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)
English language learning
1. Novice Non-Native English Language Teachers’ Imaginary and Actual Decision Making and Pedagogical Reasoning: Student and Personal Features (Research Article)

Mohammad Khatib; Abdulbaset Saeedian

Volume 13, Issue 27 , June 2021, , Pages 239-264

http://dx.doi.org/10.22034/elt.2021.45582.2375

Abstract
  Two of the central concepts in teaching skills are decision making and pedagogical reasoning. Taking benefit from the dearth of studies on teachers’ actual or real-world decisions, this study aimed to respond to this invitation by keeping track of novice Iranian English as a foreign language (EFL) ...  Read More

2. Contributions of KARDS to Iranian EFL University Teachers’ Professional Identity

Vahid Hassani; Mohammad Khatib; Massood Yazdani Moghaddam

Volume 11, Issue 23 , June 2019, , Pages 127-156

Abstract
  This paper deals with the contributions of a language teacher education model by Kumaravadivelu (2012) known as KARDS (knowing, analyzing, recognizing, doing, and seeing) to Iranian English as a foreign language (EFL) university teachers’ professional identity reconstruction. The researchers used ...  Read More

3. Exploring EFL Learners' Beliefs toward Communicative Language Teaching: A Case Study of Iranian EFL Learners

Arezoo Ashoori Tootkaboni; Mohammad Khatib

Volume 9, Issue 20 , November 2017, , Pages 109-134

Abstract
  Although Communicative Language Teaching (CLT) has been widely advocated by a considerable number of applied linguists and English language teachers, its implementation in English as a Foreign Language (EFL) contexts has encountered a number of difficulties.  Reviewing the literature suggests that ...  Read More

4. Developing an Analytic Scale for Scoring EFL Descriptive Writing

Mohammad Khatib; Mostafa Mirzaii

Volume 8, Issue 17 , July 2016, , Pages 49-73

Abstract
  English language practitioners have long relied on intuition-based scales for rating EFL/ESL writing. As these scales lack an empirical basis, the scores they generate tend to be unreliable, which results in invalid interpretations. Given the significance of the genre of description and the fact that ...  Read More