Rizgar Qasim Mahmood

@uow.edu.au

School of Humanities and Social Inquiry
University of Wollongong, Australia

Rizgar Qasim Mahmood


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https://researchid.co/rizgaresl
Rizgar Mahmood obtained his MA in Linguistics/TESL at California State University, Northridge, USA. He does research in the areas of Corrective Feedback, Pronunciation, Native and Non-native English Teachers, Teacher Development, and Cognition. Currently, he is a PhD candidate at the University of Wollongong, Australia.

EDUCATION

PhD student at University of Wollongong, Australia
MA Degree (Department of Linguistics/TESL) at California State University Northridge: Northridge, CA, US
BA English Language (English Language) at Salahaddin University-Erbil: Erbil, Kurdistan, IQ

RESEARCH, TEACHING, or OTHER INTERESTS

Language and Linguistics, Speech and Hearing, Arts and Humanities, Linguistics and Language

FUTURE PROJECTS

Pronunciation and feedback


Applications Invited

L2 learning and technology


Applications Invited
15

Scopus Publications

99

Scholar Citations

6

Scholar h-index

2

Scholar i10-index

Scopus Publications

  • A Middle East Pronunciation Assessment Framework for higher education: Evidence from Iraq, Oman, and Iran
    Fatemeh Ranjbaran Madiseh, Rizgar Qasim Mahmood, Christopher Denman
    Training Language and Culture, 2026
    Despite its importance, pronunciation remains a marginalised skill in English as a Foreign Language (EFL) classrooms, often due to limited instructor training, assessment guidelines, and teaching material availability. This study offers an empirical examination of EFL teacher assessment practices and attitudes in the Middle East nations of Iraq, Oman, and Iran, through a mixed-methods exploratory design. The first research phase involved the collection of quantitative and qualitative data from 66 EFL teachers through a 20-item online survey. Quantitative data gathered via closed-response questions was analysed descriptively and compared with open-ended survey responses, before potential relationships between respondent country of practice and attitudes/experiences were examined with Pearson’s chi-squared and Cramer’s V tests. Survey findings were then triangulated with semi-structured interview data in the second research phase involving a subset of 13 participants. Results indicate that effective pronunciation assessment is often hindered in Middle East contexts by the lack of standardised practices, limited curriculum focus, and practical constraints on time and resources, while instructors from the three countries displayed statistically significant differences in assessment frequency. Despite these challenges, respondents described a growing focus on intelligibility and effective communication in pronunciation instruction, including through the use of technology-assisted teaching and testing, rather than the more traditional concern with encouraging learners to sound like Inner Circle speakers. Based on these findings, the study proposes a regionally grounded pronunciation assessment framework that connects intelligibility with L1-specific sound contrasts, locally accepted accent norms, and structured feedback practices within multilingual higher education settings.
  • Mobile-Assisted Pronunciation Learning in an EFL Context: An Exploratory Study
    Rizgar Qasim Mahmood
    Transforming Language Education Through Mobile Technology Integration, 2026
    Mobile-Assisted Pronunciation Learning (MAPL) provides digital tools with real-time feedback and exposure to native-like models. However, research remains limited in EFL contexts such as Iraqi Kurdistan. This chapter examines the engagement of Kurdish EFL learners with MAPL, focusing on their usage patterns, perceptions, motivations, and challenges, using surveys (n = 45) and interviews (n = 15). The data were analyzed descriptively and thematically. The study revealed that learners frequently utilized applications such as ChatGPT and Google Translate to practice vowel sounds, word stress, and connected speech. While learners valued MAPL's flexibility and effectiveness for segmental practice, they highlighted critical limitations, particularly in supporting suprasegmental features and providing complex feedback. Other limitations were also mentioned, such as technical shortcomings, distractions, and weak self-regulation. The study concludes with theoretical and pedagogical implications.
  • Exploring Pedagogical Effectiveness in Teacher Education: Insights and Challenges from Kurdish EFL University Lecturers
    Rizgar Qasim Mahmood
    Journal of Interdisciplinary Studies in Education, 2025
    This study examined the perceptions, practices, and challenges of Kurdish EFL university lecturers in implementing effective pedagogy within teacher education. Forty lecturers from Iraqi Kurdistan completed surveys and semi-structured interviews. While participants viewed problem-based and collaborative learning as most effective, lecture-based instruction predominated, indicating a gap between beliefs and practice. Challenges included limited resources, insufficient training, political interference, and inadequate integration of technology. Proposed solutions emphasized learner-centered approaches, enhanced teacher training, improved infrastructure, and greater use of educational technologies, including AI tools. Findings highlight the need to align pedagogical beliefs with practice, strengthen pedagogical content knowledge, and integrate technology to improve teacher education quality. Implications extend to policymakers, teacher educators, and institutions in similar EFL contexts.
  • Ethnography
    Rizgar Qasim Mahmood
    Applied Linguistics and Language Education Research Methods Fundamentals and Innovations, 2024
    This chapter offers an exploration of ethnography, a key methodological approach in contemporary social research. Beginning with its origins and principles, the chapter outlines the ethnographic research process, including data collection and analysis methods. Practical examples from applied linguistics and L2 education illustrate its application. The chapter delves into the nuanced aspects of ethnography, enhancing understanding of its investigative potential. It also discusses the relationship between ethnography and theories, along with ethical considerations in research. Overall, the chapter provides a comprehensive overview and practical insights for engaging with ethnographic research in academic domains.
  • Experimental research
    Nhat Truong Tran Minh, Rizgar Qasim Mahmood
    Applied Linguistics and Language Education Research Methods Fundamentals and Innovations, 2024
    Nowadays, researching and innovating teaching processes is vital for teachers at higher education to improve their teaching quality, especially in applied linguistics and language education. experimental research is a useful approach for researchers, educators, teachers and managers at universities. The chapter may aim to achieve the following objectives: (1) Present a comprehensive overview of experimental research methodologies; (2) Provide guidelines for designing experiments, including defining research questions, selecting appropriate variables, and establishing control conditions; (3) Discuss various data collection methods, including observation, surveys, and laboratory experiments; (4) Detail the importance of random assignment and statistical analysis techniques to ensure robust results; (5) Highlight ethical considerations and potential limitations in experimental research; (6) Showcase examples of successful experimental studies in different disciplines to provide practical insights.
  • The impact of visual corrective feedback on pronunciation accuracy in L2 sound production: Empirical evidence
    Rizgar Qasim Mahmood
    Exploring Contemporary English Language Education Practices, 2024
    This chapter investigates the influence of visual corrective feedback (henceforth VCF) techniques on enhancing pronunciation accuracy among ESL learners (N = 40) from various countries and L1 backgrounds. Utilizing a mixed-methods approach, the research examines the efficacy of various VCF modalities, such as interactive software: Praat and YouGlish, in improving learners' pronunciation skills. Quantitative analysis involves pre- and post-assessment of pronunciation accuracy using standardized metrics. At the same time, qualitative data is gathered through learner interviews to gauge perceptions and experiences with VCF methods. The findings suggest a significant correlation between the use of VCF and enhanced vowel production accuracy. Additionally, the qualitative insights reveal positive learner attitudes towards VCF tools, highlighting their motivational and corrective influences on pronunciation improvement. This study offers several theoretical and pedagogical implications.
  • EFL learners' perspectives on online pronunciation instruction
    Teacher and Student Perspectives on Bilingual and Multilingual Education, 2024
  • Still Matters! Kurdish EFL Learners’ Perceptions towards Non-Native English Teachers’ Pronunciation Skills
    Rizgar Qasim Mahmood
    Circulo De Linguistica Aplicada A La Comunicacion, 2024
    Pronunciation is the fundamental aspect of a spoken message (Pennington & Rogerson-Revell, 2018). Although there are at least four non-native speakers of English for every native speaker (Braine, 2010), and this rate is still increasing, the issue of non-native speakers (NNS) English teachers has not been resolved. This paper reports on a study carried out in Iraqi Kurdistan which explored the perceptions of undergraduate university students towards their non-native English teachers. The students were asked to complete an online questionnaire. After the data analysis process, although the results show that the students have shown positive perceptions towards their NNS English teachers; third-year students had less favorable perceptions than second-year students. The reasons for the students’ different perceptions are discussed. On the whole, most of the participants believed that NNESTs, including Kurdish EFL teachers, can teach pronunciation courses, but they need to be trained before teaching this skill. The findings suggest pedagogical implications for ESL/EFL teachers and learners during teaching and learning pronunciation skills.
  • Exploring Educational Technology in Language Education: Empirical Evidence From Teachers’ Perspectives
    Reimagining Intelligent Computer Assisted Language Education, 2024
  • Teaching Pronunciation in EFL Classes: An Investigative Study Among Kurdish EFL Teachers
    and Rizgar Qasim Mahmood
    Mextesol Journal, 2024
    Although studies have suggested that pronunciation is key to learning oral skills in a second language, not much research has been conducted to investigate teachers’ cognition in this regard. However, pronunciation significantly affects learners’ communicative competence and performance. Learners of English as foreign language (EFL) or English as a second language (ESL) often indicate that pronunciation is crucial while learning L2. Research results have demonstrated that teaching pronunciation in EFL/ESL classes is often overlooked (Baker & Murphy, 2011; Gilbert, 2008). Therefore, this study explores fifty-seven EFL university teachers’ views and cognition (knowledge, beliefs, thoughts, attitudes, and perceptions) towards teaching pronunciation at different universities in Iraqi Kurdistan and its values in L2 teaching and learning. The participants completed an online survey on teaching and learning pronunciation. The findings suggested that the instructors had positive perceptions of teaching pronunciation, but they also stated that pronunciation was challenging to teach and sometimes boring. This paper provides insights into teacher education, cognition, pronunciation skills, and there are several pedagogical implications.
  • ESL learners’ perceptions of using High-Variability Phonetic Training (HVPT) through YouGlish to improve pronunciation skills
    Rizgar Qasim Mahmood
    Australian Journal of Applied Linguistics, 2024
  • EFL Learners’ Perceptions of Pronunciation Corrective Feedback: Insights from Synchronous High Variability Phonetic Training
    Rizgar Qasim Mahmood, Hung Phu Bui
    Studies in Computational Intelligence, 2024
  • Enhancing EFL speaking and pronunciation skills: Using explicit formal instruction in a Kurdish university
    Issues in Educational Research, 2023
  • Effects of Explicit Written Corrective Feedback on Subject-Verb Agreement among Kurdish EFL Students
    Rizgar Qasim Mahmood, Muhammad Abdulwahab Aziz
    Language Teaching Research Quarterly, 2023
  • THIRTY-TWO YEARS OF CORRECTIVE FEEDBACK IN LANGUAGE TEACHING AND LEARNING: A REVIEW OF THE LITERATURE
    Rizgar Qasim Mahmood
    Llt Journal Journal on Language and Language Teaching, 2022

RECENT SCHOLAR PUBLICATIONS

  • Native speaker perspectives on pronunciation teaching: A phenomenological study
    RQ Mahmood
    Proceedings of the 16th Pronunciation in Second Language Learning and … , 2026
    2026
  • Book Review: Individual Differences and Task-Based Language Teaching (2024), Edited by Shaofeng Li (John Benjamins)
    RQ Mahmood, K Parsa
    Individual Differences in Language Education: An International Journal 3, 87-92 , 2026
    2026
  • Reconceptualizing Individual Differences through the Lens of Sociocultural Theory in AI-Mediated Language Learning
    RQ Mahmood, RA Azeez
    Individual Differences in Language Education: An International Journal 3, 71-86 , 2026
    2026
  • A Middle East Pronunciation Assessment Framework for higher education: Evidence from Iraq, Oman, and Iran
    FR MADISEH, RQ MAHMOOD, C DENMAN
    Training, Language and Culture 10 (1), 72–89 , 2026
    2026
  • Mobile-Assisted Pronunciation Learning in an EFL Context: An Exploratory Study
    RQ Mahmood
    Transforming Language Education Through Mobile Technology Integration, 137-168 , 2026
    2026
  • BOOK REVIEW: Demystifying Corpus Linguistics for English Language Teaching
    H Mohebbi, RQ Mahmood
    Lenguaje 53 (2) , 2025
    2025
  • Exploring Pedagogical Effectiveness in Teacher Education: Insights and Challenges from Kurdish EFL University Lecturers
    RQ Mahmood
    Journal of Interdisciplinary Studies in Education 14 (4), 1-26 , 2025
    2025
    Citations: 5
  • BOOK REVIEW: AI in Foreign Language Learning and Teaching: Theory and Practice by Marcel Danesi
    H Mohebbi, RQ Mahmood
    Lenguaje 53 (1S) , 2025
    2025
    Citations: 1
  • Assessing motivation and challenges of L2 pronunciation improvement beyond the classroom
    RQ Mahmood
    Language Testing in Focus: An International Journal 11, 1-20 , 2025
    2025
    Citations: 2
  • BOOK REVIEW: Cognitive Individual Differences in Second Language Acquisition: Theories, Assessment and Pedagogy
    H Mohebbi, RQ Mahmood
    Iranian Journal of Language Teaching Research 12 (3), 220-223 , 2024
    2024
    Citations: 1
  • Still Matters! Kurdish EFL Learners' Perceptions towards Non-Native English Teachers’ Pronunciation Skills
    RQ Mahmood
    Círculo de Lingüística Aplicada a la Comunicación 100, 245-252 , 2024
    2024
    Citations: 2
  • Teaching Pronunciation in EFL Classes: An Investigative Study Among Kurdish EFL Teachers
    RQ Mahmood
    MEXTESOL Journa 48 (4) , 2024
    2024
    Citations: 7
  • ESL learners' perceptions of using High-Variability Phonetic Training (HVPT) through YouGlish to improve pronunciation skills
    RQ Mahmood
    Australian Journal of Applied Linguistics 7 (3) , 2024
    2024
    Citations: 9
  • Exploring Educational Technology in Language Education: Empirical Evidence From Teachers' Perspectives
    RQ Mahmood
    Reimagining Intelligent Computer-Assisted Language Education, 129-162 , 2024
    2024
    Citations: 2
  • EFL Learners’ Perceptions of Pronunciation Corrective Feedback: Insights from Synchronous High Variability Phonetic Training
    RQ Mahmood, HP Bui
    Innovations in Technologies for Language Teaching and Learning 1159, 95-119 , 2024
    2024
    Citations: 5
  • Experimental Research
    NTT Minh, RQ Mahmood
    Applied Linguistics and Language Education Research Methods: Fundamentals … , 2024
    2024
    Citations: 4
  • Ethnography
    RQ Mahmood
    Applied Linguistics and Language Education Research Methods: Fundamentals … , 2024
    2024
    Citations: 3
  • A Scoping review of individual differences in EFL education in Iraqi Kurdistan: State of the art and prospects for future research
    RQ Mahmood, I Faraj
    Individual Differences in Language Education: An International Journal 2, 43-59 , 2024
    2024
  • The Impact of Visual Corrective Feedback on Pronunciation Accuracy in L2 Sound Production: Empirical Evidence
    RQ Mahmood
    Exploring Contemporary English Language Education Practices, 158-189 , 2024
    2024
    Citations: 7
  • EFL learners' perspectives on online pronunciation instruction
    RQ Mahmood
    Teacher and student perspectives on bilingual and multilingual education, 1-21 , 2024
    2024
    Citations: 3

MOST CITED SCHOLAR PUBLICATIONS

  • Kurdish EFL learners’ perceptions towards written corrective feedback and its types: An investigative study
    R Mahmood
    Arab World English Journal (AWEJ) Volume 12 , 2022
    2022
    Citations: 18
  • Enhancing EFL speaking and pronunciation skills: Using explicit formal instruction in a Kurdish university
    RQ Mahmood
    Issues in Educational Research 33 (4), 1421-1440 , 2023
    2023
    Citations: 17
  • ESL learners' perceptions of using High-Variability Phonetic Training (HVPT) through YouGlish to improve pronunciation skills
    RQ Mahmood
    Australian Journal of Applied Linguistics 7 (3) , 2024
    2024
    Citations: 9
  • Teaching Pronunciation in EFL Classes: An Investigative Study Among Kurdish EFL Teachers
    RQ Mahmood
    MEXTESOL Journa 48 (4) , 2024
    2024
    Citations: 7
  • The Impact of Visual Corrective Feedback on Pronunciation Accuracy in L2 Sound Production: Empirical Evidence
    RQ Mahmood
    Exploring Contemporary English Language Education Practices, 158-189 , 2024
    2024
    Citations: 7
  • Thirty-two years of corrective feedback in language teaching and learning: A review of the literature
    R Mahmood
    Mahmood, Q, 671-690 , 2022
    2022
    Citations: 6
  • Exploring Pedagogical Effectiveness in Teacher Education: Insights and Challenges from Kurdish EFL University Lecturers
    RQ Mahmood
    Journal of Interdisciplinary Studies in Education 14 (4), 1-26 , 2025
    2025
    Citations: 5
  • EFL Learners’ Perceptions of Pronunciation Corrective Feedback: Insights from Synchronous High Variability Phonetic Training
    RQ Mahmood, HP Bui
    Innovations in Technologies for Language Teaching and Learning 1159, 95-119 , 2024
    2024
    Citations: 5
  • Experimental Research
    NTT Minh, RQ Mahmood
    Applied Linguistics and Language Education Research Methods: Fundamentals … , 2024
    2024
    Citations: 4
  • Effects of Explicit Written Corrective Feedback on Subject-Verb Agreement among Kurdish EFL Students.
    RQ Mahmood, MA Aziz
    Language Teaching Research Quarterly 34, 49-62 , 2023
    2023
    Citations: 4
  • Ethnography
    RQ Mahmood
    Applied Linguistics and Language Education Research Methods: Fundamentals … , 2024
    2024
    Citations: 3
  • EFL learners' perspectives on online pronunciation instruction
    RQ Mahmood
    Teacher and student perspectives on bilingual and multilingual education, 1-21 , 2024
    2024
    Citations: 3
  • Assessing motivation and challenges of L2 pronunciation improvement beyond the classroom
    RQ Mahmood
    Language Testing in Focus: An International Journal 11, 1-20 , 2025
    2025
    Citations: 2
  • Still Matters! Kurdish EFL Learners' Perceptions towards Non-Native English Teachers’ Pronunciation Skills
    RQ Mahmood
    Círculo de Lingüística Aplicada a la Comunicación 100, 245-252 , 2024
    2024
    Citations: 2
  • Exploring Educational Technology in Language Education: Empirical Evidence From Teachers' Perspectives
    RQ Mahmood
    Reimagining Intelligent Computer-Assisted Language Education, 129-162 , 2024
    2024
    Citations: 2
  • Review of Using Video to Develop Teaching
    RQ Mahmood
    Technology in Language Teaching & Learning 5 (1), 76–79 , 2023
    2023
    Citations: 2
  • BOOK REVIEW: AI in Foreign Language Learning and Teaching: Theory and Practice by Marcel Danesi
    H Mohebbi, RQ Mahmood
    Lenguaje 53 (1S) , 2025
    2025
    Citations: 1
  • BOOK REVIEW: Cognitive Individual Differences in Second Language Acquisition: Theories, Assessment and Pedagogy
    H Mohebbi, RQ Mahmood
    Iranian Journal of Language Teaching Research 12 (3), 220-223 , 2024
    2024
    Citations: 1
  • Morphology Awareness in Vocabulary Construction
    RQ Mahmood, MO Ahmed
    International Journal of Social Sciences & Educational Studies 10 (3), 151-160 , 2023
    2023
    Citations: 1
  • Native speaker perspectives on pronunciation teaching: A phenomenological study
    RQ Mahmood
    Proceedings of the 16th Pronunciation in Second Language Learning and … , 2026
    2026