Volume 13 (2021)
Volume 12 (2020)
Volume 11 (2019)
Volume 10 (2018)
Volume 9 (2017)
Volume 8 (2016)
Volume 7 (2015)
Volume 6 (2014)
Volume 5 (2013)
Volume 4 (2012)
Volume 3 (2011)
Volume 2 (2010)
Volume 1 (2009)
Number of Volumes 14
Number of Issues 27
Number of Articles 265
Number of Contributors 483
Article View 334,487
PDF Download 390,220
View Per Article 1262.22
PDF Download Per Article 1472.53
Number of Submissions 1,526
Rejected Submissions 1,173
Reject Rate 77
Accepted Submissions 204
Acceptance Rate 13
Time to Accept (Days) 162
Number of Indexing Databases 9
Number of Reviewers 23

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

Esmaeel Ali Salimi; Zari Saeedi; Mahmoud Saaedi Asl

Volume 14, Issue 30 , November 2022, Pages 1-20


  Language teaching and language training are integral parts of the educational curriculum in every language centers around the world. Offices, companies, and educational centers should update themselves to keep the current progression and try to help their employees to refresh their minds based on educational ...  Read More

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

Mohammad Ahmadi Safa; Moneer Jafari

Volume 14, Issue 30 , November 2022, Pages 21-38


  One important aspect of pragmatic competence is the ability to comprehend and/or produce speech acts appropriately in different contexts. The acquisition and use of such an ability by non-native speakers of a language has been a major research line in interlanguage pragmatic competence (ILP) studies. ...  Read More

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

Parviz Ajideh; Massoud Yaghoubi-Notash; Hamid Reza Babaee Bormanaki

Volume 14, Issue 30 , November 2022, Pages 39-56


  This paper reports on an investigation of native language-based differential item functioning (DIF) across the subtests of Iranian Undergraduate University Entrance Special English Exam (IUUESEE). Fourteen thousand one hundred seventy two foreign-language test takers (including four groups of Azeri, ...  Read More

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

Reza Bagheri Nevisi; Jalal Khademian; Seyed Mohammad Reza Amirian

Volume 14, Issue 30 , November 2022, Pages 57-74


  Recently, co-teaching has been employed as an instructional technique to accelerate and facilitate second or foreign language learning process. This study was set up to investigate the effectiveness of co-teaching on EFL students' writing ability and also to probe into their attitudes towards co-teaching. ...  Read More

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

Mostafa Eslami; Akram Bahrami

Volume 14, Issue 30 , November 2022, Pages 75-90


  Online discussion forums (ODFs) offer students and teachers the opportunity to harness the endless power of the internet for educational purposes. This study investigates the impact of Edmodo as an asynchronous ODF on six of the most recurring reading comprehension skills in the TOEFL iBT test among ...  Read More

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

Masoomeh Estaji; Meisam Mirzaei Shojakhanlou

Volume 14, Issue 30 , November 2022, Pages 91-114


  This study explored the representation of the Initiation, Response, Feedback (IRF) cycle in English as a Foreign Language (EFL) classroom. Video recordings have been used to collect data from 10 classes, which were managed by 8 L2 teachers. In total, 900 minutes of video recordings with 784 triadic patterns ...  Read More

English language teaching
Investigating Iranian EFL Teachers’ Identity Development Processes

Mojtaba Gheitasi; Mohammad Aliakbari

Volume 14, Issue 30 , November 2022, Pages 115-136


  Teachers’ professional identity has been the topic of abundant research in recent few decades. It has been defined as the knowledge a teacher has of himself/herself in teaching contexts, and relationships that manifest themselves in practical professional undertakings. This study aimed at investigating ...  Read More

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

Jamshid Mashhadi

Volume 14, Issue 30 , November 2022, Pages 137-148


  Flipped classroom is a learning model where assignments are shifted, and learning happens outside of educational settings. This modern concept fundamentally refers to lesson input being conducted at home by the learner for sharing and applying knowledge. FL approaches have received considerable focus ...  Read More

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

Maryam Mehrad Sadr; Akbar Hesabi; MohammadTaghi Shahnazari Dorcheh

Volume 14, Issue 30 , November 2022, Pages 149-164


  Mastery of English phrasal verbs is regarded as a stumbling block for English language learners, even at advanced levels. Possible sources of difficulty can be a lack of clear meaning and the random nature of particles. The lack of an organized approach to present phrasal verbs to the learners might ...  Read More

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

Vahid Reza Mirzaeian; Katayoun Oskoui

Volume 14, Issue 30 , November 2022, Pages 165-179


  This quantitative study aimed to investigate Iranian EFL student teachers’ perceptions on the use of Machine Translation (MT) for foreign language learning in academic context. To this end, 107 EFL student teachers from a women-only state university in Tehran, Iran, completed a recently developed ...  Read More

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

Mohammadreza Negahi; Zohreh G. Shooshtari; Sedigheh Vahdat

Volume 14, Issue 30 , November 2022, Pages 180-193


  Despite extensive studies concerning written error correction, it is imperative that more research be conducted to demonstrate the effectiveness of error correction on improving L2 writing. Driven by this gap, this study aimed to examine whether unfocused direct and indirect types of written corrective ...  Read More

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

Jalil Yazdankhah; Bahram Behin; Mohammad Hossein Yousefi; Hassan Asadollahfam

Volume 14, Issue 30 , November 2022, Pages 194-208


  The present qualitative research sought to investigate EFL teacher educators’ experiences and attitudes toward critical thinking and its role in teacher professional development. The adopted design was a case study and the theoretical framework was the theory of transformative learning (Mezirow, ...  Read More

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

Nargess Norouzi; Zahra Amirian; Mohammad Amiryousefi

Volume 14, Issue 30 , November 2022, Pages 209-229


  This study was an attempt to examine the intercultural experience of Iranian university students studying abroad and explore variables influencing their success or failure in intercultural interactions. A qualitative method involving semi-structured interviews and retrospective narratives were employed ...  Read More

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

Mohammad Hossein Norouzi; Seyyedeh Shirin Hassanpour

Volume 14, Issue 30 , November 2022, Pages 230-244


  The present study aimed to explore whether there is any significant relationship between Iranian EFL teachers’ traits in terms of personality type and their classroom management orientation. To this end, 130 EFL teachers from private language institutes and schools participated in this study. Three ...  Read More

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

Seyyedeh Fahimeh Parsaiyan; Mansoureh Jalilian; Khadijeh Karimi Alavijeh

Volume 14, Issue 30 , November 2022, Pages 245-263


  Visual literacy (VL), despite its significance, has not received deserved attention in EFL classes in Iran. Addressing this pedagogic and research lacuna, the researchers integrated VL practices into a General English course attended by female university learners, and examined the vision competencies ...  Read More

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

Najmeh Pourjafarian; Rahman Sahragard

Volume 14, Issue 30 , November 2022, Pages 264-281


  The epistemological tenets of sociocultural theory view teacher professional development as a continuous and reflective analysis of pedagogical practices and learner development. Accordingly, inquiry-based approaches to teacher professional development and specifically reflective journals can be an asset ...  Read More

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

Mohammad Akbar Raeisi; Mansoor Ganji; Ali Beikian; Nahid Yarahmadzehi

Volume 14, Issue 30 , November 2022, Pages 282-299


  Limiting the scope of Maritime English (ME) courses to nautical subject matters, due to the conventional views who define ME as the global language used at sea, may not be based on a real needs analysis of English for Specific Purposes (ESP) courses in ports and maritime related organizations. Utilizing ...  Read More

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

Maryam Ranjbar; Azizollah Dabaghi Varnosfadrani; Mohammad Taghi Shahnazari Dorcheh

Volume 14, Issue 30 , November 2022, Pages 300-315


  Given the seemingly important link between children’s working memory (WM) and their scholastic performance, it would be a worthwhile research enquiry to explore language learning as one potential way to improve WM. To this end, the present study examined the impact of two language teaching paradigms, ...  Read More

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

Mavadat Saidi; Mohammad Hossein Arefian

Volume 14, Issue 30 , November 2022, Pages 316-332


  The current study attempted to investigate and compare the perceptions of Iranian in-service hard disciplines, soft disciplines, and English teachers of their prognostic, formative, and summative assessment literacy. To this end, a total number of 282 high school teachers (94 teachers from each disciplinary ...  Read More

English language teaching
Criticality in EAP Education in Iran: a missing link

Hassan Soodmand Afshar; Shadi Donyaie

Volume 14, Issue 30 , November 2022, Pages 333-350


  Despite its importance, a review of the related literature reveals not many studies have examined criticality in EAP. Accordingly, in the present study, whether critical approaches were followed in Iranian EAP classes were investigated among EAP teachers and students based on Benesch (1993). To do so, ...  Read More

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

Amir Mashhadi; Abbas Al Suraifi; Ahmed Kadhum Fahad

Volume 14, Issue 30 , November 2022, Pages 351-365


  The expansion of mobile wireless technology into education in recent decades has offered an incredible opportunity to design learning differently and to enhance students' learning experiences that extend beyond the typical teacher-led classrooms. Following the outbreak of COVID-19 and the subsequent ...  Read More

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

Mohammad Ahmadi safa; Raouf Hamzavi

Volume 5, Issue 12 , December 2013, , Pages 1-15

  Most of the studies on the key word method of second/foreign language vocabulary learning have been based on the evidence from laboratory experiments and have primarily involved the use of English key words to learn the vocabularies of other languages. Furthermore, comparatively quite limited number ...  Read More

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

Parviz Ajideh; Gerhard Leitner; Seyed Yasin Yazdi-Amirkhiz

Volume 8, Issue 17 , July 2016, , Pages 1-24

  This study purported to comparatively investigate the influence of collaborative writing on the quality of individual writing of four female Iranian and four female Malaysian students. The first semester students at a private university in Malaysia, who were comparable in terms of age, gender, study ...  Read More

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

Mohsen Rezazadeh; Mansoor Tavakoli; Abbass Eslami Rasekh

Volume 7, Issue 16 , December 2015, , Pages 113-146

  This study investigated the effects of two types of written feedback – direct corrective feedback (DCF) and metalinguistic explanation (ME) - on Iranian EFL learners’ implicit and explicit knowledge of English definite and indefinite articles. Assigned to three groups of DCF, ME, and control ...  Read More

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

الهه ستوده نما; فاطمه معینی

Volume 5, Issue 11 , November 2013, , Pages 145-171

  This study was intended to find out any possible effect of topic bias on the writing proficiency of Iranian extrovert/introvert EFL learners at high/low writing proficiency levels. One hundred participants chosen from among 150 adult language learners on the basis of their personality type (extrovert/introvert) ...  Read More

The Effect of Transcribing on Beginning Learners’ Phonemic Perception

Mohammad Afsharrad; Aram Reza Sadeghi Benis

Volume 6, Issue 13 , September 2014, , Pages 1-14

  A large number of studies dealing with phonology have focused their attention on phonological production at the expense of phonological perception which provides the foundation stone for phonological production. This study focuses on phonological perception at phonemic level. The purpose of the study ...  Read More

English language teaching
Reader Identity: The Identity Construction of Iranian English Students Reading Translated Persian Short Stories in EFL Classes

Golnar Mazdayasna; Farangis Shahidzade; Ali Mohammad Fazilatfar

Articles in Press, Accepted Manuscript, Available Online from 14 March 2022


  Despite some investigations highlighting the role of English literary texts in learner identity construction, few studies have explored how integrating translated short stories from learners’ native culture impacts L2 learners’ identity reconstruction in EFL contexts. This study addresses ...  Read More

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

Marzieh Mehri; Zahra Amirian; Mohsen Rezazadeh

Articles in Press, Accepted Manuscript, Available Online from 18 May 2022


  Abstract This study aimed at examining the effects of the feedback types designed based on the regulatory focus theory (i.e., prevention vs. promotion) and reference of comparison (i.e., normative vs. self-referential) on achievement emotions and achievement goals. One hundred intermediate English language ...  Read More

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

Sajjad Fathi; Ahmad Mohseni; Hossein Rahmanpanah

Articles in Press, Accepted Manuscript, Available Online from 15 November 2022


  This study aims to investigate the effect of implementing self-reflection training on Iranian in-service EFL teachers’ beliefs and performance development. From all available participants teaching at the International College of Tehran University of Medical Sciences in Tehran, 20 in-service EFL ...  Read More

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

Hengame Omranpour; zahra cheraghi

Articles in Press, Accepted Manuscript, Available Online from 15 November 2022


  Giving consideration to the importance and on-going challenge of vocabulary learning, there is an increasing demand for seeking out new approaches that correspond well with the needs of digital natives. With the rapid advance of technology, deploying innovative approaches such as gamified and flipped ...  Read More

English language learning
Individual psychological factors: Facilitators of Persian second language learners’ reading comprehension ability? A mixed methods study

Reza Taherkhani; Reza Moradi

Articles in Press, Accepted Manuscript, Available Online from 25 November 2022


  This mixed methods nationwide research aimed to examine the relationships between three variables; namely, self-efficacy (S-E), emotional intelligence (EI), autonomy (A), their sub-constructs and reading comprehension ability of Persian second language (PSL) students. Participants were 141 PSL students ...  Read More

English language teaching
Exploring the roles of teachers’ creative self-efficacy and growth mindset in predicting teaching for creativity: Focus on EFL teachers

Milad Naderi; Jalil Fathi

Articles in Press, Accepted Manuscript, Available Online from 27 November 2022


  Since teachers’ creative behavior or innovation-promoting inclination affects the quality of education, some recent studies have aimed to explore teachers’ willingness to practice teaching for creativity (TfC) in various education contexts. As an attempt to identify the correlates of TfC, ...  Read More

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

Meisam Mirzaei Shojakhanlou; Abdulbaset Saeedian; Behzad Nezakatgoo

Articles in Press, Accepted Manuscript, Available Online from 22 December 2022


  Corrective feedback has been evidenced to be a propitious pedagogical tool to promote second language (L2) knowledge, yet little is known about the role of interactional feedback in maximizing L2 learners’ pragmatic knowledge and their reciprocity patterns to corrective feedback in teacher-student ...  Read More

English language teaching
The Differential Effects of Direct and Indirect Corrective Feedback on Impulsive and Reflective Writing Accuracy

Simin Sattarpour; Raziyeh Ghassab Sahebkar; Fatemeh Poorebrahim

Articles in Press, Accepted Manuscript, Available Online from 01 January 2023


  Given the significant role of corrective feedback and individual differences in the process of foreign language acquisition, in the present study, we set out to investigate the effect of direct and indirect corrective feedback on impulsive and reflective EFL learners’ writing accuracy. Sixty learners ...  Read More

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

Maryam Zeynali; Giti Mousapour Negari

Articles in Press, Accepted Manuscript, Available Online from 08 February 2023


  Computer-Mediated Communication (CMC) modes can ease scaffolding through multimodality in collaborative writing tasks. However, there is an ongoing debate regarding synchronous and asynchronous CMC environments. Additionally, there are conflicting results regarding gender’s pedagogical beliefs ...  Read More

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