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)
The Effect of Collaborative Dialogue on EFL Learners’ Noticing of Pragmatic Forms

Azadeh Alizadeh Tabaghi; Baqer Yaqubi; Shirin Abadikhah

Volume 11, Issue 24 , December 2019, Pages 1-28

  Interlanguage pragmatics has attracted considerable attention in recent years. One strand of interlanguage pragmatics research includes studies comparing the effectiveness of implicit versus explicit teaching on the development of pragmatics. Many studies, although inconclusively, have shown the superior ...  Read More

An Analysis of EFL Narrative Structure and Foreign Language Proficiency

Hamid Allami; Mohsen Ramezanian

Volume 11, Issue 24 , December 2019, Pages 29-53

  The present study was an attempt to investigate the probable differences between narratives as rehearsed by EFL language learners of two different English proficiencies. It aimed to find out how narrative elements (abstract, orientation, main action, results, and coda) are recounted differently by EFL ...  Read More

A Visual Analysis of English Language Textbooks: Celebrities’ Role as Cultural Figures

Esmat Babaii; Mahmood Reza Atai; Abbas Parsazadeh

Volume 11, Issue 24 , December 2019, Pages 55-78

  This paper seeks to probe cultural agendas pertaining to the images of celebrities in the widely-used English language textbooks. In fact, while visual analysis has solidified its position in ELT (e.g. Hurst, 2014; Mitsikopoulou, 2015; Romney, 2012; Taylor-Mendes, 2009) and caused the pendulum to swing ...  Read More

The Effect of Teaching Formulaic Sequences through Spaced and Non-spaced Retrievals on Iranian EFL Learners' Oral Fluency

Sasan Baleghizadeh; Samaneh Shafeie

Volume 11, Issue 24 , December 2019, Pages 79-114

  Formulaic sequences (FSs) are among the most commonly discussed and well-documented effective factors in oral fluency both in L1 and L2. The present study aims to investigate the effect of teaching a set of 140 FSs on Iranian EFL learners' oral fluency. The relationship between the use of FSs and different ...  Read More

Exploring Phrasal Complexity Features in Graduate Students’ Data Commentaries and Research Articles

Alireza Jalilifar; Mohammad Parviz; Alexanne Don

Volume 11, Issue 24 , December 2019, Pages 115-153

  The present study aimed at exploring phrasal complexity features in data commentaries produced by graduate students and in research articles written by expert writers. To this end, 25 empirical RAs in the field of Applied Linguistics and 158 data commentaries generated by graduate students of English ...  Read More

The political aspects of positivist ELT research articles

reza khani; Mahmood Samaie; Ali Khadivar

Volume 11, Issue 24 , December 2019, Pages 155-176

  Despite appealing notion of research based language teaching, we argue that scientific way of conducting research on English language teaching (ELT) is problematic since it ignores language learners’ subjectivity, instructors’ professionalism, practitioners’ culture and learning particularity. ...  Read More

The Effect of Task Type on Autonomous EFL Learners’ Interactive Negotiations in a Text-based Synchronous Computer-mediated Context

Ali Akbar Khomeijani Farahani; Shiva Kaivanpanah; Zainab Sadat Naseri

Volume 11, Issue 24 , December 2019, Pages 177-200

  The importance of communicative ability in second language classroom context has increased the interest in interaction among foreign language learners. The quality of negotiations is influenced by so many factors that should be investigated in order to facilitate the process of second language acquisition. ...  Read More

Professional Identity and Teaching Quality: The case of Iranian EFL teachers

Azade Labbaf; Ahmad Moinzadeh; Azizollah Dabaghi

Volume 11, Issue 24 , December 2019, Pages 201-225

  This paper reports on the findings of a research aimed at exploring the professional identity (PI) of English as Foreign Language (EFL) teacher in Iran. The research further examined the extent to which the identified PI factors affect their teaching quality. The authors argue that earlier classification ...  Read More

“This Is a Food Ad but It Is Presenting Gender Stereotypes!”: Practicing Critical Language Awareness in an Iranian EFL Context

Seyyedeh Fahimeh Parsaiyan

Volume 11, Issue 24 , December 2019, Pages 227-259

  Despite a fairly long emergence of critical approaches to language teaching, there still seems to be a dearth of practitioner inquiries narrating experiences of implementing Critical Language Awareness (CLA) in English as Foreign Language (EFL) contexts. Prompted, the present study narrates the ...  Read More

The Effect of Dogme Language Teaching (Dogme ELT) on L2 Speaking and Willingness to Communicate (WTC)

Abdullah sarani; Ali Malmir

Volume 11, Issue 24 , December 2019, Pages 261-288

  Dogme Language Teaching (Dogme ELT) is an innovative learner-centered methodology and a movement for teaching English (or any other L2) that primarily focuses on face-to-face interaction between teacher and learners and among the learners themselves (Thornbury, 2009) without using any preplanned and ...  Read More

Authenticity of “Language Town” as an Innovation in Assessing Learners’ Speaking Ability: Moving towards a Virtual Language Town (VLT)

marzieh Souzandehfar; Seyyed Mohammad Ali Soozandehfar

Volume 11, Issue 24 , December 2019, Pages 289-302

  Authenticity has always been the concern of test developers in the history of second language assessment. This study was an attempt to investigate the authenticity of the present researchers' innovative idea of “Language Town” as a method for assessing learners’ speaking ability. To ...  Read More

Perceptual Learning Styles Preferences: A Comparison between Language Learners in Second and Foreign Language Settings

Amirreza Vakilifard

Volume 11, Issue 24 , December 2019, Pages 303-322

  The purpose of the present research is to investigate the perceptual learning style preferences of 131 learners who studied Persian as a second language (from 17 nationalities) in Iran and 97 learners of Persian as a foreign Language in 28 other countries, taking into account predominant perceptual learning ...  Read More

The role of sequencing isolated form focused instruction and complexity in developing English grammatical knowledge by Iranian monolinguals and bilinguals

Nemat Zamani; Manijeh Youhanaee; Hossein Barati

Volume 11, Issue 24 , December 2019, Pages 323-350

  The study compared the pedagogical effects of early versus delayed Form Focused Instruction (EFFI vs. DFFI), both subsumed under Isolated Form Focused Instruction (IFFI), on the achievement of three target structures with relative degrees of complexity by monolinguals and bilinguals. Six intact Gilaki-Persian ...  Read More