تعداد مقالات: 409

The Impact of EFL Learners’ Cultural Identity and Critical Thinking on Their Critical Writing

صفحه 89 - 112   دوره 18    شماره 37

ChatGPT as a Motivational Tool in ELT: A Comparative Analysis of Teacher and Student Perceptions

صفحه 31 - 46   دوره 18    شماره 37

Affective-Strategy-Oriented Training and Language Teacher Immunity: The Case of In-Service Novice EFL vs. Non-EFL Major Teachers

صفحه 1 - 14   دوره 18    شماره 37

The Effect of Teacher’s Scaffolding on Improving the Inner Speech of EFL Learners: Moderated by the Behavioral Inhibition/Activation Systems

صفحه 47 - 64   دوره 18    شماره 37

Bridging General and Aviation English in EFL: Insights from Cockpit and Cabin

صفحه 65 - 88   دوره 18    شماره 37

Integrating ICT and AI-driven Reflective Practice to Enhance EFL Teachers’ Language Assessment Literacy: A Comparative Study of Young and Adult-Learner Contexts

صفحه 15 - 30   دوره 18    شماره 37

An Exploration into Dyslexic EFL Learners’ Reading Comprehension through AI Tools

صفحه 133 - 150   دوره 18    شماره 37

Classroom Management as Situated Relational Practice: EFL High School Teachers’ Cognitions and Experiences

صفحه 151 - 170   دوره 18    شماره 37

Experience Matters: Iranian EFL Teachers' Beliefs on Corrective Feedback

صفحه 113 - 132   دوره 18    شماره 37

Exploring Xenoglossophobia Components and (Mal)Adaptive Coping Strategies from Iranian EFL Learners' Perspectives

صفحه 193 - 212   دوره 18    شماره 37

The Impact of Educational Interactive Tools on Perceived Stressors Related to Social Network Sites Among English as a Foreign Language Learners in Small Private Online Courses

صفحه 171 - 192   دوره 18    شماره 37

Expanding Vocabulary Comprehension and Production Through Metaphor Awareness: A Case of Iranian EFL Learners

صفحه 213 - 228   دوره 18    شماره 37

The Impact of Experience and Academic Degree on EFL Test-Takers’ Perception of Computer-Assisted Language Testing.

صفحه 229 - 252   دوره 18    شماره 37

The Role of Online Collaborative Writing in Enhancing Teaching English as a Foreign Language Doctoral Candidates’ Abstract Writing: A Self-Determination Theory Perspective

صفحه 273 - 292   دوره 18    شماره 37

The Impact of Scaffolded Interaction in Group-Oriented Classrooms on (Un)Ready EFL Learners’ Grammatical Development: Toward a ZPD-Informed Learnability Hypothesis

صفحه 293 - 316   دوره 18    شماره 37

Market-driven Discourses in Global ELT Textbooks and Their Interpretations in Learners’ Narrations

صفحه 253 - 272   دوره 18    شماره 37

Gamified Collaborative Writing: Fostering Iranian EFL Learners’ Writing Development Using Classcraft

صفحه 339 - 356   دوره 18    شماره 37

Gender and Response Category in Iraqi EFL Learners' Associative Responses to AI-Generated Word Stimuli.

صفحه 357 - 376   دوره 18    شماره 37

Using Classcraft to Foster Iranian EFL Learners’ Writing Development through Gamified Collaborative Writing

صفحه 317 - 338   دوره 18    شماره 37

Teachers’ Praxis in EFL Classrooms: Insights from in Service and Retired Educators in Public and Private Schools.

صفحه 397 - 422   دوره 18    شماره 37

Bridging Theory and Practice: Supervisors’ Professional Knowledge and Feedback Styles in Post-Observation Briefings in Iranian English Language Institutes.

صفحه 423 - 438   دوره 18    شماره 37

Enhancing EFL Teachers' Noticing of Critical Thinking Through Video Tagging.

صفحه 439 - 452   دوره 18    شماره 37

Teachers and Learners’ Perceptions of Autonomy in English Language Learning: A Comparative Study of State Schools and Private Language Institutes in Iran

صفحه 377 - 396   دوره 18    شماره 37

The Effect of AI-Assisted Blended Self- and Peer-Assessment on Iranian EFL Learners’ Writing and Motivation: The Role of Extroversion and Introversion

صفحه 453 - 472   دوره 18    شماره 37

No. 37 contents

صفحه -    دوره 18    شماره 37

The Impact of Technology and Artificial Intelligence on Self-Training and Professional Development of Iranian Undergraduate TEFL Students

صفحه 473 - 490   دوره 18    شماره 37

EFL Learners’ Perspective on Listening Comprehension Development: Cognitive or Metacognitive Scaffolding Strategies

صفحه 17 - 38   دوره 17    شماره 36

The Interactive Role of Field Dependency in the Effect of Flipped Instruction on Iranian EFL Learners' Grammar Achievement

صفحه 39 - 56   دوره 17    شماره 36

Immersive vs. Mobile Learning: Impact on EFL Learner Engagement and Motivation

صفحه 57 - 78   دوره 17    شماره 36

(Re)Construction of Iranian EFL Teachers' Professional Identity through Action Research and Teacher Support Groups

صفحه 119 - 144   دوره 17    شماره 36

EFL Classroom Assessment: Insight and Narratives from Teacher Trainers

صفحه 99 - 118   دوره 17    شماره 36

Developing a Model of Identity Processing Styles for the Iraqi EFL learners

صفحه 145 - 162   دوره 17    شماره 36

The Effect of ELSA Application as an AI Tool on Iranian EFL Learner’s Pronunciation Skills

صفحه 1 - 16   دوره 17    شماره 36

Perceptions of EFL Teacher Educators, Pre-service Teachers, and In-service Teachers about Employing Corpus-based Language Pedagogy (CBLP) Knowledge in their Work

صفحه 79 - 98   دوره 17    شماره 36

An Evaluation of the Advanced Oxford Practice Grammar Textbook Used for University’s English Majors

صفحه 195 - 208   دوره 17    شماره 36

The Influence of Mother Tongue on the Use of English Resumptive Pronouns by Iranian EFLLs

صفحه 181 - 194   دوره 17    شماره 36

Iranian English Teachers’ Implicit and Explicit Professional Identity.

صفحه 163 - 180   دوره 17    شماره 36

Syllabus Design Knowledge (SDK) Among Iranian EFL Teachers: A Comparative Study of Novice and Experienced Teachers in Public High Schools and Private Language Institutes

صفحه 209 - 232   دوره 17    شماره 36

The Impact of Iranian EFL Teachers’ Meta-Pragmatic Awareness on Their Classroom Practices and Teaching Strategy Development

صفحه 255 - 278   دوره 17    شماره 36

The Roles of Proactive Personality and Foreign Language Grit in Iranian English-as-a-Foreign-Language (EFL) Learners’ Burnout

صفحه 233 - 254   دوره 17    شماره 36

Effect of Using Collaborative Learning and Scaffolding Strategies via the Learning Management System on Improving EFL Students’ Writing Skill

صفحه 279 - 304   دوره 17    شماره 36

The Effect of Incidental vs. Intentional Instruction of Collocations on Iranian EFL Learners’ Writing Scores

صفحه 305 - 318   دوره 17    شماره 36

Peer-assisted vs. AI-assisted Collaborative Writing: Production Quality and Learners’ Perceptions

صفحه 341 - 362   دوره 17    شماره 36

Genre and Rater Variation in IELTS Writing Assessment: A Comparative Perspective

صفحه 319 - 340   دوره 17    شماره 36

No. 36 Editorial

صفحه -    دوره 17    شماره 36

Investigating the Reliability of the Reading Module of the Iranian Ministry of Science, Research, and Technology’s English Proficiency Test

صفحه 1 - 14   دوره 17    شماره 35

Evaluating the Influence of Formative and Suative Assessments on EFL Learners’ Listening and Reading Comprehension

صفحه 15 - 38   دوره 17    شماره 35

Blended Courses in the English-as-a-Foreign-Language context of Iraq: examining university students’ attitudes and gender effect

صفحه 99 - 116   دوره 17    شماره 35

The Impact of Grammarly Software on Enhancing Writing Skills among EFL Learners

صفحه 61 - 98   دوره 17    شماره 35

Effects of AI-Driven Written Direct and Indirect Feedback on Iranian Intermediate EFL Learners' Writing Complexity

صفحه 39 - 60   دوره 17    شماره 35

A Meta-Analytic Study of Computerized Dynamic Assessment in English Language Learning: trends, effectiveness, and implications

صفحه 117 - 136   دوره 17    شماره 35

Exploring the Components of Online Classroom Observation: insights from document analysis and EFL teacher observers’ perspectives

صفحه 137 - 160   دوره 17    شماره 35

Appraisal of Multiple Intelligence-Based Instruction: the case of learners’ perceptions

صفحه 161 - 174   دوره 17    شماره 35

Beyond Tradition: proposing a new framework for speech act classifications

صفحه 175 - 194   دوره 17    شماره 35

Investigating the Relationships between Regulatory Foci, L2 Grit, and L2 Writing Enjoyment among Iranian EFL Learners

صفحه 195 - 208   دوره 17    شماره 35

Predicting Critical Thinking Tendencies of University EFL teachers through Problem-solving Skills: differences in gender and teaching experience

صفحه 227 - 244   دوره 17    شماره 35

Investigating the Impact of Flipped Classroom Instruction on ESP Students’ Reading Comprehension: students’ attitudes in the spotlight

صفحه 209 - 226   دوره 17    شماره 35

Exploring the Effects of Chatbot-Assisted Language Learning on Learners’ Language Achievement and Sense of Metavolvement

صفحه 245 - 266   دوره 17    شماره 35

An Innovative Standards-Based Post-Graduate Computer-Assisted-Language-Learning Program in a Women’s University in Iran

صفحه 301 - 324   دوره 17    شماره 35

The Effect of Corrective Feedback on Iranian English as a Foreign Language Learners’ Interlanguage Pragmatics Development

صفحه 267 - 282   دوره 17    شماره 35

The Effects of Models of Dynamic Assessment on EFL Learners’ Writing Apprehension and Writing Self-Efficacy

صفحه 351 - 370   دوره 17    شماره 35

Developing and Validating an Assessment Scale for Foreign Language Teacher Agency

صفحه 283 - 300   دوره 17    شماره 35

The Effects of Output-Based Podcasts, Corrective Feedback, and Funds of Identity on Speaking Ability and Willingness to Communicate

صفحه 325 - 350   دوره 17    شماره 35

A Comparison of Preservice Teachers and Stakeholders’ Perception of ELT Practicum at Farhangian University

صفحه 371 - 396   دوره 17    شماره 35

Combined Effects of Task Sequencing and Corrective Feedback on EFL Learners’ Writing: a comparison between human raters and ChatGPT

صفحه 439 - 452   دوره 17    شماره 35

No. 35 Editorial

صفحه -    دوره 17    شماره 35

The Effect of Low-Tech Response Systems on Students’ Engagement in Learning and Attitude in Under-Resourced EFL Classrooms: mini white-boards in focus

صفحه 421 - 438   دوره 17    شماره 35

An Introspective Analysis of Appropriacy Indices in ELT Curriculum Policy and Practice

صفحه 397 - 420   دوره 17    شماره 35

The Role of Construct Validity in Designing English Language Assessment Tasks

صفحه 55 - 78   دوره 16    شماره 34

Online and Face-to-Face Instructions Interplay and Language Learning: Instructors’ and Learners' Perspective

صفحه 1 - 18   دوره 16    شماره 34

Pragmatic Instruction and Speaking Ability of Iraqi EFL Learners in Virtual vs. Face-to-face Classroom Contexts: Expressive, Declarative, and Directive Speech Acts in Focus

صفحه 19 - 36   دوره 16    شماره 34

A Systematic Review of Technology-Mediated Feedback Research: Insights and Future Directions

صفحه 37 - 54   دوره 16    شماره 34

Interplay between Professional Identity and Emotional Quotient of Iranian Female EFL University Teachers in the Habitual Burnout Phase

صفحه 97 - 112   دوره 16    شماره 34

Impact of Flipped Classroom Integrated with MOOCs on Intermediate EFL Learners’ Self-Regulated Writing Strategies

صفحه 79 - 96   دوره 16    شماره 34

Research into Iranian EFL Teachers’ Knowledge of Educational Ethical Codes: Development of a Synergistic Model

صفحه 135 - 168   دوره 16    شماره 34

Enhancing EFL Students' Essay Writing Proficiency through Input Flooding Strategies for Parallel Structure: An Examination of Flipped Online versus Flipped Face-to-Face Instructional Models

صفحه 113 - 134   دوره 16    شماره 34

Developing the Intercultural Communicative Competence of Iranian Medical ESP Students Through Explicit Instruction

صفحه 221 - 240   دوره 16    شماره 34

Differential Effects of Non-linguistic Feedback Types on Complexity, Accuracy and Fluency of EFL Learners’ Speaking Performance in Online Education

صفحه 241 - 256   دوره 16    شماره 34

The Role of Persian L1 and English L2 on the Acquisition of L3 Indefinite Frequency Adverbs

صفحه 169 - 196   دوره 16    شماره 34

Young Learners of English (YLE) Teachers’ Vision of an Ideal Classroom Environment: Factors and Variables

صفحه 197 - 220   دوره 16    شماره 34

On the Importance of Learning Vocabulary in Academic Materials: A Mixed- Methods Study to Probe into the State of Language Progress, Willingness to Communicate and Academic Engagement from the Voices of EFL Learners

صفحه 281 - 306   دوره 16    شماره 34

EFL Learners’ Perceptions of Interaction-based Learning and Their Willingness to Communicate

صفحه 257 - 280   دوره 16    شماره 34

AI-assisted EAP Testing: A Case of Academic IELTS Writing by Iranian EFL Learners

صفحه 307 - 330   دوره 16    شماره 34

The Impact of Critical Thinking Skills in TBSIR Approach on the Computer-Based English Expository Essay Writing of Iranian University Students

صفحه 331 - 342   دوره 16    شماره 34

Constructing a Local Rubric for Iranian EFL High School Learners’ Speaking Skill: High School Teachers and University Professors’ Voices

صفحه 343 - 366   دوره 16    شماره 34

Integrating Positive Psychology in Language Testing: Fostering Growth, Motivation, and Well-Being in Assessment Practices

صفحه 409 - 426   دوره 16    شماره 34

The Effect of Feedback Scope Through Digital Modality (Synchronous vs. Asynchronous) on Complexity, Accuracy and Fluency of Iranian EFL Learners’ Written Productions

صفحه 385 - 408   دوره 16    شماره 34

A Comparison of the Impact of Simplified and Authentic Literary Texts on High School Learners’ Reading

صفحه 427 - 442   دوره 16    شماره 34

Assessing the Effects of Funds of Identity on L2 Learners’ Willingness to Read E-books

صفحه 369 - 386   دوره 16    شماره 34

Multifaceted Challenges in English Language Education: Perspectives from Secondary School Teachers and Students in Baluchistan, Iran

صفحه 443 - 462   دوره 16    شماره 34

No. 34 Editorial

صفحه -    دوره 16    شماره 34

The Relationships between EFL Students’ Cultural Intelligence, Emo-Sensory Intelligence, Language Learning Strategies, and English Language Achievement

صفحه 1 - 22   دوره 16    شماره 33

The Effect of Web 2.0 Technology on Language Achievement and Self-Regulated Learning of EFL Learners: A Case of WhatsApp

صفحه 46 - 73   دوره 16    شماره 33

Adapting English Language Education to the EIL Framework: A Case Study of Expanding Circle Countries

صفحه 116 - 134   دوره 16    شماره 33

Global Citizenship Education (GCE): A Study on the Philosophical Foundations and Educational Norms of the Iranian National and Educational Documents with respect to the Promotion of the GCE Goals in Formal English Language Education

صفحه 23 - 45   دوره 16    شماره 33

Syntactic Complexity and Lexical Diversity in L1/L2 Writing of EFL Learners

صفحه 97 - 115   دوره 16    شماره 33

A Comparative Study of the Teaching Challenges Faced by Newly-hired and Experienced Teachers Teaching at Different Age Levels

صفحه 74 - 96   دوره 16    شماره 33

Gamification and the Duality of Extrinsic and Intrinsic Motivation

صفحه 135 - 150   دوره 16    شماره 33

Contributions of the Keyword Method, Thematic Clustering and Developing Morphological Awareness to the Iranian EFL learners’ Mastery of Low Frequency English Words

صفحه 151 - 171   دوره 16    شماره 33

Evaluation of English Language Teacher Professional Development Programs in an EFL Context: A Mixed Method Study

صفحه 194 - 213   دوره 16    شماره 33

Overrepresentation and underrepresentation of cohesive devices in EFL learners’ translated and free narrative writings

صفحه 214 - 227   دوره 16    شماره 33

Teacher Corrective Feedback on Learners’ Pragmatic Failure: Types of Feedback in Online Pragmatics Instruction

صفحه 172 - 193   دوره 16    شماره 33

Examining the Roles of Sapioemotionality-Angloemotionality and Sensory Motivation in English Language Achievement

صفحه 228 - 242   دوره 16    شماره 33

Iranian EFL Academics’ and PhD Candidates’ Perceptions toward the Infusion of Critical Thinking into EFL Curriculum

صفحه 298 - 315   دوره 16    شماره 33

Cognitive Amplification: Exploring the Impact of Multimodal Input Enhancement on Working Memory and Collocation Acquisition in Iranian EFL Learners across Age Groups

صفحه 243 - 259   دوره 16    شماره 33

A Systematic Review of Instagram as a Mobile Assisted Language Learning Tool in English as a Second/Foreign Language

صفحه 316 - 340   دوره 16    شماره 33

Implementing group dynamic assessment to enhance Iranian high school students’ grammar ability

صفحه 341 - 358   دوره 16    شماره 33

The Utility of Lexical Bundle Teaching for Improving ESP Learners’ Writing Ability on IELTS

صفحه 278 - 297   دوره 16    شماره 33

The impact of using multimedia glosses on vocabulary acquisition: The case of Iranian intermediate EFL learners

صفحه 260 - 277   دوره 16    شماره 33

A Study of Quality and Quantity of Nominal Groups in the Vision and Interchange Series

صفحه 359 - 372   دوره 16    شماره 33

The Relationship between EFL Learners’ Self-efficacy, Strategy Use and their Performance on a Grammar Test: Is there any Difference between High and Low Self-efficacious Learners?

صفحه 391 - 414   دوره 16    شماره 33

On the Effectiveness of Involvement Load Components on L2 Vocabulary Learning

صفحه 373 - 390   دوره 16    شماره 33

Contents of No. 33

صفحه -    دوره 16    شماره 33

Test-Wiseness, Test Anxiety, Reading Strategies Metacognitive Awareness, and Reading Comprehension Test Performance: A SEM Study

صفحه 1 - 21   دوره 15    شماره 32

A Feasibility Study of Implementing EFL Teachers’ Individual Development Plans at Iranian Public Schools: A Mixed-Methods Study

صفحه 22 - 40   دوره 15    شماره 32

Establishing and Maintaining Rapport with Learners for Classroom Management: A Qualitative Inquiry into Iranian EFL Teachers’ Cognition

صفحه 41 - 57   دوره 15    شماره 32

Exploring the Efficacy of Process-Based Reflective Teacher Training: A Focus on Situational Role Plays, Video Analysis, and Scenario Evidence as Guided Reflective and Caring Practices for EFL Teacher Candidates

صفحه 79 - 103   دوره 15    شماره 32

Unveiling the Power of Teacher Concern: Exploring EFL Institute Students’ Perceptions and its Impact on Motivation, Anxiety, and Language Achievement

صفحه 126 - 143   دوره 15    شماره 32

Pragmatic Failure in Cross-Cultural Communication: Scrutinizing the Causes and Challenges Involved in Iranian EFL Context

صفحه 58 - 78   دوره 15    شماره 32

Examining the Role of Language, Emotion, and Culture as Three Basic Needs in Intercultural Communication Based on Iranian Language Teachers' Viewpoints

صفحه 104 - 125   دوره 15    شماره 32

Language Assessment Practices and Training Preferences of EL Teachers: Iranian EFL Teachers in Focus

صفحه 144 - 160   دوره 15    شماره 32

The Effect of Regulatory Focus and Reference of Comparison Feedback on EFL Learners’ Achievement Emotions and Achievement Goals

صفحه 161 - 177   دوره 15    شماره 32

The Effect of Recast on EFL Learners’ Pragmatic Development: Patterns of Reciprocity

صفحه 178 - 196   دوره 15    شماره 32

The Effects of Immediate and Delayed Corrective Feedback on the Acquisition of English Subject-Verb Agreement by EFL Learners

صفحه 197 - 214   دوره 15    شماره 32

Unveiling Language Teacher Productive Immunity: A Lenz into the Impacts on Professional Identity, Teacher Anger, Grit Tendencies, and Psychological Well-Being

صفحه 215 - 232   دوره 15    شماره 32

The Impact of Pedagogical Use of YouTube Channel “EngVid” on Speaking Skills of Iranian EFL Learners

صفحه 233 - 257   دوره 15    شماره 32

Input processing and grammar acquisition: Evidence from EFL learners of varying proficiency levels

صفحه 258 - 283   دوره 15    شماره 32

No. 32 Editorial

صفحه -    دوره 15    شماره 32

The Effect of Quantum Teaching Method on Writing Motivation: an explanatory mixed-methods investigation

صفحه 18 - 32   دوره 15    شماره 31

The Effect of Explicit Pragmatic Instruction on EFL Students' Production of Speech Acts: Pragmalinguistic vs. Sociopragmatic Errors in Focus

صفحه 1 - 17   دوره 15    شماره 31

The Effect of Gamification on Developing EFL Learners' Vocabulary Learning in Flipped Classes

صفحه 33 - 47   دوره 15    شماره 31

Exploring the Roles of Teachers’ Creative Self-Efficacy and Growth Mindset in Predicting Teaching for Creativity: focus on EFL teachers

صفحه 66 - 82   دوره 15    شماره 31

L2 Writing and Working Memory: differential effects of task types under different conditions

صفحه 48 - 65   دوره 15    شماره 31

Persian to English Lexical Transfer Errors in the Iranian EFL Learners’ Writings

صفحه 113 - 130   دوره 15    شماره 31

Effects of Virtual Instruction on the Speaking Accuracy of Iranian High School English Learners with Varied Personality Traits during the COVID-19 Pandemic

صفحه 94 - 112   دوره 15    شماره 31

Investigating the Implementation of Peer Scaffolding on Speaking Proficiency in Blended versus Traditional Classes at the Advanced Level

صفحه 83 - 93   دوره 15    شماره 31

Identity Construction of EFL Learners of Translated Short Stories

صفحه 184 - 198   دوره 15    شماره 31

Self-Reflection Training: An Investigation of Iranian In-Service EFL Teachers’ Belief and Performance Development

صفحه 131 - 146   دوره 15    شماره 31

The Differential Effects of Direct and Indirect Corrective Feedback on Impulsive and Reflective EFL Learners’ Writing Accuracy

صفحه 166 - 183   دوره 15    شماره 31

The Role of Synchronous and Asynchronous Multimodal Scaffolding in Learners’ Writing Complexity Improvement

صفحه 147 - 165   دوره 15    شماره 31

Individual Psychological Factors: Facilitators of PSL Learners’ Reading Comprehension Ability? a mixed methods study

صفحه 199 - 214   دوره 15    شماره 31

A Comparative Study on the Use of Pronunciation Learning Strategies

صفحه 215 - 231   دوره 15    شماره 31

Presenting a Profile of Online Teaching Adaptation among the Iranian EFL High School Teachers

صفحه 232 - 254   دوره 15    شماره 31

Explicit Teaching of an Unsalient Property: the case of illicit resumptive pronouns in English relative clauses

صفحه 255 - 269   دوره 15    شماره 31

The Impact of Traditional vs. E-learning In-service Programs on EFL Teachers’ Educational Empowerment

صفحه 1 - 20   دوره 14    شماره 30

Native Language-Based DIF across the Subtests: A Study of the Iranian National University Entrance Exam

صفحه 39 - 56   دوره 14    شماره 30

Iranian EFL learners’ Use of Thanking Speech Act: An ILP Study

صفحه 21 - 38   دوره 14    شماره 30

Co-Teaching in an EFL Writing Class: A Mixed-Methods Probe into its Effects and Students' Perceptions

صفحه 57 - 74   دوره 14    شماره 30

The Impact of Edmodo as an Asynchronous Online Discussion Forum on English Reading Comprehension Skills of Iranian Learners

صفحه 75 - 90   دوره 14    شماره 30

Investigating Iranian EFL Teachers’ Identity Development Processes

صفحه 115 - 136   دوره 14    شماره 30

Investigating the Efficacy of Flipped Learning on Autonomy and Skill-Learning of Iranian EFL Learners

صفحه 137 - 148   دوره 14    شماره 30

Realization of Initiation, Response, and Feedback in Teacher-Student Interactions in EFL Classrooms: Learning Realities and Opportunities

صفحه 91 - 114   دوره 14    شماره 30

The Effectiveness of Radial Categories in Facilitating EFL learners' Cognitive Operations for Learning Phrasal Verbs

صفحه 149 - 164   دوره 14    شماره 30

Investigating Iranian EFL Student Teachers’ Attitude toward the Implementation of Machine Translation as an ICALL Tool

صفحه 165 - 179   دوره 14    شماره 30

Investigating the Impact of Unfocused Direct and indirect Written Corrective Feedback on Writing Accuracy of Iranian EFL Learners

صفحه 180 - 193   دوره 14    شماره 30

Critical Thinking as an Essential Factor in EFL Teacher Educators’ Professional Development: a Transformative Learning Paradigm

صفحه 194 - 208   دوره 14    شماره 30

Intercultural Communicative Competence of Iranian University Students Studying Abroad: exploring key components

صفحه 209 - 229   دوره 14    شماره 30

Learning a Thousand Words: EFL Learners’ Development of Vision Competencies

صفحه 245 - 263   دوره 14    شماره 30

On the Relationship between Iranian EFL Teachers’ Personality Type and Their Classroom Management Orientation

صفحه 230 - 244   دوره 14    شماره 30

Needs Analysis for Maritime ESP Courses of Iran’s Ports and Maritime Organization (PMO)

صفحه 282 - 299   دوره 14    شماره 30

Reflectivity in reflective practice: A case of EFL student teachers in practicum

صفحه 264 - 281   دوره 14    شماره 30

Can Working Memory Be Trained through Learning an Additional Language? the effects of TPR versus PPP

صفحه 300 - 315   دوره 14    شماره 30

Iraqi EFL Learners’ Preferences and Readiness for Mobile Learning in Higher Education during COVID-19 Pandemic

صفحه 351 - 365   دوره 14    شماره 30

Criticality in EAP Education in Iran: a missing link

صفحه 333 - 350   دوره 14    شماره 30

Assessment Literacy in Light of Teachers’ Discipline: hard Sciences, soft sciences, and ELT

صفحه 316 - 332   دوره 14    شماره 30

Editorial No. 30

صفحه -    دوره 14    شماره 30

The Contribution of Various Dimensions of L2 Identity to L1 National Identity: A Case of the Iranian EFL Context

صفحه 27 - 43   دوره 14    شماره 29

Applying a two-parameter item response model to explore the psychometric properties: The case of the ministry of Science, Research and Technology (MSRT) high-stakes English Language Proficiency test

صفحه 1 - 26   دوره 14    شماره 29

Learners’ Accurate Meaning Inferencing and Vocabulary Gain: Does Concordance Length Play a Role?

صفحه 44 - 60   دوره 14    شماره 29

A Symbiosis of Contingent Models to Scaffold EFL Learners towards Self-regulation and Willingness to Communicate

صفحه 61 - 78   دوره 14    شماره 29

Working Memory Capacity and Semantic-Morphosyntactic Competition: A Comparison of L1 and L2 Sentence Processing

صفحه 79 - 98   دوره 14    شماره 29

A Critical Examination of Western and Islamic Orientations to English Language Education in Iran: A Call for Dialogue across Various Perspectives in a Non-Native Context

صفحه 118 - 132   دوره 14    شماره 29

Customized Oral Corrective Feedback: Learners’ Preferences and Personality Traits

صفحه 155 - 170   دوره 14    شماره 29

Research into Iranian EFL Learners’ Perceptions of Culture Management: A Questionnaire Development and Validation Study

صفحه 133 - 154   دوره 14    شماره 29

The Impact of Genre-based Instruction on Academic Writing & Self-efficacy: The Case of Graduate Students’ Thesis Proposal

صفحه 99 - 117   دوره 14    شماره 29

Ethical Challenges of Designing on Application for Reading Instruction Management System (RIMS): A Phenomenological Study

صفحه 198 - 213   دوره 14    شماره 29

An Evaluation of Iranian Tenth-grade English Textbook: With a Focus on Language Skills, Activities and Teachers’ Perceptions

صفحه 171 - 197   دوره 14    شماره 29

Teacher Education and Multiple Intelligences: Foreign Language Teaching Anxiety of Iranian EFL Teachers

صفحه 214 - 227   دوره 14    شماره 29

Effect of Using Smart Learning Pen (iPen) on Young Iranian Male and Female EFL Learners’ Speaking Accuracy and Fluency

صفحه 228 - 244   دوره 14    شماره 29

No. 29 Editorial & Content

صفحه -    دوره 14    شماره 29

Metadiscursive Features in Research Articles: The Role of Stimulated Recall

صفحه 245 - 263   دوره 14    شماره 29

A Corpus-driven Scoping Systematic Review of Four Decades of Teacher Professional Development Research: Exploring Research Foci, Content Areas, Designs Methods and Trends

صفحه 39 - 59   دوره 13    شماره 28

Novice EFL Teachers' Decision-making and Pedagogical Reasoning in Implementing Instruction

صفحه 61 - 77   دوره 13    شماره 28

Structural Equation Model of Teachers' Mindsets, Self-Efficacy, and Emotional Experiences and Iranian EFL Learners' Willingness to Communicate and L2 Motivational Self System

صفحه 1 - 17   دوره 13    شماره 28

Impact of Etherpad-based Collaborative Writing Instruction on EFL Learners' Writing Performance, Writing Self-efficacy, and Attribution: A Mixed-Method Approach

صفحه 19 - 37   دوره 13    شماره 28

Interpersonal Behavior: More vs. Less Favorable Teachers

صفحه 79 - 94   دوره 13    شماره 28

A Comparative Study on Rhetorical Structure of Articles Written by Iranian and English Native Scholars in Business Management

صفحه 95 - 111   دوره 13    شماره 28

Appraisal Resources in Book Reviews: A Study of Cross-Gender Variations

صفحه 127 - 146   دوره 13    شماره 28

USING MULTIMODAL CONCEPTUAL METAPHORS IN EFL CLASSROOM TO ENHANCE LISTENING AND SPEAKING SKILLS

صفحه 113 - 126   دوره 13    شماره 28

Demystifying Problems and Opportunities of the Persianophone Physical Education Ph.D. Academic Writers in Writing English Research Article Abstracts for International Journal Publication

صفحه 147 - 171   دوره 13    شماره 28

Self-Assessment, Peer Assessment, Teacher Assessment and their Comparative Effect on EFL Learners’ Second language Writing Strategy Development

صفحه 201 - 216   دوره 13    شماره 28

On the Representation of Bloom’s Revised Taxonomy in TOEFL iBT and IELTS Academic

صفحه 173 - 200   دوره 13    شماره 28

The Joint Effects of Teacher-led and Collaborative Planning conditions and Task Complexity on L2 Oral Production

صفحه 217 - 242   دوره 13    شماره 28

Discovering Iranian EFL Teachers’ Metalinguistic Knowledge: The Role of Academic Degree and Teaching Experience in Focus

صفحه 243 - 260   دوره 13    شماره 28

Investigating the Employment of Metacognitive Strategies in Listening Comprehension among Non-Iranian Language Learners

صفحه 261 - 277   دوره 13    شماره 28

Editorial of No. 28

صفحه -    دوره 13    شماره 28

The Comparison of the Use of Data-driven Learning in Flipped,, Blended and Conventional Classes on Students’ Grammar Learning

صفحه 279 - 290   دوره 13    شماره 28

A New Dilemma for Language Teachers and Students: Self-assessment or Teacher Assessment (Research Article)

صفحه 35 - 57   دوره 13    شماره 27

A Cognitive Representation of Semantic Problems in Teaching English Vocabulary (Research Article)

صفحه 59 - 80   دوره 13    شماره 27

The Comparative Effects of Cooperative and Competitive Learning on Speaking Ability and Self-Confidence of EFL Learners (Research Article)

صفحه 1 - 33   دوره 13    شماره 27

An Investigation into the Demotivating and Remotivating Factors among Iranian MA and PhD Exam Candidates of TEFL (Research Article)

صفحه 81 - 112   دوره 13    شماره 27

Application of WebQuest-based Instruction in Higher Education Context: EFL Students’ Achievement in Writing Skill (Research Article)

صفحه 113 - 136   دوره 13    شماره 27

The Effect of Intensive Planned Focus on Form on the Implicit L2 Knowledge of Iranian EFL Learners (Research Article)

صفحه 137 - 162   دوره 13    شماره 27

IELTS Washback Effect and Instructional Planning: The Role of IELTS-Related Experiences of Iranian EFL Teachers (Research Article)

صفحه 163 - 192   دوره 13    شماره 27

An Overview of Digital Games Research and Practice for Learning: A Need to have (L)MOOC for DGBL(L) (Research Article)

صفحه 193 - 213   دوره 13    شماره 27

The Impact of Socio-Economic Status (SES) on the Iranian EFL Learners’ Identity Processing Styles and Language Achievement (Research Article)

صفحه 295 - 331   دوره 13    شماره 27

Comparing Learners’ Interactions in Conventional and Virtual Classes of Distance Education University: Examining Two Approaches of Teaching Grammar (Research Article)

صفحه 265 - 294   دوره 13    شماره 27

The Role of Audio-visual Aids in General English Classes at Medical University: Reading Comprehension, Attitude, and Motivation (Research Article)

صفحه 215 - 238   دوره 13    شماره 27

Novice Non-Native English Language Teachers’ Imaginary and Actual Decision Making and Pedagogical Reasoning: Student and Personal Features (Research Article)

صفحه 239 - 264   دوره 13    شماره 27

A comparative study of the previous and the new English language textbook: Pre-university book versus Vision 3 (Research Article)

صفحه 333 - 358   دوره 13    شماره 27

The Role of Task Complexity and Working Memory Capacity in L2 Accuracy and Fluency (Research Article)

صفحه 389 - 416   دوره 13    شماره 27

Comparative Effects of Different Situated-Learning Translation Training Practices on Students' Legal Translation Quality, Critical Thinking, and Problem-solving Strategies (Research Article)

صفحه 359 - 388   دوره 13    شماره 27

The Investigation of Integrative, Instrumental, Intrinsic and Extrinsic Motivation of Language learners in the foreign settings (Research Article)

صفحه 417 - 443   دوره 13    شماره 27

The Role of Literature-Based Activities and Emotional Intelligence in WhatsApp Assisted Writing of Iranian Engineering Students

صفحه 59 - 84   دوره 12    شماره 26

A Systematic Review of Compliments among Iranian Persian Speakers: Past, Present, and Future Directions

صفحه 85 - 123   دوره 12    شماره 26

Learning L2 Idioms through Visual Mnemonics

صفحه 1 - 27   دوره 12    شماره 26

Relationship between Second Language Deep Vocabulary Knowledge and Speaking Performance: Mediation of Task Type

صفحه 29 - 57   دوره 12    شماره 26

A Remedy to the Misery of Language Learning Efficacy: Flipped Classroom

صفحه 125 - 143   دوره 12    شماره 26

L2 Writers’ Processing of Teacher vs. Computer-generated Feedback

صفحه 175 - 215   دوره 12    شماره 26

A Mixed-Method Approach on the Role of Self-Constructs in Self-Regulation

صفحه 217 - 237   دوره 12    شماره 26

Manifestations of Key-Word Terms in ELT Research Publications: Are We Not Tuned to Genuine, Art-based Qualitative Lines of Inquiry Yet?

صفحه 263 - 302   دوره 12    شماره 26

Evaluation of Culture Representation in Vision English Textbook Series for Iranian Secondary Public Education

صفحه 145 - 173   دوره 12    شماره 26

On the Development of a Tentative Model of a Flipped Classroom Instruction and Its Effect on Iranian Intermediate EFL Learners’ General IELTS Writing

صفحه 239 - 261   دوره 12    شماره 26

Pre-service TEFL teachers’ instructional practice and its relation to academic self-concept

صفحه 303 - 333   دوره 12    شماره 26

“I Suppose I Am Now a More Creative Teacher”: An EFL Teacher’s Journey into Creativity within Constraints

صفحه 335 - 359   دوره 12    شماره 26

Technology Acceptance of Navid Learning Management System in the Iranian Medical English Courses under the COVID-19 Pandemic

صفحه 401 - 433   دوره 12    شماره 26

Curriculum Reform and Iranian EFL Teachers' Professional Identity: A Marathon of Change!

صفحه 435 - 463   دوره 12    شماره 26

Iranian High School EFL Teachers' Perception and Frequency of Use of Critical Thinking Based Teaching Strategies and their inter-relationship

صفحه 377 - 399   دوره 12    شماره 26

Role of Individual Difference Variables in EFL Teachers’ Immunity Development

صفحه 361 - 376   دوره 12    شماره 26

The Effect of Teacher, Peer, and Self-Assessment on Subsequent Learning: The Case of Oral Presentations

صفحه 465 - 493   دوره 12    شماره 26

Effect of Online Flipped Classroom on Students' Writing Development at Senior High School

صفحه 495 - 515   دوره 12    شماره 26

A pragmatic Analysis of Personal Metadiscourse and Politeness Principle across Genres: From Relevance to Adaptation

صفحه 1 - 31   دوره 12    شماره 25

Investigating effects of digital gamification-based language learning: a systematic review

صفحه 53 - 93   دوره 12    شماره 25

Scaffolding Techniques: Investigating the Status of Foreign Language Teacher's Familiarity

صفحه 33 - 51   دوره 12    شماره 25

The Role of Transcribing Group Discussion Task in Promoting Autonomy and Oral Proficiency of University EFL Learners

صفحه 131 - 148   دوره 12    شماره 25

The Effects of Different Pedagogical Interventions on EFL Learners’ ‎Receptive and Productive Knowledge of Formulaic Sequences

صفحه 95 - 130   دوره 12    شماره 25

On the Effect of Flipped Classroom on Learners’ Achievement, Autonomy, Motivation and WTC: Investigating Learning and Learner Variables

صفحه 175 - 189   دوره 12    شماره 25

An Online System’s Effect on Iranians’ EFL Academic Writing Performance across Different Proficiency Levels

صفحه 149 - 173   دوره 12    شماره 25

Transforming textual meaning during the revision process of research articles written by Iranian scholars

صفحه 191 - 222   دوره 12    شماره 25

Collaborative podcasting and its Effect on English Vocabulary Learning and Retention

صفحه 223 - 237   دوره 12    شماره 25

Critical Thinking, Writing Strategy Use, L2 Writing Anxiety and L2 Writing Performance: What are the Relations?

صفحه 239 - 267   دوره 12    شماره 25

Probing into EFL Teachers’ Assessment Literacy and Teaching Experience: The Case of Native ESL and Non-native EFL Teachers

صفحه 269 - 288   دوره 12    شماره 25

Exploring the Effect of Paper-and-pencil vs. Blog JW on L2 Writing in terms of Accuracy, Fluency, Lexical Complexity, and Syntactic Complexity

صفحه 289 - 321   دوره 12    شماره 25

Pedagogical content knowledge and expertise in ELT

صفحه 323 - 342   دوره 12    شماره 25

Mapping Different Culturally Oriented Texts over EFL Learners’ Reading Indices via Project-Based Learning

صفحه 343 - 381   دوره 12    شماره 25

Content of issue: vol. 12, issue 25

صفحه -    دوره 12    شماره 25

An Analysis of EFL Narrative Structure and Foreign Language Proficiency

صفحه 29 - 53   دوره 11    شماره 24

The Effect of Collaborative Dialogue on EFL Learners’ Noticing of Pragmatic Forms

صفحه 1 - 28   دوره 11    شماره 24

The Effect of Task Type on Autonomous EFL Learners’ Interactive Negotiations in a Text-based Synchronous Computer-mediated Context

صفحه 177 - 200   دوره 11    شماره 24

The Effect of Teaching Formulaic Sequences through Spaced and Non-spaced Retrievals on Iranian EFL Learners' Oral Fluency

صفحه 79 - 114   دوره 11    شماره 24

Exploring Phrasal Complexity Features in Graduate Students’ Data Commentaries and Research Articles

صفحه 115 - 153   دوره 11    شماره 24

A Visual Analysis of English Language Textbooks: Celebrities’ Role as Cultural Figures

صفحه 55 - 78   دوره 11    شماره 24

The political aspects of positivist ELT research articles

صفحه 155 - 176   دوره 11    شماره 24

The Effect of Dogme Language Teaching (Dogme ELT) on L2 Speaking and Willingness to Communicate (WTC)

صفحه 261 - 288   دوره 11    شماره 24

Professional Identity and Teaching Quality: The case of Iranian EFL teachers

صفحه 201 - 225   دوره 11    شماره 24

“This Is a Food Ad but It Is Presenting Gender Stereotypes!”: Practicing Critical Language Awareness in an Iranian EFL Context

صفحه 227 - 259   دوره 11    شماره 24

Authenticity of “Language Town” as an Innovation in Assessing Learners’ Speaking Ability: Moving towards a Virtual Language Town (VLT)

صفحه 289 - 302   دوره 11    شماره 24

Perceptual Learning Styles Preferences: A Comparison between Language Learners in Second and Foreign Language Settings

صفحه 303 - 322   دوره 11    شماره 24

The role of sequencing isolated form focused instruction and complexity in developing English grammatical knowledge by Iranian monolinguals and bilinguals

صفحه 323 - 350   دوره 11    شماره 24

Definitional Clarifications in the Introductions of PhD theses: A Genre-Based Analysis

صفحه 57 - 93   دوره 11    شماره 23

A Comparative Study of Writing Assessment Using Activity Theory-Based Assessment Model (ATBAM) and a Traditional Approach

صفحه 1 - 25   دوره 11    شماره 23

Relationship between classroom environment, teacher behavior, cognitive and emotional engagement, and state motivation

صفحه 27 - 56   دوره 11    شماره 23

Content of Number 23

صفحه 0 - 0   دوره 11    شماره 23

Cognitively Complex Tasks and Individual Differences: Two Influential Factors in Iranian EFL Learners’ Written Text Quality

صفحه 95 - 126   دوره 11    شماره 23

Contributions of KARDS to Iranian EFL University Teachers’ Professional Identity

صفحه 127 - 156   دوره 11    شماره 23

Visual Representation of Culture in a Locally Developed EFL Series

صفحه 157 - 187   دوره 11    شماره 23

Iranian EFL Learners' Beliefs towards Teaching and Learning of Pronunciation

صفحه 221 - 251   دوره 11    شماره 23

On The Relationship between Test-Taking Strategies and EFL Reading Performance

صفحه 189 - 219   دوره 11    شماره 23

A Change without a Change!!: National Curriculum Reform and EFL Teachers’ Motivation in Iran

صفحه 293 - 325   دوره 11    شماره 23

On the Relationship between Teacher Resilience and Self- efficacy: The Case of Iranian EFL Teachers

صفحه 277 - 292   دوره 11    شماره 23

Exploring English Language Literacy as a Form of Narrative by Tracing Life and Resistance Stories in Curriculum

صفحه 253 - 275   دوره 11    شماره 23

Augmented Reality and Virtual Reality Scaffoldings in Improving the Abstract Genre Structure in a Collaborative Learning Environment: A CALL Study

صفحه 327 - 356   دوره 11    شماره 23

An Investigation of Assessment Literacy Among Native and Non-Native English Teachers

صفحه 49 - 62   دوره 10    شماره 22

Is There a Place for Post-method Pedagogy in the Educational Context of Iran: Voices of EFL Teachers

صفحه 1 - 25   دوره 10    شماره 22

Establishing an Argument-Based Validity Approach for a Low-Stake Test of Collocational Behavior

صفحه 27 - 48   دوره 10    شماره 22

EFL Teachers’ Conceptions of Learner Autonomy: Developing a Glocalized Model

صفحه 87 - 112   دوره 10    شماره 22

Interactional Metadiscourse in the Writings of Novice vs. Established Members of Academic Communities

صفحه 63 - 86   دوره 10    شماره 22

On the Relationship between Metacognitive Reading Strategies, Reading Self-Efficacy, and L2 Reading Comprehension

صفحه 157 - 181   دوره 10    شماره 22

L2 Learners' Acquisition of English Nominal Clauses: Effects of Textual Enhancement, Metalinguistic Explanation, and Self-Regulation

صفحه 113 - 139   دوره 10    شماره 22

Language Acquisition and English Achievement at Grade Four Senior High School

صفحه 141 - 156   دوره 10    شماره 22

Constructing and Validating a Q-Matrix for Cognitive Diagnostic Analysis of a Reading Comprehension Test Battery

صفحه 1 - 31   دوره 10    شماره 21

No. 21 Contents

صفحه 0 - 0   دوره 10    شماره 21

An Applied Linguistics Look at the Linguistic Comparison of Nominal Group Complexity between Two Samples of a Genre

صفحه 105 - 116   دوره 10    شماره 21

The Role of Private Speech Produced by Intermediate EFL Learners in Lexical Language Related Episodes

صفحه 117 - 136   دوره 10    شماره 21

How Iranian EFL Learners, Persian Native Speakers, and English Native Speakers Attempt to Manage Rapport in Service Encounters

صفحه 33 - 57   دوره 10    شماره 21

The Creation of an Intercultural Learning Experience in EFL Contexts

صفحه 59 - 82   دوره 10    شماره 21

De-colonizing English Language Education in Iran: The need for Islamic educational heritage

صفحه 83 - 104   دوره 10    شماره 21

Development and Validation of Teacher Emotional Support Scale: a structural equation modeling approach

صفحه 137 - 160   دوره 10    شماره 21

Global Thoughts, Local Action: a case of comparative EFL teacher education

صفحه 161 - 183   دوره 10    شماره 21

The Effect of Extensive Reading on Iranian EFL Learners’ Lexical Bundle Performance: a comparative study of adaptive and authentic texts

صفحه 185 - 204   دوره 10    شماره 21

The Relationship between Spiritual Intelligence, Multiple Intelligences, and Language Learning Strategies

صفحه 205 - 222   دوره 10    شماره 21

contents of No. 20

صفحه 0 - 0   دوره 9    شماره 20

Language Complexity, Accuracy and Fluency in Different Types of Writing Paragraph: Do the Raters Notice Such Effect.

صفحه 1 - 24   دوره 9    شماره 20

Iranian Pre-university Students’ Perceptions towards the English Section of the Iranian National University Entrance Exam (INUEE): A Washback Study

صفحه 25 - 48   دوره 9    شماره 20

Goals, Dimensions, and Design of Program Investigation

صفحه 75 - 91   دوره 9    شماره 20

An Investigation into the Effects of Joint Planning on Complexity, Accuracy, and Fluency across Task Complexity

صفحه 49 - 74   دوره 9    شماره 20

The effect of the three vocabulary techniques on the Iranian ESP learners’ vocabulary production

صفحه 93 - 108   دوره 9    شماره 20

Exploring EFL Learners' Beliefs toward Communicative Language Teaching: A Case Study of Iranian EFL Learners

صفحه 109 - 134   دوره 9    شماره 20

Iranian EFL Learners’ Motivational Fluctuation in Task Performance over Different Timescales

صفحه 135 - 155   دوره 9    شماره 20

Misplanning Language Programmes in Iranian Higher Education

صفحه 187 - 221   دوره 9    شماره 20

The effect of verbal and visuospatial working memory spans on collocation processing in learners of English

صفحه 157 - 186   دوره 9    شماره 20

Affordances and limitations of technology: Voices from EFL teachers and learners

صفحه 1 - 24   دوره 9    شماره 19

Towards the Establishment of an English Word List for Academic Purposes

صفحه 53 - 72   دوره 9    شماره 19

Content No. 19

صفحه 0 - 0   دوره 9    شماره 19

Factors Underlying characteristics of acquisition of English language in EFL classrooms

صفحه 73 - 90   دوره 9    شماره 19

Developing Iranian EAP Students’ Writing Skill through Explicit Instruction of Lexical Bundles

صفحه 25 - 52   دوره 9    شماره 19

EFL Learners’ Motivation and Attitude toward EIL in the Increasingly Globalized Local Context of Iran: A Structural Equation Modeling Approach

صفحه 91 - 122   دوره 9    شماره 19

Making sense of EFL teacher agency: Insights from an Iran case study

صفحه 145 - 168   دوره 9    شماره 19

Does number of options in multiple choice tests affect item facility and discrimination? An examination of test-taker preferences

صفحه 123 - 143   دوره 9    شماره 19

English Vocabulary Learning Strategies: the Case of Iranian Monolinguals vs. Bilinguals

صفحه 169 - 197   دوره 9    شماره 19

table of contents No. 18

صفحه -    دوره 8    شماره 18

Teacher Wait-Time and Learner Initiation: A Single Case Analysis

صفحه 1 - 18   دوره 8    شماره 18

The Comparative Impact of Pictorial Annotations and Morphological Instruction on Lexical Inferencing of Iranian Intermediate EFL Learners

صفحه 19 - 42   دوره 8    شماره 18

On the Relationship between the Implementation of Formative Assessment Strategies and Iranian EFL Teachers’ Self-Efficacy: Do Gender and Experience Make a Difference?*

صفحه 65 - 86   دوره 8    شماره 18

Vocabulary Instruction Method and Specialized Reading Comprehension: Build a Bridge or Wash it away

صفحه 43 - 63   دوره 8    شماره 18

The Effect of Cognitive Factors of Rhetorically Different Listening Tasks on L2 Listening Quality of Iranian Advanced EFL Learners

صفحه 145 - 165   دوره 8    شماره 18

The Hunches a Language Teacher Lives by in an Action Research: Revelations of an L2 Writing Teacher

صفحه 87 - 122   دوره 8    شماره 18

Do Iranians and Americans Congratulate their Friends Differently on their Birthdays on Facebook? A Case for Intercultural Studies

صفحه 123 - 143   دوره 8    شماره 18

Investigating the Manifestation of Teaching Expertise Feature among Novice and Experienced EFL Teachers

صفحه 167 - 198   دوره 8    شماره 18

Multiple Intelligence and EFL Learners' Reading Comprehension

صفحه 199 - 221   دوره 8    شماره 18

The Influence of Collaboration on Individual Writing Quality: The Case of Iranian vs. Malaysian College Students

صفحه 1 - 24   دوره 8    شماره 17

The Influence of Affective Variables on the Complexity, Accuracy, and Fluency in L2 Oral Production: The Contribution of Task Repetition

صفحه 25 - 48   دوره 8    شماره 17

Developing an Analytic Scale for Scoring EFL Descriptive Writing

صفحه 49 - 73   دوره 8    شماره 17

A Shift into Autonomous Education

صفحه 75 - 92   دوره 8    شماره 17

Investigating the Predominant Levels of Learning Objectives in General English Books

صفحه 93 - 114   دوره 8    شماره 17

The Impact of MA TEFL Curriculum on Student Teachers’ Self-Efficacy

صفحه 115 - 146   دوره 8    شماره 17

The Application of Curriculum Components for Course Evaluation

صفحه 147 - 177   دوره 8    شماره 17

Pedagogical Efficacy of Planned v.s unplanned focus on form Instruction in Scaffolding transitional Devices used by Iranian EFL Learners in writing Paragraphs

صفحه 1 - 14   دوره 7    شماره 16

A Critical Functional Approach to Educational Discourses of Students and Professors over the Internet Context

صفحه 15 - 36   دوره 7    شماره 16

The Effect of Teaching Critical Thinking Skills on the Language Learning Strategy Use of EFL Learners across Different EQ Levels

صفحه 55 - 84   دوره 7    شماره 16

Vocabulary instruction through blended learning and multimedia softwares in Iranian ESP classes

صفحه 37 - 54   دوره 7    شماره 16

High-School Students’ Dominant Learning Styles Preferences in Learning English: How are “Good Language Learners” Different from the Ordinary Ones?

صفحه 85 - 111   دوره 7    شماره 16

The Effects of Direct Corrective Feedback and Metalinguistic Explanation on EFL Learners’ Implicit and Explicit Knowledge of English Definite and Indefinite Articles

صفحه 113 - 146   دوره 7    شماره 16

Multimedia Annotation: Comparability of Gloss Modalities and their Implications for Reading Comprehension

صفحه 1 - 41   دوره 7    شماره 15

Impoliteness and Power: An Interlanguage Pragmatic Approach to the Use of Impolite Patterns in Terms of Power

صفحه 43 - 67   دوره 7    شماره 15

Language Learning and Language Teaching: Episodes of lives of six EFL Teachers

صفحه 69 - 91   دوره 7    شماره 15

Identification and Distribution of Interactional Contexts in EFL Classes: The Effect of Two Contextual Factors

صفحه 93 - 123   دوره 7    شماره 15

Sociocultural Identity Development Scaffolded by Collaboration-Conducive Strategies: A Case of an Iranian EFL Writing Class

صفحه 125 - 156   دوره 7    شماره 15

Cognitive Aspects of Teacher Expertise in ELT

صفحه 157 - 180   دوره 7    شماره 15

The Role of L2 Private Speech in Cognitive Regulation of Adult Foreign Language Learners

صفحه 1 - 18   دوره 6    شماره 14

Perceived Pragmatic Transferability of Persian L1 Refusal Strategies

صفحه 19 - 36   دوره 6    شماره 14

Iranian EFL Learners L2 Reading Comprehension: The Effect of Online Annotations via Interactive White Boards

صفحه 37 - 56   دوره 6    شماره 14

McDonaldization in Iranian ELT Textbooks: Absence or Presence?

صفحه 57 - 74   دوره 6    شماره 14

Massed/Distributed Sentence Writing: Post Tasks of Noticing Activity

صفحه 75 - 96   دوره 6    شماره 14

Applied Linguistic Approach to Language Learning Strategies (A Critical Review)

صفحه 97 - 110   دوره 6    شماره 14

Observation and Feedback of Content Specialists versus General English Teachers: Suggestions to Make Optimal English for Specific Purposes Courses

صفحه 15 - 41   دوره 6    شماره 13

The Effect of Transcribing on Beginning Learners’ Phonemic Perception

صفحه 1 - 14   دوره 6    شماره 13

Clause Complexity in Applied Linguistics Research Article Abstracts by Native and Non-Native English Writers: Taxis, Expansion and Projection

صفحه 57 - 70   دوره 6    شماره 13

Chaos/Complexity Theory and Education

صفحه 43 - 56   دوره 6    شماره 13

The Role of Educational Context in Influencing EFL Teachers’ Sense of Efficacy Beliefs

صفحه 71 - 88   دوره 6    شماره 13

Investigating the Relatedness of Cloze-Elide Test, Multiple-Choice Cloze Test, and C-test as Measures of Reading Comprehension

صفحه 89 - 112   دوره 6    شماره 13

A Conversation Analytic Study on the Teachers’ Management of Understanding-Check Question Sequences in EFL Classrooms

صفحه 109 - 134   دوره 5    شماره 12

Task-Induced Involvement in L2 Vocabulary Learning: A Case for Listening Comprehension

صفحه 43 - 61   دوره 5    شماره 12

The Effect of Mnemonic Key Word Method on Vocabulary Learning and Long Term Retention

صفحه 1 - 15   دوره 5    شماره 12

An Investigation of Spoken Output and Intervention Types among Iranian EFL Learners

صفحه 17 - 41   دوره 5    شماره 12

Critical Perspectives on Contrastive Rhetoric: A Report from Iranians' EFL Reading Textbooks

صفحه 93 - 108   دوره 5    شماره 12

Contribution to Mobile-Enhanced English Language Pedagogy among Iranian L2 Learners

صفحه 63 - 92   دوره 5    شماره 12

Pragmatics Effect on English Writing Ability among High School Students

صفحه 31 - 52   دوره 5    شماره 11

The Use of Lexical Bundles in Native and Non-native Post-graduate Writing: The Case of Applied Linguistics MA Theses

صفحه 1 - 29   دوره 5    شماره 11

Connection between Emotional Intelligence and Coherence in EFL Writing

صفحه 53 - 72   دوره 5    شماره 11

The Effect of Using Word Clouds on EFL Students’ Long- Term Vocabulary Retention

صفحه 73 - 106   دوره 5    شماره 11

The Effect of Topic Bias on the Writing Proficiency of Extrovert/Introvert EFL Learners

صفحه 145 - 171   دوره 5    شماره 11

A Dynamical System Approach to Research in Second Language Acquisition

صفحه 127 - 143   دوره 5    شماره 11

Toward an Analysis of the Bond between Emotional Intelligence and Self-Efficacy among EFL Teachers

صفحه 107 - 125   دوره 5    شماره 11

The effect of gender and different levels of education on the relationship between students' achievement goal and their academic achievement

صفحه 53 - 75   دوره 4    شماره 10

Investigating the structural patterns and pragmatic functions of compliments made by Iranian EFL learners

صفحه 27 - 51   دوره 4    شماره 10

The Interface between Linguistic and Pragmatic Competence: The Case of Disagreement, Scolding, Requests, and Complaints

صفحه 1 - 26   دوره 4    شماره 10

Relationship between EFL Learners’ Perceived Social Self-Efficacy and their Foreign Language Classroom Anxiety

صفحه 77 - 103   دوره 4    شماره 10

Discourse Structures of Condolence Speech Act

صفحه 105 - 125   دوره 4    شماره 10

Teachers’ Limited Wait-Time Practice and Learners’ Participation opportunities in EFL Classroom Interaction

صفحه 127 - 161   دوره 4    شماره 10

Exploring Language Learners’ Cognitive Processes in On-line ESP Courses via Think-aloud Protocol Analysis

صفحه 1 - 32   دوره 4    شماره 9

The role of Persian causative markers in the acquisition of English causative verbs

صفحه 33 - 61   دوره 4    شماره 9

Design and Implementation of an Intelligent Part of Speech Generator

صفحه 63 - 99   دوره 4    شماره 9

Improvement of Metadiscourse Use among Iranian EFL Learners through a Process- based Writing Course

صفحه 129 - 164   دوره 4    شماره 9

On the Effect of Using Games, Songs, and Stories on Young Iranian EFL Learners' Achievement

صفحه 101 - 127   دوره 4    شماره 9

Metadiscourse strategies in Persian research articles; Implications for teaching writing English articles

صفحه 165 - 176   دوره 4    شماره 9

A Discourse-based Teaching of Writing for Iranian EFL Students: A Systemic Perspective

صفحه 53 - 70   دوره 3    شماره 8

EFL teachers’ recruitment and dynamic assessment in private language institutes of Iran

صفحه 29 - 51   دوره 3    شماره 8

The Effect of Grammar vs. Vocabulary Pre-teaching on EFL Learners’ Reading Comprehension: A Schema-Theoretic View of Reading

صفحه 91 - 113   دوره 3    شماره 8

An Investigation of the Relationship between L2 Learning Styles and Teaching Methodologies in EFL Classes

صفحه 71 - 90   دوره 3    شماره 8

The impact of portfolios and conferencing on Iranian EFL learners’ writing skill

صفحه 115 - 141   دوره 3    شماره 8

EGP or ESP Test for Medical Fields of Study

صفحه 19 - 37   دوره 3    شماره 7

Avoiding Prolixity in Academic Prose; the Use of Quantity Metadiscourse in Research Articles

صفحه 1 - 17   دوره 3    شماره 7

Authentic or not? A Case Study on the Role of Authenticity in English Language Teaching in Iran

صفحه 67 - 87   دوره 3    شماره 7

Feuerstein's Theory of Mediation and Its Impact on EFL Teachers’ Sense of Efficacy

صفحه 89 - 113   دوره 3    شماره 7

Academic Discipline DIF in an English Language Proficiency Test

صفحه 39 - 65   دوره 3    شماره 7

Cross-Linguistic Transfer or Target Language Proficiency: Writing Performance of Trilinguals vs. Bilinguals in Relation to the Interdependence Hypothesis

صفحه 115 - 143   دوره 3    شماره 7

Oral Communication Apprehension and Affective Factors: Self-esteem and Introversion/Extroversion

صفحه 145 - 174   دوره 3    شماره 7

The Relationship between Extraversion/Introversion and the Use of Strategic Competence in Oral Referential Communication

صفحه 1 - 27   دوره 2    شماره 222

Focus on Form Instruction in EFL: Implications for Theory and Practice

صفحه 29 - 47   دوره 2    شماره 222

Foreign Language Education Policies in Iran: Pivotal Macro Considerations

صفحه 49 - 71   دوره 2    شماره 222

The Relationship between Depth and Breadth of Vocabulary Knowledge and Reading Comprehension among Iranian EFL Learners

صفحه 97 - 127   دوره 2    شماره 222

The Relationship between Rhetorical moves and Lexical Cohesion Patterns; the case of Introduction and Discussion sections of Local and International Research Articles

صفحه 71 - 95   دوره 2    شماره 222

On the Construct Validity of the Reading Section of the University of Tehran English Proficiency Test

صفحه 129 - 159   دوره 2    شماره 222

The Effect of Oral Dialogue Journals on Iranian EFL Learners' Communicative Competence

صفحه 161 - 182   دوره 2    شماره 222

Ideologies in the Imported English Textbooks: EFL learners and Teachers’ Awareness and Attitude

صفحه 1 - 17   دوره 2    شماره 217

Learners' Self-efficacy in Reading and its relation to Foreign Language Reading Anxiety and Reading Achievement

صفحه 45 - 68   دوره 2    شماره 217

Optimality Theoretic Account of Acquisition of Consonant Clusters of English Syllables by Persian EFL Learners

صفحه 69 - 109   دوره 2    شماره 217

A Study of Reading Strategies Using Task-Based Strategy Assessment

صفحه 19 - 44   دوره 2    شماره 217

Incidental Vocabulary Learning Through Comprehension-Focused Reading of Short Stories*

صفحه 111 - 129   دوره 2    شماره 217

Cloze validation against IELTS Reading Paper: Doubts on correlational validation

صفحه 131 - 154   دوره 2    شماره 217

Ethnomethodology and Conversational Analysis

صفحه 155 - 165   دوره 2    شماره 217

Projecting Cultural Identity through Metadiscourse Marking; A Comparison of Persian and English Research Articles

صفحه 1 - 15   دوره 1    شماره 212

Textual Metadiscourse Resources in Research Articles

صفحه 39 - 75   دوره 1    شماره 212

Corrective Feedback in EFL Classrooms: Learner Negotiation Strategies and Uptake

صفحه 107 - 134   دوره 1    شماره 212

An Exploration of Teachers' Beliefs about the Role of Grammar in Iranian High Schools and Private Language Institutes

صفحه 17 - 38   دوره 1    شماره 212

Learners’ Evaluation of EFL writing Tasks in Iran’s ESOL Exam Preparation Courses

صفحه 77 - 106   دوره 1    شماره 212

On the Efficiency and Adequacy of L2 Instruction and Input

صفحه 161 - 176   دوره 1    شماره 212

Iranian ISI and Non-ISI Medical Research Articles in English: A Comparative ESP/EAP Move Analysis

صفحه 135 - 160   دوره 1    شماره 212
دانشگاه شهید بهشتی
Anonymous peer review
فارسی - Persian
داوری یک سو ناشناس