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; Abdulbaset 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