Volume 16 (2024)
Volume 14 (2022)
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
Test-Wiseness, Test Anxiety, Reading Strategies Metacognitive Awareness, and Reading Comprehension Test Performance: A SEM Study

Mohammad Ahmadi-Safa; Melika Majidi-Kia

Volume 15, Issue 32 , December 2023, Pages 1-21


  A major concern of language testing researchers has for long been the identification of construct-irrelevant influential cognitive and psychological bias factors in test takers’ language test performance and recently the identification of the tentative models of interactions among such factors. ...  Read More

English language teaching
A Feasibility Study of Implementing EFL Teachers’ Individual Development Plans at Iranian Public Schools: A Mixed-Methods Study

Mohammad Ali-Akbari; Sara Haghi; Ali Yasini

Volume 15, Issue 32 , December 2023, Pages 22-40


  The current study investigates the feasibility of implementing EFL teachers' Individual Development Planning at Iranian public schools. It further explores the underlying reasons for the (imp) possibility of practicing this program and seeks the teachers' suggestions to improve the schools' condition. ...  Read More

English language teaching
Establishing and Maintaining Rapport with Learners for Classroom Management: A Qualitative Inquiry into Iranian EFL Teachers’ Cognition

Nafeeseh Aryaeian; Abbas-Ali Rezaee

Volume 15, Issue 32 , December 2023, Pages 41-57


  Objective: The present study sought to explore EFL teachers’ cognition of rapport establishment and maintenance, as one of the aspects of classroom management, in the context of Iran’s foreign language institutes’ face-to-face EFL classes.Method: The study involved 12 Iranian teachers ...  Read More

English language learning
Pragmatic Failure in Cross-Cultural Communication: Scrutinizing the Causes and Challenges Involved in Iranian EFL Context

Zahra Bavandi-Savadkouhi; Mahnaz Mostafaei-Alaei

Volume 15, Issue 32 , December 2023, Pages 58-78


  Pragmatic failure is an issue usually occurring in cross-cultural communication when L2 learners cannot express themselves appropriately. This study aimed to discern the factors leading to cross-cultural pragmatic failure (CCPF) and the challenges EFL learners face in trying to overcome miscommunication ...  Read More

English language learning
Exploring the Efficacy of Process-Based Reflective Teacher Training: A Focus on Situational Role Plays, Video Analysis, and Scenario Evidence as Guided Reflective and Caring Practices for EFL Teacher Candidates

Masoumeh Estaji; Azadeh Hhaji-Karim

Volume 15, Issue 32 , December 2023, Pages 79-103


  The current study aimed to explore the effectiveness of a process based reflective teacher training course that utilized situational role plays, video analysis, and scenario evidence as guided reflective and caring practices for EFL (English as a Foreign Language) teacher candidates. To this end, 45 ...  Read More

English language learning
Examining the Role of Language, Emotion, and Culture as Three Basic Needs in Intercultural Communication Based on Iranian Language Teachers' Viewpoints

Vahid Ghorbani; Hamid-Reza Dowlatabadi

Volume 15, Issue 32 , December 2023, Pages 104-125


  Pinpointing the role of language, emotion, and culture in intercultural interactions as the three basic needs of intercultural interactions is one of the most important problems in the intercultural field. Therefore, this paper probed the role of language, emotion, and culture simultaneously in intercultural ...  Read More

English language teaching
Unveiling the Power of Teacher Concern: Exploring EFL Institute Students’ Perceptions and its Impact on Motivation, Anxiety, and Language Achievement

Saba Hasanzadeh; Shaghayegh Shayesteh; Reza Pishghadam; Elham Naji-Meidani

Volume 15, Issue 32 , December 2023, Pages 126-143


  The current qualitative study examined the role of teacher concern in Iranian institute English as a Foreign Language (EFL) students’ motivation and anxiety. The study involved 24 participants who participated in a focus group interview to express their opinions on this topic. Thematic analysis ...  Read More

English language teaching
Language Assessment Practices and Training Preferences of EL Teachers: Iranian EFL Teachers in Focus

Kaveh Jalilzadeh; Adel Dastgoshadeh; Raheleh Khosravi

Volume 15, Issue 32 , December 2023, Pages 144-160


  This research explores language assessment practices and training preferences in Iranian English as a Foreign Language (EFL) teaching, aiming to provide valuable insights into the current landscape among 363 Iranian EFL teachers. Data collection included diverse demographics, facilitating a thorough ...  Read More

English language learning
The Effect of Regulatory Focus and Reference of Comparison Feedback on EFL Learners’ Achievement Emotions and Achievement Goals

Marzieh Mehri; Zahra Amirian; Mohsen Rezazadeh

Volume 15, Issue 32 , December 2023, Pages 161-177


  This study aimed at examining the effects of the feedback types designed based on the regulatory focus theory (i.e., prevention vs. promotion) and reference of comparison (i.e., normative vs. self-referential) on achievement emotions and achievement goals. One hundred intermediate English language learners ...  Read More

English language teaching
The Effect of Recast on EFL Learners’ Pragmatic Development: Patterns of Reciprocity

Meisam Mirzaei-Shojakhanlou; Sam saeedian; Behzad Nezakatgoo

Volume 15, Issue 32 , December 2023, Pages 178-196


  Corrective feedback has been evidenced to be a propitious pedagogical tool to promote second language (L2) knowledge, yet little is known about the role of interactional feedback in maximizing L2 learners’ pragmatic knowledge and their reciprocity patterns to corrective feedback in teacher-student ...  Read More

English language teaching
The Effects of Immediate and Delayed Corrective Feedback on the Acquisition of English Subject-Verb Agreement by EFL Learners

Yalda Moslemi; Shirin Abadikhah; Baqer Yaqubi

Volume 15, Issue 32 , December 2023, Pages 197-214


  The timing of corrective feedback (CF) provision has been a controversial issue in SLA research. Despite widespread research, there is still disagreement on whether the erroneous structures should be addressed immediately or at a delayed time after task completion. This study investigates the comparative ...  Read More

English language teaching
Unveiling Language Teacher Productive Immunity: A Lenz into the Impacts on Professional Identity, Teacher Anger, Grit Tendencies, and Psychological Well-Being

Ehsan Namaziandoust; Tahereh Heydarnejad; Goodarz Shakibaei

Volume 15, Issue 32 , December 2023, Pages 215-232


  Teachers, as the center of the class, can make positive changes in their students' lives; they should be equipped with skills that will allow them to do their jobs effectively. The inclusion of productive immunity (i.e., the procedures that instructors go through to devise protective mechanisms against ...  Read More

English language teaching
The Impact of Pedagogical Use of YouTube Channel “EngVid” on Speaking Skills of Iranian EFL Learners

Masoud Neisani; Ahmadreza Nikbakht; Elham Elhambakhsh

Volume 15, Issue 32 , December 2023, Pages 233-257


  This study explores the impact of "EngVid" YouTube channel on improving Iranian EFL Learners' speaking abilities. The program employed in this study provided the learners with video clips for Improving their speaking skills. The participants were forty-eight advanced EFL learners studying English at ...  Read More

English language teaching
Input processing and grammar acquisition: Evidence from EFL learners of varying proficiency levels

Aram Pouyan; Sima Modirkhamene; Parviz Alavinia; Farnoush Ahangaran

Volume 15, Issue 32 , December 2023, Pages 258-283


  Although processing instruction (PI) has been a very popular grammar teaching method over the last years, there are, however, very limited if any attempts to explore different proficiency learners’ achievements using this approach. This study was, therefore, an attempt to investigate the role of ...  Read More