Jaber Kamali

Jaber Kamali

University lecturer

Jaber Kamali is a British council teacher trainer, a DELTA holder from Cambridge University and has passed all TKT exams with the highest scores. He has also been a trained agent of Cambridge University since 2017.

Jaber Kamali is a university lecturer at Farhangian and Allameh Tabataba'i University and a PhD candidate of TEFL at Allameh Tabataba'i University. Moreover, He has been a teacher trainer for almost 7 years and run various workshops on teacher talk, reflection, pronunciation, classroom management, games in language classroom, how to teach IELTS and the like in different institutions and universities. Being a researcher for 6 years, he has published number of articles and presented in different conferences worldwide. His fields of interest include teacher education, classroom discourse, strategy training, and interactional competence.

Certifications

British Council Teacher Trainer                                                    2018

Westminster College London Head trainer and examiner           2018

DELTA  module 1                                                                         2017

TKT modules 1,2, and 3  (band score 4)                                     2017

TKT CLIL (band score 4)                                                             2017

TKT YL (band score 4)                                                                2017     

Recent publications

Published Books

  • Kamali, J. (2017) IELTS Writing; How to Write for 7 and Above. Hormoz Publication. Tehran Iran
  • Kamali, J. (2017) IELTS Speaking; How to Speak for 7 and Above. Hormoz Publication. Tehran Iran
  • Kamali, J. (2015) Metacognitive Listening Strategies; Instruction and Implications. Lambert Publication. Germany

Published Papers

  • Kamali, J. (2015). Can Teachers Metamorphose; What Teacher Educators Believe, https://www.civilica.com/Paper-ELSCONF03-ELSCONF03193.html
  • Norowzi, M., & Kamali, J. (2014). ‘The Instruction of Meta-cognitive Listening Strategies: who benefits more?’. Journal of studies of learning and teaching of English 3, 15-40.