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)
Curriculum Reform and Iranian EFL Teachers' Professional Identity: A Marathon of Change!

Parisa Riahipour; Mansoor Tavakoli; Abbas Eslami Rasekh

Volume 12, Issue 26 , November 2020, , Pages 435-463


  Professional identity has been perpetually an underlying factor in teacher development. The maintenance of a strong professional identity is a key factor in teacher development which is ultimately a fundamental aspect in the prosperity or failure of any educational system. As a dynamic phenomenon, teachers’ ...  Read More

The Effects of Different Pedagogical Interventions on EFL Learners’ ‎Receptive and Productive Knowledge of Formulaic Sequences

Masood Esteki; Mansoor Tavakoli; Mohammad Amiryousefi

Volume 12, Issue 25 , June 2020, , Pages 95-130


  This study sought to investigate the effects of Explicit ‎Instruction in combination with Input ‎Enhancement (EI+IE), Input Flood (IF), and Gap-fill (GF) tasks on receptive and productive ‎knowledge of English formulaic sequences (FS) ‎by Iranian intermediate EFL learners. Assigned ‎to ...  Read More

A Change without a Change!!: National Curriculum Reform and EFL Teachers’ Motivation in Iran

Parisa Riahipour; Mansoor Tavakoli; Abbas Eslami Rasekh

Volume 11, Issue 23 , June 2019, , Pages 293-325

  Taking the significance of teacher motivation in professional practice and pedagogical achievements of teachers, students and their educational goals, this study aimed to investigate EFL teachers’ motivation affected by the introduction of the Fundamental Reform Document of Education in Iran. For ...  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

  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

Critical Perspectives on Contrastive Rhetoric: A Report from Iranians' EFL Reading Textbooks

Marzieh Rafiee; Hossein Vahid Dastjerdi; Mansoor Tavakoli

Volume 5, Issue 12 , December 2013, , Pages 93-108

  The efficacy of genre-based approach to teaching writing has been regarded as an influential practice in L2 writing pedagogy (Hyland, 2007). However, there is still gap between actual structures found in reading materials recommended as textbooks and discourse patterns recommended for L2 writing in EFL ...  Read More

Improvement of Metadiscourse Use among Iranian EFL Learners through a Process- based Writing Course

Mansoor Tavakoli; Leila Bahrami; Zahra Amirian

Volume 4, Issue 9 , December 2012, , Pages 129-164

       The present study investigated the use of interactive metadiscourse resources (IMRs) in terms of appropriacy during a process- based writing course by applying qualitative and exploratory methods. Moreover, learners' perception was investigated to find out how confident they ...  Read More