Volume 14 (2022)
Volume 13 (2021)
Volume 11 (2019)
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)
1. A pragmatic Analysis of Personal Metadiscourse and Politeness Principle across Genres: From Relevance to Adaptation

Omid Allaf-Akbary; Rajab Esfandiari; Abbas Ali Zarei

Volume 12, Issue 25 , June 2020, Pages 1-31

http://dx.doi.org/10.22034/elt.2020.10674

Abstract
  This study investigated personal metadiscourse units across genres. Based on Ädel’s (2006) taxonomy of the discourse functions of personal metadiscourse and Leech’s (2014) grand strategy of politeness, three spoken genres were compared in terms of the use of personal metadiscourse functions ...  Read More

2. Scaffolding Techniques: Investigating the Status of Foreign Language Teacher's Familiarity

Mehdi Bazyar; Amir Reza Vakilifard; Fereshteh Sattari

Volume 12, Issue 25 , June 2020, Pages 33-51

http://dx.doi.org/10.22034/elt.2020.10675

Abstract
  In the present study, the researchers have investigated foreign language teachers’ familiarity with scaffolding techniques and where Iranian instructors have learnt such scaffolding techniques. This study follows a descriptive-survey method. For this purpose the researchers used a questionnaire ...  Read More

3. Investigating effects of digital gamification-based language learning: a systematic review

Hossein Dehganzadeh; Hojjat Dehganzadeh

Volume 12, Issue 25 , June 2020, Pages 53-93

http://dx.doi.org/10.22034/elt.2020.10676

Abstract
  The purpose of this study is to investigate and synthesize the trends and key findings of the studies related to gamification as a new method in the field of learning a Foreign language (LFL) over the past 11 years. Databases including Web of Science, ERIC, and Scopus were searched for this purpose, ...  Read More

4. The Effects of Different Pedagogical Interventions on EFL Learners’ ‎Receptive and Productive Knowledge of Formulaic Sequences

Masood Esteki; Mansoor Tavakoli; Mohammad Amiryousefi

Volume 12, Issue 25 , June 2020, Pages 95-130

http://dx.doi.org/10.22034/elt.2020.10677

Abstract
  This study sought to investigate the effects of Explicit ‎Instruction in combination with Input ‎Enhancement (EI+IE), Input Flood (IF), and Gap-fill (GF) tasks on receptive and productive ‎knowledge of English formulaic sequences (FS) ‎by Iranian intermediate EFL learners. Assigned ‎to ...  Read More

5. The Role of Transcribing Group Discussion Task in Promoting Autonomy and Oral Proficiency of University EFL Learners

Mansoor Ganji; Sakineh Jafari; Majid Asgari

Volume 12, Issue 25 , June 2020, Pages 131-148

http://dx.doi.org/10.22034/elt.2020.10678

Abstract
  This study investigated the effect of transcribing group-discussion tasks on the development of university students' autonomy and oral proficiency. A quasi-experimental research design was followed to compare the performances of four groups: two experimental groups and two control groups (each group ...  Read More

6. An Online System’s Effect on Iranians’ EFL Academic Writing Performance across Different Proficiency Levels

Ali Jahangard

Volume 12, Issue 25 , June 2020, Pages 149-173

http://dx.doi.org/10.22034/elt.2020.10679

Abstract
  This study aimed to discover whether an online writing system has any effect on Iranians’ EFL academic writing performance. The study also sought to find out whether the proficiency level of learners influenced the effect of the system on academic writing. To meet this end, an online writing system ...  Read More

7. On the Effect of Flipped Classroom on Learners’ Achievement, Autonomy, Motivation and WTC: Investigating Learning and Learner Variables

Mahboobeh Khosravani; Hooshang Khoshsima; Amir Mohamadian

Volume 12, Issue 25 , June 2020, Pages 175-189

http://dx.doi.org/10.22034/elt.2020.10680

Abstract
  Pitfalls inherent in traditional approaches, movement into post-method frameworks and necessity of reaping benefits of technological advancements gave birth to flipped instruction as a newly emerged practice of teaching. A robust literature has submitted proofs on the merits of this practice in language ...  Read More

8. Transforming textual meaning during the revision process of research articles written by Iranian scholars

Mahmood Maniati; Alireza Jalilifar; Amir Mashhadi; Mahmood Validy

Volume 12, Issue 25 , June 2020, Pages 191-222

http://dx.doi.org/10.22034/elt.2020.10681

Abstract
  Publishing in English has brought about great difficulties for scholars whose first language is not English. After submitting their manuscripts to English-language journals, they usually receive comments from the reviewers on the quality of their English. One of these challenges is how links and transitions ...  Read More

9. Collaborative podcasting and its Effect on English Vocabulary Learning and Retention

vahid reza mirzaeian

Volume 12, Issue 25 , June 2020, Pages 223-237

http://dx.doi.org/10.22034/elt.2020.10682

Abstract
  This paper reports an attempt to see if podcasting can be a valuable tool to improve English vocabulary learning and retention of Persian university students compared with traditional method of vocabulary teaching. Students have been randomly divided into two groups namely experimental and control group. ...  Read More

10. Critical Thinking, Writing Strategy Use, L2 Writing Anxiety and L2 Writing Performance: What are the Relations?

Elahe Saedpanah; Mohammad Hadi Mahmoodi

Volume 12, Issue 25 , June 2020, Pages 239-267

http://dx.doi.org/10.22034/elt.2020.10683

Abstract
  AbstractThe present study examined relationships among critical thinking, writing strategy use, second/foreign language (L2) writing anxiety, and L2 writing performance of Iranian English as a foreign language (EFL) learners. To this end, 100 homogenized EFL learners (57 female learners and 43 male learners) ...  Read More

11. Probing into EFL Teachers’ Assessment Literacy and Teaching Experience: The Case of Native ESL and Non-native EFL Teachers

Esmaeel Ali Salimi; mitra farsi

Volume 12, Issue 25 , June 2020, Pages 269-288

http://dx.doi.org/10.22034/elt.2020.10684

Abstract
  The present study was an attempt to extend our knowledge on the perspectives of English language native and non-native teachers about assessment literacy. Furthermore, it was intended to find if there was any significant relationship between native and non-native English language teachers’ perceptions ...  Read More

12. Exploring the Effect of Paper-and-pencil vs. Blog JW on L2 Writing in terms of Accuracy, Fluency, Lexical Complexity, and Syntactic Complexity

Shohreh Teimournezhad; Elaheh Sotoudehnama; S.Susan Marandi

Volume 12, Issue 25 , June 2020, Pages 289-321

http://dx.doi.org/10.22034/elt.2020.10685

Abstract
  In the field of second/foreign language learning, Journal Writing (JW) has been used as a tool for self-expression, acknowledged for its multiple benefits with regard to various aspects of language learning. With the advancements of technology, however, few studies have addressed the potentials of internet-based ...  Read More

13. Pedagogical content knowledge and expertise in ELT

Elham Yazdanmehr; Ramin Akbari; Gholamreza Kiany

Volume 12, Issue 25 , June 2020, Pages 323-342

http://dx.doi.org/10.22034/elt.2020.10686

Abstract
  In an attempt to shed light on how expert teachers of English language are distinguished from non-experts, the present research explored how pedagogical content knowledge, as a characteristic of experts relates to four other dimensions of expertise in ELT. These include teacher’s experience, cognitive ...  Read More

14. Mapping Different Culturally Oriented Texts over EFL Learners’ Reading Indices via Project-Based Learning

Zohreh Nafissi; Farnoosh Karimi; Marjan Vosoughi

Volume 12, Issue 25 , June 2020, Pages 343-381

http://dx.doi.org/10.22034/elt.2020.10898

Abstract
  The present article made attempts to examine the implementation of diverse culturally-loaded materials among some EFL university students to see their impact on foreign language reading anxiety, reading comprehension self-efficacy and reading proficiency of the learners via two constructed teaching schemes ...  Read More