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)
Number of Volumes 16
Number of Issues 31
Number of Articles 332
Number of Contributors 579
Article View 278,751
PDF Download 321,252
View Per Article 839.61
PDF Download Per Article 967.63
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Number of Submissions 1,736
Rejected Submissions 1,296
Reject Rate 75
Accepted Submissions 280
Acceptance Rate 16
Time to Accept (Days) 134
Number of Indexing Databases 16
Number of Reviewers 35

The Journal of English Language Teaching and Learning (JELTL) is a peer-reviewed open-access international semiannual journal in English devoted to the fields of the English language teaching and learning, published by the University of Tabriz and is scientifically sponsored by the Teaching English Language and Literature Society of Iran (TELLSI). The Journal of English Language Teaching and Learning (JELTL) publishes both conceptual and research-based articles within the fields of teaching English as a second or foreign language, English language teaching and learning, and English language teachers' training and education. The primary audiences are language program administrators, teachers and professors, and postgraduate students pursuing master's or doctoral degrees in applied linguistics or the teaching of English as a second/foreign language. Additional possible readers are educational administrators and those working in language education in primary or secondary schools. It is an interdisciplinary journal devoted to the publication of original articles, review articles, etc., considering the research ethics and academic rules and regulations. The journal aims to publish research and review papers on the most recent issues and developments in the field. All papers are subject to a double-blind reviewing process.

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About the Journal:

Journal Title: Journal of English Language Teaching and Learning

Country of Publication: Iran, Tabriz.

Publisher: University of Tabriz

Scientific Sponsorship Society: Teaching English Language and Literature Society of Iran (TELLSI)

Director-in-Charge: Professor Ali Akbar Ansarin

Editor-in-Chief: Professor Farahman Farrokhi

Scientific & Executive Manager: Dr. Mohammad Zohrabi

Subject Area: English language teaching and learning

Format: Print and Online

Print    ISSN: 2251-7995

Online ISSN: 2676-6876

Frequency: Semiannual

Language: English

Open Access: Yes, free access to articles

Article types: Research and review papers

Primary Review: 10 days, approximately

Peer Review Policy: Double-blind peer-review

Average refereeing time: 24 weeks

Acceptance percentage: 20%

Article Processing Charges:  Yes. The publication fee is 5000000 Rials, after the final approval and before the issuance of the acceptance certificate.

Citation Style: The APA referencing style

Website: https://elt.tabrizu.ac.ir

E-mail: elt@tabrizu.ac.ir    

Tel: +98 (0) 4133392131 | The Response time: Saturday to Wednesday from 8:00 to 14.30. 

Indexing & Abstracting: EBSCO, EBSCOhost, ERIH PLUS (European Reference Index for the Humanities or ERIH), ROAD-ISSN, Islamic World Science Citation Center (ISC), Scientific Information Database (SID), Noormags, Magiran, Iran Journals, Google Scholar, Academia, LinkedIn, etc.

COPE: The Journal of English Language Teaching and Learning (JELTL) follows the policies and guidelines of the Committee on Publication Ethics (COPE) and abides by its Code of Conduct in dealing with potential cases of misconduct.

Copyright: Authors retain unrestricted copyrights and publishing rights.

Plagiarism detection software: iThenticate

Publication type: Scientific (This Journal has been licensed by the Ministry of Science, Research and Technology)

The last Assessment's Rank of the Islamic World Science Citation Database (ISC): Q1

The last Assessment's Rank of the Ministry of Science Research and Technology: A

Type of License: Creative Commons — Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)

Address: The office of the Journal of English Language Teaching and Learning (JELTL), Faculty of Persian Literature and Foreign Languages, University of Tabriz, Tabriz, Iran.

Required files to be uploaded: Five essential files must be submitted through the manuscript submission system: 1. The main file of the manuscript (without the names of the authors); the manuscript should be prepared based on the template. 2. Title page in the mentioned format, 3. Authorship form (must include the title of the article and the name and surname of all authors and be signed by all authors), 4. Conflicts of Interest form (must be signed by the Corresponding Author and uploaded with the article file), and 5. Cover letter.

Format of journal articles: The authors are encouraged to use this format/template. Otherwise, the order will not be effective.

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This journal reserves the right to reject or accept, edit, publish, and reproduce articles. 

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English language learning
Online and Face-to-Face Instructions Interplay and Language Learning: Instructors’ and Learners' Perspective

Parisa Abazari; Abbas Ali Rezaee; Nasrin Bahrainy

Volume 16, Issue 34 , December 2024, Pages 1-18

https://doi.org/10.22034/elt.2024.60241.2609

Abstract
  Blended learning (BL) is being increasingly utilized in teaching and learning languages, therefore, carrying out this study in view of the lack of studies on BL within the Iranian EFL context is very significant. The study conducted at the English Department of Karaj Islamic Azad University provides ...  Read More

English language teaching
Pragmatic Instruction and Speaking Ability of Iraqi EFL Learners in Virtual vs. Face-to-face Classroom Contexts: Expressive, Declarative, and Directive Speech Acts in Focus

Hussein Al Khafaji; Zahra Amirian; Mohammad Amiryousefi; Abbas H. J. Sultan

Volume 16, Issue 34 , December 2024, Pages 19-36

https://doi.org/10.22034/elt.2023.58594.2568

Abstract
  This study was an attempt to see whether the instruction of pragmatic markers in virtual vs. face-to-face classroom settings had any effect on Iraqi EFL learners’ speaking ability. It also attempted to examine the intervening effects of some factors including age (teenagers in the language institute ...  Read More

English language teaching
A Systematic Review of Technology-Mediated Feedback Research: Insights and Future Directions

Saman Ebadi; Rana Rahimi

Volume 16, Issue 34 , December 2024, Pages 37-54

https://doi.org/10.22034/elt.2024.63638.2698

Abstract
  This study builds on previous reviews of technology-mediated feedback up to 2020 to provide an updated account of research conducted from 2020 onwards. It offers an overview of contextual trends, feedback focus, and the types of technology and software used. The analysis focuses on peer-reviewed studies ...  Read More

English language teaching
The Role of Construct Validity in Designing English Language Assessment Tasks

Elham Elhambakhsh

Volume 16, Issue 34 , December 2024, Pages 55-78

https://doi.org/10.22034/elt.2024.61423.2638

Abstract
  The field of language assessment, commemorating its 40th anniversary since the launch of language testing, has evolved significantly over the years. This study aimed to investigate the key findings and insights from exploring the role of construct validity in shaping the design of English Language Assessment ...  Read More

English language teaching
Impact of Flipped Classroom Integrated with MOOCs on Intermediate EFL Learners’ Self-Regulated Writing Strategies

Parisa Etemadfar; Hossein Barati; Azizollah Dabbaghi

Volume 16, Issue 34 , December 2024, Pages 79-96

https://doi.org/10.22034/elt.2024.63311.2689

Abstract
  This study aimed to examine the impact of flipped classroom (FC) integrated with Massive Open Online Courses (MOOCs) on EFL learners’ use of self-regulated learning (SRL) strategies in writing. To this end, 60 intermediate college students, who were homogenized by a placement test, were selected ...  Read More

English language learning
Interplay between Professional Identity and Emotional Quotient of Iranian Female EFL University Teachers in the Habitual Burnout Phase

Raziyeh Fallah; Azizeh Chalak; Hossein Heidari Tabrizi

Volume 16, Issue 34 , December 2024, Pages 97-112

https://doi.org/10.22034/elt.2024.63038.2685

Abstract
  Following an explanatory sequential design, this study explored the possible association between the Professional Identity (PI) of Iranian female EFL university teachers in the Habitual Burnout (HB) phase and their Emotional Quotient (EQ). In the quantitative phase, a Structural Equation Model (SEM) ...  Read More

English language teaching
Enhancing EFL Students' Essay Writing Proficiency through Input Flooding Strategies for Parallel Structure: An Examination of Flipped Online versus Flipped Face-to-Face Instructional Models

Mehri Farzaneh; Farzaneh Khodabndeh; Ehsan Rezvani

Volume 16, Issue 34 , December 2024, Pages 113-134

https://doi.org/10.22034/elt.2024.62166.2665

Abstract
  The proficient use of parallel structures in essay writing plays a vital role in enhancing language proficiency among English as a Foreign Language (EFL) learners. Exploring effective instructional strategies, such as input flooding, can contribute significantly to improved writing outcomes. This study ...  Read More

English language teaching
Research into Iranian EFL Teachers’ Knowledge of Educational Ethical Codes: Development of a Synergistic Model

Tayebeh-sadat Hosseini; Mahnaz Mostafaei-Alaei; Hamid Allami

Volume 16, Issue 34 , December 2024, Pages 135-168

https://doi.org/10.22034/elt.2024.61455.2649

Abstract
  The study aimed to investigate the Iranian EFL teachers’ knowledge of educational ethical codes in academic settings through the employment of a newly-designed questionnaire, developed by the researchers. To this end, six university professors as experts were invited to participate in an unstructured ...  Read More

English language learning
The Role of Persian L1 and English L2 on the Acquisition of L3 Indefinite Frequency Adverbs

Emad Khosravani; Ali Akbar Jabbari; Ali Mohammad Fazilatfar; Mohammad Javad Rezai

Volume 16, Issue 34 , December 2024, Pages 169-196

https://doi.org/10.22034/elt.2024.60320.2611

Abstract
  This study aims to identify the role of transfer in the L3 acquisition of indefinite frequency adverbs, be it L1, L2 or both; and to find out whether CLI occurs on a feature-by-feature basis or as a wholesale phenomenon. Also, this study intends to investigate the influence of the learners' L2 proficiency ...  Read More

English language teaching
Young Learners of English (YLE) Teachers’ Vision of an Ideal Classroom Environment: Factors and Variables

Mohammad Hadi Mahmoodi; Mohammad Ahmadi-Safa; Narges Zareian

Volume 16, Issue 34 , December 2024, Pages 197-220

https://doi.org/10.22034/elt.2024.63020.2686

Abstract
  What we know about the vision of an ideal Young Learners of English (YLE) classroom environment is only limited to a number of small-scale qualitative studies that have explored the development of teachers’ vision throughout their careers. This gap prompted the researchers of this study to pursue ...  Read More

English language learning
Developing the Intercultural Communicative Competence of Iranian Medical ESP Students Through Explicit Instruction

Farhad Mardaneh; Rajab Esfandiari; Abbas Ali Zarei

Volume 16, Issue 34 , December 2024, Pages 221-240

https://doi.org/10.22034/elt.2024.64218.2711

Abstract
  As the world evolves into more globalized, ethnically, and linguistically mixed societies, Intercultural Communicative Competence (ICC) stages itself as a crucial asset. This fact holds particularly true when it comes to increasingly globalized healthcare academic milieux, where cultivating ICC is crucial ...  Read More

English language teaching
Differential Effects of Non-linguistic Feedback Types on Complexity, Accuracy and Fluency of EFL Learners’ Speaking Performance in Online Education

Marzieh Mehri

Volume 16, Issue 34 , December 2024, Pages 241-256

https://doi.org/10.22034/elt.2024.63744.2700

Abstract
  This study examined the impacts of providing regulatory focus feedback (RFF) in the forms of prevention and promotion as well as reference of comparison feedback (RCF) in the forms of normative and self-referential on EFL learners’ speaking complexity, accuracy, and fluency (CAF) in online speaking ...  Read More

English language teaching
EFL Learners’ Perceptions of Interaction-based Learning and Their Willingness to Communicate

Sura Mohamed Kamkam; Mahmoud Afrouz; Zargham Ghabanchi; Manijeh Youhanaee

Volume 16, Issue 34 , December 2024, Pages 257-280

https://doi.org/10.22034/elt.2023.56325.2536

Abstract
  It is believed that classroom interaction is essential for learning a second language (L2). Studies on teaching second/foreign language present evidence that affirms the significance of interaction in language learning and its function in facilitating learners' attempts to gain ...  Read More

English language learning
On the Importance of Learning Vocabulary in Academic Materials: A Mixed- Methods Study to Probe into the State of Language Progress, Willingness to Communicate and Academic Engagement from the Voices of EFL Learners

Ehsan Namaziandoost; Hossein Kargar Behbahani; Goodarz Shakibaei

Volume 16, Issue 34 , December 2024, Pages 281-306

https://doi.org/10.22034/elt.2024.60805.2618

Abstract
  This investigation aimed to inform instructional practices that foster linguistic development and enhance the overall language learning experience by unraveling the nuanced dynamics at play. To this end, the researchers explored the influence of two distinct vocabulary books, "Keyword for Fluency" and ...  Read More

English language learning
AI-assisted EAP Testing: A Case of Academic IELTS Writing by Iranian EFL Learners

Katayoun Oskoui; Vahid Reza Mirzaeian; Zohreh Nafissi

Volume 16, Issue 34 , December 2024, Pages 307-330

https://doi.org/10.22034/elt.2024.63345.2691

Abstract
  The advent of AI technologies has been influential on the quality of language learning in EFL contexts. A plethora of studies have explored the employment of AI bots in academic writing. Yet, exploring the strategies employed by Iranian EFL learners while using an AI bot to complete academic IELTS writing ...  Read More

English language teaching
The Impact of Critical Thinking Skills in TBSIR Approach on the Computer-Based English Expository Essay Writing of Iranian University Students

Aniseh Rahmani; Akram Bahrami

Volume 16, Issue 34 , December 2024, Pages 331-342

https://doi.org/10.22034/elt.2024.53848.2516

Abstract
  Due to the vital role of critical thinking skills in students' educational and non-educational success, the present research attempted to examine the impact of critical thinking skills in TBSIR approach on the computer-based English expository essay writing of Iranian university students. Participants ...  Read More

English language learning
Constructing a Local Rubric for Iranian EFL High School Learners’ Speaking Skill: High School Teachers and University Professors’ Voices

Ayatollah Razmjoo; Bahman Hassanzadeh

Volume 16, Issue 34 , December 2024, Pages 343-366

https://doi.org/10.22034/elt.2024.61421.2637

Abstract
  Abstract Reviewing the literature, there is an evident lack of appropriate research on the potential difficulties of assessing speaking skill and the urgent need of more rigorous assessment of speaking skill and its intricacies. Therefore, this study aimed to develop a collaborative local rubric for ...  Read More

English language learning
Assessing the Effects of Funds of Identity on L2 Learners’ Willingness to Read E-books

Afsar Rouhi; Afsaneh Saeedakhtar; Behrooz seifi; Reza Abdi

Volume 16, Issue 34 , December 2024, Pages 369-386

https://doi.org/10.22034/elt.2024.61003.2626

Abstract
  Objective: This study explores the effect of recruiting topics highly valued by students along with the interest-igniting mode of reading texts in the site of practice, collectively framed as funds of identity (FoI), on willingness to read (WTR).Methods: To this end, three groups of students were recruited. ...  Read More

English language teaching
The Effect of Feedback Scope Through Digital Modality (Synchronous vs. Asynchronous) on Complexity, Accuracy and Fluency of Iranian EFL Learners’ Written Productions

Reihaneh Shoghi; Mansoor Tavakoli; Zahra Amirian

Volume 16, Issue 34 , December 2024, Pages 385-408

https://doi.org/10.22034/elt.2024.62306.2668

Abstract
  This study investigated the effectiveness of two different scopes of corrective feedback on enhancing the complexity, accuracy, and fluency of L2 written productions among 150 intermediate EFL learners participating in intact online courses. The corrective feedback scope includes highly focused and comprehensive ...  Read More

English language teaching
Integrating Positive Psychology in Language Testing: Fostering Growth, Motivation, and Well-Being in Assessment Practices

Mohammad-Ali Soozandehfar; Mahdi Dehghayedi

Volume 16, Issue 34 , December 2024, Pages 409-426

https://doi.org/10.22034/elt.2024.63551.2694

Abstract
  This study is an attempt to explore the integration of positive psychology within language testing, while assessing its effects on learner performance, self-efficacy, motivation, and test anxiety in EFL contexts. Postulated on a mixed-method approach, firstly, the study involves in a quasi-experimental ...  Read More

English language teaching
A Comparison of the Impact of Simplified and Authentic Literary Texts on High School Learners’ Reading

Tareq Kareem Hatem Al-Shammari; Majid Asgari; Raed Latif Ugla; Ehsan Rezvani

Volume 16, Issue 34 , December 2024, Pages 427-442

https://doi.org/10.22034/elt.2024.64317.2715

Abstract
  The usefulness of using literature in language teaching has always been acknowledged by language teaching researchers who have studied the said issue from different aspects and in various contexts. The present investigation tries to discover if the use of authentic and simplified literary texts could ...  Read More

English language learning
Multifaceted Challenges in English Language Education: Perspectives from Secondary School Teachers and Students in Baluchistan, Iran

Ali Beikian; Mohammad-Karim Derakhshideh

Volume 16, Issue 34 , December 2024, Pages 443-462

https://doi.org/10.22034/elt.2024.64011.2706

Abstract
  English language education in Baluchistan, Iran, faces unique challenges due to the region's socio-economic conditions and limited access to resources. This study investigates the specific teaching and learning difficulties within secondary schools in this region. A mixed-methods approach was employed, ...  Read More

The Influence of Collaboration on Individual Writing Quality: The Case of Iranian vs. Malaysian College Students
Volume 8, Issue 17 , July 2016, , Pages 1-24

Abstract
  This study purported to comparatively investigate the influence of collaborative writing on the quality of individual writing of four female Iranian and four female Malaysian students. The first semester students at a private university in Malaysia, who were comparable in terms of age, gender, study ...  Read More

The Effect of Topic Bias on the Writing Proficiency of Extrovert/Introvert EFL Learners
Volume 5, Issue 11 , November 2013, , Pages 145-171

Abstract
  This study was intended to find out any possible effect of topic bias on the writing proficiency of Iranian extrovert/introvert EFL learners at high/low writing proficiency levels. One hundred participants chosen from among 150 adult language learners on the basis of their personality type (extrovert/introvert) ...  Read More

Investigating effects of digital gamification-based language learning: a systematic review
Volume 12, Issue 25 , June 2020, , Pages 53-93

https://doi.org/10.22034/elt.2020.10676

Abstract
  The purpose of this study is to investigate and synthesize the trends and key findings of the studies related to gamification as a new method in the field of learning a Foreign language (LFL) over the past 11 years. Databases including Web of Science, ERIC, and Scopus were searched for this purpose, ...  Read More

A pragmatic Analysis of Personal Metadiscourse and Politeness Principle across Genres: From Relevance to Adaptation
Volume 12, Issue 25 , June 2020, , Pages 1-31

https://doi.org/10.22034/elt.2020.10674

Abstract
  This study investigated personal metadiscourse units across genres. Based on Ädel’s (2006) taxonomy of the discourse functions of personal metadiscourse and Leech’s (2014) grand strategy of politeness, three spoken genres were compared in terms of the use of personal metadiscourse functions ...  Read More

The Use of Lexical Bundles in Native and Non-native Post-graduate Writing: The Case of Applied Linguistics MA Theses
Volume 5, Issue 11 , November 2013, , Pages 1-29

Abstract
  Connor et al. (2008) mention “specifying textual requirements of genres” (p.12) as one of the reasons which have motivated researchers in the analysis of writing. Members of each genre should be able to produce and retrieve these textual requirements appropriately to be considered communicatively ...  Read More

Investigating the relationships between regulatory foci, L2 Grit, and L2 Writing Enjoyment among Iranian EFL Learners

Davood Khedmatkar Arani; Mohammad Amiryousefi; Saeed Ketabi

Articles in Press, Accepted Manuscript, Available Online from 27 October 2024

https://doi.org/10.22034/elt.2024.61915.2657

Abstract
  Objective: Despite the renewed interest in individual differences in second language acquisition (SLA), there is still limited research on the interconnections among regulatory focus (promotion and prevention), L2 grit (Consisting of perseverance of effort and consistency of interests), and emotions. Methods: ...  Read More

Developing and validating an assessment scale for foreign language teacher agency

Sara Mirzaee; Zohreh Nafissi; Mehrdad Amiri

Articles in Press, Accepted Manuscript, Available Online from 01 December 2024

https://doi.org/10.22034/elt.2024.64123.2707

Abstract
  Foreign language (FL) teacher agency, as a significant part of teachers’ professional development, encompasses self-organized efforts to augment professional growth. This study aimed to develop an ecological FL teacher agency model through a sequential exploratory mixed methods design based on ...  Read More

Exploring the Components of Online Classroom Observation: Insights from Document Analysis and EFL Teacher Observers’ Perspectives

Masoomeh Estaji; Sara Toosi Tehrani

Articles in Press, Accepted Manuscript, Available Online from 25 December 2024

https://doi.org/10.22034/elt.2024.63903.2703

Abstract
  This study explored teachers’ conceptions of online classroom observation, focusing on the key components, instructional design considerations, and delivery strategies in virtual teaching environments. More particularly, in this multi-method qualitative research design study, the researchers did ...  Read More

The Effect of Output-Based Podcasts and Funds of Identity on Speaking Ability and Willingness to Communicate

afsaneh saeedakhtar; Afsar Rouhi; Reza Abdi; Jafar Parsanezhad

Articles in Press, Accepted Manuscript, Available Online from 07 January 2025

https://doi.org/10.22034/elt.2025.64206.2710

Abstract
  This study examines the influence of output-based podcasts (OBPs), the mediating effect of funds of identity (FoI), and teacher corrective feedback (CF) on L2 speaking of Iranian pre-intermediate learners and their willingness to communicate (WTC). The study also surveys the attitudes of the experimental ...  Read More

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