Volume 16 (2024)
Volume 15 (2023)
Volume 13 (2021)
Volume 12 (2020)
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)
English language learning
The Impact of Traditional vs. E-learning In-service Programs on EFL Teachers’ Educational Empowerment

Esmaeel Ali Salimi; Zari Saeedi; Mahmoud Saaedi Asl

Volume 14, Issue 30 , November 2022, Pages 1-20


  Language teaching and language training are integral parts of the educational curriculum in every language centers around the world. Offices, companies, and educational centers should update themselves to keep the current progression and try to help their employees to refresh their minds based on educational ...  Read More

English language teaching
Iranian EFL learners’ Use of Thanking Speech Act: An ILP Study

Mohammad Ahmadi Safa; Moneer Jafari

Volume 14, Issue 30 , November 2022, Pages 21-38


  One important aspect of pragmatic competence is the ability to comprehend and/or produce speech acts appropriately in different contexts. The acquisition and use of such an ability by non-native speakers of a language has been a major research line in interlanguage pragmatic competence (ILP) studies. ...  Read More

English language learning
Native Language-Based DIF across the Subtests: A Study of the Iranian National University Entrance Exam

Parviz Ajideh; Massoud Yaghoubi-Notash; Hamid Reza Babaee Bormanaki

Volume 14, Issue 30 , November 2022, Pages 39-56


  This paper reports on an investigation of native language-based differential item functioning (DIF) across the subtests of Iranian Undergraduate University Entrance Special English Exam (IUUESEE). Fourteen thousand one hundred seventy two foreign-language test takers (including four groups of Azeri, ...  Read More

English language teaching
Co-Teaching in an EFL Writing Class: A Mixed-Methods Probe into its Effects and Students' Perceptions

Reza Bagheri Nevisi; Jalal Khademian; Seyed Mohammad Reza Amirian

Volume 14, Issue 30 , November 2022, Pages 57-74


  Recently, co-teaching has been employed as an instructional technique to accelerate and facilitate second or foreign language learning process. This study was set up to investigate the effectiveness of co-teaching on EFL students' writing ability and also to probe into their attitudes towards co-teaching. ...  Read More

English language teaching
The Impact of Edmodo as an Asynchronous Online Discussion Forum on English Reading Comprehension Skills of Iranian Learners

Mostafa Eslami; Akram Bahrami

Volume 14, Issue 30 , November 2022, Pages 75-90


  Online discussion forums (ODFs) offer students and teachers the opportunity to harness the endless power of the internet for educational purposes. This study investigates the impact of Edmodo as an asynchronous ODF on six of the most recurring reading comprehension skills in the TOEFL iBT test among ...  Read More

English language learning
Realization of Initiation, Response, and Feedback in Teacher-Student Interactions in EFL Classrooms: Learning Realities and Opportunities

Masoomeh Estaji; Meisam Mirzaei Shojakhanlou

Volume 14, Issue 30 , November 2022, Pages 91-114


  This study explored the representation of the Initiation, Response, Feedback (IRF) cycle in English as a Foreign Language (EFL) classroom. Video recordings have been used to collect data from 10 classes, which were managed by 8 L2 teachers. In total, 900 minutes of video recordings with 784 triadic patterns ...  Read More

English language teaching
Investigating Iranian EFL Teachers’ Identity Development Processes

Mojtaba Gheitasi; Mohammad Aliakbari

Volume 14, Issue 30 , November 2022, Pages 115-136


  Teachers’ professional identity has been the topic of abundant research in recent few decades. It has been defined as the knowledge a teacher has of himself/herself in teaching contexts, and relationships that manifest themselves in practical professional undertakings. This study aimed at investigating ...  Read More

English language learning
Investigating the Efficacy of Flipped Learning on Autonomy and Skill-Learning of Iranian EFL Learners

Jamshid Mashhadi

Volume 14, Issue 30 , November 2022, Pages 137-148


  Flipped classroom is a learning model where assignments are shifted, and learning happens outside of educational settings. This modern concept fundamentally refers to lesson input being conducted at home by the learner for sharing and applying knowledge. FL approaches have received considerable focus ...  Read More

English language teaching
The Effectiveness of Radial Categories in Facilitating EFL learners' Cognitive Operations for Learning Phrasal Verbs

Maryam Mehrad Sadr; Akbar Hesabi; MohammadTaghi Shahnazari Dorcheh

Volume 14, Issue 30 , November 2022, Pages 149-164


  Mastery of English phrasal verbs is regarded as a stumbling block for English language learners, even at advanced levels. Possible sources of difficulty can be a lack of clear meaning and the random nature of particles. The lack of an organized approach to present phrasal verbs to the learners might ...  Read More

English language learning
Investigating Iranian EFL Student Teachers’ Attitude toward the Implementation of Machine Translation as an ICALL Tool

Vahid Reza Mirzaeian; Katayoun Oskoui

Volume 14, Issue 30 , November 2022, Pages 165-179


  This quantitative study aimed to investigate Iranian EFL student teachers’ perceptions on the use of Machine Translation (MT) for foreign language learning in academic context. To this end, 107 EFL student teachers from a women-only state university in Tehran, Iran, completed a recently developed ...  Read More

English language teaching
Investigating the Impact of Unfocused Direct and indirect Written Corrective Feedback on Writing Accuracy of Iranian EFL Learners

Mohammadreza Negahi; Zohreh G. Shooshtari; Sedigheh Vahdat

Volume 14, Issue 30 , November 2022, Pages 180-193


  Despite extensive studies concerning written error correction, it is imperative that more research be conducted to demonstrate the effectiveness of error correction on improving L2 writing. Driven by this gap, this study aimed to examine whether unfocused direct and indirect types of written corrective ...  Read More

English language teaching
Critical Thinking as an Essential Factor in EFL Teacher Educators’ Professional Development: a Transformative Learning Paradigm

Jalil Yazdankhah; Bahram Behin; Mohammad Hossein Yousefi; Hassan Asadollahfam

Volume 14, Issue 30 , November 2022, Pages 194-208


  The present qualitative research sought to investigate EFL teacher educators’ experiences and attitudes toward critical thinking and its role in teacher professional development. The adopted design was a case study and the theoretical framework was the theory of transformative learning (Mezirow, ...  Read More

English language learning
Intercultural Communicative Competence of Iranian University Students Studying Abroad: exploring key components

Nargess Norouzi; Zahra Amirian; Mohammad Amiryousefi

Volume 14, Issue 30 , November 2022, Pages 209-229


  This study was an attempt to examine the intercultural experience of Iranian university students studying abroad and explore variables influencing their success or failure in intercultural interactions. A qualitative method involving semi-structured interviews and retrospective narratives were employed ...  Read More

English language teaching
On the Relationship between Iranian EFL Teachers’ Personality Type and Their Classroom Management Orientation

Mohammad Hossein Norouzi; Seyyedeh Shirin Hassanpour

Volume 14, Issue 30 , November 2022, Pages 230-244


  The present study aimed to explore whether there is any significant relationship between Iranian EFL teachers’ traits in terms of personality type and their classroom management orientation. To this end, 130 EFL teachers from private language institutes and schools participated in this study. Three ...  Read More

English language learning
Learning a Thousand Words: EFL Learners’ Development of Vision Competencies

Seyyedeh Fahimeh Parsaiyan; Mansoureh Jalilian; Khadijeh Karimi Alavijeh

Volume 14, Issue 30 , November 2022, Pages 245-263


  Visual literacy (VL), despite its significance, has not received deserved attention in EFL classes in Iran. Addressing this pedagogic and research lacuna, the researchers integrated VL practices into a General English course attended by female university learners, and examined the vision competencies ...  Read More

English language teaching
Reflectivity in reflective practice: A case of EFL student teachers in practicum

Najmeh Pourjafarian; Rahman Sahragard

Volume 14, Issue 30 , November 2022, Pages 264-281


  The epistemological tenets of sociocultural theory view teacher professional development as a continuous and reflective analysis of pedagogical practices and learner development. Accordingly, inquiry-based approaches to teacher professional development and specifically reflective journals can be an asset ...  Read More

English language teaching
Needs Analysis for Maritime ESP Courses of Iran’s Ports and Maritime Organization (PMO)

Mohammad Akbar Raeisi; Mansoor Ganji; Ali Beikian; Nahid Yarahmadzehi

Volume 14, Issue 30 , November 2022, Pages 282-299


  Limiting the scope of Maritime English (ME) courses to nautical subject matters, due to the conventional views who define ME as the global language used at sea, may not be based on a real needs analysis of English for Specific Purposes (ESP) courses in ports and maritime related organizations. Utilizing ...  Read More

English language teaching
Can Working Memory Be Trained through Learning an Additional Language? the effects of TPR versus PPP

Maryam Ranjbar; Azizollah Dabaghi Varnosfadrani; Mohammad Taghi Shahnazari Dorcheh

Volume 14, Issue 30 , November 2022, Pages 300-315


  Given the seemingly important link between children’s working memory (WM) and their scholastic performance, it would be a worthwhile research enquiry to explore language learning as one potential way to improve WM. To this end, the present study examined the impact of two language teaching paradigms, ...  Read More

English language teaching
Assessment Literacy in Light of Teachers’ Discipline: hard Sciences, soft sciences, and ELT

Mavadat Saidi; Mohammad Hossein Arefian

Volume 14, Issue 30 , November 2022, Pages 316-332


  The current study attempted to investigate and compare the perceptions of Iranian in-service hard disciplines, soft disciplines, and English teachers of their prognostic, formative, and summative assessment literacy. To this end, a total number of 282 high school teachers (94 teachers from each disciplinary ...  Read More

English language teaching
Criticality in EAP Education in Iran: a missing link

Hassan Soodmand Afshar; Shadi Donyaie

Volume 14, Issue 30 , November 2022, Pages 333-350


  Despite its importance, a review of the related literature reveals not many studies have examined criticality in EAP. Accordingly, in the present study, whether critical approaches were followed in Iranian EAP classes were investigated among EAP teachers and students based on Benesch (1993). To do so, ...  Read More

English language learning
Iraqi EFL Learners’ Preferences and Readiness for Mobile Learning in Higher Education during COVID-19 Pandemic

Amir Mashhadi; Abbas Al Suraifi; Ahmed Kadhum Fahad

Volume 14, Issue 30 , November 2022, Pages 351-365


  The expansion of mobile wireless technology into education in recent decades has offered an incredible opportunity to design learning differently and to enhance students' learning experiences that extend beyond the typical teacher-led classrooms. Following the outbreak of COVID-19 and the subsequent ...  Read More