Volume 14 (2022)
Volume 13 (2021)
Volume 12 (2020)
Volume 11 (2019)
Volume 10 (2018)
Volume 9 (2017)
Volume 7 (2015)
Volume 6 (2014)
Volume 5 (2013)
Volume 4 (2012)
Volume 3 (2011)
Volume 2 (2010)
Volume 1 (2009)
2. Teacher Wait-Time and Learner Initiation: A Single Case Analysis

Mohammad Alavi; Bagher Yaghoubi; Mostafa Pourhaji

Volume 8, Issue 18 , December 2016, Pages 1-18

Abstract
  The prevailing pattern of classroom interaction is a tripartite exchange structure known as IRF (teacher initiation, student response, teacher follow-up/feedback; Sinclair & Coulthard, 1975). Although it has its own contributions to classroom discourse, it has been criticized on several grounds, ...  Read More

3. The Comparative Impact of Pictorial Annotations and Morphological Instruction on Lexical Inferencing of Iranian Intermediate EFL Learners

Ali akbar Ansarin; Firouze Jamshidi; Zohreh Mohammadi

Volume 8, Issue 18 , December 2016, Pages 19-42

Abstract
  One of the main ways to acquire unfamiliar words is to make guesses about words meaning. This study investigates the comparative effects of pictorial annotations and morphological instructions on Iranian EFL learners’ lexical inferencing ability. Considering homogeneity issues using PET (Preliminary ...  Read More

4. Vocabulary Instruction Method and Specialized Reading Comprehension: Build a Bridge or Wash it away

Azizollah Dabaghi; Hossein Barati; Adeleh Heidari

Volume 8, Issue 18 , December 2016, Pages 43-63

Abstract
  The present study aimed to examine and compare the impact of teaching economic terms through etymological elaboration with three more conventional methods of vocabulary instruction in ESP courses in Iran, that is, teaching through contextual definitions, L1 translation, and implicit instruction on the ...  Read More

5. On the Relationship between the Implementation of Formative Assessment Strategies and Iranian EFL Teachers’ Self-Efficacy: Do Gender and Experience Make a Difference?

Masoomeh Estaji; Saeedeh Fassihi

Volume 8, Issue 18 , December 2016, Pages 65-86

Abstract
  This study sought to examine the relationship between the use of formative assessment strategies and the Iranian EFL teachers’ sense of self-efficacy. Moreover, this study investigated the relationships and interactions between the EFL teachers’ use of formative assessment strategies, their ...  Read More

6. The Hunches a Language Teacher Lives by in an Action Research: Revelations of an L2 Writing Teacher

Sue-San Ghahremani Ghajar; Atefeh Navarchi; Marjan Vosoughi

Volume 8, Issue 18 , December 2016, Pages 87-122

Abstract
  The researchers in this study aimed to demonstrate how impossible it could be for a language teacher to take fixed, systematic routes of action in recent Action Research designs.  This was instantiated in an L2 (here, English) 'essay writing' course among some Persian speaker university students ...  Read More

7. Do Iranians and Americans Congratulate their Friends Differently on their Birthdays on Facebook? A Case for Intercultural Studies

Ali Jahangard; Neda Khanlarzade; Ashkan Latifi

Volume 8, Issue 18 , December 2016, Pages 123-143

Abstract
  Cross-cultural analyses of speech acts are among the hot topics in contrastive studies and up to now various researchers have explored this very issue. Despite the ample studies in this field, the speech act of congratulation, especially the subject of ‘birthday congratulation’ remains untouched. ...  Read More

8. The Effect of Cognitive Factors of Rhetorically Different Listening Tasks on L2 Listening Quality of Iranian Advanced EFL Learners

Aliakbar Khomeijani Farahani; Masoumeh Ahmadi Shirazi; Ahmad Mousavi; Saleh Arizavi

Volume 8, Issue 18 , December 2016, Pages 145-165

Abstract
  This study examined the effect of two different authentic topic-familiar rhetorical L2 listening tasks (expository and argumentative) differing in reasoning demand on the listening comprehension scores of a number of Iranian EFL advanced learners. Sixty homogeneous advanced learners were recruited based ...  Read More

9. Investigating the Manifestation of Teaching Expertise Feature among Novice and Experienced EFL Teachers

Saeed Mehrpour; Zahraossadat Mirsanjari

Volume 8, Issue 18 , December 2016, Pages 167-198

Abstract
  The present study was an attempt to investigate the manifestation of teaching expertise of EFL teachers in Iranian formal educational context. More specifically, it was intended to study how teachers of English in Iranian high schools and General English instructors in a state university manifest features ...  Read More

10. Multiple Intelligence and EFL Learners' Reading Comprehension

Amir Reza Nemat Tabrizi

Volume 8, Issue 18 , December 2016, Pages 199-221

Abstract
  The second half of the twentieth century can be called the age of individualization when individual values and differences are recognized and respected. Intelligence is among the various aspects of individual differences which affect education and language learning. As such, the present study aimed at ...  Read More