Keyword Index

A

  • Action Research (Re)Construction of Iranian EFL Teachers' Professional Identity through Action Research and Teacher Support Groups [Volume 17, Issue 36, 2025, Pages 119-144]
  • AI Exploring the Effects of Chatbot-Assisted Language Learning on Learners’ Language Achievement and Sense of Metavolvement [Volume 17, Issue 35, 2025, Pages 245-266]
  • AI-assisted writing Peer-assisted vs. AI-assisted Collaborative Writing: Production Quality and Learners’ Perceptions [Volume 17, Issue 36, 2025, Pages 341-362]
  • 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]
  • Artificial intelligence Exploring the Effects of Chatbot-Assisted Language Learning on Learners’ Language Achievement and Sense of Metavolvement [Volume 17, Issue 35, 2025, Pages 245-266]
  • Artificial Intelligence (AI) The Effect of ELSA Application as an AI Tool on Iranian EFL Learner’s Pronunciation Skills [Volume 17, Issue 36, 2025, Pages 1-16]
  • Assessment An Innovative Standards-Based Post-Graduate Computer-Assisted-Language-Learning Program in a Women’s University in Iran [Volume 17, Issue 35, 2025, Pages 301-324]
  • Assessment scale Developing and Validating an Assessment Scale for Foreign Language Teacher Agency [Volume 17, Issue 35, 2025, Pages 283-300]
  • 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]
  • Automated Essay Scoring Combined Effects of Task Sequencing and Corrective Feedback on EFL Learners’ Writing: a comparison between human raters and ChatGPT [Volume 17, Issue 35, 2025, Pages 439-452]

C

  • CBLP Perceptions of EFL Teacher Educators, Pre-service Teachers, and In-service Teachers about Employing Corpus-based Language Pedagogy (CBLP) Knowledge in their Work [Volume 17, Issue 36, 2025, Pages 79-98]
  • ChatGPT Combined Effects of Task Sequencing and Corrective Feedback on EFL Learners’ Writing: a comparison between human raters and ChatGPT [Volume 17, Issue 35, 2025, Pages 439-452]
  • Classroom Assessment EFL Classroom Assessment: Insight and Narratives from Teacher Trainers [Volume 17, Issue 36, 2025, Pages 99-118]
  • Classroom practices The Impact of Iranian EFL Teachers’ Meta-Pragmatic Awareness on Their Classroom Practices and Teaching Strategy Development [Volume 17, Issue 36, 2025, Pages 255-278]
  • Cognitive style The Interactive Role of Field Dependency in the Effect of Flipped Instruction on Iranian EFL Learners' Grammar Achievement [Volume 17, Issue 36, 2025, Pages 39-56]
  • Collaborative Interaction The Effect of Low-Tech Response Systems on Students’ Engagement in Learning and Attitude in Under-Resourced EFL Classrooms: mini white-boards in focus [Volume 17, Issue 35, 2025, Pages 421-438]
  • Collaborative learning Effect of Using Collaborative Learning and Scaffolding Strategies via the Learning Management System on Improving EFL Students’ Writing Skill [Volume 17, Issue 36, 2025, Pages 279-304]
  • Collocation Incidental Instruction The Effect of Incidental vs. Intentional Instruction of Collocations on Iranian EFL Learners’ Writing Scores [Volume 17, Issue 36, 2025, Pages 305-318]
  • Computer-assisted language learning An Innovative Standards-Based Post-Graduate Computer-Assisted-Language-Learning Program in a Women’s University in Iran [Volume 17, Issue 35, 2025, Pages 301-324]
  • Corpus linguistics literacy Perceptions of EFL Teacher Educators, Pre-service Teachers, and In-service Teachers about Employing Corpus-based Language Pedagogy (CBLP) Knowledge in their Work [Volume 17, Issue 36, 2025, Pages 79-98]
  • Correlation Combined Effects of Task Sequencing and Corrective Feedback on EFL Learners’ Writing: a comparison between human raters and ChatGPT [Volume 17, Issue 35, 2025, Pages 439-452]
  • Curriculum planning An Introspective Analysis of Appropriacy Indices in ELT Curriculum Policy and Practice [Volume 17, Issue 35, 2025, Pages 397-420]
  • Curriculum practice An Introspective Analysis of Appropriacy Indices in ELT Curriculum Policy and Practice [Volume 17, Issue 35, 2025, Pages 397-420]

D

  • Diffuse-Avoidant style Developing a Model of Identity Processing Styles for the Iraqi EFL learners [Volume 17, Issue 36, 2025, Pages 145-162]

E

  • Effectiveness An Evaluation of the Advanced Oxford Practice Grammar Textbook Used for University’s English Majors [Volume 17, Issue 36, 2025, Pages 195-208]
  • EFL Appraisal of Multiple Intelligence-Based Instruction: the case of learners’ perceptions [Volume 17, Issue 35, 2025, Pages 161-174]
  • EFL The Interactive Role of Field Dependency in the Effect of Flipped Instruction on Iranian EFL Learners' Grammar Achievement [Volume 17, Issue 36, 2025, Pages 39-56]
  • EFL An Evaluation of the Advanced Oxford Practice Grammar Textbook Used for University’s English Majors [Volume 17, Issue 36, 2025, Pages 195-208]
  • EFL learners The Effect of ELSA Application as an AI Tool on Iranian EFL Learner’s Pronunciation Skills [Volume 17, Issue 36, 2025, Pages 1-16]
  • EFL teacher agency Developing and Validating an Assessment Scale for Foreign Language Teacher Agency [Volume 17, Issue 35, 2025, Pages 283-300]
  • 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]
  • EFL teachers The Impact of Iranian EFL Teachers’ Meta-Pragmatic Awareness on Their Classroom Practices and Teaching Strategy Development [Volume 17, Issue 36, 2025, Pages 255-278]
  • EFL teachers (Re)Construction of Iranian EFL Teachers' Professional Identity through Action Research and Teacher Support Groups [Volume 17, Issue 36, 2025, Pages 119-144]
  • EFL Teacher Trainers EFL Classroom Assessment: Insight and Narratives from Teacher Trainers [Volume 17, Issue 36, 2025, Pages 99-118]
  • ElSA Speak Application The Effect of ELSA Application as an AI Tool on Iranian EFL Learner’s Pronunciation Skills [Volume 17, Issue 36, 2025, Pages 1-16]
  • ELT policies An Introspective Analysis of Appropriacy Indices in ELT Curriculum Policy and Practice [Volume 17, Issue 35, 2025, Pages 397-420]
  • ELT Practicum A Comparison of Preservice Teachers and Stakeholders’ Perception of ELT Practicum at Farhangian University [Volume 17, Issue 35, 2025, Pages 371-396]
  • ELT teachers An Introspective Analysis of Appropriacy Indices in ELT Curriculum Policy and Practice [Volume 17, Issue 35, 2025, Pages 397-420]
  • Emotioncy Exploring the Effects of Chatbot-Assisted Language Learning on Learners’ Language Achievement and Sense of Metavolvement [Volume 17, Issue 35, 2025, Pages 245-266]
  • Engagement The Effect of Low-Tech Response Systems on Students’ Engagement in Learning and Attitude in Under-Resourced EFL Classrooms: mini white-boards in focus [Volume 17, Issue 35, 2025, Pages 421-438]
  • 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]
  • English language learning Exploring the Effects of Chatbot-Assisted Language Learning on Learners’ Language Achievement and Sense of Metavolvement [Volume 17, Issue 35, 2025, Pages 245-266]
  • Experienced teacher Syllabus Design Knowledge (SDK) Among Iranian EFL Teachers: A Comparative Study of Novice and Experienced Teachers in Public High Schools and Private Language Institutes [Volume 17, Issue 36, 2025, Pages 209-232]

F

  • Field-Independence The Interactive Role of Field Dependency in the Effect of Flipped Instruction on Iranian EFL Learners' Grammar Achievement [Volume 17, Issue 36, 2025, Pages 39-56]
  • 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]
  • Flipped Classroom The Interactive Role of Field Dependency in the Effect of Flipped Instruction on Iranian EFL Learners' Grammar Achievement [Volume 17, Issue 36, 2025, Pages 39-56]
  • Formative Assessment The Effect of Low-Tech Response Systems on Students’ Engagement in Learning and Attitude in Under-Resourced EFL Classrooms: mini white-boards in focus [Volume 17, Issue 35, 2025, Pages 421-438]
  • 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]
  • Funds of identity The Effects of Output-Based Podcasts, Corrective Feedback, and Funds of Identity on Speaking Ability and Willingness to Communicate [Volume 17, Issue 35, 2025, Pages 325-350]

G

H

  • Human raters Combined Effects of Task Sequencing and Corrective Feedback on EFL Learners’ Writing: a comparison between human raters and ChatGPT [Volume 17, Issue 35, 2025, Pages 439-452]

I

  • Identity processing styles Developing a Model of Identity Processing Styles for the Iraqi EFL learners [Volume 17, Issue 36, 2025, Pages 145-162]
  • IELTS writing Genre and Rater Variation in IELTS Writing Assessment: A Comparative Perspective [Volume 17, Issue 36, 2025, Pages 319-340]
  • IMLE The Effects of Models of Dynamic Assessment on EFL Learners’ Writing Apprehension and Writing Self-Efficacy [Volume 17, Issue 35, 2025, Pages 351-370]
  • Immersive learning Immersive vs. Mobile Learning: Impact on EFL Learner Engagement and Motivation [Volume 17, Issue 36, 2025, Pages 57-78]
  • In-service EFL teachers Perceptions of EFL Teacher Educators, Pre-service Teachers, and In-service Teachers about Employing Corpus-based Language Pedagogy (CBLP) Knowledge in their Work [Volume 17, Issue 36, 2025, Pages 79-98]
  • Institutional context Syllabus Design Knowledge (SDK) Among Iranian EFL Teachers: A Comparative Study of Novice and Experienced Teachers in Public High Schools and Private Language Institutes [Volume 17, Issue 36, 2025, Pages 209-232]
  • 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]
  • Intended Curriculum An Innovative Standards-Based Post-Graduate Computer-Assisted-Language-Learning Program in a Women’s University in Iran [Volume 17, Issue 35, 2025, Pages 301-324]
  • Intentional instruction The Effect of Incidental vs. Intentional Instruction of Collocations on Iranian EFL Learners’ Writing Scores [Volume 17, Issue 36, 2025, Pages 305-318]
  • Interlocutionary Acts Beyond Tradition: proposing a new framework for speech act classifications [Volume 17, Issue 35, 2025, Pages 175-194]
  • Invitation Acceptance The Effect of Corrective Feedback on Iranian English as a Foreign Language Learners’ Interlanguage Pragmatics Development [Volume 17, Issue 35, 2025, Pages 267-282]
  • Invitation Declination The Effect of Corrective Feedback on Iranian English as a Foreign Language Learners’ Interlanguage Pragmatics Development [Volume 17, Issue 35, 2025, Pages 267-282]
  • Iranian EFL learners The Effect of Corrective Feedback on Iranian English as a Foreign Language Learners’ Interlanguage Pragmatics Development [Volume 17, Issue 35, 2025, Pages 267-282]
  • Iranian EFL learners The Effect of Incidental vs. Intentional Instruction of Collocations on Iranian EFL Learners’ Writing Scores [Volume 17, Issue 36, 2025, Pages 305-318]
  • Iranian EFL teachers Iranian English Teachers’ Implicit and Explicit Professional Identity. [Volume 17, Issue 36, 2025, Pages 163-180]
  • Iranian English-as-a-foreign-language learners The Roles of Proactive Personality and Foreign Language Grit in Iranian English-as-a-Foreign-Language (EFL) Learners’ Burnout [Volume 17, Issue 36, 2025, Pages 233-254]
  • Iraqi EFL learners Developing a Model of Identity Processing Styles for the Iraqi EFL learners [Volume 17, Issue 36, 2025, Pages 145-162]
  • 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]
  • Language Assessment Literacy EFL Classroom Assessment: Insight and Narratives from Teacher Trainers [Volume 17, Issue 36, 2025, Pages 99-118]
  • Language pedagogy Perceptions of EFL Teacher Educators, Pre-service Teachers, and In-service Teachers about Employing Corpus-based Language Pedagogy (CBLP) Knowledge in their Work [Volume 17, Issue 36, 2025, Pages 79-98]
  • Learner engagement Immersive vs. Mobile Learning: Impact on EFL Learner Engagement and Motivation [Volume 17, Issue 36, 2025, Pages 57-78]
  • Learning Management System Effect of Using Collaborative Learning and Scaffolding Strategies via the Learning Management System on Improving EFL Students’ Writing Skill [Volume 17, Issue 36, 2025, Pages 279-304]
  • LPMA The Effects of Models of Dynamic Assessment on EFL Learners’ Writing Apprehension and Writing Self-Efficacy [Volume 17, Issue 35, 2025, Pages 351-370]

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]
  • Mini White-boards The Effect of Low-Tech Response Systems on Students’ Engagement in Learning and Attitude in Under-Resourced EFL Classrooms: mini white-boards in focus [Volume 17, Issue 35, 2025, Pages 421-438]
  • Mobile-based instruction Immersive vs. Mobile Learning: Impact on EFL Learner Engagement and Motivation [Volume 17, Issue 36, 2025, Pages 57-78]
  • 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]
  • Noun Phrase Accessibility Hierarchy The Influence of Mother Tongue on the Use of English Resumptive Pronouns by Iranian EFLLs [Volume 17, Issue 36, 2025, Pages 181-194]
  • Novice teacher Syllabus Design Knowledge (SDK) Among Iranian EFL Teachers: A Comparative Study of Novice and Experienced Teachers in Public High Schools and Private Language Institutes [Volume 17, Issue 36, 2025, Pages 209-232]

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]
  • Output-Based Podcasts The Effects of Output-Based Podcasts, Corrective Feedback, and Funds of Identity on Speaking Ability and Willingness to Communicate [Volume 17, Issue 35, 2025, Pages 325-350]

P

  • Personalized Participation The Effect of Low-Tech Response Systems on Students’ Engagement in Learning and Attitude in Under-Resourced EFL Classrooms: mini white-boards in focus [Volume 17, Issue 35, 2025, Pages 421-438]
  • Pragmatics Beyond Tradition: proposing a new framework for speech act classifications [Volume 17, Issue 35, 2025, Pages 175-194]
  • Pragmatics The Impact of Iranian EFL Teachers’ Meta-Pragmatic Awareness on Their Classroom Practices and Teaching Strategy Development [Volume 17, Issue 36, 2025, Pages 255-278]
  • Pre-service EFL teachers Perceptions of EFL Teacher Educators, Pre-service Teachers, and In-service Teachers about Employing Corpus-based Language Pedagogy (CBLP) Knowledge in their Work [Volume 17, Issue 36, 2025, Pages 79-98]
  • 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]
  • Professional Identity Iranian English Teachers’ Implicit and Explicit Professional Identity. [Volume 17, Issue 36, 2025, Pages 163-180]
  • Professional Identity (Re)Construction of Iranian EFL Teachers' Professional Identity through Action Research and Teacher Support Groups [Volume 17, Issue 36, 2025, Pages 119-144]
  • Pronunciation Skills The Effect of ELSA Application as an AI Tool on Iranian EFL Learner’s Pronunciation Skills [Volume 17, Issue 36, 2025, Pages 1-16]
  • PSTs A Comparison of Preservice Teachers and Stakeholders’ Perception of ELT Practicum at Farhangian University [Volume 17, Issue 35, 2025, Pages 371-396]

R

  • Reflective Practice (Re)Construction of Iranian EFL Teachers' Professional Identity through Action Research and Teacher Support Groups [Volume 17, Issue 36, 2025, Pages 119-144]
  • Relative clause The Influence of Mother Tongue on the Use of English Resumptive Pronouns by Iranian EFLLs [Volume 17, Issue 36, 2025, Pages 181-194]
  • Resumptive pronoun The Influence of Mother Tongue on the Use of English Resumptive Pronouns by Iranian EFLLs [Volume 17, Issue 36, 2025, Pages 181-194]

S

  • Scaffolding EFL Learners’ Perspective on Listening Comprehension Development: Cognitive or Metacognitive Scaffolding Strategies [Volume 17, Issue 36, 2025, Pages 17-38]
  • Scaffolding Strategies Effect of Using Collaborative Learning and Scaffolding Strategies via the Learning Management System on Improving EFL Students’ Writing Skill [Volume 17, Issue 36, 2025, Pages 279-304]
  • Scale development Developing and Validating an Assessment Scale for Foreign Language Teacher Agency [Volume 17, Issue 35, 2025, Pages 283-300]
  • Scale validation Developing and Validating an Assessment Scale for Foreign Language Teacher Agency [Volume 17, Issue 35, 2025, Pages 283-300]
  • Student Response Systems The Effect of Low-Tech Response Systems on Students’ Engagement in Learning and Attitude in Under-Resourced EFL Classrooms: mini white-boards in focus [Volume 17, Issue 35, 2025, Pages 421-438]
  • Syllabus Design Knowledge (SDK) Syllabus Design Knowledge (SDK) Among Iranian EFL Teachers: A Comparative Study of Novice and Experienced Teachers in Public High Schools and Private Language Institutes [Volume 17, Issue 36, 2025, Pages 209-232]
  • Syllabus type Syllabus Design Knowledge (SDK) Among Iranian EFL Teachers: A Comparative Study of Novice and Experienced Teachers in Public High Schools and Private Language Institutes [Volume 17, Issue 36, 2025, Pages 209-232]
  • 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 CF The Effects of Output-Based Podcasts, Corrective Feedback, and Funds of Identity on Speaking Ability and Willingness to Communicate [Volume 17, Issue 35, 2025, Pages 325-350]
  • Teacher Education EFL Classroom Assessment: Insight and Narratives from Teacher Trainers [Volume 17, Issue 36, 2025, Pages 99-118]
  • 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]
  • TEFL A Comparison of Preservice Teachers and Stakeholders’ Perception of ELT Practicum at Farhangian University [Volume 17, Issue 35, 2025, Pages 371-396]
  • TEFL teacher educators Perceptions of EFL Teacher Educators, Pre-service Teachers, and In-service Teachers about Employing Corpus-based Language Pedagogy (CBLP) Knowledge in their Work [Volume 17, Issue 36, 2025, Pages 79-98]
  • 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]
  • Textbook An Evaluation of the Advanced Oxford Practice Grammar Textbook Used for University’s English Majors [Volume 17, Issue 36, 2025, Pages 195-208]
  • TLA The Effects of Models of Dynamic Assessment on EFL Learners’ Writing Apprehension and Writing Self-Efficacy [Volume 17, Issue 35, 2025, Pages 351-370]
  • 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 Apprehension The Effects of Models of Dynamic Assessment on EFL Learners’ Writing Apprehension and Writing Self-Efficacy [Volume 17, Issue 35, 2025, Pages 351-370]
  • 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]
  • Writing Score The Effect of Incidental vs. Intentional Instruction of Collocations on Iranian EFL Learners’ Writing Scores [Volume 17, Issue 36, 2025, Pages 305-318]
  • Writing Self-efficacy The Effects of Models of Dynamic Assessment on EFL Learners’ Writing Apprehension and Writing Self-Efficacy [Volume 17, Issue 35, 2025, Pages 351-370]

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]