Accountability
Applying a two-parameter item response model to explore the psychometric properties: The case of the ministry of Science, Research and Technology (MSRT) high-stakes English Language Proficiency test [Volume 14, Issue 29, 2022, Pages 1-26]
Assessment Literacy
Assessment Literacy in Light of Teachers’ Discipline: hard Sciences, soft sciences, and ELT [Volume 14, Issue 30, 2022, Pages 316-332]
Autonomy
Investigating the Efficacy of Flipped Learning on Autonomy and Skill-Learning of Iranian EFL Learners [Volume 14, Issue 30, 2022, Pages 137-148]
C
Classroom discourse
Realization of Initiation, Response, and Feedback in Teacher-Student Interactions in EFL Classrooms: Learning Realities and Opportunities [Volume 14, Issue 30, 2022, Pages 91-114]
Classroom management
On the Relationship between Iranian EFL Teachers’ Personality Type and Their Classroom Management Orientation [Volume 14, Issue 30, 2022, Pages 230-244]
Cognitive Linguistics
The Effectiveness of Radial Categories in Facilitating EFL learners' Cognitive Operations for Learning Phrasal Verbs [Volume 14, Issue 30, 2022, Pages 149-164]
Cognitive Load
The Effectiveness of Radial Categories in Facilitating EFL learners' Cognitive Operations for Learning Phrasal Verbs [Volume 14, Issue 30, 2022, Pages 149-164]
Collaborative learning
Investigating the Efficacy of Flipped Learning on Autonomy and Skill-Learning of Iranian EFL Learners [Volume 14, Issue 30, 2022, Pages 137-148]
Confirmatory and Exploratory factor analysis
Research into Iranian EFL Learners’ Perceptions of Culture Management: A Questionnaire Development and Validation Study [Volume 14, Issue 29, 2022, Pages 133-154]
Co-Teaching Instruction
Co-Teaching in an EFL Writing Class: A Mixed-Methods Probe into its Effects and Students' Perceptions [Volume 14, Issue 30, 2022, Pages 57-74]
Covid-19
Iraqi EFL Learners’ Preferences and Readiness for Mobile Learning in Higher Education during COVID-19 Pandemic [Volume 14, Issue 30, 2022, Pages 351-365]
Critical Thinking
Critical Thinking as an Essential Factor in EFL Teacher Educators’ Professional Development: a Transformative Learning Paradigm [Volume 14, Issue 30, 2022, Pages 194-208]
Culture management
Research into Iranian EFL Learners’ Perceptions of Culture Management: A Questionnaire Development and Validation Study [Volume 14, Issue 29, 2022, Pages 133-154]
D
Differential Item Functioning
Native Language-Based DIF across the Subtests: A Study of the Iranian National University Entrance Exam [Volume 14, Issue 30, 2022, Pages 39-56]
Direct/indirect unfocused written corrective feedback
Investigating the Impact of Unfocused Direct and indirect Written Corrective Feedback on Writing Accuracy of Iranian EFL Learners [Volume 14, Issue 30, 2022, Pages 180-193]
E
EAP
Criticality in EAP Education in Iran: a missing link [Volume 14, Issue 30, 2022, Pages 333-350]
EAP teachers and students
Criticality in EAP Education in Iran: a missing link [Volume 14, Issue 30, 2022, Pages 333-350]
Edmodo
The Impact of Edmodo as an Asynchronous Online Discussion Forum on English Reading Comprehension Skills of Iranian Learners [Volume 14, Issue 30, 2022, Pages 75-90]
EFL
Reflectivity in reflective practice: A case of EFL student teachers in practicum [Volume 14, Issue 30, 2022, Pages 264-281]
EFL Context
Teacher Education and Multiple Intelligences: Foreign Language Teaching Anxiety of Iranian EFL Teachers [Volume 14, Issue 29, 2022, Pages 214-227]
EFL learners
Iraqi EFL Learners’ Preferences and Readiness for Mobile Learning in Higher Education during COVID-19 Pandemic [Volume 14, Issue 30, 2022, Pages 351-365]
EFL learners
Iranian EFL learners’ Use of Thanking Speech Act: An ILP Study [Volume 14, Issue 30, 2022, Pages 21-38]
EFL learners
Learning a Thousand Words: EFL Learners’ Development of Vision Competencies [Volume 14, Issue 30, 2022, Pages 245-263]
E-learning in-service class
The Impact of Traditional vs. E-learning In-service Programs on EFL Teachers’ Educational Empowerment [Volume 14, Issue 30, 2022, Pages 1-20]
Empowerment
The Impact of Traditional vs. E-learning In-service Programs on EFL Teachers’ Educational Empowerment [Volume 14, Issue 30, 2022, Pages 1-20]
English as a Foreign Language
Investigating Iranian EFL Student Teachers’ Attitude toward the Implementation of Machine Translation as an ICALL Tool [Volume 14, Issue 30, 2022, Pages 165-179]
English for Specific Purposes (ESP)
Needs Analysis for Maritime ESP Courses of Iran’s Ports and Maritime Organization (PMO) [Volume 14, Issue 30, 2022, Pages 282-299]
English Language teaching
Assessment Literacy in Light of Teachers’ Discipline: hard Sciences, soft sciences, and ELT [Volume 14, Issue 30, 2022, Pages 316-332]
Ethical Challenges
Ethical Challenges of Designing on Application for Reading Instruction Management System (RIMS): A Phenomenological Study [Volume 14, Issue 29, 2022, Pages 198-213]
Face-to-Face
Investigating the Efficacy of Flipped Learning on Autonomy and Skill-Learning of Iranian EFL Learners [Volume 14, Issue 30, 2022, Pages 137-148]
Flipped Classroom
Investigating the Efficacy of Flipped Learning on Autonomy and Skill-Learning of Iranian EFL Learners [Volume 14, Issue 30, 2022, Pages 137-148]
FLTA
Teacher Education and Multiple Intelligences: Foreign Language Teaching Anxiety of Iranian EFL Teachers [Volume 14, Issue 29, 2022, Pages 214-227]
Four language skills
An Evaluation of Iranian Tenth-grade English Textbook: With a Focus on Language Skills, Activities and Teachers’ Perceptions [Volume 14, Issue 29, 2022, Pages 171-197]
H
Hard disciplines
Assessment Literacy in Light of Teachers’ Discipline: hard Sciences, soft sciences, and ELT [Volume 14, Issue 30, 2022, Pages 316-332]
Higher Education
Iraqi EFL Learners’ Preferences and Readiness for Mobile Learning in Higher Education during COVID-19 Pandemic [Volume 14, Issue 30, 2022, Pages 351-365]
High school English textbook
An Evaluation of Iranian Tenth-grade English Textbook: With a Focus on Language Skills, Activities and Teachers’ Perceptions [Volume 14, Issue 29, 2022, Pages 171-197]
I
Identity Development
Investigating Iranian EFL Teachers’ Identity Development Processes [Volume 14, Issue 30, 2022, Pages 115-136]
Identity Dimensions
The Contribution of Various Dimensions of L2 Identity to L1 National Identity: A Case of the Iranian EFL Context [Volume 14, Issue 29, 2022, Pages 27-43]
Innovation and creativity
The Impact of Traditional vs. E-learning In-service Programs on EFL Teachers’ Educational Empowerment [Volume 14, Issue 30, 2022, Pages 1-20]
Intercultural communication
Intercultural Communicative Competence of Iranian University Students Studying Abroad: exploring key components [Volume 14, Issue 30, 2022, Pages 209-229]
Intercultural communicative competence
Intercultural Communicative Competence of Iranian University Students Studying Abroad: exploring key components [Volume 14, Issue 30, 2022, Pages 209-229]
Interlanguage pragmatic competence
Iranian EFL learners’ Use of Thanking Speech Act: An ILP Study [Volume 14, Issue 30, 2022, Pages 21-38]
Iranian EFL context
A Critical Examination of Western and Islamic Orientations to English Language Education in Iran: A Call for Dialogue across Various Perspectives in a Non-Native Context [Volume 14, Issue 29, 2022, Pages 118-132]
Iranian EFL learners
Investigating the Impact of Unfocused Direct and indirect Written Corrective Feedback on Writing Accuracy of Iranian EFL Learners [Volume 14, Issue 30, 2022, Pages 180-193]
Iranian EFL teachers
On the Relationship between Iranian EFL Teachers’ Personality Type and Their Classroom Management Orientation [Volume 14, Issue 30, 2022, Pages 230-244]
IRF
Realization of Initiation, Response, and Feedback in Teacher-Student Interactions in EFL Classrooms: Learning Realities and Opportunities [Volume 14, Issue 30, 2022, Pages 91-114]
IRT
Applying a two-parameter item response model to explore the psychometric properties: The case of the ministry of Science, Research and Technology (MSRT) high-stakes English Language Proficiency test [Volume 14, Issue 29, 2022, Pages 1-26]
Islam
A Critical Examination of Western and Islamic Orientations to English Language Education in Iran: A Call for Dialogue across Various Perspectives in a Non-Native Context [Volume 14, Issue 29, 2022, Pages 118-132]
L
L2 Identity
The Contribution of Various Dimensions of L2 Identity to L1 National Identity: A Case of the Iranian EFL Context [Volume 14, Issue 29, 2022, Pages 27-43]
L2 Writing Ability
Co-Teaching in an EFL Writing Class: A Mixed-Methods Probe into its Effects and Students' Perceptions [Volume 14, Issue 30, 2022, Pages 57-74]
Learner use and perception
Investigating Iranian EFL Student Teachers’ Attitude toward the Implementation of Machine Translation as an ICALL Tool [Volume 14, Issue 30, 2022, Pages 165-179]
Learning Management System (LMS)
Ethical Challenges of Designing on Application for Reading Instruction Management System (RIMS): A Phenomenological Study [Volume 14, Issue 29, 2022, Pages 198-213]
M
Machine translation
Investigating Iranian EFL Student Teachers’ Attitude toward the Implementation of Machine Translation as an ICALL Tool [Volume 14, Issue 30, 2022, Pages 165-179]
Maritime English
Needs Analysis for Maritime ESP Courses of Iran’s Ports and Maritime Organization (PMO) [Volume 14, Issue 30, 2022, Pages 282-299]
Mixed-Methods Approach
Co-Teaching in an EFL Writing Class: A Mixed-Methods Probe into its Effects and Students' Perceptions [Volume 14, Issue 30, 2022, Pages 57-74]
Mobile Learning
Iraqi EFL Learners’ Preferences and Readiness for Mobile Learning in Higher Education during COVID-19 Pandemic [Volume 14, Issue 30, 2022, Pages 351-365]
Morphosyntactic processing
Working Memory Capacity and Semantic-Morphosyntactic Competition: A Comparison of L1 and L2 Sentence Processing [Volume 14, Issue 29, 2022, Pages 79-98]
MSRT
Applying a two-parameter item response model to explore the psychometric properties: The case of the ministry of Science, Research and Technology (MSRT) high-stakes English Language Proficiency test [Volume 14, Issue 29, 2022, Pages 1-26]
Multidimensional L2 Identity Questionnaire (MLIQ)
The Contribution of Various Dimensions of L2 Identity to L1 National Identity: A Case of the Iranian EFL Context [Volume 14, Issue 29, 2022, Pages 27-43]
Multiple Intelligences
Teacher Education and Multiple Intelligences: Foreign Language Teaching Anxiety of Iranian EFL Teachers [Volume 14, Issue 29, 2022, Pages 214-227]
N
National Identity
The Contribution of Various Dimensions of L2 Identity to L1 National Identity: A Case of the Iranian EFL Context [Volume 14, Issue 29, 2022, Pages 27-43]
Native language
Native Language-Based DIF across the Subtests: A Study of the Iranian National University Entrance Exam [Volume 14, Issue 30, 2022, Pages 39-56]
Needs analysis
Needs Analysis for Maritime ESP Courses of Iran’s Ports and Maritime Organization (PMO) [Volume 14, Issue 30, 2022, Pages 282-299]
P
Phrasal Verbs
The Effectiveness of Radial Categories in Facilitating EFL learners' Cognitive Operations for Learning Phrasal Verbs [Volume 14, Issue 30, 2022, Pages 149-164]
Postmodernism
A Critical Examination of Western and Islamic Orientations to English Language Education in Iran: A Call for Dialogue across Various Perspectives in a Non-Native Context [Volume 14, Issue 29, 2022, Pages 118-132]
Preferences
Iraqi EFL Learners’ Preferences and Readiness for Mobile Learning in Higher Education during COVID-19 Pandemic [Volume 14, Issue 30, 2022, Pages 351-365]
R
Radial Categories
The Effectiveness of Radial Categories in Facilitating EFL learners' Cognitive Operations for Learning Phrasal Verbs [Volume 14, Issue 30, 2022, Pages 149-164]
Rasch Analysis
Native Language-Based DIF across the Subtests: A Study of the Iranian National University Entrance Exam [Volume 14, Issue 30, 2022, Pages 39-56]
Readiness
Iraqi EFL Learners’ Preferences and Readiness for Mobile Learning in Higher Education during COVID-19 Pandemic [Volume 14, Issue 30, 2022, Pages 351-365]
Reflective Writing
Reflectivity in reflective practice: A case of EFL student teachers in practicum [Volume 14, Issue 30, 2022, Pages 264-281]
Research Article
Metadiscursive Features in Research Articles: The Role of Stimulated Recall [Volume 14, Issue 29, 2022, Pages 245-263]
Responsive Mediation
Reflectivity in reflective practice: A case of EFL student teachers in practicum [Volume 14, Issue 30, 2022, Pages 264-281]
S
Scaffolding
A Symbiosis of Contingent Models to Scaffold EFL Learners towards Self-regulation and Willingness to Communicate [Volume 14, Issue 29, 2022, Pages 61-78]
Self-efficacy
The Impact of Traditional vs. E-learning In-service Programs on EFL Teachers’ Educational Empowerment [Volume 14, Issue 30, 2022, Pages 1-20]
Soft disciplines
Assessment Literacy in Light of Teachers’ Discipline: hard Sciences, soft sciences, and ELT [Volume 14, Issue 30, 2022, Pages 316-332]
Stimulated Recall
Metadiscursive Features in Research Articles: The Role of Stimulated Recall [Volume 14, Issue 29, 2022, Pages 245-263]
Students' Perceptions
Co-Teaching in an EFL Writing Class: A Mixed-Methods Probe into its Effects and Students' Perceptions [Volume 14, Issue 30, 2022, Pages 57-74]
Student Teachers
Reflectivity in reflective practice: A case of EFL student teachers in practicum [Volume 14, Issue 30, 2022, Pages 264-281]
T
Task-based lesson plan
An Evaluation of Iranian Tenth-grade English Textbook: With a Focus on Language Skills, Activities and Teachers’ Perceptions [Volume 14, Issue 29, 2022, Pages 171-197]
Teacher Education
Teacher Education and Multiple Intelligences: Foreign Language Teaching Anxiety of Iranian EFL Teachers [Volume 14, Issue 29, 2022, Pages 214-227]
Teacher Education
Reflectivity in reflective practice: A case of EFL student teachers in practicum [Volume 14, Issue 30, 2022, Pages 264-281]
Teachers’ personality type
On the Relationship between Iranian EFL Teachers’ Personality Type and Their Classroom Management Orientation [Volume 14, Issue 30, 2022, Pages 230-244]
TEFL graduate students
The Impact of Genre-based Instruction on Academic Writing & Self-efficacy: The Case of Graduate Students’ Thesis Proposal [Volume 14, Issue 29, 2022, Pages 99-117]
Textbook evaluation
An Evaluation of Iranian Tenth-grade English Textbook: With a Focus on Language Skills, Activities and Teachers’ Perceptions [Volume 14, Issue 29, 2022, Pages 171-197]
Thanking
Iranian EFL learners’ Use of Thanking Speech Act: An ILP Study [Volume 14, Issue 30, 2022, Pages 21-38]
TOEFL iBT
The Impact of Edmodo as an Asynchronous Online Discussion Forum on English Reading Comprehension Skills of Iranian Learners [Volume 14, Issue 30, 2022, Pages 75-90]
Traditional in-service class
The Impact of Traditional vs. E-learning In-service Programs on EFL Teachers’ Educational Empowerment [Volume 14, Issue 30, 2022, Pages 1-20]
W
WM components
Can Working Memory Be Trained through Learning an Additional Language? the effects of TPR versus PPP [Volume 14, Issue 30, 2022, Pages 300-315]
WM training
Can Working Memory Be Trained through Learning an Additional Language? the effects of TPR versus PPP [Volume 14, Issue 30, 2022, Pages 300-315]
