Volume 14 (2022)
Volume 13 (2021)
Volume 12 (2020)
Volume 11 (2019)
Volume 10 (2018)
Volume 9 (2017)
Volume 8 (2016)
Volume 6 (2014)
Volume 5 (2013)
Volume 4 (2012)
Volume 3 (2011)
Volume 2 (2010)
Volume 1 (2009)
1. Multimedia Annotation: Comparability of Gloss Modalities and their Implications for Reading Comprehension

Hamed Babaie Shalmani; Seyyed Ayatollah Razmjoo

Volume 7, Issue 15 , May 2015, Pages 1-41

Abstract
  This study compared the effects of two annotation modalities on the reading comprehension of Iranian intermediate level EFL learners. The two experimental groups under study received treatment on 10 academic L2 reading passages under one of two conditions: One group received treatment on key words in ...  Read More

2. Impoliteness and Power: An Interlanguage Pragmatic Approach to the Use of Impolite Patterns in Terms of Power

Mohammad Khatib; Khadijeh Lotfi

Volume 7, Issue 15 , May 2015, Pages 43-67

Abstract
  Although studies on pragmatics in general and politeness in particular abound in the literature, impoliteness has been largely ignored. In the present study, participants filled out either the Persian or English version of a discourse completion test (DCT). The researchers analyzed collected answers ...  Read More

3. Language Learning and Language Teaching:Episodes of the Lives of Six EFL Teachers in Iran

Sima Modirkhameneh

Volume 7, Issue 15 , May 2015, Pages 69-91

Abstract
  Teachers are the most important players of every educational system in different societies; accordingly, understanding their personal reflections may help us gain valuable insights into what it means to be a teacher in a specific cultural and social context. The purpose of this case study was to investigate ...  Read More

4. Identification and Distribution of Interactional Contexts in EFL Classes: The Effect of Two Contextual Factors

Mostafa Pourhaji; Seyed Mohammad Alavi

Volume 7, Issue 15 , May 2015, Pages 93-123

Abstract
  This study aims at empirically furthering awareness of the organization of interaction in EFL classes. Informed by the methodological framework of conversation analysis, it draws upon a corpus of 52 three-hour naturally-occurring classroom interaction to identify classroom interactional contexts based ...  Read More

5. Sociocultural Identity DevelopmentScaffolded byCollaboration-ConduciveStrategies:A Case of an Iranian EFL Writing Class

Seyyed Mohammad Ali Soozandehfar; Rahman Sahragard

Volume 7, Issue 15 , May 2015, Pages 125-156

Abstract
  This investigation postulatesVygotsky’s (1978) concept of zone of proximal development (ZPD) and his related “scaffolding” metaphor as well as Norton’s (2006) principles of sociocultural identity as its theoretical foundation.Thisresearchintends to scrutinizethe socioculturally-oriented ...  Read More

6. Cognitive Aspects of Teacher Expertise in ELT

Elham Yazdanmehr; Ramin Akbari

Volume 7, Issue 15 , May 2015, Pages 157-180

Abstract
  The present paper seeks to investigate the cognitive abilities of expert EFL teachers. To this aim, the existing literature was examined and ten cognitive themes were derived which were further investigated through interviews conducted with ten academics, teacher trainers and exemplary teachers of the ...  Read More