Volume 14 (2022)
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 15
Number of Issues 29
Number of Articles 308
Number of Contributors 546
Article View 244,485
PDF Download 286,680
View Per Article 793.78
PDF Download Per Article 930.78
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Number of Submissions 1,646
Rejected Submissions 1,235
Reject Rate 75
Accepted Submissions 255
Acceptance Rate 15
Time to Accept (Days) 139
Number of Indexing Databases 16
Number of Reviewers 34

The Journal of English Language Teaching and Learning (JELTL) is a peer-reviewed open-access international semiannual journal in English devoted to the fields of the English language teaching and learning, published by the University of Tabriz and is scientifically sponsored by the Teaching English Language and Literature Society of Iran (TELLSI). The Journal of English Language Teaching and Learning (JELTL) publishes both conceptual and research-based articles within the fields of teaching English as a second or foreign language, English language teaching and learning, and English language teachers' training and education. The primary audiences are language program administrators, teachers and professors, and postgraduate students pursuing master's or doctoral degrees in applied linguistics or the teaching of English as a second/foreign language. Additional possible readers are educational administrators and those working in language education in primary or secondary schools. It is an interdisciplinary journal devoted to the publication of original articles, review articles, etc., considering the research ethics and academic rules and regulations. The journal aims to publish research and review papers on the most recent issues and developments in the field. All papers are subject to a double-blind reviewing process.

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About the Journal:

Journal Title: Journal of English Language Teaching and Learning

Country of Publication: Iran, Tabriz.

Publisher: University of Tabriz

Scientific Sponsorship Society: Teaching English Language and Literature Society of Iran (TELLSI)

Director-in-Charge: Professor Ali Akbar Ansarin

Editor-in-Chief: Professor Farahman Farrokhi

Scientific & Executive Manager: Dr. Mohammad Zohrabi

Subject Area: English language teaching and learning

Format: Print and Online

Print    ISSN: 2251-7995

Online ISSN: 2676-6876

Frequency: Semiannual

Language: English

Open Access: Yes, free access to articles

Article types: Research and review papers

Primary Review: 10 days, approximately

Peer Review Policy: Double-blind peer-review

Average refereeing time: 24 weeks

Acceptance percentage: 20%

Article Processing Charges:  Yes. The publication fee is 5000000 Rials, after the final approval and before the issuance of the acceptance certificate.

Citation Style: The APA referencing style

Website: https://elt.tabrizu.ac.ir

E-mail: elt@tabrizu.ac.ir    

Tel: +98 (0) 4133392131 | The Response time: Saturday to Wednesday from 8:00 to 14.30. 

Indexing & Abstracting: EBSCO, EBSCOhost, ERIH PLUS (European Reference Index for the Humanities or ERIH), ROAD-ISSN, Islamic World Science Citation Center (ISC), Scientific Information Database (SID), Noormags, Magiran, Iran Journals, Google Scholar, Academia, LinkedIn, etc.

COPE: The Journal of English Language Teaching and Learning (JELTL) follows the policies and guidelines of the Committee on Publication Ethics (COPE) and abides by its Code of Conduct in dealing with potential cases of misconduct.

Copyright: Authors retain unrestricted copyrights and publishing rights.

Plagiarism detection software: iThenticate

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

The last Assessment's Rank of the Islamic World Science Citation Database (ISC): Q1

Type of License: Creative Commons — Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)

Address: The office of the Journal of English Language Teaching and Learning (JELTL), Faculty of Persian Literature and Foreign Languages, University of Tabriz, Tabriz, Iran.

Required files to be uploaded: Five essential files must be submitted through the manuscript submission system: 1. The main file of the manuscript (without the names of the authors); the manuscript should be prepared based on the template. 2. Title page in the mentioned format, 3. Authorship form (must include the title of the article and the name and surname of all authors and be signed by all authors), 4. Conflicts of Interest form (must be signed by the Corresponding Author and uploaded with the article file), and 5. Cover letter.

Format of journal articles: The authors are encouraged to use this format/template. Otherwise, the order will not be effective.

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

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

Mohammad Ahmadi-Safa; Melika Majidi-Kia

Volume 15, Issue 32 , December 2023, Pages 1-21

https://doi.org/10.22034/elt.2023.59144.2581

Abstract
  A major concern of language testing researchers has for long been the identification of construct-irrelevant influential cognitive and psychological bias factors in test takers’ language test performance and recently the identification of the tentative models of interactions among such factors. ...  Read More

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

Mohammad Ali-Akbari; Sara Haghi; Ali Yasini

Volume 15, Issue 32 , December 2023, Pages 22-40

https://doi.org/10.22034/elt.2023.56761.2541

Abstract
  The current study investigates the feasibility of implementing EFL teachers' Individual Development Planning at Iranian public schools. It further explores the underlying reasons for the (imp) possibility of practicing this program and seeks the teachers' suggestions to improve the schools' condition. ...  Read More

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

Nafeeseh Aryaeian; Abbas-Ali Rezaee

Volume 15, Issue 32 , December 2023, Pages 41-57

https://doi.org/10.22034/elt.2023.59433.2587

Abstract
  Objective: The present study sought to explore EFL teachers’ cognition of rapport establishment and maintenance, as one of the aspects of classroom management, in the context of Iran’s foreign language institutes’ face-to-face EFL classes.Method: The study involved 12 Iranian teachers ...  Read More

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

Zahra Bavandi-Savadkouhi; Mahnaz Mostafaei-Alaei

Volume 15, Issue 32 , December 2023, Pages 58-78

https://doi.org/10.22034/elt.2023.58806.2576

Abstract
  Pragmatic failure is an issue usually occurring in cross-cultural communication when L2 learners cannot express themselves appropriately. This study aimed to discern the factors leading to cross-cultural pragmatic failure (CCPF) and the challenges EFL learners face in trying to overcome miscommunication ...  Read More

English language learning
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

Masoumeh Estaji; Azadeh Hhaji-Karim

Volume 15, Issue 32 , December 2023, Pages 79-103

https://doi.org/10.22034/elt.2023.14157.1510

Abstract
  The current study aimed to explore the effectiveness of a process based reflective teacher training course that utilized situational role plays, video analysis, and scenario evidence as guided reflective and caring practices for EFL (English as a Foreign Language) teacher candidates. To this end, 45 ...  Read More

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

Vahid Ghorbani; Hamid-Reza Dowlatabadi

Volume 15, Issue 32 , December 2023, Pages 104-125

https://doi.org/10.22034/elt.2023.57251.2549

Abstract
  Pinpointing the role of language, emotion, and culture in intercultural interactions as the three basic needs of intercultural interactions is one of the most important problems in the intercultural field. Therefore, this paper probed the role of language, emotion, and culture simultaneously in intercultural ...  Read More

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

Saba Hasanzadeh; Shaghayegh Shayesteh; Reza Pishghadam; Elham Naji-Meidani

Volume 15, Issue 32 , December 2023, Pages 126-143

https://doi.org/10.22034/elt.2023.58198.2561

Abstract
  The current qualitative study examined the role of teacher concern in Iranian institute English as a Foreign Language (EFL) students’ motivation and anxiety. The study involved 24 participants who participated in a focus group interview to express their opinions on this topic. Thematic analysis ...  Read More

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

Kaveh Jalilzadeh; Adel Dastgoshadeh; Raheleh Khosravi

Volume 15, Issue 32 , December 2023, Pages 144-160

https://doi.org/10.22034/elt.2023.59200.2583

Abstract
  This research explores language assessment practices and training preferences in Iranian English as a Foreign Language (EFL) teaching, aiming to provide valuable insights into the current landscape among 363 Iranian EFL teachers. Data collection included diverse demographics, facilitating a thorough ...  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

Volume 15, Issue 32 , December 2023, Pages 161-177

https://doi.org/10.22034/elt.2021.48394.2452

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 learners ...  Read More

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

Meisam Mirzaei-Shojakhanlou; Sam saeedian; Behzad Nezakatgoo

Volume 15, Issue 32 , December 2023, Pages 178-196

https://doi.org/10.22034/elt.2022.54151.2518

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

Yalda Moslemi; Shirin Abadikhah; Baqer Yaqubi

Volume 15, Issue 32 , December 2023, Pages 197-214

https://doi.org/10.22034/elt.2023.57108.2553

Abstract
  The timing of corrective feedback (CF) provision has been a controversial issue in SLA research. Despite widespread research, there is still disagreement on whether the erroneous structures should be addressed immediately or at a delayed time after task completion. This study investigates the comparative ...  Read More

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

Ehsan Namaziandoust; Tahereh Heydarnejad; Goodarz Shakibaei

Volume 15, Issue 32 , December 2023, Pages 215-232

https://doi.org/10.22034/elt.2023.57036.2547

Abstract
  Teachers, as the center of the class, can make positive changes in their students' lives; they should be equipped with skills that will allow them to do their jobs effectively. The inclusion of productive immunity (i.e., the procedures that instructors go through to devise protective mechanisms against ...  Read More

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

Masoud Neisani; Ahmadreza Nikbakht; Elham Elhambakhsh

Volume 15, Issue 32 , December 2023, Pages 233-257

https://doi.org/10.22034/elt.2023.57956.2556

Abstract
  This study explores the impact of "EngVid" YouTube channel on improving Iranian EFL Learners' speaking abilities. The program employed in this study provided the learners with video clips for Improving their speaking skills. The participants were forty-eight advanced EFL learners studying English at ...  Read More

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

Aram Pouyan; Sima Modirkhamene; Parviz Alavinia; Farnoush Ahangaran

Volume 15, Issue 32 , December 2023, Pages 258-283

https://doi.org/10.22034/elt.2023.59315.2585

Abstract
  Although processing instruction (PI) has been a very popular grammar teaching method over the last years, there are, however, very limited if any attempts to explore different proficiency learners’ achievements using this approach. This study was, therefore, an attempt to investigate the role of ...  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

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

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

Elaheh Sotoudehnama; Fatemeh Moini

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

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

Omid Allaf-Akbary; Rajab Esfandiari; Abbas Ali Zarei

Volume 12, Issue 25 , June 2020, , Pages 1-31

https://doi.org/10.22034/elt.2020.10674

Abstract
  This study investigated personal metadiscourse units across genres. Based on Ädel’s (2006) taxonomy of the discourse functions of personal metadiscourse and Leech’s (2014) grand strategy of politeness, three spoken genres were compared in terms of the use of personal metadiscourse functions ...  Read More

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

Hossein Dehganzadeh; Hojjat Dehganzadeh

Volume 12, Issue 25 , June 2020, , Pages 53-93

https://doi.org/10.22034/elt.2020.10676

Abstract
  The purpose of this study is to investigate and synthesize the trends and key findings of the studies related to gamification as a new method in the field of learning a Foreign language (LFL) over the past 11 years. Databases including Web of Science, ERIC, and Scopus were searched for this purpose, ...  Read More

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

Zahra Amirian; Somayeh Ketabi; Hamed Eshaghi

Volume 5, Issue 11 , November 2013, , Pages 1-29

Abstract
  Connor et al. (2008) mention “specifying textual requirements of genres” (p.12) as one of the reasons which have motivated researchers in the analysis of writing. Members of each genre should be able to produce and retrieve these textual requirements appropriately to be considered communicatively ...  Read More

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

Golnar Mazdayasna; Ahmadreza Nikbakht

Articles in Press, Accepted Manuscript, Available Online from 20 May 2023

https://doi.org/10.22034/elt.2023.56220.2534

Abstract
  This study explores the effect of multimedia glosses on the vocabulary acquisition of Iranian intermediate EFL learners. The program employed in this study provided the learners with glosses for vocabulary in the form of sounds and videos. The participants were 40 intermediate learners studying English ...  Read More

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

Sura Mohamed Kamkam; Mahmoud Afrouz; ضرغام قبانچی; Manijeh Youhanaee

Articles in Press, Accepted Manuscript, Available Online from 20 August 2023

https://doi.org/10.22034/elt.2023.56325.2536

Abstract
  Studies on teaching asecond/foreign language present evidence that affirms the significance of interaction in language learning and its function in facilitating learners' attempts to gain competency in an L2. They also consider learners’ affective states and their perceptions of classroom ...  Read More

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

Hussein Al Khafaji; Zahra Amirian; Mohammad Amiryousefi; Abbas Sultan

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

https://doi.org/10.22034/elt.2023.58594.2568

Abstract
  This study was an attempt to see whether the instruction of pragmatic markers in virtual vs. real classroom settings and in universities vs. private institutes had any effect on EFL learners’ speaking ability. A group of 224 EFL learners of English Translation and English teaching passing conversation ...  Read More

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

Hassan Hadi Abd Alsajjad Albalawee; Reza Pishghadam; Shaghayegh Shayesteh

Articles in Press, Accepted Manuscript, Available Online from 16 November 2023

https://doi.org/10.22034/elt.2023.58599.2569

Abstract
  The present research was targeted toward examining the relationship between cultural intelligence (CQ), emo-sensory intelligence (ESQ), language learning strategies (LLS), and students' language achievement (LA). A number of 300 EFL Iraqi students studying at the English Language Department of AL-Qadisiyah ...  Read More

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

Saja Ghasem Tahimash; Reza Khany; Leila Shoja

Articles in Press, Accepted Manuscript, Available Online from 01 January 2024

https://doi.org/10.22034/elt.2024.58933.2578

Abstract
  This study intended to assess how ELT teachers evaluate the quality of Pre and In-service TPD Programs in an EFL context. Data for this study came from a survey and follow-up interviews with 300 high school EFL teachers. The findings suggest that the ELT teachers recommend professional development programs ...  Read More

English language teaching
On the Effectiveness of Involvement Load Components on L2 Vocabulary Learning

Zahra Memarnia; Abbas Ali Zarei

Articles in Press, Accepted Manuscript, Available Online from 13 January 2024

https://doi.org/10.22034/elt.2024.59756.2594

Abstract
  This study compared the effect of the components of task involvement load on the comprehension, production, and retention of concrete and abstract words. Sixty upper-intermediate students were assigned to two groups. One group received a task in which the search component was dominant, the other group ...  Read More

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

Jabal Hasan; Manijeh Youhanaee; Zargham Ghabanchi

Articles in Press, Accepted Manuscript, Available Online from 02 February 2024

https://doi.org/10.22034/elt.2024.60104.2603

Abstract
  This study aimed at investigating the L2 rhetorical organization of translation and free writing tasks in terms of cohesive devices used by intermediate EFL learners in the narrative genre. To do so, 30 intermediate EFL learners took part in the study. The participants were asked to translate three narrative ...  Read More

English language teaching
A study of quality and quantity of nominal groups in the Vision and Interchange series

Reza Abdi; Vali Mohammadi; Maryam Amani

Articles in Press, Accepted Manuscript, Available Online from 02 February 2024

https://doi.org/10.22034/elt.2024.59975.2598

Abstract
  Materials evaluation plays an important role in language teaching as it helps practitioners to develop an awareness of the coverage and quality of the existing materials and as such, guides most instruction and revision decisions. Therefore, we sought to evaluate three English Vision textbooks exclusively ...  Read More

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

Farahman Farrokhi; Fatemeh Gholami

Articles in Press, Accepted Manuscript, Available Online from 03 February 2024

https://doi.org/10.22034/elt.2024.60180.2607

Abstract
  This study investigated the effects of three vocabulary development strategies of keyword method, thematic clustering and developing morphological awareness on the Iranian EFL learners’ vocabulary repertoire. Adopting a quasi-experimental design, sixty high-intermediate to advanced Iranian EFL ...  Read More

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

Nouroddin Yousofi; Sajad Velayati; Saman Ebadi

Articles in Press, Accepted Manuscript, Available Online from 11 February 2024

https://doi.org/10.22034/elt.2024.59652.2592

Abstract
  Drawing on Vygotsky’s sociocultural theory of mind (SCT) and following a sequential exploratory mixed method design, this study probed into the impact of Group Dynamic Assessment (GDA) on the short and long-term Iranian high school students’ grammar ability. Also, a focus group interview ...  Read More

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

Maryam Rafieyan; Farzad Salahshour; Hanieh Davatgari Asl

Articles in Press, Accepted Manuscript, Available Online from 20 February 2024

https://doi.org/10.22034/elt.2024.59447.2588

Abstract
  The effectiveness of Lexical Bundles (LBs) instruction for facilitating writing skill development has been a controversial issue in language teaching. This study examined the impact of LBs instruction on English for Specific Purposes (ESP) learners’ performance on IELTS writing task 2. To ...  Read More

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

Farshid Tayari Ashtiani; Manoochehr Jafarigohar; Hoda Divsar; Maryam Farnia

Articles in Press, Accepted Manuscript, Available Online from 12 March 2024

https://doi.org/10.22034/elt.2024.59650.2593

Abstract
  In recent years, Instagram has gained considerable attention in scientific research because of its popularity among English language learners. This study aimed to conduct a systematic review of empirical studies that investigated the use of Instagram as a mobile-assisted language learning (MALL) tool ...  Read More

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

Fazel Alaei; Shiva Kaivanpanah; Maedeh Mohammadi

Articles in Press, Accepted Manuscript, Available Online from 14 March 2024

https://doi.org/10.22034/elt.2024.59438.2590

Abstract
  The present study examined the difference between L1 and L2 lexical diversity of argumentative and narrative writings of L2 learners, and the contribution of syntactic complexity and lexical diversity to the writing quality in the L2 argumentative and narrative writings of EFL learners. To this end, ...  Read More

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

Maryam Soleimani; Zahra Aghazadeh

Articles in Press, Accepted Manuscript, Available Online from 25 March 2024

https://doi.org/10.22034/elt.2024.60236.2608

Abstract
  Critical thinking (CT) abilities have failed to receive the necessary consideration in applied linguistics. Thus, this study was intended to explore English as a Foreign Language (EFL) academics’ and Doctor of Philosophy (PhD) candidates’ perceptions of embedding CT into the EFL curricula ...  Read More

English language learning
Gamification and the Duality of Extrinsic and Intrinsic Motivation

Mohammad Amiryousefi; Elham Daliranfirouz; Renata Geld; Daryoush Nejad Ansari

Articles in Press, Accepted Manuscript, Available Online from 08 April 2024

https://doi.org/10.22034/elt.2024.60736.2615

Abstract
  This study aimed to investigate the influence of a gamification-enhanced language classroom within the context of Moodle in promoting extrinsic and intrinsic motivational attributes of language learners. A total of 220 language learners from different universities in Iran were recruited as the participants ...  Read More

English language teaching
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

Leily Afsar; Gholam-Reza Kiyani

Articles in Press, Accepted Manuscript, Available Online from 08 April 2024

https://doi.org/10.22034/elt.2024.60741.2616

Abstract
  As a controversial subject, globalization has affected various aspects of our lives. Today, the intertwined world is run through complicated relationships and the education of competent human capitals has gained more significance than before. Recently, there has been a movement, known as Global Citizenship ...  Read More

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

Ahmad Fawad Kakar; Reza Pishghadam; Elham Naji Meidani

Articles in Press, Accepted Manuscript, Available Online from 10 April 2024

https://doi.org/10.22034/elt.2024.60831.2619

Abstract
  Emphasizing the significance of students' attitudes and emotions in the learning process, this study utilized Structural Equation Modeling to investigate the roles of sapio-emotionality, angloemotionality, and sensory motivation in learners' academic accomplishments. The key aim was to devise ...  Read More

English language learning
“Key Words for Fluency” or “1100”? A Mixed-Methods Study to Probe into the State of Language Progress, Willingness to Communicate, and Academic Engagement from the Voices of EFL Learners

Ehsan Namaziandost; Hossein Kargar Behbahani; Goodarz Shakibaei

Articles in Press, Accepted Manuscript, Available Online from 16 April 2024

https://doi.org/10.22034/elt.2024.60805.2618

Abstract
  This investigation aimed to inform instructional practices that foster linguistic development and enhance the overall language learning experience by unraveling the nuanced dynamics at play. To this end, the researchers explored the influence of two distinct vocabulary books, "Keyword for Fluency" ...  Read More

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

Mohammad Ahmadnejad; Naseh Rahimi; Rozhin Ghaslani

Articles in Press, Accepted Manuscript, Available Online from 29 April 2024

https://doi.org/10.22034/elt.2024.60600.2613

Abstract
  This study scrutinized the impact of Web 2.0 on the language achievement and self-regulated learning of Iranian EFL learners in online language courses. In the quantitative segment conducted over a three-month semester, an experimental design was implemented involving 24 Iranian male and female students ...  Read More

English language teaching
Teacher corrective feedback on learners’ pragmatic failure: Types of feedback in online pragmatics instruction

Sama Ghadiri; Zia Tajeddin; Minoo Alemi

Articles in Press, Accepted Manuscript, Available Online from 30 April 2024

https://doi.org/10.22034/elt.2024.60989.2624

Abstract
  Objective: Research on corrective feedback (CF) in L2 pragmatics instruction, especially in online teaching, is still in its infancy. This study sought to examine the types of CF provided by EFL teachers in online classes in response to the learners’ pragmalinguistically and sociopragmatically ...  Read More

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

Anis Askarpoor; Mansoor Ganji; Sahar Hayatolain

Articles in Press, Accepted Manuscript, Available Online from 03 May 2024

https://doi.org/10.22034/elt.2024.60793.2617

Abstract
  Iran Language Institute (ILI) plays a crucial role in teaching English in Iran and offers a comprehensive Teacher Training Course (TTC) for the teachers before their being employed. Still, these teachers encounter difficulties in different areas, but there are few studies investigating the teaching challenges ...  Read More

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

Afsar Rouhi; Afsaneh Saeedakhtar; Behrooz seifi; Reza Abdi

Articles in Press, Accepted Manuscript, Available Online from 03 May 2024

https://doi.org/10.22034/elt.2024.61003.2626

Abstract
  Objective: This study explores the effect of recruiting topics valued by students along with the interest-igniting mode of reading texts, collectively framed as funds of identity, on willingness to read. Methods: To this end, three groups of students were recruited. Over a 17-session experiment, all ...  Read More

Keywords Cloud