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]
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]
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]
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, MohammadTaghi
The Effectiveness of Radial Categories in Facilitating EFL learners' Cognitive Operations for Learning Phrasal Verbs [Volume 14, Issue 30, 2022, Pages 149-164]
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]
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]
