تعداد مقالات: 238

Teachers’ Perspectives on the Representation of Emotion Vocabulary in English Language Teaching Series”

صفحه 3 - 3   دوره 28    شماره 2

Analysis of Lexical Normalization in the Covid19- related Neologisms: The Case of English to Persian Equivalents

صفحه 2 - 2   دوره 28    شماره 2

Peer Corrective Feedback: A learning Resource for Learners, an Emotional Concern for Teachers

صفحه 1 - 22   دوره 28    شماره 1

The Impact of Persian Traditional Music Composed as an Input Mode on Iranian Upper Intermediate L2 Learners’ Learning and Retention of the Meaning of Difficult English Words

صفحه 2 - 2   دوره 28    شماره 1

Translation Criticism of Two Persian Translations of Zora Neale Hurston’s Their Eyes Were Watching God based on Farahzad’s CDA Model

صفحه 6 - 6   دوره 28    شماره 1

The Relationship Between Work-family Interference and Burnout: The Moderating Role of Emotional Intelligence Among Iranian EFL Teachers

صفحه 4 - 4   دوره 28    شماره 1

Dynamics of Power and Ideological Contention: A Critical Examination of Postwar Psychological and Political Discourse in David Hare’s Plenty"

صفحه 3 - 3   دوره 28    شماره 1

An activity theory study of L2 learners’ perception of engagement and oral production quality in technology-based language learning

صفحه 9 - 9   دوره 28    شماره 1

Using Multifaceted Rasch Analysis to Explore the Impact of Rater Expertise in Speaking Assessment

صفحه 7 - 7   دوره 28    شماره 1

Learning from Emergency Remote Teaching: Student Insights on LMS for Sustainable and Inclusive Digital Education

صفحه 4 - 4   دوره 27    شماره 2

The Role of Motivation through Cultural Awareness in Enhancing Reading Comprehension of ESP Learners

صفحه 9 - 9   دوره 27    شماره 2

A Diagnostic Study of Novice and Experienced EFL Teachers’ Self-Efficacy and Personality as the Predictors of their Teaching Motivation by Considering the Meditating Role of their Writing Ability

صفحه 1 - 24   دوره 27    شماره 2

Masculinity, Comedy, and Control: Davoud Esmaili and The Taming of the Shrew

صفحه 5 - 5   دوره 27    شماره 2

Aligning Learning Objectives in Select Readings with University Achievement Tests Using Bloom ’s Revised Taxonomy

صفحه 25 - 47   دوره 27    شماره 2

The Effects of Receptive and Productive Learning and Teaching on Learning Medical Terminology and Reading Comprehension

صفحه 1 - 20   دوره 27    شماره 1

Examining the Interplay of Assessment Literacy and Perceived Self-Efficacy among Iranian EFL Teachers

صفحه 21 - 38   دوره 27    شماره 1

Comparing the Effect of Simple, Complex, and Very Complex Tasks on Listening Comprehension

صفحه 107 - 107   دوره 27    شماره 1

A qualitative investigation into perceptions and practices of writing evaluators regarding the use of rating scales in their evaluations

صفحه 108 - 108   دوره 27    شماره 1

A Discourse Analysis of Muhammad Al-Salim’s Habibati Bakma Based on Robert Sternberg’s Triangular Theory of Love

صفحه 92 - 106   دوره 27    شماره 1

A Contrastive Analysis of Linguistic Imperialism in Iranian & Lebanese TEFL Textbooks

صفحه 77 - 91   دوره 27    شماره 1

The Contribution of BigBlueButton and Formative Assessment Strategies to the Directed Motivational Currents of Iranian EFL Students

صفحه 39 - 76   دوره 27    شماره 1

The Role of Interventionist and Interactionist Dynamic Assessment in EFL Learners’ Metadiscourse Use: Does TOEFL Independent Writing Task Fluency Improve?

صفحه 109 - 109   دوره 27    شماره 1

ESP Needs Analysis of Afghan Students of Economics at BA Level

صفحه 111 - 111   دوره 27    شماره 1

Developmental benefits of early bilingal education on Iranian kindergarten students

صفحه 113 - 113   دوره 27    شماره 1

Peer Corrective Feedback: Research Implications and Teachers’ Complications

صفحه 1 - 27   دوره 26    شماره 2

Iranian EFL teachers’ reflective practices and learners’ evaluation of teachers’ effectiveness: Exploring possible relationships

صفحه 81 - 102   دوره 26    شماره 2

The Relationship between Translators’ Education and the Use of Politeness in Translating Euphemistic Words

صفحه 103 - 121   دوره 26    شماره 2

Iranian English Majors’ L2 Writing Self-efficacy: Exploring the Effects of Gender, Level of Education, and Teaching Experience

صفحه 28 - 47   دوره 26    شماره 2

The (In)visibility of Translators in the Translations of Teen and Young Adult Novels from English into Persian

صفحه 146 - 164   دوره 26    شماره 2

Construct Validation of a Rating Scale through a Training Program: A Multifaceted Rasch Analysis in Speaking Assessment

صفحه 48 - 80   دوره 26    شماره 2

The Effect of Mobile-Assisted Learning-Oriented Assessment on EFL Learners’ Writing Ability

صفحه 122 - 145   دوره 26    شماره 2

The Effect of Remodeling Various Structures on Improvement of the Knowledge of Grammar and Vocabulary of High School Students

صفحه 165 - 194   دوره 26    شماره 2

Early Reading in EFL Contexts Deserves More Attention from ELT Community

صفحه 254 - 265   دوره 26    شماره 2

The Comparative Effect of Immediate and Delayed Corrective Feedback on EFL Learners’ Speaking Anxiety and Fluency in Online Classes

صفحه 266 -    دوره 26    شماره 2

The Effect of Watching English Cartoons on Adolescent Iranian EFL Learners’ Emotion Regulation and Self-Efficacy

صفحه 231 - 253   دوره 26    شماره 2

The Relationship Among Iranian EFL Teachers’ Spiritual Intelligence, Performance and Happiness: The Moderating Role of Psychological Well-being

صفحه 195 - 230   دوره 26    شماره 2

Lexical Chains of Sermons No. 87 and 191 of Nahj al-Balaghah and their role in understanding the theme

صفحه 50 - 70   دوره 26    شماره 1

Process types in Persian-speaking aphasic discourse: a systemic functional approach

صفحه 1 - 19   دوره 26    شماره 1

Assessing Cognitive Control in EFL Development: Online vs. In-Person Classes

صفحه 71 - 101   دوره 26    شماره 1

Development and validation of a scale to probe into Iranian EFL teachers’ perception of problem-based learning: PBL Challenges in Focus

صفحه 20 - 49   دوره 26    شماره 1

The relationship between EFL students' anxiety coping strategies and their language learning anxiety as mediated by self-efficacy beliefs

صفحه 102 - 124   دوره 26    شماره 1

The Effect of Content and Language Integrated Project (CLIP) Instruction through Co-Teaching on Electrical Engineering Students’ Vocabulary Knowledge for Professional Purposes

صفحه 150 - 173   دوره 26    شماره 1

Mothers’ Presence Beside Their Children in EFL Classes: What Gains Does It Bring to Children?

صفحه 125 - 149   دوره 26    شماره 1

A Correlational Study between Anxiety and Writing Performance: A Gender Study

صفحه 197 - 216   دوره 26    شماره 1

Cross-examining the Effects of Portfolio Assessment on Genre-based Writing: English as a Foreign Language Learner Engagement on Focus

صفحه 216 - 239   دوره 26    شماره 1

Rhetoric and Ideology at Work in Political Discourse: Persuasion Strategies of the US. Democratic Party

صفحه 240 - 258   دوره 26    شماره 1

Manipulative Strategies in Tennessee Williams’ The Night of Iguana: A Discursive Study

صفحه 259 - 272   دوره 26    شماره 1

Localizing an International English Teacher Training Course for Iranian Context

صفحه 174 - 196   دوره 26    شماره 1

Translation of Culture-Specific Items: A Case Study of Les Miserables’ Persian Musical Performance

صفحه 1 - 19   دوره 25    شماره 2

Pedagogical Stylistics in Language Learning and Teaching Contexts: A Research Review

صفحه 85 - 112   دوره 25    شماره 2

An Investigation into the Interplay between EFL Teachers’ Ecological Agency and their Teaching Engagement: A Structural Equation Modeling

صفحه 53 - 84   دوره 25    شماره 2

Expectations, Satisfaction, and Long-term Impact: Evaluating the English Teacher Training Course at the Iran Language Institute

صفحه 20 - 52   دوره 25    شماره 2

Effectiveness of Phonological Intervention in Second/Foreign Language Reading: The Case of A Down Syndrome Girl

صفحه 113 - 135   دوره 25    شماره 2

A Comparative Study of the Impact of First Language Literacy on Acquisition of English Phrases among Illiterate, Low-Literate and Literate Adult Learners in Iran

صفحه 136 - 165   دوره 25    شماره 2

Retaining Linguistic Hybridity: A Multiple Case Study of Non-Standard Language Transfer Through Literary Translation Process

صفحه 1 - 30   دوره 25    شماره 1

The Effect of Teacher Scaffolding on EFL Learners’ Reading Proficiency: A Meta- analysis

صفحه 78 - 103   دوره 25    شماره 1

Persian Body Metaphors in Light of Metaphoric Competence

صفحه 31 - 60   دوره 25    شماره 1

The Effect of Online Assessment on Speaking Complexity, Accuracy, and Fluency of Iranian Intermediate EFL Learners

صفحه 61 - 77   دوره 25    شماره 1

Delving into Pedagogical Levity: An Inquiry into the Interplay of Experience and Humor in Iranian EFL Teachers' Classroom Beliefs and Practices

صفحه 104 - 126   دوره 25    شماره 1

“Knock on the wood honey to protect them from evil-eye:” A sociopragmatic analysis of English and Persian compliment response behavior of Iranian female language learners

صفحه 127 - 153   دوره 25    شماره 1

A Qualitative Evaluation of an Online Teacher Training Program in Iran: EFL Teachers’ Perceptions

صفحه 1 - 28   دوره 24    شماره 2

The Correspondence between Teachers’ Guide Recommendations and Actual Teaching of Iranian English Teachers: Vision Series in Focus

صفحه 82 - 108   دوره 24    شماره 2

A Three-Parameter Logistic IRT Calibration of the Items of the TEFL MA Admission Test as a High-Stakes Test in Iran

صفحه 135 - 161   دوره 24    شماره 2

A Corpus-driven Study on Identity Option Depicted in the Academic Essays Written by University Students: A Transformative Mixed-Method Design

صفحه 57 - 81   دوره 24    شماره 2

English Teachers’ Perception of Teacher Supervision: A qualitative study in an Iranian context

صفحه 29 - 56   دوره 24    شماره 2

Investigating the Persian Translation of English Advertising Slogans from the Perspective of Relevance Theory

صفحه 109 - 134   دوره 24    شماره 2

Role of L1 and L2 in the Organization of Iranian EFL Lived Narratives

صفحه 36 - 66   دوره 24    شماره 1

A Critical Micro Evaluation of the English Language Program Reforms in State Schools: A Language-in-Education Policy and Planning Study

صفحه 103 - 140   دوره 24    شماره 1

Writing Formative Assessment for IELTS Preparation Courses: Investigating Iranian Teachers’ Knowledge and Beliefs

صفحه -    دوره 24    شماره 1

Self-Regulation, Goal Orientation, Tolerance of Ambiguity and Autonomy as Predictors of Iranian EFL learners’ Second Language Achievement: A Structural Equation Modeling Approach

صفحه 1 - 35   دوره 24    شماره 1

The Relationship between Selective Attention and Simultaneous Interpreting Performance in Undergraduate Students of Translation

صفحه 67 - 102   دوره 24    شماره 1

On the effectiveness of integrated skills approach in language teaching: a meta-analysis

صفحه 1 - 32   دوره 23    شماره 2

TOEFL iBT integrated speaking ‌tasks: a comparison of test-takers' performance in terms of complexity, accuracy, and fluency

صفحه 33 - 62   دوره 23    شماره 2

Language Assessment Courses at Iranian State Universities: Are they Comprehensive Enough to Develop Valid Language Assessment Literacy (LAL) among EFL Students?

صفحه 106 - 145   دوره 23    شماره 2

Structural priming as implicit learning: evidence from EFL learners' production of the relative clause structure

صفحه 63 - 105   دوره 23    شماره 2

A Sociolinguistic Scrutiny of the Great Gatsby and its Persian Translation in Light of Hatim and Mason’s Framework

صفحه 172 - 216   دوره 23    شماره 2

The Predictive Power of Syntactic Knowledge, Vocabulary Breadth and Metacognitive Strategies for L2 Reading Fluency

صفحه 146 - 171   دوره 23    شماره 2

Do official curricula reflect critical thinking? The educational objectives of the English literature curricula in Iran in light of Bloom's revised taxonomy

صفحه 29 - 55   دوره 23    شماره 1

Inform and entertain: An oxymoron in serious science communication

صفحه 109 - 142   دوره 23    شماره 1

Learning environments: investigating the psychometrics of a measurement instrument in the language classroom context

صفحه 56 - 82   دوره 23    شماره 1

Factors mediating noticing: An investigation into the impact of the complexity of target structures and learners' L2 proficiency level

صفحه 83 - 108   دوره 23    شماره 1

The Relationship between EFL Learners' Mindsets and English Achievement: Engagement and Self-regulation as Mediators

صفحه 128 -    دوره 23    شماره 1

Language socialization: Recounting an English language teacher's professional identity construction via narrative accounts

صفحه 143 - 178   دوره 23    شماره 1

The Comparative Effect of Self-assessment vs. Peer-assessment on Young EFL Learners’ Performance on Selective and Productive Reading Tasks

صفحه 1 - 35   دوره 22    شماره 2

EFL Students’ Views on L1 Culture through English Texts with L1 and L2 Cultural Content

صفحه 73 - 109   دوره 22    شماره 2

The Effect of CLIL on Language Skills and Components: A Meta-Analysis

صفحه 109 - 144   دوره 22    شماره 2

A Persian-English Cross-Linguistic Dataset for Research on the Visual Processing of Cognates and Noncognates

صفحه 36 - 70   دوره 22    شماره 2

‘Representational Repertoires’ of Neoliberal Ideologies in Interchange (Third Edition) Series

صفحه 145 - 184   دوره 22    شماره 2

Development of Quality of Classroom Life Questionnaire in L2 Contexts: Investigating the Impact of Modular Instruction

صفحه 185 - 242   دوره 22    شماره 2

Tracing an EFL Teacher and Learners’ Cognitive and Emotional Development Using Dialogic Mediation: A Sociocultural Perspective

صفحه 73 - 115   دوره 22    شماره 1

Exploring the Translator's Solutions to the Translation of Conversational Implicatures from English into Persian: the Case of Tolkien's the Lord of the Rings

صفحه 1 - 26   دوره 22    شماره 1

L2 Teachers’ Representations of Classroom Management Events: Variations across Experience Levels

صفحه 27 - 72   دوره 22    شماره 1

The Impact of Electronic vs. Human Observer Feedback on Improving Teaching of Translation Skills to Iranian EFL Students

صفحه 154 - 196   دوره 22    شماره 1

Implicit and Explicit Instruction and EFL Learners’ Implicit Knowledge Development: Evidence from Word Monitoring Task

صفحه 116 - 153   دوره 22    شماره 1

Overcoming Procrastination: English Language Teachers’ and Learners’ Suggestions

صفحه 197 - 241   دوره 22    شماره 1

Group Dynamic Assessment in an EFL Classroom: Do Secondary Interactants Benefit?

صفحه 1 - 42   دوره 21    شماره 2

A Typology of Supervisor Written Feedback on L2 Students’ Theses/Dissertations

صفحه 43 - 87   دوره 21    شماره 2

The Assessment of Pragmatic Knowledge in the Online General IELTS-Practice Resources: A Corpus Analysis of Writing Tasks

صفحه 133 - 162   دوره 21    شماره 2

A Model of Iranian EFL Learners' Cultural Identity: A Structural Equation Modeling Approach

صفحه 89 - 131   دوره 21    شماره 2

The Effect of Isolated vs. Combined Processing Instruction and Output-Based Instruction on the Learning of English Passives

صفحه 163 - 194   دوره 21    شماره 2

A Young EFL Learner’s Lexical Development through Different Input and Output Frequency Patterns

صفحه 195 - 230   دوره 21    شماره 2

Relative Clause Ambiguity Resolution in L1 and L2: Are Processing Strategies Transferred?

صفحه 125 - 161   دوره 21    شماره 1

Conceptions of Research Publication among Iranian Doctoral Students of Applied Linguistics: Cherish the Wish to Publish or Rush to Perish

صفحه 29 - 65   دوره 21    شماره 1

A Genre Analysis of the Introduction Section of Applied Linguistics and Chemistry Research Articles

صفحه 163 - 214   دوره 21    شماره 1

Evaluating Recall and Reflection Journals Written by Pre-Service Teachers in EFL Practicum Courses

صفحه 1 - 27   دوره 21    شماره 1

Intra-Individual and Inter-Levels of Metacognition across EFL Writing Tasks of Multi Difficulty Levels

صفحه 101 - 124   دوره 21    شماره 1

Authenticity Evaluation of TOEFL iBT Speaking Module from the Perspective of Applied Linguistics and General Education

صفحه 215 - 262   دوره 21    شماره 1

Teacher Language Awareness from the Procedural Perspective: The Case of Novice versus Experienced EFL Teachers

صفحه 67 - 100   دوره 21    شماره 1

Asynchronous Online Discussion Forum: A Key to Enhancing Students’ Writing Ability and Attitudes in Iran

صفحه 35 - 79   دوره 20    شماره 2

Evaluation of the Undergraduate TEFL Program at Farhangian University: Merits and Demerits

صفحه 157 - 193   دوره 20    شماره 2

Autonomy-Supportive Teaching, Willingness to Communicate in English, Motivation, and English Speaking Self-Efficacy among EFL Learners: A Structural Equation Modelling Study

صفحه 113 - 156   دوره 20    شماره 2

Move Structures in “Statement-of-the-Problem” Sections of M.A. Theses: The Case of Native and Nonnative Speakers of English

صفحه 195 - 228   دوره 20    شماره 2

The Relationship between High School Students' Social Capital and Their Foreign Language Achievement: A Gender and Regional Variations Perspective

صفحه 1 - 34   دوره 20    شماره 2

Differences in Reading Beliefs/Practices of L2 Teachers: Undergraduate versus Graduate Degree Holders

صفحه 81 - 111   دوره 20    شماره 2

Organizational Patterns of English Language Teachers’ Repair Practices

صفحه 151 - 184   دوره 20    شماره 1

An Investigation of Iranian EFL University Learners’ Creative Thinking and Critical Thinking Skills in a Pedagogical Blog: A Mixed-Methods Approach

صفحه 1 - 33   دوره 20    شماره 1

Stepping into Mindful Education: A Teacher Educator’s Narrative of Contextualizing a SLTE Curriculum

صفحه 35 - 79   دوره 20    شماره 1

Investigating the Effect of the Training Program on Raters’ Oral Performance Assessment: A Mixed-Methods Study on Raters’ Think-Aloud Verbal Protocols

صفحه 113 - 150   دوره 20    شماره 1

Measuring the Effectiveness of Explicit and Implicit Instruction through Explicit and Implicit Measures

صفحه 81 - 111   دوره 20    شماره 1

Pre-service Language Teachers’ Cognitions about Language Learning/teaching and Cognition Refinements through a Reflection-oriented Practicum

صفحه 185 - 217   دوره 20    شماره 1

The Effect of Output-based Task Repetition on EFL Learners’ Speech Act Production

صفحه 1 - 32   دوره 19    شماره 2

Micropolitics of School and EFL Teachers’ Professional Interests: The Case of Schools for Gifted Students in Iran

صفحه 87 - 114   دوره 19    شماره 2

A Mixed-methods, Cross-sectional Study of Assessment Literacy of Iranian University Instructors: Implications for Teachers' Professional Development

صفحه 115 - 154   دوره 19    شماره 2

A Comparison of Thematic Choices and Thematic Progression Patterns in the Research Articles of Well-established and Emerging Disciplines

صفحه 33 - 60   دوره 19    شماره 2

Towards a Task-Based Assessment of Professional Competencies

صفحه 155 - 193   دوره 19    شماره 2

EFL Teacher Education Programs in Iran: The Absence of Teachers’ Involvement

صفحه 61 - 86   دوره 19    شماره 2

Investigating Dynamic Writing Assessment in a Web 2.0 Asynchronous Collaborative Computer-Mediated Context

صفحه 195 - 240   دوره 19    شماره 2

L2 Teachers’ Explicit and Implicit Corrective Feedback and Its Linguistic Focus

صفحه 181 - 206   دوره 19    شماره 1

Promoting Metacognition in EFL Classrooms through Scaffolding Motivation

صفحه 73 - 98   دوره 19    شماره 1

The Prestigious World University on its Homepage: The Promotional Academic Genre of Overview

صفحه 1 - 34   دوره 19    شماره 1

Discourse and Ideology Variation: A Critical Functional Approach To Mina Stampede News Reports

صفحه 207 - 231   دوره 19    شماره 1

L2 Learners’ Enhanced Pragmatic Comprehension of Implicatures via Computer-Mediated Communication and Social Media Networks

صفحه 141 - 180   دوره 19    شماره 1

Efficacious EFL Teachers’ Goals and Strategies for Emotion Management: The Role of Culture in Focus

صفحه 35 - 72   دوره 19    شماره 1

An Investigation into the Individual Differences Correlates of Iranian Undergraduate EFL Learners’ Writing Competence: A Mixed Methods Approach

صفحه 99 - 140   دوره 19    شماره 1

Gender Representation in Interchange (Third Edition) Series: A Social Semiotics Analysis

صفحه 1 - 39   دوره 18    شماره 2

The Conceptual Development of In-service EFL Teachers’ Perception of Grammatical Mediation on Three Planes: A Sociocultural Perspective

صفحه 41 - 75   دوره 18    شماره 2

Rater Errors among Peer-Assessors: Applying the Many-Facet Rasch Measurement Model

صفحه 77 - 107   دوره 18    شماره 2

The Effect of Explicit and Implicit Instruction through Plays on EFL Learners’ Speech Act Production

صفحه 109 - 140   دوره 18    شماره 2

The Effect of Collaborative Prewriting Discussions on L2 Writing Development and Learners’ Identity Construction

صفحه 141 - 164   دوره 18    شماره 2

External Factors Affecting Second Language Motivation: The Role of Teacher Burnout and Family Influence

صفحه 165 - 187   دوره 18    شماره 2

The Role of Verbalization in Listening Conceptual Formation among Iranian EFL Learners: A STI Perspective

صفحه 95 - 126   دوره 18    شماره 1

An Exploratory Study of Teacher Efficacy Doubts in English for Specific Academic Purposes (ESAP) and English for General Purpose (EGP) Instruction

صفحه 29 - 64   دوره 18    شماره 1

An Activity Theory Analysis of ELT Reform in Iranian Public Schools

صفحه 127 - 166   دوره 18    شماره 1

Effect of Multiple Intelligences-Based Reading Instruction on EFL Learners’ Reading Comprehension and Critical Thinking Skills

صفحه 167 - 200   دوره 18    شماره 1

Proceduralization and Transfer of Linguistics Knowledge as a Result of Form-focused Output and Input Practice

صفحه 65 - 94   دوره 18    شماره 1

Nominalization in the Research Article Discussion Sections of Local and International Journals of Applied Linguistics

صفحه 1 - 28   دوره 18    شماره 1

Vodcast: A Breakthrough in Developing Incidental Vocabulary Learning

صفحه 27 - 58   دوره 17    شماره 2

The Significance of Multimodality/Multiliteracies in Iranian EFL Learners’ Meaning- Making Process

صفحه 115 - 143   دوره 17    شماره 2

The Vocabulary Profile of Iranian English Teaching School books

صفحه 1 - 26   دوره 17    شماره 2

The Place of Postmethod Pedagogy in Teacher Education Programs in EFL Language Centers of Iran

صفحه 59 - 91   دوره 17    شماره 2

The Impact of Interactive Output Tasks on Developing Vocabulary Knowledge of Iranian EFL Learners

صفحه 93 - 113   دوره 17    شماره 2

Effects of Structured Input and Meaningful Output on EFL Learners' Acquisition of Nominal Clauses

صفحه 145 - 167   دوره 17    شماره 2

On the Teachability of L2 Uninterpretable Features: Instructing Resumptive Pronouns through Contrastive Analysis vs. Dictogloss Techniques

صفحه 1 - 23   دوره 17    شماره 1

L2 Private Speech in Online Dynamic Assessment: A Sociocultural Perspective

صفحه 49 - 70   دوره 17    شماره 1

The Effect of Self-assessment on EFL Learners’ Goal Orientation

صفحه 25 - 48   دوره 17    شماره 1

The Representation of Iran in Englishcentral Educational Website: Unfolding the Hidden Curriculum

صفحه 119 - 146   دوره 17    شماره 1

The Effects of Processing Instruction, Consciousness-Raising Tasks, and Textual Input Enhancement on Intake and Acquisition of the English Causative Structures

صفحه 93 - 118   دوره 17    شماره 1

A Critical Look into Iranian EFL University Students’ Critical Thinking and Argumentative Writing

صفحه 71 - 92   دوره 17    شماره 1

The Role of Consciousness-Raising Tasks on EFL Learners' Microgenetic Development of Request Pragmatic Knowledge

صفحه 147 - 187   دوره 17    شماره 1

Author-assigned Keywords in Research Articles: Where Do They Come from?

صفحه 1 - 19   دوره 16    شماره 2

Exploring the Relationship between Learning Strategies, Academic Disciplines, and Reading Comprehension Test Performance

صفحه 21 - 51   دوره 16    شماره 2

Construction and Validation of Critical Understanding of the Global Spread of English Scale (CUGSES)

صفحه 83 - 106   دوره 16    شماره 2

Multicultural Personality Traits Development in an EFL Context: The Case of Iranian EFL Students at BA, MA, and Ph.D. Levels

صفحه 53 - 81   دوره 16    شماره 2

Analysis of Images in Iranian High School EFL Course Books

صفحه 137 - 160   دوره 16    شماره 2

On the Use of Offline Short Tests for Scoring and Classifying Purposes

صفحه 107 - 135   دوره 16    شماره 2

Emotional Intelligence and SLA: The Case of Interlanguage Pragmatic Competence

صفحه 1 - 24   دوره 16    شماره 1

Using an Analytic Dichotomous Evaluation Checklist to Increase Inter- and Intra-rater Reliability of EFL Writing Evaluation

صفحه 25 - 57   دوره 16    شماره 1

The Effects of Different Types of Reflective Journal Writing on Learners’ Self-regulated Learning

صفحه 59 - 78   دوره 16    شماره 1

Writing Suggestions for Further Research in Iranian Applied Linguistics Theses: A Generic and Metadiscoursal Investigation

صفحه 79 - 105   دوره 16    شماره 1

Investigating Classroom Discourse: A Case Study of an Iranian Communicative EFL Classroom

صفحه 107 - 128   دوره 16    شماره 1

Sociological and Psychological Model of Foreign Language Achievement: Examining Social/Cultural Capital and Cognitive/Metacognitive Aspects

صفحه 129 - 144   دوره 16    شماره 1

Rater Bias in Assessing Iranian EFL Learners’ Writing Performance

صفحه 145 - 175   دوره 16    شماره 1

Exploring L2 Speech-Production Management from a Cognitive Perspective: A Focus on Fluency

صفحه 33 - 60   دوره 15    شماره 2

The Effects of Different Instructional Methods on the Acquisition of English Politeness Strategies

صفحه 1 - 32   دوره 15    شماره 2

Attributional Analysis of Language Learners at High Schools: The Case of Iranian EFL Learners

صفحه 85 - 105   دوره 15    شماره 2

Impact of Self-Regulated Strategy Development on the Persuasive Writing and Self-Efficacy of Iranian EFL Learners

صفحه 107 - 138   دوره 15    شماره 2

‘Free’ to Choose: Communication Strategy Use in EFL Classrooms in Iran

صفحه 61 - 83   دوره 15    شماره 2

The Effect of Task-Based Language Teaching on EFL Learners’ Pragmatic Production, Metapragmatic Awareness, and Pragmatic Self-Assessment

صفحه 139 - 166   دوره 15    شماره 2

Vocabulary Breadth, Depth, and Syntactic Knowledge: Which One Is a Stronger Predictor of Foreign Language Reading Performance?

صفحه 1 - 18   دوره 15    شماره 1

EFL Students Images and Metaphors of Grammar Learning

صفحه 19 - 41   دوره 15    شماره 1

Constructing and Validating Computerized Dynamic Assessment of L2 Reading Comprehension

صفحه 73 - 95   دوره 15    شماره 1

Combating Fossilization through Feedback: Does it Work?

صفحه 43 - 71   دوره 15    شماره 1

On the Relationship between Metacognitive Awareness and Two Aspects of Vocabulary Knowledge

صفحه 97 - 122   دوره 15    شماره 1

Pair Grouping and Resource-dispersing Variables of Cognitive Task Complexity: Effects on L2 Output

صفحه 123 - 149   دوره 15    شماره 1

Teaching Requestive Downgraders in L2: How Effective are Input-Based and Output-Based Tasks?

صفحه 1 - 30   دوره 14    شماره 2

Teacher Efficacy, Burnout, Teaching Style, and Emotional Intelligence: Possible Relationships and Differences

صفحه 31 - 61   دوره 14    شماره 2

Measuring the Effectiveness of Preemptive Focus on Form through Uptake Sheets

صفحه 63 - 88   دوره 14    شماره 2

An Investigation into Sources of Demotivation in Second Language Learning

صفحه 89 - 110   دوره 14    شماره 2

Differential Accessibility of Implicit and Explicit Grammatical Knowledge to EFL Learners' Language Proficiency

صفحه 111 - 143   دوره 14    شماره 2

Noticing Request-Realization Forms in Implicit Pragmatic Input: Impacts of Motivation and Language Proficiency

صفحه 145 - 171   دوره 14    شماره 2

Cloze Test and C-test Revisited: The Effect of Genre Familiarity on Second Language Reading Test Performance

صفحه 173 - 204   دوره 14    شماره 2

Critical Thinking and Emotional Intelligence: Investigating the Relationship among EFL Learners and the Contribution of Age and Gender

صفحه 23 - 48   دوره 14    شماره 1

The Effectiveness of ZPD-Wise Explicit/Implicit Expert Peers and Co-Equals' Scaffolding in ILP Development

صفحه 49 - 75   دوره 14    شماره 1

On the Impacts of Gender and Personality Types on Iranian EFL Teachers’ Teaching Efficacy and Teaching Activities Preferences

صفحه 1 - 22   دوره 14    شماره 1

Qualitative Metaphor Analysis and Language Learning Opportunities

صفحه 77 - 108   دوره 14    شماره 1

EFL Teachers' Efficacy Beliefs: Impacts of Gender, Experience, and Educational Background

صفحه 159 - 182   دوره 14    شماره 1

Teachability of Intercultural Sensitivity from the Perspective of Ethnocentrism vs. Ethnorelativism: An Iranian Experience

صفحه 109 - 134   دوره 14    شماره 1

A New Approach to Communication Strategies: The Case of Iranian EFL Teachers

صفحه 135 - 158   دوره 14    شماره 1

Factors Underlying Characteristics of Effective English Language Teachers: Validity and Sample Effect

صفحه 48 - 73   دوره 13    شماره 2

Cognitive and Metacognitive Strategy Use and Second Language Reading Test Performance: The Case of Iranian Intermediate EFL Learners

صفحه 1 - 18   دوره 13    شماره 2

A Gender-based Study of Informal Fallacies of Argumentation: The Case of Iranian Advanced EFL Learners’ Writing

صفحه 19 - 45   دوره 13    شماره 2

The Impact of Synchronous Computer-Mediated Communication (S-CMC) on the Oral Proficiency of Iranian EFL Learners

صفحه 101 - 119   دوره 13    شماره 2

The CDA of 2008 Presidential Campaign Speeches of Democratic Candidates with Respect to Their Gender & Race

صفحه 75 - 99   دوره 13    شماره 2

Effect of Pedagogical Tasks and PPP Instruction on L2 Vocabulary Learning: A Case of EFL Learners

صفحه 121 - 146   دوره 13    شماره 2

Learnability of Various Patterns of Lexical Collocations by Iranian Upper-intermediate Learners of English

صفحه 147 - 169   دوره 13    شماره 2

Self-assessment and Peer-assessment: A Comparative Study of Their Effect on Writing Performance and Rating Accuracy

صفحه 23 - 45   دوره 13    شماره 1

The Comparative Development of Vocabulary Breadth and Depth, and Academic Vocabulary for ESP/EAP Learners

صفحه 1 - 22   دوره 13    شماره 1

The Interaction between Rhetorical Structure and Thematisation in Academic Research Articles

صفحه 47 - 72   دوره 13    شماره 1

The Role of Native Language in Teaching English for Specific Purposes

صفحه 99 - 124   دوره 13    شماره 1

A Conversation Analysis of the Iranian Youths’ Written Chats of English

صفحه 149 - 177   دوره 13    شماره 1

Using Cooperative Learning to Enhance EFL Learners’ Overall Achievement

صفحه 73 - 98   دوره 13    شماره 1

English Teaching Simulator (ETS): A Dynamic Method of Teaching English

صفحه 125 - 147   دوره 13    شماره 1

The Effect of Processing Instruction and Output-Based Instruction on the Interpretation and Production of English Causatives

صفحه 1 - 30   دوره 12    شماره 2

On the Role of Instruction, Language Proficiency, and Personality Traits in the Use of Communication Strategies by L2 Learners

صفحه 31 - 67   دوره 12    شماره 2

Self-Esteem and Cognitive-Affective Reading-Based Courses in an EFL Context

صفحه 69 - 83   دوره 12    شماره 2

Text Editing and Reconstructing in EFL Writings of Narrative and Exposition: A Study in Form-focused Approach

صفحه 137 - 155   دوره 12    شماره 2

Developing Rating Scale Descriptors for Assessing the Stages of Writing Process: The Constructs Underlying Students’ Writing Performances

صفحه 85 - 116   دوره 12    شماره 2

Multiple Intelligence-based Focus on Form and Iranian EFL Learners' Accurate Use of Grammar

صفحه 117 - 136   دوره 12    شماره 2

Enhancing EFL Learners' Emotional Intelligence through Fuzzy Thinking and Emotional Engineering

صفحه 157 - 177   دوره 12    شماره 2

Self and Peer Assessment Consistency over Time

صفحه 1 - 26   دوره 12    شماره 1

The Effects of Extraversion/Introversion on the Use of Strategic Competence in Written Referential Communication

صفحه 27 - 60   دوره 12    شماره 1

The Effect of Concept Mapping on EFL Speaking Fluency

صفحه 87 - 114   دوره 12    شماره 1

A New Method for Standard-setting Using the Rasch Model

صفحه 61 - 85   دوره 12    شماره 1

The Beliefs about Language Learning Inventory: Factorial Validity, Formal Education and the Academic Achievement of Iranian Students Majoring in English

صفحه 116 - 165   دوره 12    شماره 1

Theoretical and Practical Comparison of Classical Test Theory and Item-Response Theory

صفحه 167 - 197   دوره 12    شماره 1

Hedging in English and Persian Editorials: A Contrastive Study

صفحه 199 - 221   دوره 12    شماره 1

The discoursal and formal analysis of e-mails: a cross disciplinary genre analysis

صفحه 1 - 22   دوره 11    شماره 2

The viability of computer-mediated interaction and face-to-face oral interaction in vocabulary recognition and production

صفحه 133 - 164   دوره 11    شماره 2

Task-as-workplan and task-as-process: reappraising the role of the teacher in task implementation

صفحه 23 - 50   دوره 11    شماره 2

Genre analysis of research article introductions across ESP, psycholinguistics, and sociolinguistics

صفحه 87 - 114   دوره 11    شماره 2

Measuring reading comprehension: the judgmental validity of cloze procedure

صفحه 115 - 132   دوره 11    شماره 2

Semogenesis under scrutiny: grammatical metaphor in science and modern prose fiction

صفحه 51 - 85   دوره 11    شماره 2

Teachers’ teaching styles, sense of efficacy and reflectivity as correlates of students’ achievement outcomes

صفحه 1 - 28   دوره 11    شماره 1

Relative clause attachment ambiguity resolution in Persian

صفحه 29 - 49   دوره 11    شماره 1

Aggression and Oral Proficiency: A Correlational Study

صفحه 69 - 95   دوره 11    شماره 1

A discursive representation of the winner and loser: the case of sports reports

صفحه 115 - 142   دوره 11    شماره 1

The effects of the violation of local independence assumption on the person measures under the Rasch model

صفحه 51 - 67   دوره 11    شماره 1

The relationship between Iranian EFL learners’ gender and reading comprehension of three different types of text

صفحه 97 - 114   دوره 11    شماره 1
دانشگاه شهید بهشتی
Anonymous peer review
فارسی - Persian
داوری یک سو ناشناس