Author Index

A

  • Albadri, Mohammed-Abed-Salih Blended Courses in the English-as-a-Foreign-Language context of Iraq: examining university students’ attitudes and gender effect [Volume 17, Issue 35, 2025, Pages 99-116]
  • Amiri, Mehrdad Developing and Validating an Assessment Scale for Foreign Language Teacher Agency [Volume 17, Issue 35, 2025, Pages 283-300]
  • Amiryousefi, Mohammad Investigating the Relationships between Regulatory Foci, L2 Grit, and L2 Writing Enjoyment among Iranian EFL Learners [Volume 17, Issue 35, 2025, Pages 195-208]
  • Arabmofrad, Ali A Meta-Analytic Study of Computerized Dynamic Assessment in English Language Learning: trends, effectiveness, and implications [Volume 17, Issue 35, 2025, Pages 117-136]
  • Ariamanesh, Ali-Akbar Investigating the Reliability of the Reading Module of the Iranian Ministry of Science, Research, and Technology’s English Proficiency Test [Volume 17, Issue 35, 2025, Pages 1-14]

B

  • Bahrami, Mohammad Evaluating the Influence of Formative and Suative Assessments on EFL Learners’ Listening and Reading Comprehension [Volume 17, Issue 35, 2025, Pages 15-38]
  • Banisharif-Dehkordi, Mohsen Effects of AI-Driven Written Direct and Indirect Feedback on Iranian Intermediate EFL Learners' Writing Complexity [Volume 17, Issue 35, 2025, Pages 39-60]
  • Beikian, Ali Investigating the Impact of Flipped Classroom Instruction on ESP Students’ Reading Comprehension: students’ attitudes in the spotlight [Volume 17, Issue 35, 2025, Pages 209-226]

C

  • Cheraghi, Zahra The Impact of Grammarly Software on Enhancing Writing Skills among EFL Learners [Volume 17, Issue 35, 2025, Pages 61-98]

D

  • Dashtestani, Reza Blended Courses in the English-as-a-Foreign-Language context of Iraq: examining university students’ attitudes and gender effect [Volume 17, Issue 35, 2025, Pages 99-116]
  • Dehghan-Manshadi, Fereshteh Investigating the Reliability of the Reading Module of the Iranian Ministry of Science, Research, and Technology’s English Proficiency Test [Volume 17, Issue 35, 2025, Pages 1-14]
  • Dowlatabadi, Hamid Reza Beyond Tradition: proposing a new framework for speech act classifications [Volume 17, Issue 35, 2025, Pages 175-194]

E

  • Emadi, Marzieh A Meta-Analytic Study of Computerized Dynamic Assessment in English Language Learning: trends, effectiveness, and implications [Volume 17, Issue 35, 2025, Pages 117-136]
  • Estaji, Masoomeh Exploring the Components of Online Classroom Observation: insights from document analysis and EFL teacher observers’ perspectives [Volume 17, Issue 35, 2025, Pages 137-160]

G

  • Ghabanchi, Zargham Exploring the Effects of Chatbot-Assisted Language Learning on Learners’ Language Achievement and Sense of Metavolvement [Volume 17, Issue 35, 2025, Pages 245-266]
  • Gharibeh-Gharibeh, Sajjad Appraisal of Multiple Intelligence-Based Instruction: the case of learners’ perceptions [Volume 17, Issue 35, 2025, Pages 161-174]
  • Gholami-Hossein-Abad, Mohammad-Javad Exploring the Effects of Chatbot-Assisted Language Learning on Learners’ Language Achievement and Sense of Metavolvement [Volume 17, Issue 35, 2025, Pages 245-266]

H

  • Hafez, Fatemeh The Effect of Corrective Feedback on Iranian English as a Foreign Language Learners’ Interlanguage Pragmatics Development [Volume 17, Issue 35, 2025, Pages 267-282]
  • Hajimohammadi, Mohammad Investigating the Reliability of the Reading Module of the Iranian Ministry of Science, Research, and Technology’s English Proficiency Test [Volume 17, Issue 35, 2025, Pages 1-14]
  • Hejazi, Yahya Blended Courses in the English-as-a-Foreign-Language context of Iraq: examining university students’ attitudes and gender effect [Volume 17, Issue 35, 2025, Pages 99-116]

J

  • Jafari, Zahra Beyond Tradition: proposing a new framework for speech act classifications [Volume 17, Issue 35, 2025, Pages 175-194]

K

  • Kazem Khanlou, Somayeh The Impact of Grammarly Software on Enhancing Writing Skills among EFL Learners [Volume 17, Issue 35, 2025, Pages 61-98]
  • Ketabi, Saeed Investigating the Relationships between Regulatory Foci, L2 Grit, and L2 Writing Enjoyment among Iranian EFL Learners [Volume 17, Issue 35, 2025, Pages 195-208]
  • Khedmatkar-Arani, Davood Investigating the Relationships between Regulatory Foci, L2 Grit, and L2 Writing Enjoyment among Iranian EFL Learners [Volume 17, Issue 35, 2025, Pages 195-208]
  • Khoshsima, Hooshang Investigating the Impact of Flipped Classroom Instruction on ESP Students’ Reading Comprehension: students’ attitudes in the spotlight [Volume 17, Issue 35, 2025, Pages 209-226]

M

  • Mahshanian, Amir Evaluating the Influence of Formative and Suative Assessments on EFL Learners’ Listening and Reading Comprehension [Volume 17, Issue 35, 2025, Pages 15-38]
  • Mawlood, Bahroz Investigating the Impact of Flipped Classroom Instruction on ESP Students’ Reading Comprehension: students’ attitudes in the spotlight [Volume 17, Issue 35, 2025, Pages 209-226]
  • Mehrabian, Nasim Predicting Critical Thinking Tendencies of University EFL teachers through Problem-solving Skills: differences in gender and teaching experience [Volume 17, Issue 35, 2025, Pages 227-244]
  • Memari, Mehran The Effect of Corrective Feedback on Iranian English as a Foreign Language Learners’ Interlanguage Pragmatics Development [Volume 17, Issue 35, 2025, Pages 267-282]
  • Meshkat, Maryam The Impact of Grammarly Software on Enhancing Writing Skills among EFL Learners [Volume 17, Issue 35, 2025, Pages 61-98]
  • Mirzaee, Sara Developing and Validating an Assessment Scale for Foreign Language Teacher Agency [Volume 17, Issue 35, 2025, Pages 283-300]
  • Mohammadnia, Zhila Appraisal of Multiple Intelligence-Based Instruction: the case of learners’ perceptions [Volume 17, Issue 35, 2025, Pages 161-174]

N

  • Nafissi, Zohreh Developing and Validating an Assessment Scale for Foreign Language Teacher Agency [Volume 17, Issue 35, 2025, Pages 283-300]
  • Naji Meidani, Elham Exploring the Effects of Chatbot-Assisted Language Learning on Learners’ Language Achievement and Sense of Metavolvement [Volume 17, Issue 35, 2025, Pages 245-266]

P

  • Pishghadam, Reza Exploring the Effects of Chatbot-Assisted Language Learning on Learners’ Language Achievement and Sense of Metavolvement [Volume 17, Issue 35, 2025, Pages 245-266]

R

  • Rahimi Esfahani, Fariba Effects of AI-Driven Written Direct and Indirect Feedback on Iranian Intermediate EFL Learners' Writing Complexity [Volume 17, Issue 35, 2025, Pages 39-60]
  • Riahipour, Parisa Effects of AI-Driven Written Direct and Indirect Feedback on Iranian Intermediate EFL Learners' Writing Complexity [Volume 17, Issue 35, 2025, Pages 39-60]

S

  • Salehi, Hadi Predicting Critical Thinking Tendencies of University EFL teachers through Problem-solving Skills: differences in gender and teaching experience [Volume 17, Issue 35, 2025, Pages 227-244]
  • Sarkhosh, Mahdi Appraisal of Multiple Intelligence-Based Instruction: the case of learners’ perceptions [Volume 17, Issue 35, 2025, Pages 161-174]
  • Shoghi, Reihaneh Evaluating the Influence of Formative and Suative Assessments on EFL Learners’ Listening and Reading Comprehension [Volume 17, Issue 35, 2025, Pages 15-38]

T

  • Tabatabaei, Omid Predicting Critical Thinking Tendencies of University EFL teachers through Problem-solving Skills: differences in gender and teaching experience [Volume 17, Issue 35, 2025, Pages 227-244]
  • Toosi-Tehrani, Sara Exploring the Components of Online Classroom Observation: insights from document analysis and EFL teacher observers’ perspectives [Volume 17, Issue 35, 2025, Pages 137-160]

V

  • Vahid-Dastjerdi, Hossein Predicting Critical Thinking Tendencies of University EFL teachers through Problem-solving Skills: differences in gender and teaching experience [Volume 17, Issue 35, 2025, Pages 227-244]