Abazari, Parisa
Online and Face-to-Face Instructions Interplay and Language Learning: Instructors’ and Learners' Perspective [Volume 16, Issue 34, 2024, Pages 1-18]
Abd Alsajjad Albalawee, Hassan Hadi
The Relationships between EFL Students’ Cultural Intelligence, Emo-Sensory Intelligence, Language Learning Strategies, and English Language Achievement [Volume 16, Issue 33, 2024, Pages 1-22]
Abdi, Reza
A Study of Quality and Quantity of Nominal Groups in the Vision and Interchange Series [Volume 16, Issue 33, 2024, Pages 359-372]
Abdi, Reza
Assessing the Effects of Funds of Identity on L2 Learners’ Willingness to Read E-books [Volume 16, Issue 34, 2024, Pages 369-386]
Afrouz, Mahmoud
EFL Learners’ Perceptions of Interaction-based Learning and Their Willingness to Communicate [Volume 16, Issue 34, 2024, Pages 257-280]
Afsar, Leily
Global Citizenship Education (GCE): A Study on the Philosophical Foundations and Educational Norms of the Iranian National and Educational Documents with respect to the Promotion of the GCE Goals in Formal English Language Education [Volume 16, Issue 33, 2024, Pages 23-45]
Aghazadeh, Zahra
Iranian EFL Academics’ and PhD Candidates’ Perceptions toward the Infusion of Critical Thinking into EFL Curriculum [Volume 16, Issue 33, 2024, Pages 298-315]
Ahmadi-Safa, Mohammad
Young Learners of English (YLE) Teachers’ Vision of an Ideal Classroom Environment: Factors and Variables [Volume 16, Issue 34, 2024, Pages 197-220]
Ahmadnejad, Mohammad
The Effect of Web 2.0 Technology on Language Achievement and Self-Regulated Learning of EFL Learners: A Case of WhatsApp [Volume 16, Issue 33, 2024, Pages 46-73]
Alaei, Fazel
Syntactic Complexity and Lexical Diversity in L1/L2 Writing of EFL Learners [Volume 16, Issue 33, 2024, Pages 97-115]
Alemi, Minoo
Teacher Corrective Feedback on Learners’ Pragmatic Failure: Types of Feedback in Online Pragmatics Instruction [Volume 16, Issue 33, 2024, Pages 172-193]
Al Khafaji, Hussein
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 [Volume 16, Issue 34, 2024, Pages 19-36]
Allami, Hamid
Research into Iranian EFL Teachers’ Knowledge of Educational Ethical Codes: Development of a Synergistic Model [Volume 16, Issue 34, 2024, Pages 135-168]
Al-Shammari, Tareq Kareem Hatem
A Comparison of the Impact of Simplified and Authentic Literary Texts on High School Learners’ Reading [Volume 16, Issue 34, 2024, Pages 427-442]
Amani, Maryam
A Study of Quality and Quantity of Nominal Groups in the Vision and Interchange Series [Volume 16, Issue 33, 2024, Pages 359-372]
Amirian, Zahra
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 [Volume 16, Issue 34, 2024, Pages 19-36]
Amirian, Zahra
The Effect of Feedback Scope Through Digital Modality (Synchronous vs. Asynchronous) on Complexity, Accuracy and Fluency of Iranian EFL Learners’ Written Productions [Volume 16, Issue 34, 2024, Pages 385-408]
Amiryousefi, Mohammad
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 [Volume 16, Issue 34, 2024, Pages 19-36]
Amiryousefi, Mohammad
Gamification and the Duality of Extrinsic and Intrinsic Motivation [Volume 16, Issue 33, 2024, Pages 135-150]
Anani Sarab, Mohammad Reza
Adapting English Language Education to the EIL Framework: A Case Study of Expanding Circle Countries [Volume 16, Issue 33, 2024, Pages 116-134]
Asgari, Majid
A Comparison of the Impact of Simplified and Authentic Literary Texts on High School Learners’ Reading [Volume 16, Issue 34, 2024, Pages 427-442]
Askarpour, Anis
A Comparative Study of the Teaching Challenges Faced by Newly-hired and Experienced Teachers Teaching at Different Age Levels [Volume 16, Issue 33, 2024, Pages 74-96]
B
Bahrainy, Nasrin
Online and Face-to-Face Instructions Interplay and Language Learning: Instructors’ and Learners' Perspective [Volume 16, Issue 34, 2024, Pages 1-18]
Bahrami, Akram
The Impact of Critical Thinking Skills in TBSIR Approach on the Computer-Based English Expository Essay Writing of Iranian University Students [Volume 16, Issue 34, 2024, Pages 331-342]
Barati, Hossein
Impact of Flipped Classroom Integrated with MOOCs on Intermediate EFL Learners’ Self-Regulated Writing Strategies [Volume 16, Issue 34, 2024, Pages 79-96]
Beikian, Ali
Multifaceted Challenges in English Language Education: Perspectives from Secondary School Teachers and Students in Baluchistan, Iran [Volume 16, Issue 34, 2024, Pages 443-462]
C
Chalak, Azizeh
Interplay between Professional Identity and Emotional Quotient of Iranian Female EFL University Teachers in the Habitual Burnout Phase [Volume 16, Issue 34, 2024, Pages 97-112]
D
Dabbaghi, Azizollah
Impact of Flipped Classroom Integrated with MOOCs on Intermediate EFL Learners’ Self-Regulated Writing Strategies [Volume 16, Issue 34, 2024, Pages 79-96]
Daliranfirouz, Elham
Gamification and the Duality of Extrinsic and Intrinsic Motivation [Volume 16, Issue 33, 2024, Pages 135-150]
Davatgari Asl, Hanieh
The Utility of Lexical Bundle Teaching for Improving ESP Learners’ Writing Ability on IELTS [Volume 16, Issue 33, 2024, Pages 278-297]
Dehghayedi, Mahdi
Integrating Positive Psychology in Language Testing: Fostering Growth, Motivation, and Well-Being in Assessment Practices [Volume 16, Issue 34, 2024, Pages 409-426]
Derakhshideh, Mohammad-Karim
Multifaceted Challenges in English Language Education: Perspectives from Secondary School Teachers and Students in Baluchistan, Iran [Volume 16, Issue 34, 2024, Pages 443-462]
Divsar, Hoda
A Systematic Review of Instagram as a Mobile Assisted Language Learning Tool in English as a Second/Foreign Language [Volume 16, Issue 33, 2024, Pages 316-340]
E
Ebadi, Saman
Implementing group dynamic assessment to enhance Iranian high school students’ grammar ability [Volume 16, Issue 33, 2024, Pages 341-358]
Ebadi, Saman
A Systematic Review of Technology-Mediated Feedback Research: Insights and Future Directions [Volume 16, Issue 34, 2024, Pages 37-54]
Elhambakhsh, Elham
The Role of Construct Validity in Designing English Language Assessment Tasks [Volume 16, Issue 34, 2024, Pages 55-78]
Esfandiari, Rajab
Developing the Intercultural Communicative Competence of Iranian Medical ESP Students Through Explicit Instruction [Volume 16, Issue 34, 2024, Pages 221-240]
Etemadfar, Parisa
Impact of Flipped Classroom Integrated with MOOCs on Intermediate EFL Learners’ Self-Regulated Writing Strategies [Volume 16, Issue 34, 2024, Pages 79-96]
F
Fallah, Raziyeh
Interplay between Professional Identity and Emotional Quotient of Iranian Female EFL University Teachers in the Habitual Burnout Phase [Volume 16, Issue 34, 2024, Pages 97-112]
Farnia, Maryam
A Systematic Review of Instagram as a Mobile Assisted Language Learning Tool in English as a Second/Foreign Language [Volume 16, Issue 33, 2024, Pages 316-340]
Farrokhi, Farahman
Contributions of the Keyword Method, Thematic Clustering and Developing Morphological Awareness to the Iranian EFL learners’ Mastery of Low Frequency English Words [Volume 16, Issue 33, 2024, Pages 151-171]
Farzaneh, Mehri
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 [Volume 16, Issue 34, 2024, Pages 113-134]
Fazilatfar, Ali Mohammad
The Role of Persian L1 and English L2 on the Acquisition of L3 Indefinite Frequency Adverbs [Volume 16, Issue 34, 2024, Pages 169-196]
G
Ganji, Mansour
A Comparative Study of the Teaching Challenges Faced by Newly-hired and Experienced Teachers Teaching at Different Age Levels [Volume 16, Issue 33, 2024, Pages 74-96]
Geld, Renata
Gamification and the Duality of Extrinsic and Intrinsic Motivation [Volume 16, Issue 33, 2024, Pages 135-150]
Ghabanchi, Zargham
EFL Learners’ Perceptions of Interaction-based Learning and Their Willingness to Communicate [Volume 16, Issue 34, 2024, Pages 257-280]
Ghabanchi, Zargham
Overrepresentation and underrepresentation of cohesive devices in EFL learners’ translated and free narrative writings [Volume 16, Issue 33, 2024, Pages 214-227]
Ghadiri, Sama
Teacher Corrective Feedback on Learners’ Pragmatic Failure: Types of Feedback in Online Pragmatics Instruction [Volume 16, Issue 33, 2024, Pages 172-193]
Ghasem Tahimash, Saja
Evaluation of English Language Teacher Professional Development Programs in an EFL Context: A Mixed Method Study [Volume 16, Issue 33, 2024, Pages 194-213]
Ghaslani, Rozhin
The Effect of Web 2.0 Technology on Language Achievement and Self-Regulated Learning of EFL Learners: A Case of WhatsApp [Volume 16, Issue 33, 2024, Pages 46-73]
Gholami, Fatemeh
Contributions of the Keyword Method, Thematic Clustering and Developing Morphological Awareness to the Iranian EFL learners’ Mastery of Low Frequency English Words [Volume 16, Issue 33, 2024, Pages 151-171]
H
Hassan, Jabal
Overrepresentation and underrepresentation of cohesive devices in EFL learners’ translated and free narrative writings [Volume 16, Issue 33, 2024, Pages 214-227]
Hassanzadeh, Bahman
Constructing a Local Rubric for Iranian EFL High School Learners’ Speaking Skill: High School Teachers and University Professors’ Voices [Volume 16, Issue 34, 2024, Pages 343-366]
Hassaskhah, Jaleh
Cognitive Amplification: Exploring the Impact of Multimodal Input Enhancement on Working Memory and Collocation Acquisition in Iranian EFL Learners across Age Groups [Volume 16, Issue 33, 2024, Pages 243-259]
Hayatolain, Sahar
A Comparative Study of the Teaching Challenges Faced by Newly-hired and Experienced Teachers Teaching at Different Age Levels [Volume 16, Issue 33, 2024, Pages 74-96]
Heidari Tabrizi, Hossein
Interplay between Professional Identity and Emotional Quotient of Iranian Female EFL University Teachers in the Habitual Burnout Phase [Volume 16, Issue 34, 2024, Pages 97-112]
Hosseini, Tayebeh-sadat
Research into Iranian EFL Teachers’ Knowledge of Educational Ethical Codes: Development of a Synergistic Model [Volume 16, Issue 34, 2024, Pages 135-168]
J
Jabbari, Ali Akbar
The Role of Persian L1 and English L2 on the Acquisition of L3 Indefinite Frequency Adverbs [Volume 16, Issue 34, 2024, Pages 169-196]
Jafarigohar, Manouchehr
A Systematic Review of Instagram as a Mobile Assisted Language Learning Tool in English as a Second/Foreign Language [Volume 16, Issue 33, 2024, Pages 316-340]
K
Kaivanpanah, Shiva
Syntactic Complexity and Lexical Diversity in L1/L2 Writing of EFL Learners [Volume 16, Issue 33, 2024, Pages 97-115]
Kakar, Ahmad Fawad
Examining the Roles of Sapioemotionality-Angloemotionality and Sensory Motivation in English Language Achievement [Volume 16, Issue 33, 2024, Pages 228-242]
Kargar Behbahani, Hossein
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 [Volume 16, Issue 34, 2024, Pages 281-306]
Khani, Reza
Evaluation of English Language Teacher Professional Development Programs in an EFL Context: A Mixed Method Study [Volume 16, Issue 33, 2024, Pages 194-213]
Khodabndeh, Farzaneh
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 [Volume 16, Issue 34, 2024, Pages 113-134]
Khosravani, Emad
The Role of Persian L1 and English L2 on the Acquisition of L3 Indefinite Frequency Adverbs [Volume 16, Issue 34, 2024, Pages 169-196]
Kiyani, Gholam-Reza
Global Citizenship Education (GCE): A Study on the Philosophical Foundations and Educational Norms of the Iranian National and Educational Documents with respect to the Promotion of the GCE Goals in Formal English Language Education [Volume 16, Issue 33, 2024, Pages 23-45]
M
Mahmoodi, Mohammad Hadi
Young Learners of English (YLE) Teachers’ Vision of an Ideal Classroom Environment: Factors and Variables [Volume 16, Issue 34, 2024, Pages 197-220]
Mansouri, Katayoun
Cognitive Amplification: Exploring the Impact of Multimodal Input Enhancement on Working Memory and Collocation Acquisition in Iranian EFL Learners across Age Groups [Volume 16, Issue 33, 2024, Pages 243-259]
Mardaneh, Farhad
Developing the Intercultural Communicative Competence of Iranian Medical ESP Students Through Explicit Instruction [Volume 16, Issue 34, 2024, Pages 221-240]
Mazdayasna, Golnar
The impact of using multimedia glosses on vocabulary acquisition: The case of Iranian intermediate EFL learners [Volume 16, Issue 33, 2024, Pages 260-277]
Mehri, Marzieh
Differential Effects of Non-linguistic Feedback Types on Complexity, Accuracy and Fluency of EFL Learners’ Speaking Performance in Online Education [Volume 16, Issue 34, 2024, Pages 241-256]
Memarnia, Zahra
On the Effectiveness of Involvement Load Components on L2 Vocabulary Learning [Volume 16, Issue 33, 2024, Pages 373-390]
Mirzaeian, Vahid Reza
AI-assisted EAP Testing: A Case of Academic IELTS Writing by Iranian EFL Learners [Volume 16, Issue 34, 2024, Pages 307-330]
Mohamed Kamkam, Sura
EFL Learners’ Perceptions of Interaction-based Learning and Their Willingness to Communicate [Volume 16, Issue 34, 2024, Pages 257-280]
Mohammadi, Maedeh
Syntactic Complexity and Lexical Diversity in L1/L2 Writing of EFL Learners [Volume 16, Issue 33, 2024, Pages 97-115]
Mohammadi, Vali
A Study of Quality and Quantity of Nominal Groups in the Vision and Interchange Series [Volume 16, Issue 33, 2024, Pages 359-372]
Monfared, َAbbas
Adapting English Language Education to the EIL Framework: A Case Study of Expanding Circle Countries [Volume 16, Issue 33, 2024, Pages 116-134]
Mostafaei-Alaei, Mahnaz
Research into Iranian EFL Teachers’ Knowledge of Educational Ethical Codes: Development of a Synergistic Model [Volume 16, Issue 34, 2024, Pages 135-168]
N
Nafissi, Zohreh
AI-assisted EAP Testing: A Case of Academic IELTS Writing by Iranian EFL Learners [Volume 16, Issue 34, 2024, Pages 307-330]
Naji Meidani, Elham
Examining the Roles of Sapioemotionality-Angloemotionality and Sensory Motivation in English Language Achievement [Volume 16, Issue 33, 2024, Pages 228-242]
Namaziandoost, Ehsan
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 [Volume 16, Issue 34, 2024, Pages 281-306]
Nasimi, Arezoo
The Relationship between EFL Learners’ Self-efficacy, Strategy Use and their Performance on a Grammar Test: Is there any Difference between High and Low Self-efficacious Learners? [Volume 16, Issue 33, 2024, Pages 391-414]
Nejad Ansari, Daryoush
Gamification and the Duality of Extrinsic and Intrinsic Motivation [Volume 16, Issue 33, 2024, Pages 135-150]
Nikbakht, Ahmadreza
The impact of using multimedia glosses on vocabulary acquisition: The case of Iranian intermediate EFL learners [Volume 16, Issue 33, 2024, Pages 260-277]
O
Oskoui, Katayoun
AI-assisted EAP Testing: A Case of Academic IELTS Writing by Iranian EFL Learners [Volume 16, Issue 34, 2024, Pages 307-330]
P
Pishghadam, Reza
The Relationships between EFL Students’ Cultural Intelligence, Emo-Sensory Intelligence, Language Learning Strategies, and English Language Achievement [Volume 16, Issue 33, 2024, Pages 1-22]
Pishghadam, Reza
Examining the Roles of Sapioemotionality-Angloemotionality and Sensory Motivation in English Language Achievement [Volume 16, Issue 33, 2024, Pages 228-242]
R
Rafieyan, Maryam
The Utility of Lexical Bundle Teaching for Improving ESP Learners’ Writing Ability on IELTS [Volume 16, Issue 33, 2024, Pages 278-297]
Rahimi, Naseh
The Effect of Web 2.0 Technology on Language Achievement and Self-Regulated Learning of EFL Learners: A Case of WhatsApp [Volume 16, Issue 33, 2024, Pages 46-73]
Rahimi, Rana
A Systematic Review of Technology-Mediated Feedback Research: Insights and Future Directions [Volume 16, Issue 34, 2024, Pages 37-54]
Rahmani, Aniseh
The Impact of Critical Thinking Skills in TBSIR Approach on the Computer-Based English Expository Essay Writing of Iranian University Students [Volume 16, Issue 34, 2024, Pages 331-342]
Razmjoo, Ayatollah
Constructing a Local Rubric for Iranian EFL High School Learners’ Speaking Skill: High School Teachers and University Professors’ Voices [Volume 16, Issue 34, 2024, Pages 343-366]
Rezaee, Abbas Ali
Online and Face-to-Face Instructions Interplay and Language Learning: Instructors’ and Learners' Perspective [Volume 16, Issue 34, 2024, Pages 1-18]
Rezai, Mohammad Javad
The Role of Persian L1 and English L2 on the Acquisition of L3 Indefinite Frequency Adverbs [Volume 16, Issue 34, 2024, Pages 169-196]
Rezazadeh, Mohsen
The Relationship between EFL Learners’ Self-efficacy, Strategy Use and their Performance on a Grammar Test: Is there any Difference between High and Low Self-efficacious Learners? [Volume 16, Issue 33, 2024, Pages 391-414]
Rezvani, Ehsan
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 [Volume 16, Issue 34, 2024, Pages 113-134]
Rezvani, Ehsan
A Comparison of the Impact of Simplified and Authentic Literary Texts on High School Learners’ Reading [Volume 16, Issue 34, 2024, Pages 427-442]
Rouhi, Afsar
Assessing the Effects of Funds of Identity on L2 Learners’ Willingness to Read E-books [Volume 16, Issue 34, 2024, Pages 369-386]
S
Saeedakhtar, Afsaneh
Assessing the Effects of Funds of Identity on L2 Learners’ Willingness to Read E-books [Volume 16, Issue 34, 2024, Pages 369-386]
Salahshour, Farzad
The Utility of Lexical Bundle Teaching for Improving ESP Learners’ Writing Ability on IELTS [Volume 16, Issue 33, 2024, Pages 278-297]
Salimi, Esmaeel Ali
Cognitive Amplification: Exploring the Impact of Multimodal Input Enhancement on Working Memory and Collocation Acquisition in Iranian EFL Learners across Age Groups [Volume 16, Issue 33, 2024, Pages 243-259]
Shakibaei, Goodarz
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 [Volume 16, Issue 34, 2024, Pages 281-306]
Shayesteh, Shaghayegh
The Relationships between EFL Students’ Cultural Intelligence, Emo-Sensory Intelligence, Language Learning Strategies, and English Language Achievement [Volume 16, Issue 33, 2024, Pages 1-22]
Shoghi, Reihaneh
The Effect of Feedback Scope Through Digital Modality (Synchronous vs. Asynchronous) on Complexity, Accuracy and Fluency of Iranian EFL Learners’ Written Productions [Volume 16, Issue 34, 2024, Pages 385-408]
Shoja, Leila
Evaluation of English Language Teacher Professional Development Programs in an EFL Context: A Mixed Method Study [Volume 16, Issue 33, 2024, Pages 194-213]
Soleimani, Maryam
Iranian EFL Academics’ and PhD Candidates’ Perceptions toward the Infusion of Critical Thinking into EFL Curriculum [Volume 16, Issue 33, 2024, Pages 298-315]
Soozandehfar, Mohammad-Ali
Integrating Positive Psychology in Language Testing: Fostering Growth, Motivation, and Well-Being in Assessment Practices [Volume 16, Issue 34, 2024, Pages 409-426]
Sultan, Abbas H. J.
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 [Volume 16, Issue 34, 2024, Pages 19-36]
T
Tajeddin, Zia
Teacher Corrective Feedback on Learners’ Pragmatic Failure: Types of Feedback in Online Pragmatics Instruction [Volume 16, Issue 33, 2024, Pages 172-193]
Tavakoli, Mansoor
The Effect of Feedback Scope Through Digital Modality (Synchronous vs. Asynchronous) on Complexity, Accuracy and Fluency of Iranian EFL Learners’ Written Productions [Volume 16, Issue 34, 2024, Pages 385-408]
Tavakoli, Mansour
The Relationship between EFL Learners’ Self-efficacy, Strategy Use and their Performance on a Grammar Test: Is there any Difference between High and Low Self-efficacious Learners? [Volume 16, Issue 33, 2024, Pages 391-414]
Tayari Ashtiani, Farshid
A Systematic Review of Instagram as a Mobile Assisted Language Learning Tool in English as a Second/Foreign Language [Volume 16, Issue 33, 2024, Pages 316-340]
U
Ugla, Raed Latif
A Comparison of the Impact of Simplified and Authentic Literary Texts on High School Learners’ Reading [Volume 16, Issue 34, 2024, Pages 427-442]
V
Velayati, Sajjad
Implementing group dynamic assessment to enhance Iranian high school students’ grammar ability [Volume 16, Issue 33, 2024, Pages 341-358]
Y
Youhanaee, Manijeh
EFL Learners’ Perceptions of Interaction-based Learning and Their Willingness to Communicate [Volume 16, Issue 34, 2024, Pages 257-280]
Youhanaee, Manijeh
Overrepresentation and underrepresentation of cohesive devices in EFL learners’ translated and free narrative writings [Volume 16, Issue 33, 2024, Pages 214-227]
Yousefi, Nouroddin
Implementing group dynamic assessment to enhance Iranian high school students’ grammar ability [Volume 16, Issue 33, 2024, Pages 341-358]
Z
Zarei, Abbas Ali
On the Effectiveness of Involvement Load Components on L2 Vocabulary Learning [Volume 16, Issue 33, 2024, Pages 373-390]
Zarei, Abbas Ali
Developing the Intercultural Communicative Competence of Iranian Medical ESP Students Through Explicit Instruction [Volume 16, Issue 34, 2024, Pages 221-240]
Zareian, Narges
Young Learners of English (YLE) Teachers’ Vision of an Ideal Classroom Environment: Factors and Variables [Volume 16, Issue 34, 2024, Pages 197-220]
