Keyword Index

A

  • AI-driven feedback Effects of AI-Driven Written Direct and Indirect Feedback on Iranian Intermediate EFL Learners' Writing Complexity [Volume 17, Issue 35, 2025, Pages 39-60]
  • Attitudes Blended Courses in the English-as-a-Foreign-Language context of Iraq: examining university students’ attitudes and gender effect [Volume 17, Issue 35, 2025, Pages 99-116]

E

  • EFL Appraisal of Multiple Intelligence-Based Instruction: the case of learners’ perceptions [Volume 17, Issue 35, 2025, Pages 161-174]
  • EFL teachers Exploring the Components of Online Classroom Observation: insights from document analysis and EFL teacher observers’ perspectives [Volume 17, Issue 35, 2025, Pages 137-160]
  • English as a Foreign Language Blended Courses in the English-as-a-Foreign-Language context of Iraq: examining university students’ attitudes and gender effect [Volume 17, Issue 35, 2025, Pages 99-116]
  • English for Specific Purposes (ESP) Investigating the Impact of Flipped Classroom Instruction on ESP Students’ Reading Comprehension: students’ attitudes in the spotlight [Volume 17, Issue 35, 2025, Pages 209-226]

F

  • Flipped Classroom Investigating the Impact of Flipped Classroom Instruction on ESP Students’ Reading Comprehension: students’ attitudes in the spotlight [Volume 17, Issue 35, 2025, Pages 209-226]
  • Formative Assessment Evaluating the Influence of Formative and Suative Assessments on EFL Learners’ Listening and Reading Comprehension [Volume 17, Issue 35, 2025, Pages 15-38]

G

I

  • Instructional Design and Delivery Exploring the Components of Online Classroom Observation: insights from document analysis and EFL teacher observers’ perspectives [Volume 17, Issue 35, 2025, Pages 137-160]
  • Interlocutionary Acts Beyond Tradition: proposing a new framework for speech act classifications [Volume 17, Issue 35, 2025, Pages 175-194]
  • Item type Investigating the Reliability of the Reading Module of the Iranian Ministry of Science, Research, and Technology’s English Proficiency Test [Volume 17, Issue 35, 2025, Pages 1-14]

L

  • L2 Grit Investigating the Relationships between Regulatory Foci, L2 Grit, and L2 Writing Enjoyment among Iranian EFL Learners [Volume 17, Issue 35, 2025, Pages 195-208]

M

  • Mediated Learning A Meta-Analytic Study of Computerized Dynamic Assessment in English Language Learning: trends, effectiveness, and implications [Volume 17, Issue 35, 2025, Pages 117-136]
  • Metaplocutionary Acts Beyond Tradition: proposing a new framework for speech act classifications [Volume 17, Issue 35, 2025, Pages 175-194]
  • MSRT reading Investigating the Reliability of the Reading Module of the Iranian Ministry of Science, Research, and Technology’s English Proficiency Test [Volume 17, Issue 35, 2025, Pages 1-14]
  • Multiple Intelligences Appraisal of Multiple Intelligence-Based Instruction: the case of learners’ perceptions [Volume 17, Issue 35, 2025, Pages 161-174]

N

  • Negotiation Acts Beyond Tradition: proposing a new framework for speech act classifications [Volume 17, Issue 35, 2025, Pages 175-194]

O

  • Online Classroom Observation Exploring the Components of Online Classroom Observation: insights from document analysis and EFL teacher observers’ perspectives [Volume 17, Issue 35, 2025, Pages 137-160]

P

  • Pragmatics Beyond Tradition: proposing a new framework for speech act classifications [Volume 17, Issue 35, 2025, Pages 175-194]
  • Problem-solving skills Predicting Critical Thinking Tendencies of University EFL teachers through Problem-solving Skills: differences in gender and teaching experience [Volume 17, Issue 35, 2025, Pages 227-244]

S

  • Syntactic measures Effects of AI-Driven Written Direct and Indirect Feedback on Iranian Intermediate EFL Learners' Writing Complexity [Volume 17, Issue 35, 2025, Pages 39-60]

T

  • Teacher’s Conceptions Exploring the Components of Online Classroom Observation: insights from document analysis and EFL teacher observers’ perspectives [Volume 17, Issue 35, 2025, Pages 137-160]
  • Technology Integration Exploring the Components of Online Classroom Observation: insights from document analysis and EFL teacher observers’ perspectives [Volume 17, Issue 35, 2025, Pages 137-160]
  • Tendencies Predicting Critical Thinking Tendencies of University EFL teachers through Problem-solving Skills: differences in gender and teaching experience [Volume 17, Issue 35, 2025, Pages 227-244]
  • Test bias Investigating the Reliability of the Reading Module of the Iranian Ministry of Science, Research, and Technology’s English Proficiency Test [Volume 17, Issue 35, 2025, Pages 1-14]
  • Test reliability Investigating the Reliability of the Reading Module of the Iranian Ministry of Science, Research, and Technology’s English Proficiency Test [Volume 17, Issue 35, 2025, Pages 1-14]
  • Topic effect Investigating the Reliability of the Reading Module of the Iranian Ministry of Science, Research, and Technology’s English Proficiency Test [Volume 17, Issue 35, 2025, Pages 1-14]

U

  • University EFL teachers Predicting Critical Thinking Tendencies of University EFL teachers through Problem-solving Skills: differences in gender and teaching experience [Volume 17, Issue 35, 2025, Pages 227-244]
  • University Students Blended Courses in the English-as-a-Foreign-Language context of Iraq: examining university students’ attitudes and gender effect [Volume 17, Issue 35, 2025, Pages 99-116]

W

  • Writing complexity Effects of AI-Driven Written Direct and Indirect Feedback on Iranian Intermediate EFL Learners' Writing Complexity [Volume 17, Issue 35, 2025, Pages 39-60]
  • Writing Enjoyment Investigating the Relationships between Regulatory Foci, L2 Grit, and L2 Writing Enjoyment among Iranian EFL Learners [Volume 17, Issue 35, 2025, Pages 195-208]

Z

  • Zone of Proximal Development A Meta-Analytic Study of Computerized Dynamic Assessment in English Language Learning: trends, effectiveness, and implications [Volume 17, Issue 35, 2025, Pages 117-136]