Volume 15 (2023)
Volume 14 (2022)
Volume 13 (2021)
Volume 12 (2020)
Volume 10 (2018)
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)
A Comparative Study of Writing Assessment Using Activity Theory-Based Assessment Model (ATBAM) and a Traditional Approach

Mohammad Alavi; Shiva Kaivanpanah; Fatemeh Danesh

Volume 11, Issue 23 , June 2019, Pages 1-25

  Assessment of writing skill is generally believed to be judged by a rater subjectively and qualitatively or by using analytic scoring rubrics which can potentially result in somehow not very reliable assessment. It seems that an evaluation of writing based on a model can result in a valid and reliable ...  Read More

Relationship between classroom environment, teacher behavior, cognitive and emotional engagement, and state motivation

Mohammad Amiryousefi; Zahra Amirian; Atieh Ansari

Volume 11, Issue 23 , June 2019, Pages 27-56

  This study investigated the relationship between classroom environment and teacher behavior, and EFL (English as a foreign language) learners’ engagement and state motivation. To do so, 110 intermediate Iranian EFL learners with an average age of 18.37 were asked to complete What is Happening Inside ...  Read More

Definitional Clarifications in the Introductions of PhD theses: A Genre-Based Analysis

rajab esfandiari

Volume 11, Issue 23 , June 2019, Pages 57-93

  PhD thesis introductions help student writers to discuss the significance of their study and establish how their study relates to and draws on previous research. The present study used a genre-based approach to examine one subsection in introductions of applied linguistics PhD theses. To that end, Iranian ...  Read More

Cognitively Complex Tasks and Individual Differences: Two Influential Factors in Iranian EFL Learners’ Written Text Quality

Farahman Farrokhi; Simin Sattarpour

Volume 11, Issue 23 , June 2019, Pages 95-126

  Robinson’s Cognition Hypothesis and Skehan’s Limited Attentional Capacity Model provide the major impetus for this study. The present article reports the findings of a between-subject factorial experimental research study which explored 1) the effects of increased cognitive task complexity, ...  Read More

Contributions of KARDS to Iranian EFL University Teachers’ Professional Identity

Vahid Hassani; Mohammad Khatib; Massood Yazdani Moghaddam

Volume 11, Issue 23 , June 2019, Pages 127-156

  This paper deals with the contributions of a language teacher education model by Kumaravadivelu (2012) known as KARDS (knowing, analyzing, recognizing, doing, and seeing) to Iranian English as a foreign language (EFL) university teachers’ professional identity reconstruction. The researchers used ...  Read More

Visual Representation of Culture in a Locally Developed EFL Series

Mahdieh Mofidi; Mohammad Reza Hashemi

Volume 11, Issue 23 , June 2019, Pages 157-187

  The purpose of the current study was to investigate culture representation in ACT series, a recently developed EFL textbook by Iran Language Institute, with a focus on the visuals. Two models were taken into account for content analysis: Cortazzi and Jin (1990) to investigate the type of culture (i.e., ...  Read More

On The Relationship between Test-Taking Strategies and EFL Reading Performance

nava nourdad; Parviz Ajideh

Volume 11, Issue 23 , June 2019, Pages 189-219

  To succeed in tests does not require only content knowledge.   Test-taking strategies are other factors which help students to achieve high scores in tests. The present mixed-method study set out to examine the relationship between test-taking strategies and reading test performance. To achieve ...  Read More

Iranian EFL Learners' Beliefs towards Teaching and Learning of Pronunciation

Musa Nushi; Roya Jafari; Zahara Golesorkhi

Volume 11, Issue 23 , June 2019, Pages 221-251

  One essential yet often-ignored factor in pronunciation teaching is learners’ beliefs towards teaching and learning of pronunciation. Awareness of this factor can help both learners and teachers achieve their language learning and teaching objectives. The current study investigated 195 Iranian ...  Read More

Exploring English Language Literacy as a Form of Narrative by Tracing Life and Resistance Stories in Curriculum

Sareh Poursaduqi; sue-san Ghahremani Ghajar; Mohammadreza Sangari

Volume 11, Issue 23 , June 2019, Pages 253-275

  The researchers in this study aimed to explore the literacy shaped in a narrative-based curriculum for medical students and the productivity of this notion for foreign language literacy. Nourished by principles of narrative inquiry, critical, like, and other events, this was instantiated through exposing ...  Read More

On the Relationship between Teacher Resilience and Self- efficacy: The Case of Iranian EFL Teachers

Seyyed Ayatollah Razmjoo; Hakimeh Ayoobiyan

Volume 11, Issue 23 , June 2019, Pages 277-292

  Teacher resilience, as a recent issue of concern, enables teachers to bounce back and thrive rather than just survived in the face of challenging circumstances. Although self-efficacy has been prompted to enhance resilience, there is little empirical research to investigate the relationship. To address ...  Read More

A Change without a Change!!: National Curriculum Reform and EFL Teachers’ Motivation in Iran

Parisa Riahipour; Mansoor Tavakoli; Abbas Eslami Rasekh

Volume 11, Issue 23 , June 2019, Pages 293-325

  Taking the significance of teacher motivation in professional practice and pedagogical achievements of teachers, students and their educational goals, this study aimed to investigate EFL teachers’ motivation affected by the introduction of the Fundamental Reform Document of Education in Iran. For ...  Read More

Augmented Reality and Virtual Reality Scaffoldings in Improving the Abstract Genre Structure in a Collaborative Learning Environment: A CALL Study

Hassan Soleimani; Alireza Jalilifar; Afsar Rouhi; Mahboubeh Rahmanian

Volume 11, Issue 23 , June 2019, Pages 327-356

  The marriage between technology and teaching in educational milieus in recent years has been a major concern among educational researchers in general and applied linguists in particular as far as augmented reality (AR) and virtual reality (VR) are concerned. Augmented reality after virtual reality received ...  Read More