The Effect of Explicit Pragmatic Instruction on EFL Students' Production of Speech Acts: Pragmalinguistic vs. Sociopragmatic Errors in Focus

Pages 1-17

10.22034/elt.2023.54597.2521

Alyaa Alkawaz; Mahmoud Afrouz; Daryush Nejadansari; Azizollah Dabaghi

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The Effect of Quantum Teaching Method on Writing Motivation: an explanatory mixed-methods investigation

Pages 18-32

10.22034/elt.2023.56417.2538

Zahra Ahmadpour Kasgari

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The Effect of Gamification on Developing EFL Learners' Vocabulary Learning in Flipped Classes

Pages 33-47

10.22034/elt.2022.53725.2514

Zahra Cheraghi; Hengameh Omranpour

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L2 Writing and Working Memory: differential effects of task types under different conditions

Pages 48-65

10.22034/elt.2023.56150.2531

Rezvan Cheraqi; Rajab Esfandiari

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Exploring the Roles of Teachers’ Creative Self-Efficacy and Growth Mindset in Predicting Teaching for Creativity: focus on EFL teachers

Pages 66-82

10.22034/elt.2022.53600.2511

Jalil Fathi; Milad Naderi

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Investigating the Implementation of Peer Scaffolding on Speaking Proficiency in Blended versus Traditional Classes at the Advanced Level

Pages 83-93

10.22034/elt.2023.57103.2548

Farzaneh Khodabandeh; Houshang Khoshsima; Sorayya Abbaszadeh

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Effects of Virtual Instruction on the Speaking Accuracy of Iranian High School English Learners with Varied Personality Traits during the COVID-19 Pandemic

Pages 94-112

10.22034/elt.2023.56011.2529

Sedigheh Vahdat; Amir Mashhadi; Iman Ghasemi Adivi

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Persian to English Lexical Transfer Errors in the Iranian EFL Learners’ Writings

Pages 113-130

10.22034/elt.2023.55779.2526

Rasoul Mohammad Hosseinpour; Fatemeh Ghanbarpour

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Self-Reflection Training: An Investigation of Iranian In-Service EFL Teachers’ Belief and Performance Development

Pages 131-146

10.22034/elt.2022.53496.2508

Sajjad Fathi; Ahmad Mohseni; Hossein Rahmanpanah

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The Role of Synchronous and Asynchronous Multimodal Scaffolding in Learners’ Writing Complexity Improvement

Pages 147-165

10.22034/elt.2023.55059.2524

Giti Mousapour Negari; Maryam Zeynali

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The Differential Effects of Direct and Indirect Corrective Feedback on Impulsive and Reflective EFL Learners’ Writing Accuracy

Pages 166-183

10.22034/elt.2023.53957.2517

Simin Sattarpour; Raziyeh Ghassab Sahebkar; Fatemeh Pourebrahim

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Identity Construction of EFL Learners of Translated Short Stories

Pages 184-198

10.22034/elt.2022.50600.2483

Farangis Shahidzade; Golnar Mazdayasna; Ali Mohammad Fazilatfar

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Individual Psychological Factors: Facilitators of PSL Learners’ Reading Comprehension Ability? a mixed methods study

Pages 199-214

10.22034/elt.2022.53518.2509

Reza Taherkhani; Reza Moradi

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A Comparative Study on the Use of Pronunciation Learning Strategies

Pages 215-231

10.22034/elt.2023.55893.2528

Amirreza Vakilifard; Mahmood Atashgaran

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Presenting a Profile of Online Teaching Adaptation among the Iranian EFL High School Teachers

Pages 232-254

10.22034/elt.2023.56909.2544

Maliheh Yarahmadi; Seyyed Ayatollah Razmjoo

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Explicit Teaching of an Unsalient Property: the case of illicit resumptive pronouns in English relative clauses

Pages 255-269

10.22034/elt.2023.56695.2542

Manijeh Youhanaee; Anna Mirzaiyan; Mohammad Amiryousefi

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Editorial

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