Effects of L1 writing experiences on L2 writing perceptions: Evidence froman English as a foreign language context” (Reading & Writing Quarterly);  “Do low-proficiency students equally benefit from direct oral corrective feedback? The case of English interdental fricatives (International Journal of Applied Linguistics); “How do learners engage with oral corrective feedback on lexical stress errors? Effects of learner engagement on the working of corrective feedback” (Australian Review of Applied Linguistics); and “Effects of L1 writing experiences on L2 writing perceptions: Evidence froman English as a foreign language context” (Reading & Writing Quarterly).

• Teaching and Assessing Persian as a Second/Foreign Language.- Developing Materials for Persian Curricula.- Teaching Persian Grammar and Orthography.- Teaching Persian Reading Comprehension and Vocabulary.- Teaching Persian Speaking and Assessing Oral Proficiency in Persian.- Improving and Assessing Listening Comprehension in Persian.- Teaching Persian Pragmatics.- Teaching Persian Using Online Corpora and Technology.- Training Teachers for the Persian Classroom.

Hooman Saeli received his Ph.D. in Linguistics from Oklahoma State University with a special emphasis on second language acquisition. His research interests include learner interest with corrective feedback and Persian socio-linguistics. He is the director of the ESOL program at the Univeristy of Tennessee at Knoxville, where he teaches courses on linguistics and ESOL. He is widely published with such publishers as Mouton and Routledge. A few of his latest articles are “Inflectional morphemes in Persian address terms: A sociolinguistic analysis” (Routledge);  “Some linguistic indicators of sociocultural formality in Persian” (Mouton); “Second-level pluricentrism in Tehran” (Peter Lang); “Effects of L1 writing experiences on L2 writing perceptions: Evidence froman English as a foreign language context” (Reading & Writing Quarterly);  “Do low-proficiency students equally benefit from direct oral corrective feedback? The case of English interdental fricatives (International Journal of Applied Linguistics); “How do learners engage with oral corrective feedback on lexical stress errors? Effects of learner engagement on the working of corrective feedback” (Australian Review of Applied Linguistics); and “Effects of L1 writing experiences on L2 writing perceptions: Evidence froman English as a foreign language context” (Reading & Writing Quarterly).

• Teaching and Assessing Persian as a Second/Foreign Language.- Developing Materials for Persian Curricula.- Teaching Persian Grammar and Orthography.- Teaching Persian Reading Comprehension and Vocabulary.- Teaching Persian Speaking and Assessing Oral Proficiency in Persian.- Improving and Assessing Listening Comprehension in Persian.- Teaching Persian Pragmatics.- Teaching Persian Using Online Corpora and Technology.- Training Teachers for the Persian Classroom.