Author Index

A

  • Abadikhah, Shirin An Evaluation of Iranian Tenth-grade English Textbook: With a Focus on Language Skills, Activities and Teachers’ Perceptions [Volume 14, Issue 29, 2022, Pages 171-197]
  • Ahmadi Safa, Mohammad Iranian EFL learners’ Use of Thanking Speech Act: An ILP Study [Volume 14, Issue 30, 2022, Pages 21-38]
  • Ajideh, Parviz Native Language-Based DIF across the Subtests: A Study of the Iranian National University Entrance Exam [Volume 14, Issue 30, 2022, Pages 39-56]
  • Aliakbari, Mohammad Investigating Iranian EFL Teachers’ Identity Development Processes [Volume 14, Issue 30, 2022, Pages 115-136]
  • Ali Salimi, Esmaeel The Impact of Traditional vs. E-learning In-service Programs on EFL Teachers’ Educational Empowerment [Volume 14, Issue 30, 2022, Pages 1-20]
  • Allaf-Akbary, Omid Metadiscursive Features in Research Articles: The Role of Stimulated Recall [Volume 14, Issue 29, 2022, Pages 245-263]
  • Allahveysi, Seyyed Pedram Teacher Education and Multiple Intelligences: Foreign Language Teaching Anxiety of Iranian EFL Teachers [Volume 14, Issue 29, 2022, Pages 214-227]
  • Al Suraifi, Abbas Iraqi EFL Learners’ Preferences and Readiness for Mobile Learning in Higher Education during COVID-19 Pandemic [Volume 14, Issue 30, 2022, Pages 351-365]
  • Amirian, Seyed Mohammad Reza Co-Teaching in an EFL Writing Class: A Mixed-Methods Probe into its Effects and Students' Perceptions [Volume 14, Issue 30, 2022, Pages 57-74]
  • Amirian, Zahra Intercultural Communicative Competence of Iranian University Students Studying Abroad: exploring key components [Volume 14, Issue 30, 2022, Pages 209-229]
  • Amiryousefi, Mohammad Intercultural Communicative Competence of Iranian University Students Studying Abroad: exploring key components [Volume 14, Issue 30, 2022, Pages 209-229]
  • Arefian, Mohammad Hossein Assessment Literacy in Light of Teachers’ Discipline: hard Sciences, soft sciences, and ELT [Volume 14, Issue 30, 2022, Pages 316-332]
  • Asadollahfam, Hassan Critical Thinking as an Essential Factor in EFL Teacher Educators’ Professional Development: a Transformative Learning Paradigm [Volume 14, Issue 30, 2022, Pages 194-208]

B

  • Babaee Bormanaki, Hamid Reza Native Language-Based DIF across the Subtests: A Study of the Iranian National University Entrance Exam [Volume 14, Issue 30, 2022, Pages 39-56]
  • Bagheri Nevisi, Reza Co-Teaching in an EFL Writing Class: A Mixed-Methods Probe into its Effects and Students' Perceptions [Volume 14, Issue 30, 2022, Pages 57-74]
  • Bahrami, Akram The Impact of Edmodo as an Asynchronous Online Discussion Forum on English Reading Comprehension Skills of Iranian Learners [Volume 14, Issue 30, 2022, Pages 75-90]
  • Barani, Ghasem Ethical Challenges of Designing on Application for Reading Instruction Management System (RIMS): A Phenomenological Study [Volume 14, Issue 29, 2022, Pages 198-213]
  • Barati, Hossein Effect of Using Smart Learning Pen (iPen) on Young Iranian Male and Female EFL Learners’ Speaking Accuracy and Fluency [Volume 14, Issue 29, 2022, Pages 228-244]
  • Behin, Bahram Critical Thinking as an Essential Factor in EFL Teacher Educators’ Professional Development: a Transformative Learning Paradigm [Volume 14, Issue 30, 2022, Pages 194-208]
  • Beikian, Ali Needs Analysis for Maritime ESP Courses of Iran’s Ports and Maritime Organization (PMO) [Volume 14, Issue 30, 2022, Pages 282-299]

D

  • Dabaghi Varnosfadrani, Azizollah Can Working Memory Be Trained through Learning an Additional Language? the effects of TPR versus PPP [Volume 14, Issue 30, 2022, Pages 300-315]
  • Divsar, Hoda A Symbiosis of Contingent Models to Scaffold EFL Learners towards Self-regulation and Willingness to Communicate [Volume 14, Issue 29, 2022, Pages 61-78]
  • Donyaie, Shadi Criticality in EAP Education in Iran: a missing link [Volume 14, Issue 30, 2022, Pages 333-350]

E

  • Esfandiari, Rajab Metadiscursive Features in Research Articles: The Role of Stimulated Recall [Volume 14, Issue 29, 2022, Pages 245-263]
  • Eslami, Mostafa The Impact of Edmodo as an Asynchronous Online Discussion Forum on English Reading Comprehension Skills of Iranian Learners [Volume 14, Issue 30, 2022, Pages 75-90]
  • Estaji, Masoomeh Realization of Initiation, Response, and Feedback in Teacher-Student Interactions in EFL Classrooms: Learning Realities and Opportunities [Volume 14, Issue 30, 2022, Pages 91-114]

G

  • Ganji, Mansoor Needs Analysis for Maritime ESP Courses of Iran’s Ports and Maritime Organization (PMO) [Volume 14, Issue 30, 2022, Pages 282-299]
  • Ghahraki, Shahram Applying a two-parameter item response model to explore the psychometric properties: The case of the ministry of Science, Research and Technology (MSRT) high-stakes English Language Proficiency test [Volume 14, Issue 29, 2022, Pages 1-26]
  • Ghane, Mohammad Hossein The Impact of Genre-based Instruction on Academic Writing & Self-efficacy: The Case of Graduate Students’ Thesis Proposal [Volume 14, Issue 29, 2022, Pages 99-117]
  • Gheitasi, Mojtaba Investigating Iranian EFL Teachers’ Identity Development Processes [Volume 14, Issue 30, 2022, Pages 115-136]
  • Ghonsooly, Behzad Ethical Challenges of Designing on Application for Reading Instruction Management System (RIMS): A Phenomenological Study [Volume 14, Issue 29, 2022, Pages 198-213]
  • G. Shooshtari, Zohreh Investigating the Impact of Unfocused Direct and indirect Written Corrective Feedback on Writing Accuracy of Iranian EFL Learners [Volume 14, Issue 30, 2022, Pages 180-193]

H

  • Hadavizadeh, Ali A Symbiosis of Contingent Models to Scaffold EFL Learners towards Self-regulation and Willingness to Communicate [Volume 14, Issue 29, 2022, Pages 61-78]
  • Hassanpour, Seyyedeh Shirin On the Relationship between Iranian EFL Teachers’ Personality Type and Their Classroom Management Orientation [Volume 14, Issue 30, 2022, Pages 230-244]
  • Heidari, Hadi The Contribution of Various Dimensions of L2 Identity to L1 National Identity: A Case of the Iranian EFL Context [Volume 14, Issue 29, 2022, Pages 27-43]
  • Hemmati, Fatemeh Learners’ Accurate Meaning Inferencing and Vocabulary Gain: Does Concordance Length Play a Role? [Volume 14, Issue 29, 2022, Pages 44-60]
  • Hesabi, Akbar The Effectiveness of Radial Categories in Facilitating EFL learners' Cognitive Operations for Learning Phrasal Verbs [Volume 14, Issue 30, 2022, Pages 149-164]

J

  • Jafari, Moneer Iranian EFL learners’ Use of Thanking Speech Act: An ILP Study [Volume 14, Issue 30, 2022, Pages 21-38]
  • Jafarigohar, Manoochehr A Symbiosis of Contingent Models to Scaffold EFL Learners towards Self-regulation and Willingness to Communicate [Volume 14, Issue 29, 2022, Pages 61-78]
  • Jalilian, Mansoureh Learning a Thousand Words: EFL Learners’ Development of Vision Competencies [Volume 14, Issue 30, 2022, Pages 245-263]

K

  • Kadhum Fahad, Ahmed Iraqi EFL Learners’ Preferences and Readiness for Mobile Learning in Higher Education during COVID-19 Pandemic [Volume 14, Issue 30, 2022, Pages 351-365]
  • Karimi Alavijeh, Khadijeh Learning a Thousand Words: EFL Learners’ Development of Vision Competencies [Volume 14, Issue 30, 2022, Pages 245-263]
  • Ketabi, Saeed Applying a two-parameter item response model to explore the psychometric properties: The case of the ministry of Science, Research and Technology (MSRT) high-stakes English Language Proficiency test [Volume 14, Issue 29, 2022, Pages 1-26]
  • Khademian, Jalal Co-Teaching in an EFL Writing Class: A Mixed-Methods Probe into its Effects and Students' Perceptions [Volume 14, Issue 30, 2022, Pages 57-74]
  • Khazaie, Saeed A Critical Examination of Western and Islamic Orientations to English Language Education in Iran: A Call for Dialogue across Various Perspectives in a Non-Native Context [Volume 14, Issue 29, 2022, Pages 118-132]

M

  • Mahmoodi, Mohammad Hadi Working Memory Capacity and Semantic-Morphosyntactic Competition: A Comparison of L1 and L2 Sentence Processing [Volume 14, Issue 29, 2022, Pages 79-98]
  • Malmir, Ali The Contribution of Various Dimensions of L2 Identity to L1 National Identity: A Case of the Iranian EFL Context [Volume 14, Issue 29, 2022, Pages 27-43]
  • Mashhadi, Amir Iraqi EFL Learners’ Preferences and Readiness for Mobile Learning in Higher Education during COVID-19 Pandemic [Volume 14, Issue 30, 2022, Pages 351-365]
  • Mashhadi, Jamshid Investigating the Efficacy of Flipped Learning on Autonomy and Skill-Learning of Iranian EFL Learners [Volume 14, Issue 30, 2022, Pages 137-148]
  • Mazandarani, Omid Ethical Challenges of Designing on Application for Reading Instruction Management System (RIMS): A Phenomenological Study [Volume 14, Issue 29, 2022, Pages 198-213]
  • Mazdayasna, Golnar The Impact of Genre-based Instruction on Academic Writing & Self-efficacy: The Case of Graduate Students’ Thesis Proposal [Volume 14, Issue 29, 2022, Pages 99-117]
  • Mehrad Sadr, Maryam The Effectiveness of Radial Categories in Facilitating EFL learners' Cognitive Operations for Learning Phrasal Verbs [Volume 14, Issue 30, 2022, Pages 149-164]
  • Mirzaeian, Vahid Reza Investigating Iranian EFL Student Teachers’ Attitude toward the Implementation of Machine Translation as an ICALL Tool [Volume 14, Issue 30, 2022, Pages 165-179]
  • Mirzaei Shojakhanlou, Meisam Realization of Initiation, Response, and Feedback in Teacher-Student Interactions in EFL Classrooms: Learning Realities and Opportunities [Volume 14, Issue 30, 2022, Pages 91-114]
  • Mohammadnia, Zhila Customized Oral Corrective Feedback: Learners’ Preferences and Personality Traits [Volume 14, Issue 29, 2022, Pages 155-170]
  • Moradi, Fatemeh Research into Iranian EFL Learners’ Perceptions of Culture Management: A Questionnaire Development and Validation Study [Volume 14, Issue 29, 2022, Pages 133-154]
  • Moradian, Mahmood Reza A Critical Examination of Western and Islamic Orientations to English Language Education in Iran: A Call for Dialogue across Various Perspectives in a Non-Native Context [Volume 14, Issue 29, 2022, Pages 118-132]
  • Mostafaei Alaei, Mahnaz Research into Iranian EFL Learners’ Perceptions of Culture Management: A Questionnaire Development and Validation Study [Volume 14, Issue 29, 2022, Pages 133-154]

N

  • Nateghian, Nooshin Customized Oral Corrective Feedback: Learners’ Preferences and Personality Traits [Volume 14, Issue 29, 2022, Pages 155-170]
  • Negahi, Mohammadreza Investigating the Impact of Unfocused Direct and indirect Written Corrective Feedback on Writing Accuracy of Iranian EFL Learners [Volume 14, Issue 30, 2022, Pages 180-193]
  • Nejadansari, Daryush Effect of Using Smart Learning Pen (iPen) on Young Iranian Male and Female EFL Learners’ Speaking Accuracy and Fluency [Volume 14, Issue 29, 2022, Pages 228-244]
  • Norouzi, Mohammad Hossein On the Relationship between Iranian EFL Teachers’ Personality Type and Their Classroom Management Orientation [Volume 14, Issue 30, 2022, Pages 230-244]
  • Norouzi, Nargess Intercultural Communicative Competence of Iranian University Students Studying Abroad: exploring key components [Volume 14, Issue 30, 2022, Pages 209-229]

O

  • Oskoui, Katayoun Investigating Iranian EFL Student Teachers’ Attitude toward the Implementation of Machine Translation as an ICALL Tool [Volume 14, Issue 30, 2022, Pages 165-179]

P

  • Parsaiyan, Seyyedeh Fahimeh Learning a Thousand Words: EFL Learners’ Development of Vision Competencies [Volume 14, Issue 30, 2022, Pages 245-263]
  • Pirzad, Fatemeh An Evaluation of Iranian Tenth-grade English Textbook: With a Focus on Language Skills, Activities and Teachers’ Perceptions [Volume 14, Issue 29, 2022, Pages 171-197]
  • Pourjafarian, Najmeh Reflectivity in reflective practice: A case of EFL student teachers in practicum [Volume 14, Issue 30, 2022, Pages 264-281]

R

  • Raeisi, Mohammad Akbar Needs Analysis for Maritime ESP Courses of Iran’s Ports and Maritime Organization (PMO) [Volume 14, Issue 30, 2022, Pages 282-299]
  • Ramezanzadeh, Akram A Critical Examination of Western and Islamic Orientations to English Language Education in Iran: A Call for Dialogue across Various Perspectives in a Non-Native Context [Volume 14, Issue 29, 2022, Pages 118-132]
  • Ranjbar, Maryam Can Working Memory Be Trained through Learning an Additional Language? the effects of TPR versus PPP [Volume 14, Issue 30, 2022, Pages 300-315]
  • Rohani Ravari, Maaryam Learners’ Accurate Meaning Inferencing and Vocabulary Gain: Does Concordance Length Play a Role? [Volume 14, Issue 29, 2022, Pages 44-60]
  • Rouhi, Afsar Learners’ Accurate Meaning Inferencing and Vocabulary Gain: Does Concordance Length Play a Role? [Volume 14, Issue 29, 2022, Pages 44-60]

S

  • Saaedi Asl, Mahmoud The Impact of Traditional vs. E-learning In-service Programs on EFL Teachers’ Educational Empowerment [Volume 14, Issue 30, 2022, Pages 1-20]
  • Saeedi, Zari The Impact of Traditional vs. E-learning In-service Programs on EFL Teachers’ Educational Empowerment [Volume 14, Issue 30, 2022, Pages 1-20]
  • Sahragard, Rahman Reflectivity in reflective practice: A case of EFL student teachers in practicum [Volume 14, Issue 30, 2022, Pages 264-281]
  • Saidi, Mavadat Assessment Literacy in Light of Teachers’ Discipline: hard Sciences, soft sciences, and ELT [Volume 14, Issue 30, 2022, Pages 316-332]
  • Sarani, Abdullah A Symbiosis of Contingent Models to Scaffold EFL Learners towards Self-regulation and Willingness to Communicate [Volume 14, Issue 29, 2022, Pages 61-78]
  • Shahmoradi, Arezou Ethical Challenges of Designing on Application for Reading Instruction Management System (RIMS): A Phenomenological Study [Volume 14, Issue 29, 2022, Pages 198-213]
  • Shahnazari Dorcheh, Mohammad Taghi Can Working Memory Be Trained through Learning an Additional Language? the effects of TPR versus PPP [Volume 14, Issue 30, 2022, Pages 300-315]
  • Shahnazari Dorcheh, MohammadTaghi The Effectiveness of Radial Categories in Facilitating EFL learners' Cognitive Operations for Learning Phrasal Verbs [Volume 14, Issue 30, 2022, Pages 149-164]
  • Sheykholmoluki, Hamidreza Working Memory Capacity and Semantic-Morphosyntactic Competition: A Comparison of L1 and L2 Sentence Processing [Volume 14, Issue 29, 2022, Pages 79-98]
  • Soleimani, Habib Teacher Education and Multiple Intelligences: Foreign Language Teaching Anxiety of Iranian EFL Teachers [Volume 14, Issue 29, 2022, Pages 214-227]
  • Soodmand Afshar, Hassan Criticality in EAP Education in Iran: a missing link [Volume 14, Issue 30, 2022, Pages 333-350]

T

  • Tavakoli, Manssor Applying a two-parameter item response model to explore the psychometric properties: The case of the ministry of Science, Research and Technology (MSRT) high-stakes English Language Proficiency test [Volume 14, Issue 29, 2022, Pages 1-26]

V

  • Vahdat, Sedigheh Investigating the Impact of Unfocused Direct and indirect Written Corrective Feedback on Writing Accuracy of Iranian EFL Learners [Volume 14, Issue 30, 2022, Pages 180-193]

Y

  • Yaghoubi-Notash, Massoud Native Language-Based DIF across the Subtests: A Study of the Iranian National University Entrance Exam [Volume 14, Issue 30, 2022, Pages 39-56]
  • Yarahmadzehi, Nahid Needs Analysis for Maritime ESP Courses of Iran’s Ports and Maritime Organization (PMO) [Volume 14, Issue 30, 2022, Pages 282-299]
  • Yazdankhah, Jalil Critical Thinking as an Essential Factor in EFL Teacher Educators’ Professional Development: a Transformative Learning Paradigm [Volume 14, Issue 30, 2022, Pages 194-208]
  • Yeganeh, Ali Effect of Using Smart Learning Pen (iPen) on Young Iranian Male and Female EFL Learners’ Speaking Accuracy and Fluency [Volume 14, Issue 29, 2022, Pages 228-244]
  • Yousefi, Mohammad Hossein Critical Thinking as an Essential Factor in EFL Teacher Educators’ Professional Development: a Transformative Learning Paradigm [Volume 14, Issue 30, 2022, Pages 194-208]

Z

  • Zarei, Abbas Ali The Contribution of Various Dimensions of L2 Identity to L1 National Identity: A Case of the Iranian EFL Context [Volume 14, Issue 29, 2022, Pages 27-43]
  • Zununi Vahed, Fatemeh A Symbiosis of Contingent Models to Scaffold EFL Learners towards Self-regulation and Willingness to Communicate [Volume 14, Issue 29, 2022, Pages 61-78]