Volume 15 (2023)
Volume 14 (2022)
Volume 13 (2021)
Volume 12 (2020)
Volume 11 (2019)
Volume 10 (2018)
Volume 8 (2016)
Volume 7 (2015)
Volume 6 (2014)
Volume 5 (2013)
Volume 4 (2012)
Volume 3 (2011)
Volume 2 (2010)
Volume 1 (2009)
Affordances and limitations of technology: Voices from EFL teachers and learners

Mohammad Amiryousefi

Volume 9, Issue 19 , June 2017, Pages 1-24

  With the developments of new technologies appearing very quickly, the attention has been focused more on technology than learning. English centers and institutes have mostly been busy accommodating new programs and technologies and hence have not spent enough time to evaluate the CALL programs and technologies ...  Read More

Developing Iranian EAP students’ Writing Skill through Explicit Instruction of Lexical Bundles

Rozana Shamsabadi; Saeed Ketabi; Abbass Eslami Rasekh

Volume 9, Issue 19 , June 2017, Pages 25-52

  The present study sought to investigate the effect of explicit instruction of lexical bundles (LBs) on the development of Iranian English for Academic Purposes (EAP) students’ writing quality and also their receptive and productive knowledge of Lexical Bundles (LB). Assigned to two experimental ...  Read More

Material Development and English for Academic Purposes Word Lists; a Reductionist Approach

Reza Khani; Mostafa Saeedi

Volume 9, Issue 19 , June 2017, Pages 53-72

  Nagy (1988) states that vocabulary is a prerequisite factor in comprehension. Drawing upon a reductionist approach and having in mind the prospects for material development, this study aimed at creating an English for Academic Purposes Word List (EAPWL). The corpus of this study was compiled from a corpus ...  Read More

Factors Underlying Characteristics of Acquisition of English Language in EFL Classrooms

Mostafa Younesi; Ebrahim Khodadady

Volume 9, Issue 19 , June 2017, Pages 73-90

  This study tried to find out what factors underline the characteristics of acquisition of English language in EFL classrooms. To this end, the Characteristics of English Language Acquisition Scale (ELAS) consisting of 41 items was designed by the researchers of this study and administered to 388 pre ...  Read More

EFL Learners’ Motivation and Attitude toward EIL in the Increasingly Globalized Local Context of Iran: A Structural Equation Modeling Approach

Fahimeh Marefat; Maryam Pakzadian

Volume 9, Issue 19 , June 2017, Pages 91-122

  The present study probed 409 Iranian English as foreign language (EFL) learners' motivation and attitude toward English as an International Language (EIL) by investigating the causal relationships of their facets via Structural Equation Modeling (SEM). To do so, the Persian version of the ‘attitudes ...  Read More

Does number of options in multiple choice tests affect item facility and discrimination? An examination of test-taker preferences

Karim Sadeghi; Ghazal Akhavan Masoumi

Volume 9, Issue 19 , June 2017, Pages 123-143

  Multiple Choice tests are utilized widely in educational assessment because of their objectivity, ease of scoring, and reliability. This study aimed to compare IF and ID of MC vocabulary test items and attempted to find whether these indices are affected by the number of options. To this end, four 20 ...  Read More

Making sense of EFL teacher agency: Insights from an Iran case study

Alireza Rasti; Rahman Sahragard

Volume 9, Issue 19 , June 2017, Pages 145-169

  This investigation set out to look into the issue of teachers’ exercise of agency in the Iranian EFL context. More specifically, as part of a larger study, it reports on the ways two Iranian Ministry of Education teachers make sense of and operate in the country’s educational setting under ...  Read More

English Vocabulary Learning Strategies: the Case of Iranian Monolinguals vs. Bilinguals

Hanieh Varmaziyar; Azam Sazvar

Volume 9, Issue 19 , June 2017, Pages 169-197

  The main objective of the present study was to investigate the differences between Iranian EFL monolinguals and bilinguals in terms of vocabulary language learning strategies. In fact, it was an attempt to investigate whether bilingual/ monolingual learners differ significantly in using vocabulary learning ...  Read More