Journal of English Language Teaching and Learning

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A B C D E F G H I J K L M N O P Q R S T U V W X Y Z ALL

A

  • Abstract An Analysis of EFL Narrative Structure and Foreign Language Proficiency [Volume 11, Issue 24, 2019, Pages 29-53]

  • Activity Theory (AT) A Comparative Study of Writing Assessment Using Activity Theory-Based Assessment Model (ATBAM) and a Traditional Approach [Volume 11, Issue 23, 2019, Pages 1-25]

  • Activity Theory-Based Assessment Model (ATBAM) A Comparative Study of Writing Assessment Using Activity Theory-Based Assessment Model (ATBAM) and a Traditional Approach [Volume 11, Issue 23, 2019, Pages 1-25]

  • ACT series Visual Representation of Culture in a Locally Developed EFL Series [Volume 11, Issue 23, 2019, Pages 157-187]

  • Analyzing Contributions of KARDS to Iranian EFL University Teachers’ Professional Identity [Volume 11, Issue 23, 2019, Pages 127-156]

  • Authentic Assessment Authenticity of “Language Town” as an Innovation in Assessing Learners’ Speaking Ability: Moving towards a Virtual Language Town (VLT) [Volume 11, Issue 24, 2019, Pages 289-302]

  • Autonomy The Effect of Task Type on Autonomous EFL Learners’ Interactive Negotiations in a Text-based Synchronous Computer-mediated Context [Volume 11, Issue 24, 2019, Pages 177-200]

C

  • CLT The Effect of Dogme Language Teaching (Dogme ELT) on L2 Speaking and Willingness to Communicate (WTC) [Volume 11, Issue 24, 2019, Pages 261-288]

  • Coda An Analysis of EFL Narrative Structure and Foreign Language Proficiency [Volume 11, Issue 24, 2019, Pages 29-53]

  • Cognitive Complexity Cognitively Complex Tasks and Individual Differences: Two Influential Factors in Iranian EFL Learners’ Written Text Quality [Volume 11, Issue 23, 2019, Pages 95-126]

  • Collaborative writing Augmented Reality and Virtual Reality Scaffoldings in Improving the Abstract Genre Structure in a Collaborative Learning Environment: A CALL Study [Volume 11, Issue 23, 2019, Pages 327-356]

  • Content of Number 23 Content of Number 23 [Volume 11, Issue 23, 2019]

  • Critical Events Exploring English Language Literacy as a Form of Narrative by Tracing Life and Resistance Stories in Curriculum [Volume 11, Issue 23, 2019, Pages 253-275]

  • Critical language awareness (CLA) “This Is a Food Ad but It Is Presenting Gender Stereotypes!”: Practicing Critical Language Awareness in an Iranian EFL Context [Volume 11, Issue 24, 2019, Pages 227-259]

  • Critique The political aspects of positivist ELT research articles [Volume 11, Issue 24, 2019, Pages 155-176]

  • Curriculum reform A Change without a Change!!: National Curriculum Reform and EFL Teachers’ Motivation in Iran [Volume 11, Issue 23, 2019, Pages 293-325]

D

  • Data commentary Exploring Phrasal Complexity Features in Graduate Students’ Data Commentaries and Research Articles [Volume 11, Issue 24, 2019, Pages 115-153]

  • Dogme ELT The Effect of Dogme Language Teaching (Dogme ELT) on L2 Speaking and Willingness to Communicate (WTC) [Volume 11, Issue 24, 2019, Pages 261-288]

  • Doing Contributions of KARDS to Iranian EFL University Teachers’ Professional Identity [Volume 11, Issue 23, 2019, Pages 127-156]

E

  • Early/Delayed Form-Focused Instruction The role of sequencing isolated form focused instruction and complexity in developing English grammatical knowledge by Iranian monolinguals and bilinguals [Volume 11, Issue 24, 2019, Pages 323-350]

  • EFL teacher identity Professional Identity and Teaching Quality: The case of Iranian EFL teachers [Volume 11, Issue 24, 2019, Pages 201-225]

  • EFL teachers On the Relationship between Teacher Resilience and Self- efficacy: The Case of Iranian EFL Teachers [Volume 11, Issue 23, 2019, Pages 277-292]

  • Engagement Relationship between classroom environment, teacher behavior, cognitive and emotional engagement, and state motivation [Volume 11, Issue 23, 2019, Pages 27-56]

  • English Iranian EFL Learners' Beliefs towards Teaching and Learning of Pronunciation [Volume 11, Issue 23, 2019, Pages 221-251]

  • English as a Foreign Language (EFL) A Change without a Change!!: National Curriculum Reform and EFL Teachers’ Motivation in Iran [Volume 11, Issue 23, 2019, Pages 293-325]

  • English as foreign language (EFL) “This Is a Food Ad but It Is Presenting Gender Stereotypes!”: Practicing Critical Language Awareness in an Iranian EFL Context [Volume 11, Issue 24, 2019, Pages 227-259]

  • English Language Literacy (ELL) Exploring English Language Literacy as a Form of Narrative by Tracing Life and Resistance Stories in Curriculum [Volume 11, Issue 23, 2019, Pages 253-275]

I

  • Ideology The political aspects of positivist ELT research articles [Volume 11, Issue 24, 2019, Pages 155-176]

  • Intercultural communicative competence Visual Representation of Culture in a Locally Developed EFL Series [Volume 11, Issue 23, 2019, Pages 157-187]

  • Introductions Definitional Clarifications in the Introductions of PhD theses: A Genre-Based Analysis [Volume 11, Issue 23, 2019, Pages 57-93]

  • Iranian EFL learners Iranian EFL Learners' Beliefs towards Teaching and Learning of Pronunciation [Volume 11, Issue 23, 2019, Pages 221-251]

  • Isolated Form-focused Instruction The role of sequencing isolated form focused instruction and complexity in developing English grammatical knowledge by Iranian monolinguals and bilinguals [Volume 11, Issue 24, 2019, Pages 323-350]

K

  • Keywords: Celebrities A Visual Analysis of English Language Textbooks: Celebrities’ Role as Cultural Figures [Volume 11, Issue 24, 2019, Pages 55-78]

  • Keywords: communicative ability The Effect of Task Type on Autonomous EFL Learners’ Interactive Negotiations in a Text-based Synchronous Computer-mediated Context [Volume 11, Issue 24, 2019, Pages 177-200]

  • Keywords: Identity Professional Identity and Teaching Quality: The case of Iranian EFL teachers [Volume 11, Issue 24, 2019, Pages 201-225]

  • Knowing Contributions of KARDS to Iranian EFL University Teachers’ Professional Identity [Volume 11, Issue 23, 2019, Pages 127-156]

L

  • L2 speaking The Effect of Dogme Language Teaching (Dogme ELT) on L2 Speaking and Willingness to Communicate (WTC) [Volume 11, Issue 24, 2019, Pages 261-288]

  • Language Town Authenticity of “Language Town” as an Innovation in Assessing Learners’ Speaking Ability: Moving towards a Virtual Language Town (VLT) [Volume 11, Issue 24, 2019, Pages 289-302]

M

  • Main action An Analysis of EFL Narrative Structure and Foreign Language Proficiency [Volume 11, Issue 24, 2019, Pages 29-53]

  • Materials analysis Visual Representation of Culture in a Locally Developed EFL Series [Volume 11, Issue 23, 2019, Pages 157-187]

  • Medical students Exploring English Language Literacy as a Form of Narrative by Tracing Life and Resistance Stories in Curriculum [Volume 11, Issue 23, 2019, Pages 253-275]

  • Metacognition On The Relationship between Test-Taking Strategies and EFL Reading Performance [Volume 11, Issue 23, 2019, Pages 189-219]

N

  • Narrative Inquiry Exploring English Language Literacy as a Form of Narrative by Tracing Life and Resistance Stories in Curriculum [Volume 11, Issue 23, 2019, Pages 253-275]

  • Narratives Structure An Analysis of EFL Narrative Structure and Foreign Language Proficiency [Volume 11, Issue 24, 2019, Pages 29-53]

P

  • Phrasal Complexity Features Exploring Phrasal Complexity Features in Graduate Students’ Data Commentaries and Research Articles [Volume 11, Issue 24, 2019, Pages 115-153]

  • Professional Identity Professional Identity and Teaching Quality: The case of Iranian EFL teachers [Volume 11, Issue 24, 2019, Pages 201-225]

  • Pronunciation Iranian EFL Learners' Beliefs towards Teaching and Learning of Pronunciation [Volume 11, Issue 23, 2019, Pages 221-251]

Q

  • Quality of teaching Professional Identity and Teaching Quality: The case of Iranian EFL teachers [Volume 11, Issue 24, 2019, Pages 201-225]

R

  • Recognizing Contributions of KARDS to Iranian EFL University Teachers’ Professional Identity [Volume 11, Issue 23, 2019, Pages 127-156]

  • Research Article Exploring Phrasal Complexity Features in Graduate Students’ Data Commentaries and Research Articles [Volume 11, Issue 24, 2019, Pages 115-153]

  • Resistance Language and Literature (RLL) Exploring English Language Literacy as a Form of Narrative by Tracing Life and Resistance Stories in Curriculum [Volume 11, Issue 23, 2019, Pages 253-275]

  • Results An Analysis of EFL Narrative Structure and Foreign Language Proficiency [Volume 11, Issue 24, 2019, Pages 29-53]

S

  • Seeing Contributions of KARDS to Iranian EFL University Teachers’ Professional Identity [Volume 11, Issue 23, 2019, Pages 127-156]

  • Self-efficacy On the Relationship between Teacher Resilience and Self- efficacy: The Case of Iranian EFL Teachers [Volume 11, Issue 23, 2019, Pages 277-292]

  • Speaking Ability Authenticity of “Language Town” as an Innovation in Assessing Learners’ Speaking Ability: Moving towards a Virtual Language Town (VLT) [Volume 11, Issue 24, 2019, Pages 289-302]

  • Structural Complexity The role of sequencing isolated form focused instruction and complexity in developing English grammatical knowledge by Iranian monolinguals and bilinguals [Volume 11, Issue 24, 2019, Pages 323-350]

T

  • Teacher Education Contributions of KARDS to Iranian EFL University Teachers’ Professional Identity [Volume 11, Issue 23, 2019, Pages 127-156]

  • Teacher interpersonal behavior Relationship between classroom environment, teacher behavior, cognitive and emotional engagement, and state motivation [Volume 11, Issue 23, 2019, Pages 27-56]

  • Teacher Professional Identity Contributions of KARDS to Iranian EFL University Teachers’ Professional Identity [Volume 11, Issue 23, 2019, Pages 127-156]

  • Teacher’s Feedback A Comparative Study of Writing Assessment Using Activity Theory-Based Assessment Model (ATBAM) and a Traditional Approach [Volume 11, Issue 23, 2019, Pages 1-25]

  • Test performance On The Relationship between Test-Taking Strategies and EFL Reading Performance [Volume 11, Issue 23, 2019, Pages 189-219]

  • Test-taking strategies On The Relationship between Test-Taking Strategies and EFL Reading Performance [Volume 11, Issue 23, 2019, Pages 189-219]

  • Theses Definitional Clarifications in the Introductions of PhD theses: A Genre-Based Analysis [Volume 11, Issue 23, 2019, Pages 57-93]

V

  • Visuals Visual Representation of Culture in a Locally Developed EFL Series [Volume 11, Issue 23, 2019, Pages 157-187]

W

  • Writing Skill Assessment A Comparative Study of Writing Assessment Using Activity Theory-Based Assessment Model (ATBAM) and a Traditional Approach [Volume 11, Issue 23, 2019, Pages 1-25]