The Effect of ELSA Application as an AI Tool on Iranian EFL Learner’s Pronunciation Skills

Pages 1-16

10.22034/elt.2025.67755.2794

Zahra - Abolhasani; Raziyeh - Fallah

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EFL Learners’ Perspective on Listening Comprehension Development: Cognitive or Metacognitive Scaffolding Strategies

Pages 17-38

10.22034/elt.2025.68080.2803

Mohammad Ahmadi-Safa; Reza Hemmati

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The Interactive Role of Field Dependency in the Effect of Flipped Instruction on Iranian EFL Learners' Grammar Achievement

Pages 39-56

10.22034/elt.2025.67881.2797

Davoud Amini; Asma Modarres-Ghazani; Abolfazl Ghasemzadeh

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Immersive vs. Mobile Learning: Impact on EFL Learner Engagement and Motivation

Pages 57-78

10.22034/elt.2025.66929.2777

Forough Amirjalili

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Perceptions of EFL Teacher Educators, Pre-service Teachers, and In-service Teachers about Employing Corpus-based Language Pedagogy (CBLP) Knowledge in their Work

Pages 79-98

10.22034/elt.2025.68043.2801

Zahra Beheshti Sefat; Behzad Ghonsooly; Zargham Ghapanchi

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EFL Classroom Assessment: Insight and Narratives from Teacher Trainers

Pages 99-118

10.22034/elt.2025.68448.2810

Adel Dastgoshadeh; Hossein Farhadi; Kaveh Jalilzadeh; Raheleh Khosravi

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(Re)Construction of Iranian EFL Teachers' Professional Identity through Action Research and Teacher Support Groups

Pages 119-144

10.22034/elt.2025.69823.2836

Shabnam Ghasemi; Hassan Soodmand Afshar

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Developing a Model of Identity Processing Styles for the Iraqi EFL learners

Pages 145-162

10.22034/elt.2025.68775.2815

Tuqa Mohammad Hanoon; Ayatollah Razmjoo; Rahman Sahragard; Mohammad-Saber Khaghaninejad

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Iranian English Teachers’ Implicit and Explicit Professional Identity.

Pages 163-180

10.22034/elt.2025.68787.2816

Hakimeh Khoobkhahi; Mansoor Ganji; Khaled Kordi; Amir Mohammadian

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The Influence of Mother Tongue on the Use of English Resumptive Pronouns by Iranian EFLLs

Pages 181-194

10.22034/elt.2025.67077.2783

Hamed Mowlei-Kuhbanani; Hamdollah Ravand; Parvaneh Maazallahi; Amir-Hossein Mokhtari

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An Evaluation of the Advanced Oxford Practice Grammar Textbook Used for University’s English Majors

Pages 195-208

10.22034/elt.2025.68499.2813

Nguyen Ngoc Nguyen; Mai Thi Thanh Tran

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Syllabus Design Knowledge (SDK) Among Iranian EFL Teachers: A Comparative Study of Novice and Experienced Teachers in Public High Schools and Private Language Institutes

Pages 209-232

10.22034/elt.2025.69512.2824

Mehdi Vaez-Dalili; Farinaz Rahnamaei; Bahram Hadian

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The Roles of Proactive Personality and Foreign Language Grit in Iranian English-as-a-Foreign-Language (EFL) Learners’ Burnout

Pages 233-254

10.22034/elt.2025.68443.2811

Erfan Kabirian-Rad; Aram-Reza Sadeghi-Beniss

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The Impact of Iranian EFL Teachers’ Meta-Pragmatic Awareness on Their Classroom Practices and Teaching Strategy Development

Pages 255-278

10.22034/elt.2025.68108.2804

Behnood Samani; Mehrdad Amiri; Naser Ghafouri

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Effect of Using Collaborative Learning and Scaffolding Strategies via the Learning Management System on Improving EFL Students’ Writing Skill

Pages 279-304

10.22034/elt.2025.67729.2793

Fatemeh Shafiee; Hadi Salehi; Omid Tabatabaei; Melor Md Yunus

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The Effect of Incidental vs. Intentional Instruction of Collocations on Iranian EFL Learners’ Writing Scores

Pages 305-318

10.22034/elt.2025.67831.2796

Shokouh Rashvand-Semiyari; Fatemeh Shamshir

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Genre and Rater Variation in IELTS Writing Assessment: A Comparative Perspective

Pages 319-340

10.22034/elt.2025.69090.2819

Reihaneh Shoghi; Mohammad Bahrami; Amir Mahshanian

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Peer-assisted vs. AI-assisted Collaborative Writing: Production Quality and Learners’ Perceptions

Pages 341-362

10.22034/elt.2025.68919.2818

Sahar Zahed-Alavi

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No. 36 Editorial

• Editorial
• PDF 495.52 K