Journal of English Language Teaching and Learning

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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 28
Number of Articles 286
Number of Contributors 516
Article View 344,631
PDF Download 394,138
View Per Article 1205
PDF Download Per Article 1378.1
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Number of Submissions 1,584
Rejected Submissions 1,204
Reject Rate 76
Accepted Submissions 220
Acceptance Rate 14
Time to Accept (Days) 153
Number of Indexing Databases 14
Number of Reviewers 25

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)

The last Assessment's Rank of ISC: Q1

Print ISSN: 7995-2251

Online ISSN: 6876-2676

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Release status: Electronic

Publication order: two-quarterly

Journal language: English

Specialty: English language teaching

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Format of journal articles: The authors are encouraged to use this format/template. Otherwise, the order will not be effective.
 
English language teaching
The Effect of Explicit Pragmatic Instruction on EFL Students' Production of Speech Acts: Pragmalinguistic vs. Sociopragmatic Errors in Focus

Alyaa Alkawaz; Mahmoud Afrouz; Daryush Nejadansari; Azizollah Dabaghi

Volume 15, Issue 31 , July 2023, Pages 1-17

https://doi.org/10.22034/elt.2023.54597.2521

Abstract
  L2 learners' pragmatic development could be manifested by their proper speech act production. Due to the existing differences among languages, errors in speech act realization are inevitable. Employing well-established teaching methods could help L2 learners overcome their problems in speech act production. ...  Read More
English language teaching
The Effect of Quantum Teaching Method on Writing Motivation: an explanatory mixed-methods investigation

Zahra Ahmadpour Kasgari

Volume 15, Issue 31 , July 2023, Pages 18-32

https://doi.org/10.22034/elt.2023.56417.2538

Abstract
  Quantum teaching method (QTM), a student-centred model of education, which provides the possibility for the integrated use of a combination of learning theories, has not received adequate attention in EFL teaching. This study, adopting an explanatory mixed-methods design, aimed at examining the effect ...  Read More
English language teaching
The Effect of Gamification on Developing EFL Learners' Vocabulary Learning in Flipped Classes

Zahra Cheraghi; Hengameh Omranpour

Volume 15, Issue 31 , July 2023, Pages 33-47

https://doi.org/10.22034/elt.2022.53725.2514

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

Rezvan Cheraqi; Rajab Esfandiari

Volume 15, Issue 31 , July 2023, Pages 48-65

https://doi.org/10.22034/elt.2023.56150.2531

Abstract
  Language teachers should be aware of the effect of various task types on L2 writing. The purpose of the present study was twofold: To investigate the effect of various task types, including graphic-writing task, decision-making task, and reasoning task, on L2 writing and to examine the relationship between ...  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

Jalil Fathi; Milad Naderi

Volume 15, Issue 31 , July 2023, Pages 66-82

https://doi.org/10.22034/elt.2022.53600.2511

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

Farzaneh Khodabandeh; Houshang Khoshsima; Sorayya Abbaszadeh

Volume 15, Issue 31 , July 2023, Pages 83-93

https://doi.org/10.22034/elt.2023.57103.2548

Abstract
  Traditional methods of scaffolding for language teaching have turned out ineffective, leading to the exploration of innovative approaches such as blended learning. While blended learning has shown effectiveness in various language aspects, its impact on scaffolding for speaking proficiency remains unclear. ...  Read More
English language teaching
Effects of Virtual Instruction on the Speaking Accuracy of Iranian High School English Learners with Varied Personality Traits during the COVID-19 Pandemic

Sedigheh Vahdat; Amir Mashhadi; Iman Ghasemi Adivi

Volume 15, Issue 31 , July 2023, Pages 94-112

https://doi.org/10.22034/elt.2023.56011.2529

Abstract
  This study examined the effects of virtual English instruction via the Iranian Student Education Network (SHAD) on the speaking accuracy of Iranian high school English learners with varied personality traits during the COVID-19 pandemic. The participants (n = 54) completed the Quick Oxford Placement ...  Read More
English language learning
Persian to English Lexical Transfer Errors in the Iranian EFL Learners’ Writings

Rasoul Mohammad Hosseinpour; Fatemeh Ghanbarpour

Volume 15, Issue 31 , July 2023, Pages 113-130

https://doi.org/10.22034/elt.2023.55779.2526

Abstract
  Interference or transfer from language learners’ first language (L1) is one of the significant variables that contributes to the complexity of SLA process and usually persists intensely at the initial stages of L2 acquisition and development. Drawing upon Meriläinen’s (2010) taxonomy ...  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

Volume 15, Issue 31 , July 2023, Pages 131-146

https://doi.org/10.22034/elt.2022.53496.2508

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

Giti Mousapour Negari; Maryam Zeynali

Volume 15, Issue 31 , July 2023, Pages 147-165

https://doi.org/10.22034/elt.2023.55059.2524

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

Simin Sattarpour; Raziyeh Ghassab Sahebkar; Fatemeh Pourebrahim

Volume 15, Issue 31 , July 2023, Pages 166-183

https://doi.org/10.22034/elt.2023.53957.2517

Abstract
  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
Identity Construction of EFL Learners of Translated Short Stories

Farangis Shahidzade; Golnar Mazdayasna; Ali Mohammad Fazilatfar

Volume 15, Issue 31 , July 2023, Pages 184-198

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

Reza Taherkhani; Reza Moradi

Volume 15, Issue 31 , July 2023, Pages 199-214

https://doi.org/10.22034/elt.2022.53518.2509

Abstract
  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
A Comparative Study on the Use of Pronunciation Learning Strategies

Amirreza Vakilifard; Mahmood Atashgaran

Volume 15, Issue 31 , July 2023, Pages 215-231

https://doi.org/10.22034/elt.2023.55893.2528

Abstract
  Pronunciation is one of the sub-skills which has significant effect on improving the communication competency and linguistic performance. Moreover, Pronunciation is one of the most difficult parts of teaching a foreign language to adults. It seems that the sub-skill of pronunciation is not taught in ...  Read More
English language teaching
Presenting a Profile of Online Teaching Adaptation among the Iranian EFL High School Teachers

Maliheh Yarahmadi; Seyyed Ayatollah Razmjoo

Volume 15, Issue 31 , July 2023, Pages 232-254

https://doi.org/10.22034/elt.2023.56909.2544

Abstract
  The forced transition to online instruction due to covid-19 pandemic brought about many changes and challenges. Therefore, evaluating these changes is of utmost importance. The study aimed to contribute to the existing literature by investigating the online adaptation of Iranian EFL high-school teachers. ...  Read More
English language teaching
Explicit Teaching of an Unsalient Property: the case of illicit resumptive pronouns in English relative clauses

Manijeh Youhanaee; Anna Mirzaiyan; Mohammad Amiryousefi

Volume 15, Issue 31 , July 2023, Pages 255-269

https://doi.org/10.22034/elt.2023.56695.2542

Abstract
  The present study investigated the role of explicit instruction on the acquisition of English relative clauses by focusing on resumptive pronouns among Iranian learners of English at an intermediate level of proficiency. The study focused on two structurally different languages (Persian and English) ...  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 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
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
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
Contribution to Mobile-Enhanced English Language Pedagogy among Iranian L2 Learners

Saeed Khazaie; Abdolmajid Hayati

Volume 5, Issue 12 , December 2013, , Pages 63-92

Abstract
  This study aimed at providing learners with an opportunity not only to bring together their core and disciplinary knowledge to acquire major skills of learning English as a foreign language (EFL), and the intellectual challenge of these issues at the interface of media, language and religion, but also ...  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

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

Meisam Mirzaei Shojakhanlou; Sam Saeedian; Behzad Nezakatgoo

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

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

Sara Haghi; Mohammad Aliakbari; Ali Yasini

Articles in Press, Accepted Manuscript, Available Online from 12 June 2023

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

Abstract
  The current study investigates the feasibility of implementing EFL teachers' IDPs 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. To this end, ...  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

Articles in Press, Accepted Manuscript, Available Online from 25 July 2023

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

Abstract
  This paper probed the role of language, emotion, and culture simultaneously in intercultural communication for the first time in Iran. One hundred Iranian language teachers were chosen through convenience sampling and their language proficiency and ICC levels were specified by using Oxford Placement ...  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
The Efficacy of Situational Role Plays, Video Analysis, and Scenario Evidence as Guided Reflective and Caring Practices for Training EFL Teacher Candidates

Masoomeh Estaji; Azadeh Haji-Karim

Articles in Press, Accepted Manuscript, Available Online from 07 September 2023

https://doi.org/10.22034/elt.2023.57734.2554

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

Ehsan Namaziandost; Tahereh Heydarnejad; Goodarz Shakibaei

Articles in Press, Accepted Manuscript, Available Online from 13 September 2023

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

Abstract
  The present study aimed to ascertain whether there was a statistically significant connection between the professional identity, anger, grit tendencies, and psychological well-being of Iranian EFL instructors and their immunity. A total number of 394 EFL teachers teaching at public schools (Khorasan ...  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

Articles in Press, Accepted Manuscript, Available Online from 21 September 2023

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
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

Articles in Press, Accepted Manuscript, Available Online from 24 September 2023

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

Masoud Neisani; Ahmadreza Nikbakht; Seyedeh Elham Elhambakhsh

Articles in Press, Accepted Manuscript, Available Online from 27 September 2023

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

Zahra Bavandi Savadkouhi; Mahnaz Mostafaei Alaei

Articles in Press, Accepted Manuscript, Available Online from 27 November 2023

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
Journal of English Language Teaching and Learning

Publisher:
University of Tabriz

Director-in-Charge:
Ali Akbar Ansarin

Editor-in-Chief:
Farahman Farrokhi

Scientific & Executive Manager:
Mohammad Zohrabi

International Editorial Board:
Ken Hyland Brian John Tomlinson Jane Ekstam Claire Jeanne Kramsch Hitomi Masuhara Parila MohammadShah Vahid Nimehchi

Editorial Board:
Parviz Ajideh Mohammad Alavi Karim Sadeghi Hooshang Khoshsima Reza Abdi Hossein Sabouri Seyyed Ayatollah Razmjoo Rajab Esfandiari Davood Amini Ali Akbar Ansarin Farahman Farrokhi

Page Designer:
Elham HaghRavan

Frequency: Semiannual

Print ISSN: 2251-7995

Online ISSN: 2676-6876

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Teaching English Language and Literature Society of Iran (TELLSI)

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(TELLSI). Teaching English Language and Literature Society of Iran (TELLSI)

TELLSI aims at developing and promoting TEFL learners' knowledge base, improving the quality of experts’ practice and advancing teaching and research.

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