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 26
Number of Articles 238
Number of Contributors 434
Article View 313,043
PDF Download 368,476
View Per Article 1315.31
PDF Download Per Article 1548.22
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Number of Submissions 1,487
Rejected Submissions 1,164
Reject Rate 78
Accepted Submissions 182
Acceptance Rate 12
Time to Accept (Days) 177
Number of Indexing Databases 9
Number of Reviewers 21

Journal of English Language Teaching and Learning Studies complies with international law (Copyright).

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Publication type: Scientific (This Journal has been licensed by Ministry of Science, Research and Technology)

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Electronic Shapa: 6876-2676

Indexing sites: Ensani.ir, SID, ISC, Doaj, Magiran, Noormags, Google Scholar

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Journal language: English

Specialty: English language teaching

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Email address: elt@tabrizu.ac.ir

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Contact number: 04133392131

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This journal reserves the right to reject or accept, edit, publish and reproduce articles. 

English language learning
1. 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

Shahram Ghahraki; Manssor Tavakoli; Saeed Ketabi

Volume 14, Issue 29 , May 2022, Pages 1-26

http://dx.doi.org/10.22034/elt.2021.46325.2396

Abstract
  Perhaps the degree of test difficulty is one of the most significant characteristics of a test. However, no empirical research on the difficulty of the MSRT test has been carried out. The current study attempts to fill the gap by utilizing a two-parameter item response model to investigate the psychometric ...  Read More

English language learning
2. The Contribution of Various Dimensions of L2 Identity to L1 National Identity: A Case of the Iranian EFL Context

Hadi Heidari; Ali Malmir; Abbas Ali Zarei

Volume 14, Issue 29 , May 2022, Pages 27-43

http://dx.doi.org/10.22034/elt.2021.47271.2418

Abstract
  The two most important defining aspects of L1 national identity are language and social belonging that are manifested through the individual’s inclinations toward the mother tongue or the official language and the sociocultural heritage of the country in which people are living. Moreover, based ...  Read More

English language learning
3. Learners’ Accurate Meaning Inferencing and Vocabulary Gain: Does Concordance Length Play a Role?

Fatemeh Hemmati; Maaryam Rohani Ravari; Afsar Rouhi

Volume 14, Issue 29 , May 2022, Pages 44-60

http://dx.doi.org/10.22034/elt.2021.49144.2467

Abstract
  Research to date has commonly suggested that meaning inferencing through concordance lines can facilitate vocabulary learning. This facilitative role, however, may be subject to mediation by the expanded contexts of the target vocabulary item in concordance and accurate meaning inferencing. Of these ...  Read More

English language teaching
4. A Symbiosis of Contingent Models to Scaffold EFL Learners towards Self-regulation and Willingness to Communicate

Manoochehr Jafarigohar; Fatemeh Zununi Vahed; Abdullah Sarani; Ali Hadavizadeh; Hoda Divsar

Volume 14, Issue 29 , May 2022, Pages 61-78

http://dx.doi.org/10.22034/elt.2022.49628.2472

Abstract
  Scaffolding entails contingency, denoting teachers’ level adaptation in providing transient support. In this study, a symbiosis of the model of contingent teaching (MCT) and the contingent shift framework (CSF) was utilized. Therefore, 360 elementary and advanced EFL learners took a course and ...  Read More

English language learning
5. Working Memory Capacity and Semantic-Morphosyntactic Competition: A Comparison of L1 and L2 Sentence Processing

Mohammad Hadi Mahmoodi; Hamidreza Sheykholmoluki

Volume 14, Issue 29 , May 2022, Pages 79-98

http://dx.doi.org/10.22034/elt.2022.50559.2481

Abstract
  This study explored the competition between semantic and morphosyntactic processing in L1 and L2. In addition, the relationship between working memory capacity (WMC) and L2 semantic-morphosyntactic processing was scrutinized. To this purpose, 73 Persian learners of English as a Foreign Language (EFL) ...  Read More

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

Golnar Mazdayasna; Mohammad Hossein Ghane

Volume 14, Issue 29 , May 2022, Pages 99-117

http://dx.doi.org/10.22034/elt.2021.48005.2441

Abstract
  This study was conducted to explore the effects of genre-based writing instruction on thesis proposal writing self-efficacy and writing quality. Twenty-two graduate students majoring in Teaching English as a Foreign Language participated in the study. Drawing on Bandura's (2006) guidelines, we developed ...  Read More

English language learning
7. 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

Mahmood Reza Moradian; Akram Ramezanzadeh; Saeed Khazaie

Volume 14, Issue 29 , May 2022, Pages 118-132

http://dx.doi.org/10.22034/elt.2022.50582.2482

Abstract
  Overviewing the current literature on Western and Islamic orientations to English language education and illuminating the advantages and challenges of each orientation, this study endeavored to critically examine English language teaching in the context of Iran. In effect, this study elaborated on modernist, ...  Read More

English language teaching
8. Research into Iranian EFL Learners’ Perceptions of Culture Management: A Questionnaire Development and Validation Study

Mahnaz Mostafaei Alaei; Fatemeh Moradi

Volume 14, Issue 29 , May 2022, Pages 133-154

http://dx.doi.org/10.22034/elt.2022.50261.2478

Abstract
  The present study aimed at constructing a reliable and valid instrument that could explore EFL learners’ perceptions of culture management. A focus group was held with EFL university students familiar with culture-related concepts, and the themes were extracted from a detailed analysis of transcripts. ...  Read More

English language teaching
9. Customized Oral Corrective Feedback: Learners’ Preferences and Personality Traits

Nooshin Nateghian; Zhila Mohammadnia

Volume 14, Issue 29 , May 2022, Pages 155-170

http://dx.doi.org/10.22034/elt.2022.49503.2471

Abstract
  This study aims at investigating second language learners’ preferences for receiving oral corrective feedback on lexical and grammatical errors in relation to their personality traits. Given the established benefits of providing corrective feedback, the question remains how to customize corrective ...  Read More

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

Fatemeh Pirzad; Shirin Abadikhah

Volume 14, Issue 29 , May 2022, Pages 171-197

http://dx.doi.org/10.22034/elt.2022.50068.2475

Abstract
  Learning English proficiently specially in English as a foreign language (EFL) context needs developing proficiency in all four language skills (listening, speaking, reading, and writing). Knowing four language skills helps language learners to learn the language faster and more fundamentally. Teachers ...  Read More

English language learning
11. Ethical Challenges of Designing on Application for Reading Instruction Management System (RIMS): A Phenomenological Study

Arezou Shahmoradi; Behzad Ghonsooly; Omid Mazandarani; Ghasem Barani

Volume 14, Issue 29 , May 2022, Pages 198-213

http://dx.doi.org/10.22034/elt.2022.48944.2473

Abstract
  This study aimed at identifying the ethical challenges encountered when developing a language education virtual environment that acts as a smart platform for managing reading comprehension instruction for EFL/ESL learners. Since Reading Instruction Management System (RIMS) is going to observe, monitor, ...  Read More

English language teaching
12. Teacher Education and Multiple Intelligences: Foreign Language Teaching Anxiety of Iranian EFL Teachers

Habib Soleimani; Pedram Allahveisi

Volume 14, Issue 29 , May 2022, Pages 214-227

http://dx.doi.org/10.22034/elt.2022.49428.2470

Abstract
  The present study aimed at investigating the impact of Multiple Intelligences inspired instruction on Foreign Language Teaching Anxiety (FLTA) of Iranian ELF teachers. To this end, an exploratory sequential mixed-methods approach was employed and twenty males and females in-service EFL teachers were ...  Read More

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

Ali Yeganeh; Hossein Barati; Daryush Nejadansari

Volume 14, Issue 29 , May 2022, Pages 228-244

http://dx.doi.org/10.22034/elt.2022.49424.2469

Abstract
  The present study aimed to examine the effects of an educational technology called smart learning pen (i.e., iPen) as an ICT tool on young Iranian male and female EFL learners' speaking accuracy and fluency. A group of 180 young (6-9 years old) male and female learners with no previous formal education ...  Read More

1. 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

Abstract
  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

2. 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

Abstract
  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

3. 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

Abstract
  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

4. 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

Abstract
  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

5. The Effect of Transcribing on Beginning Learners’ Phonemic Perception

Mohammad Afsharrad; Aram Reza Sadeghi Benis

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

Abstract
  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 learning
1. Exploring the Impact of Traditional vs. E-Learning In-Service Programs on EFL Teachers' Educational Empowerment

Esmaeel Ali Salimi; Mahmoud Saaedi Asl

Articles in Press, Accepted Manuscript, Available Online from 28 December 2021

http://dx.doi.org/10.22034/elt.2021.48442.2454

Abstract
  Language teaching and language training are integral parts of the educational curriculum 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 development. Hence, ...  Read More

English language teaching
2. 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

http://dx.doi.org/10.22034/elt.2022.50600.2483

Abstract
  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 teaching
3. Assessment Literacy in Light of Teachers’ Discipline: Hard Sciences, Soft Sciences, and ELT

Mavadat Saidi; Mohammad Hossein Arefian

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

http://dx.doi.org/10.22034/elt.2022.50747.2484

Abstract
  Abstract The current study attempted to investigate and compare the perceptions of Iranian in-service hard disciplines, soft disciplines, ad 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 ...  Read More

English language learning
4. 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

http://dx.doi.org/10.22034/elt.2021.48394.2452

Abstract
  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

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