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 teaching
Reader Identity: The Identity Construction of Iranian English Students Reading Translated Persian Short Stories in EFL Classes

Golnar Mazdayasna; Farangis Shahidzade; Ali Mohammad Fazilatfar

Articles in Press, Accepted Manuscript, Available Online from 14 March 2022

http://dx.doi.org/10.22034/elt.2022.50600.2483

Abstract
  Despite some investigations highlighting the role of English literary texts in learner identity construction, few studies have explored how integrating translated short stories from learners’ native culture impacts L2 learners’ identity reconstruction in EFL contexts. This study addresses ...  Read More

English language learning
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 18 May 2022

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

Sajjad Fathi; Ahmad Mohseni; Hossein Rahmanpanah

Articles in Press, Accepted Manuscript, Available Online from 15 November 2022

http://dx.doi.org/10.22034/elt.2022.53496.2508

Abstract
  This study aims to investigate the effect of implementing self-reflection training on Iranian in-service EFL teachers’ beliefs and performance development. From all available participants teaching at the International College of Tehran University of Medical Sciences in Tehran, 20 in-service EFL ...  Read More

English language teaching
The Effect of Gamification on Developing EFL Learners' Vocabulary Learning in Flipped Classes

Hengame Omranpour; zahra cheraghi

Articles in Press, Accepted Manuscript, Available Online from 15 November 2022

http://dx.doi.org/10.22034/elt.2022.53725.2514

Abstract
  Giving consideration to the importance and on-going challenge of vocabulary learning, there is an increasing demand for seeking out new approaches that correspond well with the needs of digital natives. With the rapid advance of technology, deploying innovative approaches such as gamified and flipped ...  Read More

English language learning
Individual psychological factors: Facilitators of Persian second language learners’ reading comprehension ability? A mixed methods study

Reza Taherkhani; Reza Moradi

Articles in Press, Accepted Manuscript, Available Online from 25 November 2022

http://dx.doi.org/10.22034/elt.2022.53518.2509

Abstract
  This mixed methods nationwide research aimed to examine the relationships between three variables; namely, self-efficacy (S-E), emotional intelligence (EI), autonomy (A), their sub-constructs and reading comprehension ability of Persian second language (PSL) students. Participants were 141 PSL students ...  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

Milad Naderi; Jalil Fathi

Articles in Press, Accepted Manuscript, Available Online from 27 November 2022

http://dx.doi.org/10.22034/elt.2022.53600.2511

Abstract
  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
The Effect of Recast on EFL Learners’ Pragmatic Development: Patterns of Reciprocity

Meisam Mirzaei Shojakhanlou; Sam Saeedian; Behzad Nezakatgoo

Articles in Press, Accepted Manuscript, Available Online from 22 December 2022

http://dx.doi.org/10.22034/elt.2022.54151.2518

Abstract
  Corrective feedback has been evidenced to be a propitious pedagogical tool to promote second language (L2) knowledge, yet little is known about the role of interactional feedback in maximizing L2 learners’ pragmatic knowledge and their reciprocity patterns to corrective feedback in teacher-student ...  Read More

English language teaching
The Differential Effects of Direct and Indirect Corrective Feedback on Impulsive and Reflective Writing Accuracy

Simin Sattarpour; Raziyeh Ghassab Sahebkar; Fatemeh Poorebrahim

Articles in Press, Accepted Manuscript, Available Online from 01 January 2023

http://dx.doi.org/10.22034/elt.2023.53957.2517

Abstract
  Given the significant role of corrective feedback and individual differences in the process of foreign language acquisition, in the present study, we set out to investigate the effect of direct and indirect corrective feedback on impulsive and reflective EFL learners’ writing accuracy. Sixty learners ...  Read More

English language teaching
The Role of Synchronous and Asynchronous Multimodal Scaffolding in Learners’ Writing Complexity Improvement

Maryam Zeynali; Giti Mousapour Negari

Articles in Press, Accepted Manuscript, Available Online from 08 February 2023

http://dx.doi.org/10.22034/elt.2023.55059.2524

Abstract
  Computer-Mediated Communication (CMC) modes can ease scaffolding through multimodality in collaborative writing tasks. However, there is an ongoing debate regarding synchronous and asynchronous CMC environments. Additionally, there are conflicting results regarding gender’s pedagogical beliefs ...  Read More

English language teaching
The Effect of Explicit Pragmatic Instruction on Iraqi EFL ‎Students' Production of Speech Acts: Pragmalinguistic vs. ‎Sociopragmatic Errors in Focus

Alyaa Alkawaz; Daryush Nejadansari; Mahmoud Afrouz; Azizollah Dabaghi

Articles in Press, Accepted Manuscript, Available Online from 22 March 2023

http://dx.doi.org/10.22034/elt.2023.54597.2521

Abstract
  L2 learners' pragmatic development could be manifested by their proper speech act ‎production. Due to the existing differences among languages, errors in speech act ‎realization are inevitable. Employing well-established teaching methods could help L2 ‎learners overcome their problems ...  Read More

The Use of Pronunciation Learning Strategies: A Comparison between Chinese Speaking and Arabic-Speaking Persian Learners

Amirreza Vakilifard; Mahmood Atashgaran

Articles in Press, Accepted Manuscript, Available Online from 19 April 2023

http://dx.doi.org/10.22034/elt.2023.55893.2528

Abstract
  Pronunciation is one of the sub-skills which has significant effect on improving the communication competency and linguistic performance. Moreover,Pronunciation is one of the most difficult parts of teaching a foreign language to adults.it seems that in Persian language classes, spelling skills are not ...  Read More

English language learning
Persian to English Lexical Transfer Errors in the Iranian EFL Learners’ Writings

Rasoul Mohammad Hosseinpur; Fatemeh Ghanbarpour

Articles in Press, Accepted Manuscript, Available Online from 29 April 2023

http://dx.doi.org/10.22034/elt.2023.55779.2526

Abstract
  Interference or transfer from language learners’ first language (L1) is one of the significant variables that contributes to the complexity of SLA process and usually persists intensely at the initial stages of L2 acquisition and development. Drawing upon Meriläinen’s (2010) taxonomy ...  Read More

English language learning
L2 Writing and Working Memory: Differential Effects of Task Types under Different Conditions

Rezvan Cheraqi; Rajab Esfandiari

Articles in Press, Accepted Manuscript, Available Online from 15 May 2023

http://dx.doi.org/10.22034/elt.2023.56150.2531

Abstract
  Language teachers should be aware of the effect of various task types on L2 writing. The purpose of the present study was twofold: To investigate the effect of various task types, including graphic-writing task, decision-making task, and reasoning task, on L2 writing and to examine the relationship between ...  Read More

English language learning
The impact of using multimedia glosses on vocabulary acquisition: The case of Iranian intermediate EFL learners

Golnar Mazdayasna; Ahmadreza Nikbakht

Articles in Press, Accepted Manuscript, Available Online from 20 May 2023

http://dx.doi.org/10.22034/elt.2023.56220.2534

Abstract
  This study explores the effect of multimedia glosses on the vocabulary acquisition of Iranian intermediate EFL learners. The program employed in this study provided the learners with glosses for vocabulary in the form of sounds and videos. The participants were 40 intermediate learners studying English ...  Read More

English language teaching
Effects of Virtual Instruction on the Speaking Accuracy of Iranian High School English Learners with Varied Personality Traits during the COVID-19 Pandemic

Sedigheh Vahdat; Amir Mashhadi; Iman Ghasemi Adivi

Articles in Press, Accepted Manuscript, Available Online from 31 May 2023

http://dx.doi.org/10.22034/elt.2023.56011.2529

Abstract
  This study examined the effects of virtual English instruction via the Iranian Student Education Network (SHAD) on the speaking accuracy of Iranian high school English learners with varied personality traits during the COVID-19 pandemic. The participants (n = 54) completed the Quick Oxford Placement ...  Read More