Martin started his journey with ATMC NZ as a lecturer (academic support) and has been Deputy Director of Studies since May 2019. He is currently responsible for providing academic support including management of plagiarism and disciplinary processes, proofreading, helping students with research and relief lecturing.
Prior to ATMC NZ, Martin joined the University of Auckland to study his PhD in the field of applied linguistics and graduated in 2019. He has also completed an Masters in TESOL, a Bachelors in English Language Translation and achieved the Trinity CertTESOL.
Martin has lectured on the Bachelor of Arts in English Language Teaching programmes at Islamic Azad University in Iran and worked as an English teacher since 2010.
Martin loves watching movies, reading, going to the gym and playing the guitar when he is not at work.
Research areas of interest:
• Task-based language teaching
• Language teacher education
• Teacher cognition
• Teaching methodology
• Material development
• Professional Development
Martin has presented research papers at various conferences in South Korea, New Zealand, and Indonesia, and published papers in international journals. These publications include:
Oksana, K., Bagheri, M., & Philips, D. J. (2019). Chinese Learners of Portuguese and Spanish Majors in Macau: A Comparative Case-Study of Motivation Aspects. English language teaching 12(8), 54-68.
Bagheri, M., & Karami, S. (2014). The effect of explicit teaching of listening strategies and gender on EFL learners’ IELTS performance. Journal of Language Teaching and Research, 5(6), 1387-1395.
Bagheri, M., & Hamrang, A. (2013). The Effect of Meta pragmatic Instructions on the Interpretation and Use of Apology Speech Acts of English as a Foreign Language Learner (EFL) at Intermediate Level. International Journal of Social Sciences & Education, 3(4).
Bagheri, M., & Hamrang, A. (2013). The impact of planning on accuracy and complexity in oral production of male and female English as a foreign language (EFL) learners. International Journal of Applied Linguistics and English Literature, 2(2), 25-32.
Bagheri, M. (2019). Teachers’ beliefs and principles underpinning listening pedagogy. GEN TEFL, Indonesia.
Bagheri, M. (2017). Investigating factors influencing teachers’ listening classroom practices and teacher cognition. ALLANZ, Auckland, New Zealand.
Bagheri, M. (2016). Classroom practices characterize listening in private English institutes in Iran. KOTESOL, Seoul, South Korea.