Adapting English Language Education to the EIL Framework: A Case Study of Expanding Circle Countries

Volume 16, Issue 33, 2024, Pages 116-134

10.22034/elt.2024.61582.2643

Mohammad Reza Anani Sarab; َAbbas Monfared

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

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

10.22034/elt.2023.59433.2587

Nafeeseh Aryaeian; Abbas-Ali Rezaee

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Self-Reflection Training: An Investigation of Iranian In-Service EFL Teachers’ Belief and Performance Development

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

10.22034/elt.2022.53496.2508

Sajjad Fathi; Ahmad Mohseni; Hossein Rahmanpanah

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Investigating Iranian EFL Teachers’ Identity Development Processes

Volume 14, Issue 30, 2022, Pages 115-136

10.22034/elt.2022.51405.2488

Mojtaba Gheitasi; Mohammad Aliakbari

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Reflectivity in reflective practice: A case of EFL student teachers in practicum

Volume 14, Issue 30, 2022, Pages 264-281

10.22034/elt.2022.52422.2500

Najmeh Pourjafarian; Rahman Sahragard

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Teacher Education and Multiple Intelligences: Foreign Language Teaching Anxiety of Iranian EFL Teachers

Volume 14, Issue 29, 2022, Pages 214-227

10.22034/elt.2022.49428.2470

Habib Soleimani; Seyyed Pedram Allahveysi

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Contributions of KARDS to Iranian EFL University Teachers’ Professional Identity

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

Vahid Hassani; Mohammad Khatib; Massood Yazdani Moghaddam

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Making sense of EFL teacher agency: Insights from an Iran case study

Volume 9, Issue 19, June 2017, Pages 145-168

Rahman Sahragard; Alireza Rasti

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