Volume 16 (2024)
Volume 15 (2023)
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
Pragmatic Failure in Cross-Cultural Communication: Scrutinizing the Causes and Challenges Involved in Iranian EFL Context

Zahra Bavandi-Savadkouhi; Mahnaz Mostafaei-Alaei

Volume 15, Issue 32 , December 2023, , Pages 58-78


  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

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


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

Habib Soleimani; Seyyed Pedram Allahveysi

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


  The present study aimed at investigating the impact of Multiple Intelligences inspired instruction on Foreign Language Teaching Anxiety (FLTA) of Iranian EFL teachers. To this end, an exploratory sequential mixed-methods approach was employed and twenty males and females in-service EFL teachers were ...  Read More

English language teaching
On the Relationship between the Implementation of Formative Assessment Strategies and Iranian EFL Teachers’ Self-Efficacy: Do Gender and Experience Make a Difference?*

Masoomeh Estaji; Saeedeh Fassihi

Volume 8, Issue 18 , December 2016, , Pages 65-86

  This study sought to examine the relationship between the use of formative assessment strategies and the Iranian EFL teachers’ sense of self-efficacy. Moreover, this study investigated the relationships and interactions between the EFL teachers’ use of formative assessment strategies, their ...  Read More

The Effect of Cognitive Factors of Rhetorically Different Listening Tasks on L2 Listening Quality of Iranian Advanced EFL Learners

Aliakbar Khomeijani Farahani; Masoumeh Ahmadi Shirazi; Seyyed Ahmad Mousavi; Saleh Arizavi

Volume 8, Issue 18 , December 2016, , Pages 145-165

  This study examined the effect of two different authentic topic-familiar rhetorical L2 listening tasks (expository and argumentative) differing in reasoning demand on the listening comprehension scores of a number of Iranian EFL advanced learners. Sixty homogeneous advanced learners were recruited based ...  Read More

An Investigation of the Relationship between L2 Learning Styles and Teaching Methodologies in EFL Classes

Farahman farrokhi

Volume 3, Issue 8 , December 2011, , Pages 71-90

  Individual differences have always been a key element in the success and failure of learners in language classrooms. Learners come to EFL classes with various learning styles and teachers utilize different methodologies targeting different needs of the learners which may have important effects on the ...  Read More