Author Index

A

  • Abbasian, Gholam-Reza The Role of Textual vs. Compound Input Enhancement in Developing Grammar Ability [Volume 3, Issue 1, 2014, Pages 134-113]
  • Abolfazli Khonbi, Zainab Iranian EFL Student-Teachers’ Multiple Intelligences and Their Self-Efficacy: Patterns and Relationships [Volume 4, Issue 1, 2015, Pages 47-27]
  • Adel, Seyyed Mohammad Reza Construction and Validation of a Critical Pedagogy Questionnaire to Assess ELT Teachers: A Mixed-Method Study [Volume 8, Issue 1, 2019, Pages 333-375]
  • Agheshteh, Hessam Deconstructing the discourse: Mitigation in the Supervisory Discourse of Language Teacher Supervisors in Iran [Volume 8, Issue 2, 2019, Pages 137-162]
  • Ahmadi, Alireza Examining Iranian EFL Learners' Knowledge of Grammar through a Computerized Dynamic Test [Volume 3, Issue 2, 2014, Pages 183-161]
  • Ahmadi, Alireza A Study of Raters’ Behavior in Scoring L2 Speaking Performance: Using Rater Discussion as a Training Tool [Volume 8, Issue 1, 2019, Pages 195-224]
  • Ahmadian, Moussa The Effect of Direct, Indirect, and Negotiated Feedback on the Tense/Aspect of EFL Learners in Writing [Volume 8, Issue 1, 2019, Pages 1-32]
  • Ahmadpour Kasgari, Zahra Learning Styles and the Writing Process in a Digitally Blended Environment: Revising, Switching, and Pausing Behaviors in Focus [Volume 5, Issue 1, 2016, Pages 82-51]
  • Alavi, Kobra Negative Labeling as a Crucial Psychological Variable in Teaching EFL Learners [Volume 4, Issue 2, 2015, Pages 129-103]
  • Alavinia, Parviz Do the Emotionally More Intelligent Gain More from Metacognitive Writing Strategy Training? [Volume 1, Issue 2, 2012, Pages 343-370]
  • Alemi, Minoo Native and Non-native English Teachers’ Rating Criteria and Variation in the Assessment of L2 Pragmatic Production: The Speech Act of Compliment [Volume 3, Issue 1, 2014, Pages 88-65]
  • Alibakhshi, Goudarz Challenges in Promoting EFL Learners' Autonomy: Iranian EFL Teachers’ Perspectives [Volume 4, Issue 1, 2015, Pages 98-79]
  • Alijanian, Farzad The Correlation between Iranian EFL Learners’ Intercultural Sensitivity, Vocabulary Knowledge, and English Language Proficiency [Volume 8, Issue 2, 2019, Pages 109-135]
  • Alimorad, Zahra Iranian EFL Learners’ Motivation Construction: Integrative Motivation Revisited [Volume 2, Issue 1, 2013, Pages 101-124]
  • Alizadeh, Mahin Iranian EFL Teachers’ Cultural Identity in the Course of their Profession [Volume 7, Issue 1, 2018, Pages 111-134]
  • Alizadeh Salteh, Maghsoud EFL Teachers’ Reconstruction of Student-Writers’ Intentions in Erroneous Sentences: The Role of Context [Volume 2, Issue 1, 2013, Pages 27-54]
  • Amanzadeh, Hanieh Reflection, Resilience and Role Stress among Iranian EFL Teachers: A Mixed Methods Study [Volume 8, Issue 2, 2019, Pages 1-24]
  • Amjadiparvar, Alireza The Effect of System-Nested, Genre-Oriented, Structurally-Mediated Model (SGSM) of Writing Instruction, and Swalesian Model (SM) upon Iranian Learners’ Writing Performance: A Comparative Study [Volume 7, Issue 2, 2018, Pages 29-59]
  • Anani Sarab, Mohammad Reza Concordance-Based Data-Driven Learning Activities and Learning English Phrasal Verbs in EFL Classrooms [Volume 3, Issue 1, 2014, Pages 112-89]
  • Ariamanesh, Ali Akbar Complementiser Phrase: The Case of English Wh-Embedded Clauses [Volume 4, Issue 1, 2015, Pages 155-131]
  • Arizavi, Saleh "But let me talk": An Investigation into Teachers' Interaction Patterns in EFL Classrooms [Volume 7, Issue 1, 2018, Pages 57-85]
  • Asadi, Reza The Effect of Task Repetition and Task Recycling on EFL Learners' Oral Performance [Volume 2, Issue 2, 2013, Pages 137-163]
  • Atai, Mahmood Reza Exploring Iranian EAP Teachers' Pedagogical Content Knowledge and Their Professional Identity [Volume 3, Issue 1, 2014, Pages 35-1]
  • Atai, Mahmood Reza Portfolio Assessment and the Enhancement of Higher Order Thinking through Multiple Intelligence and Dialogic Feedback [Volume 4, Issue 1, 2015, Pages 25-1]
  • Atai, Mahmood Reza Tracing Metadiscursive Stance over Time and Across Disciplines: A Comparative Study of English Research Articles [Volume 5, Issue 1, 2016, Pages 106-83]
  • Atai, Mahmood Reza Exploring Iranian EAP Teachers’ Pedagogic Content Knowledge and Teaching Practices, and Students’ Beliefs about EAP Teachers’ Methodology [Volume 6, Issue 1, 2017, Pages 27-1]
  • Azimi Amoli, Fatemeh Validating an English Language Teacher Professional Development Scale in Iranian EFL Context [Volume 5, Issue 1, 2016, Pages 134-107]
  • Azizi, Masoud Motivating the Unmotivated: Making Teacher Corrective Feedback Work [Volume 7, Issue 1, 2018, Pages 87-110]

B

  • Babaii, Esmat Tracing Metadiscursive Stance over Time and Across Disciplines: A Comparative Study of English Research Articles [Volume 5, Issue 1, 2016, Pages 106-83]
  • Babaii, Esmat Exploring Iranian EAP Teachers’ Pedagogic Content Knowledge and Teaching Practices, and Students’ Beliefs about EAP Teachers’ Methodology [Volume 6, Issue 1, 2017, Pages 27-1]
  • Baleghizadeh, Sasan The Effect of Task Repetition and Task Recycling on EFL Learners' Oral Performance [Volume 2, Issue 2, 2013, Pages 137-163]
  • Baleghizadeh, Sasan Studying the Effect of Retrieval Direction during Reading on Productive and Receptive Knowledge of Vocabulary [Volume 6, Issue 2, 2017, Pages 235-258]
  • Baleghizadeh, Sasan Investigating the Relationship between Teaching Styles and Emotional Intelligence among Iranian English Instructors [Volume 8, Issue 1, 2019, Pages 225-248]
  • Bani-Ardalani, Mojgan Using Clinical Supervision to Lower EFL Teachers’ Burnout [Volume 6, Issue 2, 2017, Pages 261-289]
  • Barabadi, Elyas Examining Iranian EFL Learners' Knowledge of Grammar through a Computerized Dynamic Test [Volume 3, Issue 2, 2014, Pages 183-161]
  • Birjandi, Parviz Assessing Language Learners’ Knowledge of Speech Acts: A Test Validation Study [Volume 2, Issue 1, 2013, Pages 1-26]
  • Birjandi, Parviz An Activity Theory Perspective on the Role of Cooperative Assessment in the Reading Comprehension of Iranian EFL Learners [Volume 8, Issue 1, 2019, Pages 129-163]
  • Bolghari, Mina An Activity Theory Perspective on the Role of Cooperative Assessment in the Reading Comprehension of Iranian EFL Learners [Volume 8, Issue 1, 2019, Pages 129-163]

C

  • Choubsaz, Yazdan "But let me talk": An Investigation into Teachers' Interaction Patterns in EFL Classrooms [Volume 7, Issue 1, 2018, Pages 57-85]

D

  • Dabbagh, Ali Comparative Textbook Evaluation: Representation of Learning Objectives in Locally and Internationally Published ELT Textbooks [Volume 8, Issue 1, 2019, Pages 249-277]
  • Dehghankar, Ayoub The Impact of Task-based Language Teaching on ESP Learners’ Productive Skills: From Task-based Instruction to Investigation of Learners’ and Instructors’ Attitudes toward the Course [Volume 7, Issue 2, 2018, Pages 1-28]
  • Dehqan, Mahmood Development and Validation of an Authorial Identity Model and Questionnaire: A Factor Analytic Approach [Volume 8, Issue 2, 2019, Pages 243-273]
  • Derakhshan, Ali The Contribution of General High-Frequency, Core-Academic, and Academic-Technical Words to ESP Reading Comprehension [Volume 6, Issue 2, 2017, Pages 291-318]
  • Derakhshan, Ali Psychometric Properties of Multiple Intelligence Developmental Assessment Scales (MIDAS) for Adults in the Iranian Context [Volume 8, Issue 1, 2019, Pages 165-194]
  • Dobakhti, Leila How do Writers Present Their Work in Introduction Sections? A Genre-based Investigation into Qualitative and Quantitative Research Articles [Volume 6, Issue 2, 2017, Pages 181-207]

E

  • Ebadi, Saman The Effects of Computerized Dynamic Assessment on Promoting At-Risk Advanced Iranian EFL Students’ Reading Skills [Volume 4, Issue 2, 2015, Pages 26-1]
  • Ebadi, Saman Pre-emption with or without Pre-task Planning: A Probe into L2 Lexical Diversity [Volume 7, Issue 1, 2018, Pages 1-24]
  • Ebadi, Saman Exploring EFL Learners’ Autonomy in Reading Comprehension: Computer-Assisted versus Conventional Contexts [Volume 8, Issue 1, 2019, Pages 93-128]
  • Ebrahimi, Bahman Genre Variation in the Introduction of Scientific Papers in Iranian and International Computer Science Journals [Volume 8, Issue 2, 2019, Pages 51-82]
  • Egtesadi, Ahmadreza Construction and Validation of a Critical Pedagogy Questionnaire to Assess ELT Teachers: A Mixed-Method Study [Volume 8, Issue 1, 2019, Pages 333-375]
  • Ershadi, Ali Reza ESP Program in Iran: A Stakeholder-based Evaluation of the Program’s Goal, Methodology, and Textbook [Volume 5, Issue 2, 2016, Pages 306-279]
  • Esfandiari, Rajab A Corpus-driven Food Science and Technology Academic Word List [Volume 4, Issue 2, 2015, Pages 157-131]
  • Esmailvandi, Marziyeh A Sequential Mixed Method Analysis of Students’ Burnout and Emotional Intelligence [Volume 5, Issue 1, 2016, Pages 160-135]
  • Estaji, Masoomeh Teacher Evaluation in EFL Context: Development and Validation of a Teacher Evaluation Questionnaire [Volume 7, Issue 2, 2018, Pages 147-187]

F

  • Fadaei, Batool L2 Learners’ Strategy Preference in Metaphorical Test Performance: Effects of Working Memory and Cognitive Style [Volume 1, Issue 2, 2012, Pages 297-321]
  • Faravani, Akram Portfolio Assessment and the Enhancement of Higher Order Thinking through Multiple Intelligence and Dialogic Feedback [Volume 4, Issue 1, 2015, Pages 25-1]
  • Fathi, Jalil Iranian EFL teachers' willingness to implement postmethod pedagogy: A mixed methods study [Volume 6, Issue 2, 2017, Pages 209-238]
  • Fathi, Jalil Examining the Effects of Writing Instruction through Blogging on Second Language Writing Performance and Anxiety [Volume 8, Issue 1, 2019, Pages 63-91]
  • Fathi, Jalil Teacher Self-Efficacy and Reflection as Predictors of Teacher Burnout: An Investigation of Iranian English Language Teachers [Volume 8, Issue 2, 2019, Pages 25-50]
  • Fathi, Sajjad The Perceptions of Language Learners across Various Proficiency Levels of Teachers’ Code-switching [Volume 5, Issue 2, 2016, Pages 254-233]
  • Fazilatfar, Ali Mohammad Concept-based Instruction and Teaching English Tense and Aspect to Iranian School Learners [Volume 6, Issue 1, 2017, Pages 179-145]
  • Fazilatfar, Ali Mohammad The Impact of Individual Differences on the Interlanguage Pragmatics of Iranian EFL learners in Institutional Discourse [Volume 4, Issue 1, 2015, Pages 129-99]
  • Firooz, Mina The Comparative Effect of Practicing Cooperative Learning and Critical Thinking on EFL Learners’ Writing [Volume 1, Issue 2, 2012, Pages 371-394]
  • Firoozi, Tahereh Investigating Gender and Major DIF in the Iranian National University Entrance Exam Using Multiple-Indicators Multiple-Causes Structural Equation Modelling [Volume 8, Issue 1, 2019, Pages 33-61]
  • Forutan, Ali On the Iranian In-service and Pre-service Language Teachers’ Perceptions of Educational Supervision Concerning their Professional Development [Volume 4, Issue 2, 2015, Pages 55-27]

G

  • Ganji, Mansoor English Major Students’ Awareness of Metacognitive Reading Strategies: Gender and Academic Level in Focus [Volume 7, Issue 2, 2018, Pages 91-119]
  • Ghabanchi, Zargham Proposing a Cognitive EFL Writing Model Based on Personality types and Narrative Writing Intelligence: A SEM Approach [Volume 8, Issue 2, 2019, Pages 163-185]
  • Ghahari, Shima Recast and Explicit Feedback to Young Language Learners: Impacts on Grammar Uptake and Willingness to Communicate [Volume 5, Issue 2, 2016, Pages 209-187]
  • Ghamari, Mohammad Reza EFL Learning, EFL Motivation Types, and National Identity: In Conflict or in Coalition [Volume 2, Issue 2, 2013, Pages 85-111]
  • Ghapanchi, Zargham Quantifying Investment in Language Learning: Model and Questionnaire Development and Validation in the Iranian Context [Volume 7, Issue 1, 2018, Pages 25-56]
  • Ghasemi, Parisa The Correlation between Iranian EFL Learners’ Intercultural Sensitivity, Vocabulary Knowledge, and English Language Proficiency [Volume 8, Issue 2, 2019, Pages 109-135]
  • Ghasemzadeh, Sarah Teacher Self-Efficacy and Reflection as Predictors of Teacher Burnout: An Investigation of Iranian English Language Teachers [Volume 8, Issue 2, 2019, Pages 25-50]
  • Ghaslani, Rozhin The Effect of Direct, Indirect, and Negotiated Feedback on the Tense/Aspect of EFL Learners in Writing [Volume 8, Issue 1, 2019, Pages 1-32]
  • Ghiasvand, Farhad Exploring the English Language Needs of EAP Students of Humanities and Social Sciences in Iran: A Triangulated Approach [Volume 7, Issue 1, 2018, Pages 135-164]
  • Gholami, Javad Iranian EFL Student-Teachers’ Multiple Intelligences and Their Self-Efficacy: Patterns and Relationships [Volume 4, Issue 1, 2015, Pages 47-27]
  • Ghonsooley, Behzad Culture and Identity: Linking Iranian Identity Components and Cultural Dimensions [Volume 4, Issue 1, 2015, Pages 78-49]
  • Ghonsooly, Behzad Proposing a Cognitive EFL Writing Model Based on Personality types and Narrative Writing Intelligence: A SEM Approach [Volume 8, Issue 2, 2019, Pages 163-185]
  • Ghorbani, majid Evaluating the Effectiveness of Explicit and Implicit Form-Focused Instruction on Explicit and Implicit Knowledge of EFL Learners [Volume 1, Issue 1, 2012, Pages 58-92]
  • Ghoreyshi, Seyedeh Marzieh On the Relationship between Iranian EFL Teachers’ Efficacy of Classroom Management, Reflective Thinking, and Transformational Leadership Style: A Structural Equation Modeling [Volume 2, Issue 1, 2013, Pages 55-82]
  • Gol, Maryam The Construct of Willingness to Communicate and Its Relationship with EFL Learners’ Perceived Verbal and Nonverbal Teacher Immediacy [Volume 3, Issue 1, 2014, Pages 160-135]
  • Gooniband Shooshtari, Zohre Learning Styles and the Writing Process in a Digitally Blended Environment: Revising, Switching, and Pausing Behaviors in Focus [Volume 5, Issue 1, 2016, Pages 82-51]

H

  • Haji Maibodi, Ashraf The Impact of Individual Differences on the Interlanguage Pragmatics of Iranian EFL learners in Institutional Discourse [Volume 4, Issue 1, 2015, Pages 129-99]
  • Hamzavi, Raouf The Relationship among Reflective Thinking, Listening Anxiety and Listening Comprehension of Iranian EFL Learners: Does Proficiency make a Difference? [Volume 3, Issue 2, 2014, Pages 261-237]
  • Hariri Asl, Mohammad Hossein Peer-Assessment and Student-Driven Negotiation of Meaning: Two Ingredients for Creating Social Presence in Online EFL Social Contexts [Volume 6, Issue 1, 2017, Pages 144-117]
  • Harsij, Rezvan Concept-based Instruction and Teaching English Tense and Aspect to Iranian School Learners [Volume 6, Issue 1, 2017, Pages 179-145]
  • Hashemi, Seyyed Mohammad Reza The Effects of VAK Learning Style and Input Type on Causative Construction Development by Iranian EFL Learners [Volume 7, Issue 2, 2018, Pages 61-89]
  • Hashemian, Mahmood L2 Learners’ Strategy Preference in Metaphorical Test Performance: Effects of Working Memory and Cognitive Style [Volume 1, Issue 2, 2012, Pages 297-321]
  • Hassanzadeh, Mohammad Iranian EFL Teachers’ Cultural Identity in the Course of their Profession [Volume 7, Issue 1, 2018, Pages 111-134]
  • Hassanzadeh, Mohammad Development and Validation of an Authorial Identity Model and Questionnaire: A Factor Analytic Approach [Volume 8, Issue 2, 2019, Pages 243-273]
  • Hassaskhah, Jaleh The Relationship between Internal Forms of Engagement (Cognitive-Affective) and Academic Success across Years of Study [Volume 1, Issue 2, 2012, Pages 251-272]
  • Hemmati, Ali Construction of Evaluative Meanings by Kurdish-Speaking Learners of English: A Comparison of High- and Low-Graded Argumentative Essays [Volume 2, Issue 2, 2013, Pages 57-84]
  • Homayoon, Hajar EFL Learners’ Preferences for Error Correction and Its Relationship with Demotivation and Language Proficiency in the Iranian Context [Volume 1, Issue 2, 2012, Pages 323-341]
  • Hosseini Fatemi, Azar Culture and Identity: Linking Iranian Identity Components and Cultural Dimensions [Volume 4, Issue 1, 2015, Pages 78-49]
  • Hosseinzadeh, Somayeh Pre-emption with or without Pre-task Planning: A Probe into L2 Lexical Diversity [Volume 7, Issue 1, 2018, Pages 1-24]

J

  • Jabbari, Ali Akbar Complementiser Phrase: The Case of English Wh-Embedded Clauses [Volume 4, Issue 1, 2015, Pages 155-131]
  • Jabbari, Ali Akbar Concept-based Instruction and Teaching English Tense and Aspect to Iranian School Learners [Volume 6, Issue 1, 2017, Pages 179-145]
  • Jafarigohar, Manoochehr The Effect of Self-Regulation on Improving EFL Readers’ Ability to Make Within-Text Inferences [Volume 3, Issue 2, 2014, Pages 286-263]
  • Jajarmi, Haniyeh Evaluation of “Mosaic 1 Reading”: A Microstructural Approach to Textual Analysis of Pedagogical Materials [Volume 5, Issue 2, 2016, Pages 185-161]
  • Jalali, Hassan L2 Learners’ Lexical Inferencing: Perceptual Learning Style Preferences, Strategy Use, Density of Text, and Parts of Speech as Possible Predictors [Volume 3, Issue 2, 2014, Pages 315-287]
  • Jalilfar, Alireza Learning Styles and the Writing Process in a Digitally Blended Environment: Revising, Switching, and Pausing Behaviors in Focus [Volume 5, Issue 1, 2016, Pages 82-51]
  • Jalilifar, Alireza Construction of Evaluative Meanings by Kurdish-Speaking Learners of English: A Comparison of High- and Low-Graded Argumentative Essays [Volume 2, Issue 2, 2013, Pages 57-84]
  • Jalilifar, Alireza A Comparative Study of Nominalization in an English Applied Linguistics Textbook and its Persian Translation [Volume 3, Issue 2, 2014, Pages 207-185]
  • Jamshidi, Saman Development and Validation of an Authorial Identity Model and Questionnaire: A Factor Analytic Approach [Volume 8, Issue 2, 2019, Pages 243-273]
  • Jannati, Seyran Comprehension Strategy Instruction and Iranian High School EFL Learners' Reading Anxiety and Reading Comprehension [Volume 4, Issue 2, 2015, Pages 79-57]

K

  • Karami, Behnam Pragmatic Competence Development: Demystifying the Impact of Task Types and EFL Students' Perceptions [Volume 8, Issue 1, 2019, Pages 279-302]
  • Kardoust, Amir Concordance-Based Data-Driven Learning Activities and Learning English Phrasal Verbs in EFL Classrooms [Volume 3, Issue 1, 2014, Pages 112-89]
  • Kardoust, Amir The Role of Visual Scaffolding in Enhancing Iranian EFL Students’ Writing Ability [Volume 8, Issue 2, 2019, Pages 187-211]
  • Karimi, Farnoosh Effects of Different Culturally-Based Materials on EFL Learners’ Reading Anxiety, Reading Self-Efficacy, and Reading Proficiency in Project-Based Classes [Volume 6, Issue 1, 2017, Pages 115-83]
  • Karrab, Mohseni The Construct of Willingness to Communicate and Its Relationship with EFL Learners’ Perceived Verbal and Nonverbal Teacher Immediacy [Volume 3, Issue 1, 2014, Pages 160-135]
  • Kavyari Roustai, Fateme The Effect of Models of Reading Instruction on Reading Comprehension, Reading Self-efficacy, and Reading Anxiety [Volume 8, Issue 2, 2019, Pages 303-335]
  • Khabiri, Mona The Comparative Effect of Practicing Cooperative Learning and Critical Thinking on EFL Learners’ Writing [Volume 1, Issue 2, 2012, Pages 371-394]
  • Khany, Reza On the Relationship between Iranian EFL Teachers’ Efficacy of Classroom Management, Reflective Thinking, and Transformational Leadership Style: A Structural Equation Modeling [Volume 2, Issue 1, 2013, Pages 55-82]
  • Khany, Reza Validating an English Language Teacher Professional Development Scale in Iranian EFL Context [Volume 5, Issue 1, 2016, Pages 134-107]
  • Khanzadeh, Abbas Ali The Relationship between Internal Forms of Engagement (Cognitive-Affective) and Academic Success across Years of Study [Volume 1, Issue 2, 2012, Pages 251-272]
  • Khatib, Mohammad Comprehension Strategy Instruction and Iranian High School EFL Learners' Reading Anxiety and Reading Comprehension [Volume 4, Issue 2, 2015, Pages 79-57]
  • Khatib, Mohammad The Impact of Task-based Language Teaching on ESP Learners’ Productive Skills: From Task-based Instruction to Investigation of Learners’ and Instructors’ Attitudes toward the Course [Volume 7, Issue 2, 2018, Pages 1-28]
  • Khazaee, Mohadeseh Exploring Iranian EAP Teachers' Pedagogical Content Knowledge and Their Professional Identity [Volume 3, Issue 1, 2014, Pages 35-1]
  • Khodadady, Ebrahim Evaluation of “Mosaic 1 Reading”: A Microstructural Approach to Textual Analysis of Pedagogical Materials [Volume 5, Issue 2, 2016, Pages 185-161]
  • Kiany, Gholamreza The Effects of VAK Learning Style and Input Type on Causative Construction Development by Iranian EFL Learners [Volume 7, Issue 2, 2018, Pages 61-89]

M

  • Maftoon, Parviz EFL Learners’ Deployment of Motivational Self-Regulatory Strategies and their Academic Achievement [Volume 5, Issue 1, 2016, Pages 50-25]
  • Maftoon, Parviz Persian Speakers’ Recognition of English Relative Clauses: The Effects of Enhanced Input vs. Explicit Feedback Types [Volume 5, Issue 2, 2016, Pages 232-211]
  • Maftoon, Parviz The Effect of System-Nested, Genre-Oriented, Structurally-Mediated Model (SGSM) of Writing Instruction, and Swalesian Model (SM) upon Iranian Learners’ Writing Performance: A Comparative Study [Volume 7, Issue 2, 2018, Pages 29-59]
  • Maftoon, Parviz An Activity Theory Perspective on the Role of Cooperative Assessment in the Reading Comprehension of Iranian EFL Learners [Volume 8, Issue 1, 2019, Pages 129-163]
  • Mahmoodi, Mohammad Hadi Relationship between EFL Teachers' Emotional Intelligence, Reflective teaching, Autonomy and their Students' L2 Learning [Volume 8, Issue 1, 2019, Pages 303-331]
  • Malmir, Ali The Contribution of General High-Frequency, Core-Academic, and Academic-Technical Words to ESP Reading Comprehension [Volume 6, Issue 2, 2017, Pages 291-318]
  • Mansourzadeh, Nurullah Postmethod Pedagogy and Iranian EFL Teachers’ Understandings: Is a Promising Trend on the Way? [Volume 6, Issue 1, 2017, Pages 82-55]
  • Marandi, S. Susan Peer-Assessment and Student-Driven Negotiation of Meaning: Two Ingredients for Creating Social Presence in Online EFL Social Contexts [Volume 6, Issue 1, 2017, Pages 144-117]
  • Marashi, Hamid Using Critical Discourse Analysis Instruction in Argumentative and Descriptive Writing Classes [Volume 3, Issue 2, 2014, Pages 209-236]
  • Marashi, Hamid Using Clinical Supervision to Lower EFL Teachers’ Burnout [Volume 6, Issue 2, 2017, Pages 261-289]
  • Mashhadi Heidar, Davood Portfolio Assessment and EFL Learners' Writing Ability: Does Self-Regulation Have a Role to Play? [Volume 8, Issue 2, 2019, Pages 83-107]
  • Mehri, Ehsan The Effect of Direct, Indirect, and Negotiated Feedback on the Tense/Aspect of EFL Learners in Writing [Volume 8, Issue 1, 2019, Pages 1-32]
  • Mehrpour, Saeed A sociocultural analysis of personal practical theorizing as an awareness raising technique in novice and expert teachers’ professional development [Volume 6, Issue 2, 2017, Pages 319-352]
  • Meihami, Hossein Exploring the English Language Needs of EAP Students of Humanities and Social Sciences in Iran: A Triangulated Approach [Volume 7, Issue 1, 2018, Pages 135-164]
  • Meshkat, Maryam The Relationship between High School Students’ Beliefs about Language Learning and Their Use of Language Learning Strategies [Volume 1, Issue 2, 2012, Pages 273-292]
  • Mirzaei, Azizullah Exploring Dialogism and Multivocality in L2 Classroom-Discourse Architecture in Iran [Volume 2, Issue 1, 2013, Pages 83-100]
  • Mobini, Fariba The Correlation between Iranian EFL Learners’ Intercultural Sensitivity, Vocabulary Knowledge, and English Language Proficiency [Volume 8, Issue 2, 2019, Pages 109-135]
  • Moein, Ghodsieh A Corpus-driven Food Science and Technology Academic Word List [Volume 4, Issue 2, 2015, Pages 157-131]
  • Moftakhari Rezaei, Golnaz The Effect of Task Type and Task Orientation on L2 Vocabulary Learning [Volume 5, Issue 2, 2016, Pages 278-255]
  • Moghadam, Meisam A sociocultural analysis of personal practical theorizing as an awareness raising technique in novice and expert teachers’ professional development [Volume 6, Issue 2, 2017, Pages 319-352]
  • Mohamad Zade, Saeede The Relationship between Internal Forms of Engagement (Cognitive-Affective) and Academic Success across Years of Study [Volume 1, Issue 2, 2012, Pages 251-272]
  • Mohammadi, Vahid Relationship between EFL Teachers' Emotional Intelligence, Reflective teaching, Autonomy and their Students' L2 Learning [Volume 8, Issue 1, 2019, Pages 303-331]
  • Mohammadi, Vali Tracing Metadiscursive Stance over Time and Across Disciplines: A Comparative Study of English Research Articles [Volume 5, Issue 1, 2016, Pages 106-83]
  • Mohseny, Ahmad Analysis of Cohesion and Coherence in Writing Performance of Iranian Intermediate EFL Learners [Volume 8, Issue 2, 2019, Pages 213-242]
  • Molana, Elham An Investigation into Cultural Representation in Interchange Textbooks [Volume 2, Issue 2, 2013, Pages 113-136]
  • Morshedian, Mahboobeh The Effect of Self-Regulation on Improving EFL Readers’ Ability to Make Within-Text Inferences [Volume 3, Issue 2, 2014, Pages 286-263]
  • Mostafaei Alaei, Mahnaz EFL Learning, EFL Motivation Types, and National Identity: In Conflict or in Coalition [Volume 2, Issue 2, 2013, Pages 85-111]
  • Mostafaei Alaei, Mahnaz ESP Program in Iran: A Stakeholder-based Evaluation of the Program’s Goal, Methodology, and Textbook [Volume 5, Issue 2, 2016, Pages 306-279]
  • Mostafaei Alaei, Mahnaz The Role of Visual Scaffolding in Enhancing Iranian EFL Students’ Writing Ability [Volume 8, Issue 2, 2019, Pages 187-211]

N

  • Nafissi, Zohreh Effects of Different Culturally-Based Materials on EFL Learners’ Reading Anxiety, Reading Self-Efficacy, and Reading Proficiency in Project-Based Classes [Volume 6, Issue 1, 2017, Pages 115-83]
  • Nemati, Majid Motivating the Unmotivated: Making Teacher Corrective Feedback Work [Volume 7, Issue 1, 2018, Pages 87-110]
  • Nemati, Majid Teacher Self-Efficacy and Reflection as Predictors of Teacher Burnout: An Investigation of Iranian English Language Teachers [Volume 8, Issue 2, 2019, Pages 25-50]
  • Nezakatgoo, Behzad Iranian EFL teachers' willingness to implement postmethod pedagogy: A mixed methods study [Volume 6, Issue 2, 2017, Pages 209-238]
  • Nosratzadegan, Nastaran Persian Speakers’ Recognition of English Relative Clauses: The Effects of Enhanced Input vs. Explicit Feedback Types [Volume 5, Issue 2, 2016, Pages 232-211]
  • Nourzadeh, Saeed Examining the Effects of Writing Instruction through Blogging on Second Language Writing Performance and Anxiety [Volume 8, Issue 1, 2019, Pages 63-91]

O

  • Ostvar, Shahla Psychometric Properties of Multiple Intelligence Developmental Assessment Scales (MIDAS) for Adults in the Iranian Context [Volume 8, Issue 1, 2019, Pages 165-194]

P

  • Pakbaz, Roya Iranian EFL Learners' Processing of English Derived Words [Volume 3, Issue 1, 2014, Pages 37-64]
  • Piruznejad, Mina Recast and Explicit Feedback to Young Language Learners: Impacts on Grammar Uptake and Willingness to Communicate [Volume 5, Issue 2, 2016, Pages 209-187]
  • Pishghadam, Reza Construction, Validation, and Application of a Teacher Status Scale (TSS): A Case of Iranian Junior High School Teachers [Volume 2, Issue 2, 2013, Pages 1-26]
  • Pishghadam, Reza Culture and Identity: Linking Iranian Identity Components and Cultural Dimensions [Volume 4, Issue 1, 2015, Pages 78-49]
  • Pishghadam, Reza Quantifying Investment in Language Learning: Model and Questionnaire Development and Validation in the Iranian Context [Volume 7, Issue 1, 2018, Pages 25-56]
  • Pourghasemian, Hossein L2 Learners’ Lexical Inferencing: Perceptual Learning Style Preferences, Strategy Use, Density of Text, and Parts of Speech as Possible Predictors [Volume 3, Issue 2, 2014, Pages 315-287]

R

  • Rahimi, Mohammad Iranian EFL Learners’ Motivation Construction: Integrative Motivation Revisited [Volume 2, Issue 1, 2013, Pages 101-124]
  • Rahimi Domakani, Masoud Exploring Dialogism and Multivocality in L2 Classroom-Discourse Architecture in Iran [Volume 2, Issue 1, 2013, Pages 83-100]
  • Rashidi, Nasser Iranian EFL Learners’ Motivation Construction: Integrative Motivation Revisited [Volume 2, Issue 1, 2013, Pages 101-124]
  • Rashidi, Nasser On the Iranian In-service and Pre-service Language Teachers’ Perceptions of Educational Supervision Concerning their Professional Development [Volume 4, Issue 2, 2015, Pages 55-27]
  • Rashidi, Nasser Postmethod Pedagogy and Iranian EFL Teachers’ Understandings: Is a Promising Trend on the Way? [Volume 6, Issue 1, 2017, Pages 82-55]
  • Rastegar, Mina EFL Learners’ Preferences for Error Correction and Its Relationship with Demotivation and Language Proficiency in the Iranian Context [Volume 1, Issue 2, 2012, Pages 323-341]
  • Ravand, Hamdollah Investigating Gender and Major DIF in the Iranian National University Entrance Exam Using Multiple-Indicators Multiple-Causes Structural Equation Modelling [Volume 8, Issue 1, 2019, Pages 33-61]
  • Razmi, Sara Do the Emotionally More Intelligent Gain More from Metacognitive Writing Strategy Training? [Volume 1, Issue 2, 2012, Pages 343-370]
  • Rezaee, Abbas Ali The Perceptions of Language Learners across Various Proficiency Levels of Teachers’ Code-switching [Volume 5, Issue 2, 2016, Pages 254-233]
  • Rezaei, Saeed Quantifying Investment in Language Learning: Model and Questionnaire Development and Validation in the Iranian Context [Volume 7, Issue 1, 2018, Pages 25-56]
  • Rezaei, Saeed Development and Validation of an Authorial Identity Model and Questionnaire: A Factor Analytic Approach [Volume 8, Issue 2, 2019, Pages 243-273]
  • Rezai, Mohamad Javad Iranian EFL Learners' Processing of English Derived Words [Volume 3, Issue 1, 2014, Pages 37-64]
  • Rezanejad, Atefeh Native and Non-native English Teachers’ Rating Criteria and Variation in the Assessment of L2 Pragmatic Production: The Speech Act of Compliment [Volume 3, Issue 1, 2014, Pages 88-65]
  • Rohani, Gholamreza Investigating Gender and Major DIF in the Iranian National University Entrance Exam Using Multiple-Indicators Multiple-Causes Structural Equation Modelling [Volume 8, Issue 1, 2019, Pages 33-61]
  • Roohani, Ali An Investigation into Cultural Representation in Interchange Textbooks [Volume 2, Issue 2, 2013, Pages 113-136]
  • Roohani, Ali A Sequential Mixed Method Analysis of Students’ Burnout and Emotional Intelligence [Volume 5, Issue 1, 2016, Pages 160-135]

S

  • Saboori, Fahime Culture and Identity: Linking Iranian Identity Components and Cultural Dimensions [Volume 4, Issue 1, 2015, Pages 78-49]
  • Saboori, Fahimeh Construction, Validation, and Application of a Teacher Status Scale (TSS): A Case of Iranian Junior High School Teachers [Volume 2, Issue 2, 2013, Pages 1-26]
  • Sadeghi, Fatemeh Construction and Validation of a Critical Pedagogy Questionnaire to Assess ELT Teachers: A Mixed-Method Study [Volume 8, Issue 1, 2019, Pages 333-375]
  • Sadeghi, Karim EFL Teachers’ Reconstruction of Student-Writers’ Intentions in Erroneous Sentences: The Role of Context [Volume 2, Issue 1, 2013, Pages 27-54]
  • Sadeghi, Karim The Effect of Item Modality and Note-taking on EFL Learners’ Performance on a Listening Test [Volume 4, Issue 2, 2015, Pages 101-81]
  • Saeb, Fateme The Relationship between High School Students’ Beliefs about Language Learning and Their Use of Language Learning Strategies [Volume 1, Issue 2, 2012, Pages 273-292]
  • Saeedi, Zari Negative Labeling as a Crucial Psychological Variable in Teaching EFL Learners [Volume 4, Issue 2, 2015, Pages 129-103]
  • Saeedian, Abdulbaset The Effects of Computerized Dynamic Assessment on Promoting At-Risk Advanced Iranian EFL Students’ Reading Skills [Volume 4, Issue 2, 2015, Pages 26-1]
  • Saeedian, Abdulbaset The Role of Visual Scaffolding in Enhancing Iranian EFL Students’ Writing Ability [Volume 8, Issue 2, 2019, Pages 187-211]
  • Saeidi, Mahnaz Psychometric Properties of Multiple Intelligence Developmental Assessment Scales (MIDAS) for Adults in the Iranian Context [Volume 8, Issue 1, 2019, Pages 165-194]
  • Safaei, Alireza Comparative Textbook Evaluation: Representation of Learning Objectives in Locally and Internationally Published ELT Textbooks [Volume 8, Issue 1, 2019, Pages 249-277]
  • Safdari, Saeed EFL Learners’ Deployment of Motivational Self-Regulatory Strategies and their Academic Achievement [Volume 5, Issue 1, 2016, Pages 50-25]
  • Safdari, Saeed Imagination, Senses and Motivation: How are Sensory Styles, Imagery Capacity and Gender Related to Motivational Attributes of Iranian EFL Learners? [Volume 8, Issue 2, 2019, Pages 275-303]
  • Salimi, Esmaeel Ali Pragmatic Competence Development: Demystifying the Impact of Task Types and EFL Students' Perceptions [Volume 8, Issue 1, 2019, Pages 279-302]
  • Samadian, Sedigheh Analysis of Cohesion and Coherence in Writing Performance of Iranian Intermediate EFL Learners [Volume 8, Issue 2, 2019, Pages 213-242]
  • Sarani, Abdullah Explicit Instruction of Pragmatic Features: Its Impact on EFL Learners’ Knowledge of Hedging Devices in Academic Writing [Volume 6, Issue 1, 2017, Pages 53-29]
  • Sasani, Neda English Major Students’ Awareness of Metacognitive Reading Strategies: Gender and Academic Level in Focus [Volume 7, Issue 2, 2018, Pages 91-119]
  • Seifoori, Zohreh Persian Speakers’ Recognition of English Relative Clauses: The Effects of Enhanced Input vs. Explicit Feedback Types [Volume 5, Issue 2, 2016, Pages 232-211]
  • Shabani, Karim Pre-emption with or without Pre-task Planning: A Probe into L2 Lexical Diversity [Volume 7, Issue 1, 2018, Pages 1-24]
  • Shafaghi, Mohsen Teacher Evaluation in EFL Context: Development and Validation of a Teacher Evaluation Questionnaire [Volume 7, Issue 2, 2018, Pages 147-187]
  • Shafeie, Samaneh Studying the Effect of Retrieval Direction during Reading on Productive and Receptive Knowledge of Vocabulary [Volume 6, Issue 2, 2017, Pages 235-258]
  • Shahidipour, Vahid Difficulties Facing Iranian EFL Senior High School Learners and Strategies They Use to Understand English Idioms [Volume 7, Issue 2, 2018, Pages 121-146]
  • Shahriari, Hesamoddin Proposing a Cognitive EFL Writing Model Based on Personality types and Narrative Writing Intelligence: A SEM Approach [Volume 8, Issue 2, 2019, Pages 163-185]
  • Shakouri, Maryam Investigating the Relationship between Teaching Styles and Emotional Intelligence among Iranian English Instructors [Volume 8, Issue 1, 2019, Pages 225-248]
  • Shearer, Branton Psychometric Properties of Multiple Intelligence Developmental Assessment Scales (MIDAS) for Adults in the Iranian Context [Volume 8, Issue 1, 2019, Pages 165-194]
  • Shirali, Fereshteh A Comparative Study of Nominalization in an English Applied Linguistics Textbook and its Persian Translation [Volume 3, Issue 2, 2014, Pages 207-185]
  • Shirazizadeh, Mohsen Reflection, Resilience and Role Stress among Iranian EFL Teachers: A Mixed Methods Study [Volume 8, Issue 2, 2019, Pages 1-24]
  • Shirzad, Fereshteh Exploring EFL Learners’ Autonomy in Reading Comprehension: Computer-Assisted versus Conventional Contexts [Volume 8, Issue 1, 2019, Pages 93-128]
  • Soleimani, Mohammad Mehdi Assessing Language Learners’ Knowledge of Speech Acts: A Test Validation Study [Volume 2, Issue 1, 2013, Pages 1-26]
  • Soleimanifard, Faezeh The Effect of Teaching Vocabulary through Synonymous, Semantically Unrelated, and Hyponym Sets on EFL Learners’ Retention [Volume 2, Issue 2, 2013, Pages 27-56]
  • Soltanian, Nahid Quantifying Investment in Language Learning: Model and Questionnaire Development and Validation in the Iranian Context [Volume 7, Issue 1, 2018, Pages 25-56]
  • Soodmand Afshar, Hassan The Relationship among Reflective Thinking, Listening Anxiety and Listening Comprehension of Iranian EFL Learners: Does Proficiency make a Difference? [Volume 3, Issue 2, 2014, Pages 261-237]
  • Sotoudehnama, Elaheh The Effect of Teaching Vocabulary through Synonymous, Semantically Unrelated, and Hyponym Sets on EFL Learners’ Retention [Volume 2, Issue 2, 2013, Pages 27-56]

T

  • Taheri, Maryam Portfolio Assessment and EFL Learners' Writing Ability: Does Self-Regulation Have a Role to Play? [Volume 8, Issue 2, 2019, Pages 83-107]
  • Taherkhani, Reza Exploring Iranian EAP Teachers’ Pedagogic Content Knowledge and Teaching Practices, and Students’ Beliefs about EAP Teachers’ Methodology [Volume 6, Issue 1, 2017, Pages 27-1]
  • Tahririan, Mohammad Hassan Difficulties Facing Iranian EFL Senior High School Learners and Strategies They Use to Understand English Idioms [Volume 7, Issue 2, 2018, Pages 121-146]
  • Tajeddin, Zia Scaffolding Comprehension and Recall Gaps: Effects of Paratextual Advance Organizers [Volume 2, Issue 1, 2013, Pages 125-148]
  • Tajik, Leila Reflection, Resilience and Role Stress among Iranian EFL Teachers: A Mixed Methods Study [Volume 8, Issue 2, 2019, Pages 1-24]
  • Talati-Baghsiahi, Amrollah Explicit Instruction of Pragmatic Features: Its Impact on EFL Learners’ Knowledge of Hedging Devices in Academic Writing [Volume 6, Issue 1, 2017, Pages 53-29]
  • Tavakoly, Motahar Khodashenas The Effects of VAK Learning Style and Input Type on Causative Construction Development by Iranian EFL Learners [Volume 7, Issue 2, 2018, Pages 61-89]
  • Tofighi, Somaye Relationship between EFL Teachers' Emotional Intelligence, Reflective teaching, Autonomy and their Students' L2 Learning [Volume 8, Issue 1, 2019, Pages 303-331]

V

  • Vahdat, Sedigheh "But let me talk": An Investigation into Teachers' Interaction Patterns in EFL Classrooms [Volume 7, Issue 1, 2018, Pages 57-85]

W

  • Weisi, Hiwa Genre Variation in the Introduction of Scientific Papers in Iranian and International Computer Science Journals [Volume 8, Issue 2, 2019, Pages 51-82]

Y

  • Yağız, Oktay EFL Teachers’ Reconstruction of Student-Writers’ Intentions in Erroneous Sentences: The Role of Context [Volume 2, Issue 1, 2013, Pages 27-54]
  • Yarahmadzehi, Nahid English Major Students’ Awareness of Metacognitive Reading Strategies: Gender and Academic Level in Focus [Volume 7, Issue 2, 2018, Pages 91-119]
  • Yavarzadeh, Elham Using Critical Discourse Analysis Instruction in Argumentative and Descriptive Writing Classes [Volume 3, Issue 2, 2014, Pages 209-236]
  • Yazdanimoghaddam, Massood The Effect of System-Nested, Genre-Oriented, Structurally-Mediated Model (SGSM) of Writing Instruction, and Swalesian Model (SM) upon Iranian Learners’ Writing Performance: A Comparative Study [Volume 7, Issue 2, 2018, Pages 29-59]
  • Yekani, Nazilsa The Role of Textual vs. Compound Input Enhancement in Developing Grammar Ability [Volume 3, Issue 1, 2014, Pages 134-113]

Z

  • Zand-Moghadam, Amir The Construct of Willingness to Communicate and Its Relationship with EFL Learners’ Perceived Verbal and Nonverbal Teacher Immediacy [Volume 3, Issue 1, 2014, Pages 160-135]
  • Zand-Moghadam, Amir A Rhetorical Move Analysis of TEFL Thesis Abstracts: The Case of Allameh Tabataba’i University [Volume 5, Issue 1, 2016, Pages 23-1]
  • Zand-Moghadam, Amir Exploring the English Language Needs of EAP Students of Humanities and Social Sciences in Iran: A Triangulated Approach [Volume 7, Issue 1, 2018, Pages 135-164]
  • Zare-ee, Abbas The Effects of Task Complexity on English Language Learners’ Listening Comprehension [Volume 1, Issue 2, 2012, Pages 225-250]
  • Zarei, Abbas Ali The Effect of Task Type and Task Orientation on L2 Vocabulary Learning [Volume 5, Issue 2, 2016, Pages 278-255]
  • Zarei, Abbas Ali The Effect of Models of Reading Instruction on Reading Comprehension, Reading Self-efficacy, and Reading Anxiety [Volume 8, Issue 2, 2019, Pages 303-335]
  • Zarei, Gholam Reza L2 Learners’ Lexical Inferencing: Perceptual Learning Style Preferences, Strategy Use, Density of Text, and Parts of Speech as Possible Predictors [Volume 3, Issue 2, 2014, Pages 315-287]
  • Zeinali, Maryam The Effect of Item Modality and Note-taking on EFL Learners’ Performance on a Listening Test [Volume 4, Issue 2, 2015, Pages 101-81]
  • Ziaei, Sima Proposing a Cognitive EFL Writing Model Based on Personality types and Narrative Writing Intelligence: A SEM Approach [Volume 8, Issue 2, 2019, Pages 163-185]
  • Zohrabi, Mohammad How do Writers Present Their Work in Introduction Sections? A Genre-based Investigation into Qualitative and Quantitative Research Articles [Volume 6, Issue 2, 2017, Pages 181-207]