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 13
Number of Issues 25
Number of Articles 227
Number of Contributors 417
Article View 300,290
PDF Download 355,857
View Per Article 1322.86
PDF Download Per Article 1567.65
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Number of Submissions 1,472
Rejected Submissions 1,134
Reject Rate 77
Accepted Submissions 169
Acceptance Rate 11
Time to Accept (Days) 185
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)

Printed Shapa: 7995-2251

Electronic Shapa: 6876-2676

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

Release status: Electronic

Publication order: two-quarterly

Journal language: English

Specialty: English language teaching

Access type: free and full (full access)

Referee type: closed and at least 2 referees

Refereeing time: At least 5 weeks

Email address: elt@tabrizu.ac.ir

The publication fee: 3000000 Rials, After the final approval and before the issuance of the acceptance certificate  

Contact number: 04133392131

Response time: Saturday to Wednesday from 8:00 to 14.30

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

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

Zahra Amirian; Mitra shayanfar; mohsen rezazadeh

Volume 13, Issue 28 , Summer and Autumn 2021, Pages 1-17

http://dx.doi.org/10.22034/elt.2021.48218.2448

Abstract
  This study aimed at investigating the interrelationships between EFL teachers' mindsets, self-efficacy, and emotional experiences and Iranian EFL learners' willingness to communicate (WTC) and L2 motivational self system (L2MSS). The participants of this study were 100 Iranian teachers and 501 students ...  Read More

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

Masumeh Sadat Seyyedrezaei; Mohammad Amiryousefi; Ana Gimeno-Sanz; Manssor Tavakoli

Volume 13, Issue 28 , Summer and Autumn 2021, Pages 19-37

http://dx.doi.org/10.22034/elt.2021.47608.2432

Abstract
  The present study examined the comparative effects of Etherpad-based writing instruction and face-to-face writing instruction on EFL learners' writing quality and writing self-efficacy. It also aimed at finding the learners' attitude towards the influence of Etherpad and their reason for success/ failure ...  Read More

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

Farzaneh Arjmand; Mohammad Bagher Shabani; Reza Khani; Abbas Ali Zarei

Volume 13, Issue 28 , Summer and Autumn 2021, Pages 39-59

http://dx.doi.org/10.22034/elt.2021.47750.2435

Abstract
  This study represents the findings of a systematic review (SR) of literature in the teacher professional development (TPD) domain to outline the research patterns through content examination of 199 research articles (RAs) in the area of TPD over the previous 40 years (1982 -2021). RAs were investigated ...  Read More

English language learning
4. Novice EFL Teachers' Decision-making and Pedagogical Reasoning in Implementing Instruction

Mohadeseh Asghari; Minoo Alemi; Zia Tajeddin

Volume 13, Issue 28 , Summer and Autumn 2021, Pages 61-77

http://dx.doi.org/10.22034/elt.2021.48343.2461

Abstract
  Teachers' decision-making and pedagogical reasoning and their improvement are key to the effectiveness of teaching. Although a number of studies have been conducted on these issues, there is still not enough information about teachers' interactive decision-making and pedagogical reasoning, and teachers ...  Read More

English language learning
5. Interpersonal Behavior: More vs. Less Favorable Teachers

Hajar Ghafarpour; Ahmad Moinzadeh

Volume 13, Issue 28 , Summer and Autumn 2021, Pages 79-94

http://dx.doi.org/10.22034/elt.2021.47250.2417

Abstract
  Classrooms can be regarded as dynamic systems in which behaviors of teachers and students affect each other mutually and in a spiral manner. In this study it was intended to investigate differences in interpersonal behaviors of a more vs. a less favorable teacher at micro- and macro-levels. To analyze ...  Read More

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

Mohammadreza Ghanbari; Aram Reza Sadeghi

Volume 13, Issue 28 , Summer and Autumn 2021, Pages 95-111

http://dx.doi.org/10.22034/elt.2021.47512.2428

Abstract
  The most effective means of directing attention to an article in the academic community is to publish it in credential journals, however, writing in English can be challenging for novice writers especially non-native speakers (NNS) of English. Thus, despite the ample research in some fields, there is ...  Read More

English language learning
7. USING MULTIMODAL CONCEPTUAL METAPHORS IN EFL CLASSROOM TO ENHANCE LISTENING AND SPEAKING SKILLS

Arsalan Golfam; Matin Nahavandi

Volume 13, Issue 28 , Summer and Autumn 2021, Pages 113-126

http://dx.doi.org/10.22034/elt.2021.47939.2439

Abstract
  In this paper, we argue the effects of explicit multimodal metaphor training in developing speaking and listening skills in an EFL context. To examine the effects of using conceptual metaphors in English language classrooms and assess the metaphorical ability of EFL students, we directed two measuring ...  Read More

English language learning
8. Appraisal Resources in Book Reviews: A Study of Cross-Gender Variations

Ali Hashemi; Fatemeh Mahdavirad; Golnar Mazdayasna

Volume 13, Issue 28 , Summer and Autumn 2021, Pages 127-146

http://dx.doi.org/10.22034/elt.2021.46516.2404

Abstract
  Writing a book review is an instance of evaluative academic writing where thewriter is involved in an interaction with the author and the reader, evaluates theviewpoints stated in the book and voices his own position and stance in a dialoguewith the reader. Working within the framework of Martin and ...  Read More

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

Behnaz Hosseingholipour; Zari Saeedi; Esmaeel Ali Salimi; Sara Keshkar

Volume 13, Issue 28 , Summer and Autumn 2021, Pages 147-171

http://dx.doi.org/10.22034/elt.2021.46264.2399

Abstract
  Writing effective and persuasive manuscripts for submission to the high-indexed Iranian and international English-medium journals for the purpose of publication deserves having to-the-point knowledge and proficiency, which the Non-Native English writers of the non-English speaking countries seem to be ...  Read More

English language learning
10. On the Representation of Bloom’s Revised Taxonomy in TOEFL iBT and IELTS Academic

Shadab Moslehi; Seyyed Ayatollah Razmjoo

Volume 13, Issue 28 , Summer and Autumn 2021, Pages 173-200

http://dx.doi.org/10.22034/elt.2021.46190.2391

Abstract
  The main objective of this qualitative-quantitative content analysis study was to compare IELTS Academic and TOEFL iBT four modules in terms of the cognition and knowledge dimensions of Revised Bloom’s taxonomy. To this end, two authentic tests including all major modules of speaking, listening, ...  Read More

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

Majid Nemati; Mehran Ghafoori; Praviz Birjandi; Siros Izadpanah

Volume 13, Issue 28 , Summer and Autumn 2021, Pages 201-216

http://dx.doi.org/10.22034/elt.2021.48543.2456

Abstract
  The effect of assessment types (self, peer, and teacher) on the EFL writing strategies development was examined in this study. Sixty upper-intermediate EFL learners at Qazvin Islamic university in four groups (one control and three experimental groups) were studied. One-way ANOVA checked homogeneity ...  Read More

English language learning
12. The Joint Effects of Teacher-led and Collaborative Planning conditions and Task Complexity on L2 Oral Production

Sanaz Mohazabieh; Rahman Sahragard; Ehsan Rassaei; Mustafa Zamanian

Volume 13, Issue 28 , Summer and Autumn 2021, Pages 217-242

http://dx.doi.org/10.22034/elt.2021.46449.2401

Abstract
  This quantitative study aimed to investigate the combined effects of two types of strategic planning, namely collaborative and teacher-led planning conditions and task complexity on Iranian intermediate language learners' oral production in terms of complexity, accuracy, and fluency. To achieve this ...  Read More

English language learning
13. Discovering Iranian EFL Teachers’ Metalinguistic Knowledge: The Role of Academic Degree and Teaching Experience in Focus

Najmeh Talaie; Ehsan Rezvani; Ehsan Namaziandost

Volume 13, Issue 28 , Summer and Autumn 2021, Pages 243-260

http://dx.doi.org/10.22034/elt.2021.46794.2410

Abstract
  The relevance of metalinguistic knowledge in effective teaching of the four language skills is evident. As such, the present study sought to determine the degree of Iranian EFL teachers’ metalinguistic knowledge by focusing on the role of academic degree in English Language Teaching (ELT) and teaching ...  Read More

English language learning
14. Investigating the Employment of Metacognitive Strategies in Listening Comprehension among Non-Iranian Language Learners

Amirreza Vakilifard; Ahmad Abedini

Volume 13, Issue 28 , Summer and Autumn 2021, Pages 261-277

http://dx.doi.org/10.22034/elt.2021.48515.2455

Abstract
  Applying metacognitive strategies leads to better listening comprehension and optimal use of learners’ other cognitive skills. The purpose of the present study is to investigate the metacognitive strategies that non-Iranian Persian learners employ to comprehend oral texts and whether gender and ...  Read More

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

Hooshang Khoshsima

Volume 13, Issue 28 , Summer and Autumn 2021, Pages 279-290

http://dx.doi.org/10.22034/elt.2021.48829.2462

Abstract
  Today, the use of technology in teaching foreign language has become a matter of considerable interest to language teachers in all over the world. The current study tried to investigate the suitability of data-driven learning in flipped and blended classes vs the conventional ones on students’ ...  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 , Summer and Autumn 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 , Summer and Autumn 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 , Summer and Autumn 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 , Summer and Autumn 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 , Summer and Autumn 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. 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 07 December 2021

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

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

Fatemeh Hemmati; Maaryam Rohani Ravari; Afsar Rouhi

Articles in Press, Accepted Manuscript, Available Online from 26 December 2021

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 learning
3. 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

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

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
4. 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

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

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

Abstract
  The current study attempts to fill the gap by utilizing a two-parameter item response model to investigate the psychometric properties (item difficulty and item discrimination) of the MSRT test. The Test Information Function (TIF) was also figured out to estimate how well the test at what range of ability ...  Read More

English language learning
5. The Impact of genre-based instruction on academic writing and self-efficacy: The case of graduate students’ thesis proposal

Golnar Mazdayasna; Mohammad Hossein Ghane

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

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
6. 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

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