Volume 15 (2023)
Volume 14 (2022)
Volume 13 (2021)
Volume 12 (2020)
Volume 11 (2019)
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)
Is There a Place for Post-method Pedagogy in the Educational Context of Iran: Voices of EFL Teachers

Farzaneh Amiri; Rahman Sahragard

Volume 10, Issue 22 , December 2018, Pages 1-25

  In an attempt to liberate teachers from deficiencies of the conventional methods, Kumaravadivelu (1994) proposed the concept of “post method condition” to overcome the challenges caused by the very nature of methods. The literature regarding post-method pedagogy has indicated that most of ...  Read More

Establishing an Argument-Based Validity Approach for a Low-Stake Test of Collocational Behavior

ali Darabi Bazvand; Alireza Khoram; Seyyed Ali Mirsalari

Volume 10, Issue 22 , December 2018, Pages 27-48

  Most of the validation studies conducted across varying test application contexts are usually framed within the traditional conceptualization of validity and therefore lack a comprehensive framework to focus on test score interpretations and test score use. This study aimed at developing and validating ...  Read More

An Investigation of Assessment Literacy Among Native and Non-Native English Teachers

Esmaeel Ali Salimi; mitra farsi

Volume 10, Issue 22 , December 2018, Pages 49-62

  The current study aimed at examining the relationship between English language teachers’ assessment literacy and their teaching experience. In other words, it intended to inspect the relationship between native and non-native English language teachers’ assessment literacy and their teaching ...  Read More

Interactional Metadiscourse in the Writings of Novice vs. Established Members of Academic Communities

Hooshang Khoshsima; Amrollah Talati-Baghsiahi; Esmail Zare-Behtash; Mehdi Safaie-Qalati

Volume 10, Issue 22 , December 2018, Pages 63-86

  Novice academic writers, particularly Iranian graduate students (IGSs), upon entering an academic community, are hypothesized to face probable difficulties in practicing rhetorical expectations set by the experienced (EXP) members, hence, not being able to write in a way acceptable to these professionals. ...  Read More

EFL Teachers’ Conceptions of Learner Autonomy: Developing a Glocalized Model

Naser Rashidi; Hazhar Muhammadineku

Volume 10, Issue 22 , December 2018, Pages 87-112

  Learner autonomy (henceforth LA) has become a buzz word in education in general and language education, in particular, for more than a decade now. Focusing on investigating Iranian EFL teachers’ conceptions of LA, the current study, taking a mixed method approach, attempted to illustrate how Iranian ...  Read More

L2 Learners' Acquisition of English Nominal Clauses: Effects of Textual Enhancement, Metalinguistic Explanation, and Self-Regulation

Hossein Younesi; Zia Tajeddin

Volume 10, Issue 22 , December 2018, Pages 113-139

  This study aimed to investigate the impact of textual enhancement and metalinguistic explanation as focus-on-form tasks tending to encourage the acquisition of nominal clauses (NCs) in English. It explored (a) whether textual enhancement and metalinguistic explanation would promote and enhance the knowledge ...  Read More

Language Acquisition and English Achievement at Grade Four Senior High School

Mostafa Younesi; Ebrahim Khodadady; Behzad Ghonsooly

Volume 10, Issue 22 , December 2018, Pages 141-156

  This study aimed to explore the relationship between language acquisition and grade four senior high school (G4SHS) students’ achievement in English as a foreign language (EFL). To this end the 41-item English Language Acquisition Scale (ELAS) designed by Khodadady and Younesi (2017) was administered ...  Read More

On the Relationship between Metacognitive Reading Strategies, Reading Self-Efficacy, and L2 Reading Comprehension

Abbas Ali Zarei

Volume 10, Issue 22 , December 2018, Pages 157-181

  The present study was conducted to investigate the relationship between metacognitive reading strategies, reading self-efficacy, and reading comprehension of Iranian EFL learners. The participants were 119 Iranian B.A and M.A students majoring in English at Imam Khomeini International University and ...  Read More