Abbasian, Gholam-Reza
The Role of Textual vs. Compound Input Enhancement in Developing Grammar Ability [Volume 3, Issue 1, 2014, Pages 134-113]
Abbasian, Gholam-Reza
L1-Based Elicitation as a Valid Measure of L2 Classroom Performance Assessment: Multi-Method Mono-Trait Model of Validation [Volume 10, Issue 1, 2021, Pages 1-36]
Abbasi Mojdehi, Hamed
The Effects of Scaffolding Techniques on IELTS Candidates' Horizontal Grammatical Variability: A Mixed Method Study [(Articles in Press)]
Abbasi-Sosfadi, Saeed
The Relationship among Language Teacher Immunity, Reflective Teaching, and Work Motivation in EFL Context [(Articles in Press)]
Abedi, Mahsa
A Socio-linguistic Study on Relational Identity and Language Learning Performance within Iranian English Language Learners: A Focus on Parental Involvement [Volume 9, Issue 2, 2020, Pages 121-153]
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]
Afzali, Katayoon
Conceptualization of Hope for EFL Teaching within the Iranian Context: A Grounded Theoretical Model [Volume 9, Issue 2, 2020, Pages 27-58]
Agheshteh, Hessam
Deconstructing the discourse: Mitigation in the Supervisory Discourse of Language Teacher Supervisors in Iran [Volume 8, Issue 2, 2019, Pages 137-162]
Ahangari, Saeideh
Holistic Identity of Language Teachers: A Grounded Theory Study [Volume 9, Issue 1, 2020, Pages 321-356]
Ahangari, Saeideh
Learning English Vocabulary through VOA News Lessons: Being Exposed to Authentic Material or Electronic Colonialism [Volume 10, Issue 1, 2021, Pages 67-103]
Ahangari, Saeideh
Causes of EFL Learners’ Procrastination: A Classical Grounded Theory [Volume 11, Issue 1, 2022, Pages 35-65]
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]
Ahmadi, Hossein
The Influence of Task Complexity Manipulation on Iranian EFL Learners’ Learning of Transitional Devices [(Articles in Press)]
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]
Alavi, Sayyed Mohammad
Examining the Fairness of the University Entrance Exam: A Latent Class Analysis Approach to Differential Item Functioning [Volume 10, Issue 1, 2021, Pages 147-170]
Alavi, Seyyed Mohammad
Diagnosing EFL Learners Development of Pragmatic Competence Implementing Computerized Dynamic Assessment [Volume 9, Issue 1, 2020, Pages 117-149]
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]
Alijanian, Farzad
The Correlation between Iranian EFL Learners’ Intercultural Sensitivity, Vocabulary Knowledge, and English Language Proficiency [Volume 8, Issue 2, 2019, Pages 109-135]
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]
Ameri, Alireza
A Qualitative Investigation of Language Learners’ Epistemological Beliefs: Core Dimensions and Development in Focus [Volume 10, Issue 2, 2021, Pages 61-93]
Amini, Bahman
The Impact of Sequencing Repeated Familiar Tasks on Listening Performance [Volume 10, Issue 2, 2021, Pages 325-350]
Amini, Bahman
The Effect of Task Familiarity Ordering on Listening Task Complexity [(Articles in Press)]
Amirian, Seyed Mohammad Reza
The Relationship among Language Teacher Immunity, Reflective Teaching, and Work Motivation in EFL Context [(Articles in Press)]
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]
Arabmofrad, Ali
Investigating the Effects of English Language Teachers’ Professional Identity and Autonomy in Their Success [Volume 9, Issue 1, 2020, Pages 1-28]
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]
Arjmandi, Masoumeh
Modeling Structural Relationship Between Perceived Organizational Support and Quality of Work Life Among Secondary School Teachers of English as a Foreign Language [Volume 9, Issue 2, 2020, Pages 285-309]
Asadi, Reza
The Effect of Task Repetition and Task Recycling on EFL Learners' Oral Performance [Volume 2, Issue 2, 2013, Pages 137-163]
Asadian Sorkhi, Seyyedeh Raheleh
Pre-service and In-service Teachers’ Knowledge and Practice of Assessment Literacy: A Dweller in an Ivory Tower [Volume 9, Issue 2, 2020, Pages 347-375]
Ashkani, Parisa
Active Learning as an Approach to Fostering EFL Learners’ Speaking Skills and Willingness to Communicate: A Mixed-methods Inquiry [Volume 11, Issue 2, 2022, Pages 93-128]
Ashraf, Hamid
Hidden Curriculum Components, Learners’ National Identity, and Self-Efficacy: A Model for Iranian EFL Teachers [Volume 10, Issue 2, 2021, Pages 233-267]
Aslrasouli, Mortaza
The Effects of Web-based Dynamic Assessment on Grammatical Accuracy and Autonomy of Iranian EFL Learners and Their Attitudes to Web-based Dynamic Assessment [(Articles in Press)]
Aslrasouli, Morteza
Iranian EFL Learners and Teachers’ Attitudes Toward Critical Cultural Awareness [Volume 11, Issue 1, 2022, Pages 67-93]
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]
Atai, Mahmood Reza
An Investigation into Iranian EAP Teachers’ Burnout and its Variations in Relation to Their Demographic and Organizational Characteristics [Volume 9, Issue 1, 2020, Pages 93-116]
Azadnia, Masoud
Lexical Sophistication in the Discussion Section of MA Theses Authored by Iranian EFL vs. English Students: A Coh-Metrix Report on Similarities and Differences [(Articles in Press)]
Azamnouri, Nazanin
The Role of Emotioncy in Cognitive Load and Sentence Comprehension of Language Learners [Volume 9, Issue 1, 2020, Pages 29-55]
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]
Azizi, Masoud
Online EAP Courses amid COVID-19: On the Effectiveness of the Vocabulary, Grammar, & Reading Comprehension Components [Volume 9, Issue 2, 2020, Pages 219-244]
Azizi, Zeinab
Active Learning as an Approach to Fostering EFL Learners’ Speaking Skills and Willingness to Communicate: A Mixed-methods Inquiry [Volume 11, Issue 2, 2022, Pages 93-128]
Azizmalayeri, Faramarz
The Influence of Task Complexity Manipulation on Iranian EFL Learners’ Learning of Transitional Devices [(Articles in Press)]
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]
Baghaei, Purya
EFL Teachers Assessment Literacy Needs Inventory: A Case of Fulcher’s Assessment Literacy [Volume 11, Issue 1, 2022, Pages 131-156]
Bagheri Nevisi, Reza
Content Analysis of Iranian High School English Textbooks in terms of Politeness Markers, Speech Acts, and Language Functions [Volume 9, Issue 2, 2020, Pages 155-184]
Bagheri Nevisi, Reza
Request Speech Act Production Differences: A Case of Iranian EFLs and ESLs [(Articles in Press)]
Bagherkazemi, Marzieh
A Qualitative Investigation of Language Learners’ Epistemological Beliefs: Core Dimensions and Development in Focus [Volume 10, Issue 2, 2021, Pages 61-93]
Bahrami Qalenoee, Shohreh
Dynamic Assessment in Brown’s Graduated Prompts Model vs. Poehner’s Model: Grammatical Accuracy in One-Paragraph Narrative Essays [Volume 11, Issue 1, 2022, Pages 95-129]
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]
Bashiri, Saba .
An Exploration into the Role of Pragmatic Learning Strategies and Gender in Game-based Group Dynamic Assessment [(Articles in Press)]
Bashiri, Saba
Pre and Post-Islamic Revolution Obituaries in Iran: Did Ideology change the Move? [(Articles in Press)]
Bayat, Abbas
The Impact of Sequencing Repeated Familiar Tasks on Listening Performance [Volume 10, Issue 2, 2021, Pages 325-350]
Bayat, Abbas
The Effect of Task Familiarity Ordering on Listening Task Complexity [(Articles in Press)]
Beh-Afarin, Seyed Reza
Coping Strategies Employed by EFL Teachers to Avoid Classroom Management Constraints: Scale Development and Validation [Volume 10, Issue 2, 2021, Pages 269-299]
Behnam, Biook
Learning English Vocabulary through VOA News Lessons: Being Exposed to Authentic Material or Electronic Colonialism [Volume 10, Issue 1, 2021, Pages 67-103]
Behzadi, Seyed Behrouz
A Philosophical Problematisation of Research on EFL/ESL Teachers’ Cognition vs. Action: A Critical Interpretive Synthesis [(Articles in Press)]
Bijani, Houman
Facet Variability in the Light of Rater Training in Measuring Oral Performance: A Multifaceted Rasch Analysis [Volume 11, Issue 2, 2022, Pages 255-290]
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]
Birjandi, Parviz
An Investigation into Iranian EAP Teachers’ Burnout and its Variations in Relation to Their Demographic and Organizational Characteristics [Volume 9, Issue 1, 2020, Pages 93-116]
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]
Bolouri, Maryam
Developing a Competency Model for EAP Teachers: Insights from Internationalization of Higher Education [Volume 10, Issue 1, 2021, Pages 105-146]
C
Choubsaz, Yazdan
"But let me talk": An Investigation into Teachers' Interaction Patterns in EFL Classrooms [Volume 7, Issue 1, 2018, Pages 57-85]
Coombe, Christine
Investigating the Effects of English Language Teachers’ Professional Identity and Autonomy in Their Success [Volume 9, Issue 1, 2020, Pages 1-28]
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]
Dastgoshadeh, Adel
Reliance on Student Engagement: Do Academic Degree and Teaching Experience Matter? [Volume 11, Issue 1, 2022, Pages 255-280]
Davatgar, Haniyeh
EFL Learners’ Attitudes toward Peer and Self-Assessment of Descriptive Type of Writing: An Exploratory Sequential Mixed-Methods Study [Volume 11, Issue 2, 2022, Pages 357-393]
Dehghan, Farzaneh
The Discursive Construction of Academic Writing Expertise: A Case Study of Developing from an Outsider to a Contributor Role in a Discourse Community [Volume 10, Issue 2, 2021, Pages 95-119]
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]
Dehqan, Mahmood
Pre-service and In-service Teachers’ Knowledge and Practice of Assessment Literacy: A Dweller in an Ivory Tower [Volume 9, Issue 2, 2020, Pages 347-375]
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]
Derakhshan, Ali
Investigating the Effects of English Language Teachers’ Professional Identity and Autonomy in Their Success [Volume 9, Issue 1, 2020, Pages 1-28]
Derakhshan, Ali
Investigating the Interplay of Emotional Intelligence and Interlanguage Pragmatic Competence in Iranian Lower-Intermediate EFL Learners [Volume 10, Issue 1, 2021, Pages 37-66]
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]
Eal, Mohammad Hadi
Focusing on the Comprehension Challenge of Different Passive Structure Types by EFL Learners [(Articles in Press)]
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]
Ebadi, Saman .
An Exploration into the Role of Pragmatic Learning Strategies and Gender in Game-based Group Dynamic Assessment [(Articles in Press)]
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]
Ebrahimi, Seyed Foad
Grammatical Complexity in Research Articles: Iranian Local Journals and International Journals [Volume 10, Issue 2, 2021, Pages 301-323]
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]
Esfandiari, Rajab
Morphological Complexity Across Descriptive, Expository, and Narrative Text Types in Iranian Lower-Intermediate Language Learners [Volume 10, Issue 1, 2021, Pages 237-267]
Esfandiari, Rajab
Cultivating L2 Pragmatic Comprehension through Computerized vs. Non-Computerized Instruction, Multiuser Virtual Environments (MUVEs) and Mobile Augmented Reality Games (MARGs) [Volume 11, Issue 1, 2022, Pages 313-358]
Esfandiari, Rajab
The Effects of Scaffolding Techniques on IELTS Candidates' Horizontal Grammatical Variability: A Mixed Method Study [(Articles in Press)]
Esfandiari, Rajab
The Effect of Conceptual Metaphor on Writing Creativity and Metacognitive Writing Awareness [Volume 12, Issue 1, 2023, Pages 33-66]
Esfandyari, Mojtaba
Iranian In-Service EFL Teachers’ Perceptions of Values Education: A Mixed Methods Study [(Articles in Press)]
Eslami, Zohreh
Investigating the Interplay of Emotional Intelligence and Interlanguage Pragmatic Competence in Iranian Lower-Intermediate EFL Learners [Volume 10, Issue 1, 2021, Pages 37-66]
Eslami, Zohreh Eslami Rasekh
Praxis-Based Grammar Instruction Using Social Media Networking: Mediational Feedback within ZPD [Volume 11, Issue 1, 2022, Pages 1-34]
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]
Estaji, Masoomeh
Teacher Assessment Identity in Motion: The Representations in E-Portfolios of Novice and Experienced EFL Teachers [Volume 11, Issue 2, 2022, Pages 33-66]
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]
Farnia, Maryam
Cross-cultural CMC-Based Study of Speech Act of Criticism in Response to School Reopening during COVID-19 [Volume 11, Issue 2, 2022, Pages 291-324]
Farrokhi, Farahman
Prediction of Iranian EFL Learners’ Production of Request Speech Act and Communication Apprehension by the Big Five Personality Traits [Volume 11, Issue 2, 2022, Pages 219-254]
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, Jalil
Grit and Foreign Language Anxiety as Predictors of Willingness to Communicate in the Context of Foreign Language Learning: A Structural Equation Modeling Approach [Volume 10, Issue 2, 2021, Pages 1-30]
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]
Ganji, Mansoor
The Effects of Age, Gender, Teaching Experience, Teaching Context, and Academic Degree on Iranian English Teachers’ Classroom Management Behaviors [Volume 11, Issue 1, 2022, Pages 223-253]
Garshasbi, Kazhal
Global Coursebooks in the Course of Time: The Case of Interchange Level 2 [Volume 10, Issue 1, 2021, Pages 269-300]
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]
Ghadyani, Fariba
Conceptualization of Hope for EFL Teaching within the Iranian Context: A Grounded Theoretical Model [Volume 9, Issue 2, 2020, Pages 27-58]
Ghaffari, Mostafa
Iranian EFL Learners and Teachers’ Attitudes Toward Critical Cultural Awareness [Volume 11, Issue 1, 2022, Pages 67-93]
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]
Ghandhari, Neda
Investigating the Interplay of Emotional Intelligence and Interlanguage Pragmatic Competence in Iranian Lower-Intermediate EFL Learners [Volume 10, Issue 1, 2021, Pages 37-66]
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, Leila
EFL Learners’ Perception of Task Experience Through Flow Outlook: Task Complexity and Modality in Focus [Volume 10, Issue 1, 2021, Pages 301-334]
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]
Ghiasvand, Farhad
Teacher Assessment Identity in Motion: The Representations in E-Portfolios of Novice and Experienced EFL Teachers [Volume 11, Issue 2, 2022, Pages 33-66]
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]
Ghonsooly, Behzad
The Effectiveness and Rank of Metalinguistic Corrective Feedback Strategies on Written Grammatical Performance: Monolingual Persian vis-à-vis Bilingual Turkmen EFL Learners [Volume 9, Issue 2, 2020, Pages 245-284]
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]
Ghorbani, majid
A Five-Factor Model of Motivational Self-Guides: A Structural Equation Modeling Approach [(Articles in Press)]
Ghorbani, Majid
Examining the Dynamic Interface between Motivation and Affect in Foreign Language Development with the Moderating Role of Gender and Working Memory [(Articles in Press)]
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]
Goodarzi, Ahmad
A Case Study of Three EFL Teachers’ Cognition in Oral Corrective Feedback: Does Experience Make a Difference? [Volume 9, Issue 1, 2020, Pages 183-211]
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]
Gordani, Yahya
Modeling Structural Relationship Between Perceived Organizational Support and Quality of Work Life Among Secondary School Teachers of English as a Foreign Language [Volume 9, Issue 2, 2020, Pages 285-309]
H
Hadidi, Nasrin
Exploring the Recycling of Objective Move Across RA Sections in Soft Science Disciplines [Volume 10, Issue 1, 2021, Pages 171-200]
Haghani, Mastaneh
The Influence of Learning Styles and Input Modalities on the Simultaneous Attention to Form and Meaning [Volume 9, Issue 1, 2020, Pages 213-243]
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]
Heydarnejad, Tahereh
The Relationship among Language Teacher Immunity, Reflective Teaching, and Work Motivation in EFL Context [(Articles in Press)]
Heydarnejad, Tahereh
Navigating the Mediating Role of Immunity, Buoyancy, and Emotion Regulation to L2 Grit and Mindfulness Among EFL Teachers [(Articles in Press)]
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]
Hosseinpour, Nafiseh
Effect of Dialogic Tasks on Iranian EFL Learners’ Language Learning Anxiety: Focus on Moderating Roles of Gender and Levels of Proficiency [Volume 11, Issue 2, 2022, Pages 67-91]
Hosseinzadeh, Somayeh
Pre-emption with or without Pre-task Planning: A Probe into L2 Lexical Diversity [Volume 7, Issue 1, 2018, Pages 1-24]
I
Imandar, Samaneh
Grammatical Complexity in Research Articles: Iranian Local Journals and International Journals [Volume 10, Issue 2, 2021, Pages 301-323]
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]
Jafari, Hajar
Morphological Complexity Across Descriptive, Expository, and Narrative Text Types in Iranian Lower-Intermediate Language Learners [Volume 10, Issue 1, 2021, Pages 237-267]
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]
Jafari Harandi, Reza
The Generic Structure of Book Acknowledgements [Volume 9, Issue 1, 2020, Pages 357-381]
Jafarpour Mamaghani, Homa
Exploring Changes in TEFL Candidates’ Recurring Cognitive Patterns: A Scenario-Based Study [Volume 11, Issue 1, 2022, Pages 359-390]
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]
Jalali, Mehri
Developing and Assessing Intercultural Competence through Ethnographic Interviews in the Domestic Context of Teacher Education in Iran [Volume 10, Issue 2, 2021, Pages 119-144]
Jalali, Mehri
Teaching Quality of EFL Teachers: Do Years of Teaching Experience Matter? [Volume 11, Issue 2, 2022, Pages 161-186]
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]
Jalilzadeh, Kaveh
Reliance on Student Engagement: Do Academic Degree and Teaching Experience Matter? [Volume 11, Issue 1, 2022, Pages 255-280]
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
Kaivanpanah, Shiva
Developing Learner Autonomy: Novice and Experienced EFL Teachers’ Beliefs and Strategies [(Articles in Press)]
Karami, Behnam
Pragmatic Competence Development: Demystifying the Impact of Task Types and EFL Students' Perceptions [Volume 8, Issue 1, 2019, Pages 279-302]
Karami, Hossein
Examining the Fairness of the University Entrance Exam: A Latent Class Analysis Approach to Differential Item Functioning [Volume 10, Issue 1, 2021, Pages 147-170]
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]
Kardoust, Amir
Iranian EFL Teachers’ Conceptions and Practices of Communicative Language Teaching Curriculum [Volume 10, Issue 2, 2021, Pages 171-202]
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]
Karimi Alavijeh, Khadijeh
Source of Errors in English Headless Relative Clauses Produced by Persian Learners/Speakers of English [Volume 9, Issue 2, 2020, Pages 185-217]
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]
Keivanpanah, Shiva
The Effect of Instruction on the Development of Voice in EFL Argumentative Writing [Volume 9, Issue 2, 2020, Pages 89-119]
Khabiri, Mona
The Comparative Effect of Practicing Cooperative Learning and Critical Thinking on EFL Learners’ Writing [Volume 1, Issue 2, 2012, Pages 371-394]
Khaghaninejad, Mohammad Saber
Focusing on the Comprehension Challenge of Different Passive Structure Types by EFL Learners [(Articles in Press)]
Khakbaz, Nafiseh
The Effect of Instruction on the Development of Voice in EFL Argumentative Writing [Volume 9, Issue 2, 2020, Pages 89-119]
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]
Khodabakhshzadeh, Hossein
EFL Teachers Assessment Literacy Needs Inventory: A Case of Fulcher’s Assessment Literacy [Volume 11, Issue 1, 2022, Pages 131-156]
Khodadady, Ebrahim
Evaluation of “Mosaic 1 Reading”: A Microstructural Approach to Textual Analysis of Pedagogical Materials [Volume 5, Issue 2, 2016, Pages 185-161]
Khooei-Oskooei, Saber
Causes of EFL Learners’ Procrastination: A Classical Grounded Theory [Volume 11, Issue 1, 2022, Pages 35-65]
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]
Kouhpaeenejad, Mohammad Hossein
Examining the Fairness of the University Entrance Exam: A Latent Class Analysis Approach to Differential Item Functioning [Volume 10, Issue 1, 2021, Pages 147-170]
Kowsary, Mohammad Ali
A Socio-linguistic Study on Relational Identity and Language Learning Performance within Iranian English Language Learners: A Focus on Parental Involvement [Volume 9, Issue 2, 2020, Pages 121-153]
Kuhi, Davud
Exploring the Recycling of Objective Move Across RA Sections in Soft Science Disciplines [Volume 10, Issue 1, 2021, Pages 171-200]
Kuhi, Davud
Iranian EFL Learners and Teachers’ Attitudes Toward Critical Cultural Awareness [Volume 11, Issue 1, 2022, Pages 67-93]
Kuhi, Davud
The Effects of Web-based Dynamic Assessment on Grammatical Accuracy and Autonomy of Iranian EFL Learners and Their Attitudes to Web-based Dynamic Assessment [(Articles in Press)]
L
Lowni, Abdolreza
Does Interlanguage Pragmatic Measure Enhancement Change the Data Pattern? A Mixed Method Approach [Volume 11, Issue 2, 2022, Pages 1-32]
Lowni, Maryam
Does Interlanguage Pragmatic Measure Enhancement Change the Data Pattern? A Mixed Method Approach [Volume 11, Issue 2, 2022, Pages 1-32]
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]
Maftoon, Parviz
Development and Validation of an English Language Teacher Professional Identity Scale (ELTPIS) [Volume 10, Issue 1, 2021, Pages 201-237]
Maftoon, Parviz
Learning to Become L2 Teachers: Prospective Teachers’ Professional Identity Development [Volume 11, Issue 1, 2022, Pages 189-221]
Maghsoudi, Mojtaba
Factors Determining the Technological Pedagogical Content Knowledge (TPACK) of the Iranian Preservice English Teachers [(Articles in Press)]
Mahmoodarabi, Mahsa
Development and Validation of an English Language Teacher Professional Identity Scale (ELTPIS) [Volume 10, Issue 1, 2021, Pages 201-237]
Mahmoodarabi, Mahsa
Learning to Become L2 Teachers: Prospective Teachers’ Professional Identity Development [Volume 11, Issue 1, 2022, Pages 189-221]
Mahmoodi, Keivan
The Impact of Sequencing Repeated Familiar Tasks on Listening Performance [Volume 10, Issue 2, 2021, Pages 325-350]
Mahmoodi, Keyvan
The Effect of Task Familiarity Ordering on Listening Task Complexity [(Articles in Press)]
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]
Mahmoudi, Raziyea
Prediction of Iranian EFL Learners’ Production of Request Speech Act and Communication Apprehension by the Big Five Personality Traits [Volume 11, Issue 2, 2022, Pages 219-254]
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]
Malmir, Ali
The Effect of Interactionist vs. Interventionist Models of Dynamic Assessment on L2 Learners’ Pragmatic Comprehension Accuracy and Speed [Volume 9, Issue 1, 2020, Pages 279-320]
Malmir, Ali
Cultivating L2 Pragmatic Comprehension through Computerized vs. Non-Computerized Instruction, Multiuser Virtual Environments (MUVEs) and Mobile Augmented Reality Games (MARGs) [Volume 11, Issue 1, 2022, Pages 313-358]
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]
Marandi, Susan
Exploring the Role of 5E-Based Online Activities in English Language Students’ Critical Thinking and Creativity [Volume 12, Issue 1, 2023, Pages 1-31]
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]
Marboot, Kobra
Investigating Iranian EFL Students’ Metacognitive Online Reading Strategies, Critical Thinking, and Their Relationship: A Mixed-Methods Study [Volume 9, Issue 1, 2020, Pages 151-182]
Marefat, Fahimeh
A Corpus Investigation of the Third-Person Singular Simple Present Tense Suffix in English as a Lingua Franca (ELF) Academic Writing [(Articles in Press)]
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]
Mazandarani, Omid
The Effectiveness and Rank of Metalinguistic Corrective Feedback Strategies on Written Grammatical Performance: Monolingual Persian vis-à-vis Bilingual Turkmen EFL Learners [Volume 9, Issue 2, 2020, Pages 245-284]
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]
Meihami, Hussein
Research Methodology and Orientation of Papers Published from 1980 to 2019 in Applied Linguistics Journals [Volume 9, Issue 2, 2020, Pages 59-88]
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]
Mirzaei, Azizullah
Investigating Iranian EFL Students’ Metacognitive Online Reading Strategies, Critical Thinking, and Their Relationship: A Mixed-Methods Study [Volume 9, Issue 1, 2020, Pages 151-182]
Mirzaei, Azizullah
Praxis-Based Grammar Instruction Using Social Media Networking: Mediational Feedback within ZPD [Volume 11, Issue 1, 2022, Pages 1-34]
Mirzaeian, Vahid Reza
GTALL: A GNMT Model for the Future of Foreign Language Education [Volume 11, Issue 2, 2022, Pages 129-159]
Mirzaei Shojakhanlou, Meisam
Prediction of Iranian EFL Learners’ Production of Request Speech Act and Communication Apprehension by the Big Five Personality Traits [Volume 11, Issue 2, 2022, Pages 219-254]
Moazzeni Limoudehi, Maryam
The Effectiveness and Rank of Metalinguistic Corrective Feedback Strategies on Written Grammatical Performance: Monolingual Persian vis-à-vis Bilingual Turkmen EFL Learners [Volume 9, Issue 2, 2020, Pages 245-284]
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]
Moghadasi, Alireza
Content Analysis of Iranian High School English Textbooks in terms of Politeness Markers, Speech Acts, and Language Functions [Volume 9, Issue 2, 2020, Pages 155-184]
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]
Mohammaddokht, Farnoosh
Grit and Foreign Language Anxiety as Predictors of Willingness to Communicate in the Context of Foreign Language Learning: A Structural Equation Modeling Approach [Volume 10, Issue 2, 2021, Pages 1-30]
Mohammad Hosseinpur, Rasoul
The Generic Structure of Book Acknowledgements [Volume 9, Issue 1, 2020, Pages 357-381]
Mohammad Hosseinpur, Rasoul
Does Interlanguage Pragmatic Measure Enhancement Change the Data Pattern? A Mixed Method Approach [Volume 11, Issue 2, 2022, Pages 1-32]
Mohammad Hosseinpur, Rasoul
Request Speech Act Production Differences: A Case of Iranian EFLs and ESLs [(Articles in Press)]
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]
Mohammadi Darabad, Ali
L1-Based Elicitation as a Valid Measure of L2 Classroom Performance Assessment: Multi-Method Mono-Trait Model of Validation [Volume 10, Issue 1, 2021, Pages 1-36]
Mohammadpour, Gohar
The Generic Structure of Book Acknowledgements [Volume 9, Issue 1, 2020, Pages 357-381]
Mohammed, Awat
Developing Learner Autonomy: Novice and Experienced EFL Teachers’ Beliefs and Strategies [(Articles in Press)]
Mohammed Qadir, Emad
Examining the Effect of Scaffolding Instruction on Critical Thinking Skills of Iranian EFL Learners [Volume 10, Issue 2, 2021, Pages 145-170]
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]
Moradkhani, Shahab
A Case Study of Three EFL Teachers’ Cognition in Oral Corrective Feedback: Does Experience Make a Difference? [Volume 9, Issue 1, 2020, Pages 183-211]
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]
Motallebzadeh, Khalil
Hidden Curriculum Components, Learners’ National Identity, and Self-Efficacy: A Model for Iranian EFL Teachers [Volume 10, Issue 2, 2021, Pages 233-267]
Motallebzadeh, Khalil
EFL Teachers Assessment Literacy Needs Inventory: A Case of Fulcher’s Assessment Literacy [Volume 11, Issue 1, 2022, Pages 131-156]
Mowlaie, Bahram
L1-Based Elicitation as a Valid Measure of L2 Classroom Performance Assessment: Multi-Method Mono-Trait Model of Validation [Volume 10, Issue 1, 2021, Pages 1-36]
Musaie Sejzehie, Fatemeh
The Effects of Age, Gender, Teaching Experience, Teaching Context, and Academic Degree on Iranian English Teachers’ Classroom Management Behaviors [Volume 11, Issue 1, 2022, Pages 223-253]
N
Naami, Amir
Systemic Theoretical Instruction: The Impact of Three Types of Verbalization in L2 Learners’ Knowledge of Passive Voice [Volume 9, Issue 2, 2020, Pages 1-26]
Naeini, Jila
The Effectiveness and Rank of Metalinguistic Corrective Feedback Strategies on Written Grammatical Performance: Monolingual Persian vis-à-vis Bilingual Turkmen EFL Learners [Volume 9, Issue 2, 2020, Pages 245-284]
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]
Naji Meidani, Elham
The Role of Emotioncy in Cognitive Load and Sentence Comprehension of Language Learners [Volume 9, Issue 1, 2020, Pages 29-55]
Namaziandost, Ehsan
EFL Learners’ Perception of Task Experience Through Flow Outlook: Task Complexity and Modality in Focus [Volume 10, Issue 1, 2021, Pages 301-334]
Namaziandost, Ehsan
Active Learning as an Approach to Fostering EFL Learners’ Speaking Skills and Willingness to Communicate: A Mixed-methods Inquiry [Volume 11, Issue 2, 2022, Pages 93-128]
Namaziandost, Ehsan
Navigating the Mediating Role of Immunity, Buoyancy, and Emotion Regulation to L2 Grit and Mindfulness Among EFL Teachers [(Articles in Press)]
Nami, Fatemeh
Towards More Effective App-Assisted Language Learning: The Essential Content and Design Features of Educational Applications [Volume 9, Issue 1, 2020, Pages 245-278]
Nami, Fatemeh
Synchronous-Asynchronous Blending or Fully Real-Time Course Delivery? Implications for Distance Language Education [Volume 11, Issue 1, 2022, Pages 157-187]
Namy Soghady, Mohammad Reza
Effect of Dialogic Tasks on Iranian EFL Learners’ Language Learning Anxiety: Focus on Moderating Roles of Gender and Levels of Proficiency [Volume 11, Issue 2, 2022, Pages 67-91]
Nasri, Mehdi
An Investigation of Iranian Intermediate EFL Learners’ L2 Motivation and Attitude in a Computer-Assisted Language Learning Environment [Volume 10, Issue 1, 2021, Pages 355-389]
Nazari, Ogholgol
An Investigation into Iranian EAP Teachers’ Burnout and its Variations in Relation to Their Demographic and Organizational Characteristics [Volume 9, Issue 1, 2020, Pages 93-116]
Nazarian, Behrooz
A Social Quest for Language and Cultural Capital: Exploring Iranian English Language Majors’ Habitus [Volume 10, Issue 2, 2021, Pages 31-60]
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]
Nezakatgoo, Behzad
Reliance on Student Engagement: Do Academic Degree and Teaching Experience Matter? [Volume 11, Issue 1, 2022, Pages 255-280]
Nikoopour, Jahanbakhsh
Coping Strategies Employed by EFL Teachers to Avoid Classroom Management Constraints: Scale Development and Validation [Volume 10, Issue 2, 2021, Pages 269-299]
Norouzi, Mohammad Hossein
Diagnosing EFL Learners Development of Pragmatic Competence Implementing Computerized Dynamic Assessment [Volume 9, Issue 1, 2020, Pages 117-149]
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]
Nourzadeh, Saeed
Grit and Foreign Language Anxiety as Predictors of Willingness to Communicate in the Context of Foreign Language Learning: A Structural Equation Modeling Approach [Volume 10, Issue 2, 2021, Pages 1-30]
Nushi, Musa
On the Efficacy of a Communicative Framework in Teaching English Phonological Features Absent in Persian to Iranian EFL Learners [Volume 9, Issue 1, 2020, Pages 57-91]
O
Omidbakhsh, Alireza
Storytelling and Story Reading Impacts on Pre-intermediate English Language Learners’ Oral Language Production and Comprehension [Volume 10, Issue 1, 2021, Pages 335-354]
Oskoui, Katayoun
GTALL: A GNMT Model for the Future of Foreign Language Education [Volume 11, Issue 2, 2022, Pages 129-159]
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]
Parsaiyan, Seyyedeh Fahimeh
Global Coursebooks in the Course of Time: The Case of Interchange Level 2 [Volume 10, Issue 1, 2021, Pages 269-300]
Parsaiyan, Seyyedeh Fahimeh
Exploring Changes in TEFL Candidates’ Recurring Cognitive Patterns: A Scenario-Based Study [Volume 11, Issue 1, 2022, Pages 359-390]
Pirooz, Mohammadreza
The Generic Structure of Book Acknowledgements [Volume 9, Issue 1, 2020, Pages 357-381]
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]
Pishghadam, Reza
The Role of Emotioncy in Cognitive Load and Sentence Comprehension of Language Learners [Volume 9, Issue 1, 2020, Pages 29-55]
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
Rahemi, Jamileh
Dynamic Assessment in Brown’s Graduated Prompts Model vs. Poehner’s Model: Grammatical Accuracy in One-Paragraph Narrative Essays [Volume 11, Issue 1, 2022, Pages 95-129]
Rahimi Domakani, Masoud
Exploring Dialogism and Multivocality in L2 Classroom-Discourse Architecture in Iran [Volume 2, Issue 1, 2013, Pages 83-100]
Rahmani, Masoomeh
A Qualitative Investigation of Language Learners’ Epistemological Beliefs: Core Dimensions and Development in Focus [Volume 10, Issue 2, 2021, Pages 61-93]
Rahmani, Peiman
EFL Learners’ Attitudes toward Peer and Self-Assessment of Descriptive Type of Writing: An Exploratory Sequential Mixed-Methods Study [Volume 11, Issue 2, 2022, Pages 357-393]
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]
Rashidi, Nasser
Systemic Theoretical Instruction: The Impact of Three Types of Verbalization in L2 Learners’ Knowledge of Passive Voice [Volume 9, Issue 2, 2020, Pages 1-26]
Rashidi, Nasser
A Philosophical Problematisation of Research on EFL/ESL Teachers’ Cognition vs. Action: A Critical Interpretive Synthesis [(Articles in Press)]
Rashvand Semiyari, shokouh
Examining the Dynamic Interface between Motivation and Affect in Foreign Language Development with the Moderating Role of Gender and Working Memory [(Articles in Press)]
Rashvand Semiyari, shokouh
A Five-Factor Model of Motivational Self-Guides: A Structural Equation Modeling Approach [(Articles in Press)]
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]
Rezaee, Abbas Ali
Iranian In-Service EFL Teachers’ Perceptions of Values Education: A Mixed Methods Study [(Articles in Press)]
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, Afsheen
Navigating the Mediating Role of Immunity, Buoyancy, and Emotion Regulation to L2 Grit and Mindfulness Among EFL Teachers [(Articles in Press)]
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]
Rezvani, Ehsan
EFL Learners’ Perception of Task Experience Through Flow Outlook: Task Complexity and Modality in Focus [Volume 10, Issue 1, 2021, Pages 301-334]
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]
Roohani, Ali
Investigating Iranian EFL Students’ Metacognitive Online Reading Strategies, Critical Thinking, and Their Relationship: A Mixed-Methods Study [Volume 9, Issue 1, 2020, Pages 151-182]
Rostami, Reza
The Comparative Effects of Neurofeedback Training (NFT) and English Instruction through the Total Physical Response (TPR) Method on the Attention of Young Learners with Attention Deficit Hyperactivity Disorder (ADHD) [Volume 11, Issue 2, 2022, Pages 325-355]
Rostami Abusaeedi, Ali Asghar
L1-Based Elicitation as a Valid Measure of L2 Classroom Performance Assessment: Multi-Method Mono-Trait Model of Validation [Volume 10, Issue 1, 2021, Pages 1-36]
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]
Saeedakhtar, Afsaneh
The primary and secondary effects of data-driven learning on high- and low-intermediate learners’ Knowledge of collocations [Volume 9, Issue 2, 2020, Pages 311-346]
Saeedi, Masoud
Task Implementation and EFL Learners’ Attention to Form: Examining the Effects of Pre-Task Planning and Post-Task transcription [(Articles in Press)]
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]
Saeedian, Abdulbaset
Iranian EFL Teachers’ Conceptions and Practices of Communicative Language Teaching Curriculum [Volume 10, Issue 2, 2021, Pages 171-202]
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]
Safdari, Saeed
Task Motivation and Transfer of Learning across Tasks: The Case of Learning the English Definite Article [Volume 10, Issue 2, 2021, Pages 203-232]
Saharkhiz Arabani, Arash
Modeling Structural Relationship Between Perceived Organizational Support and Quality of Work Life Among Secondary School Teachers of English as a Foreign Language [Volume 9, Issue 2, 2020, Pages 285-309]
Said Bani Orabah, Salim
Facet Variability in the Light of Rater Training in Measuring Oral Performance: A Multifaceted Rasch Analysis [Volume 11, Issue 2, 2022, Pages 255-290]
Salehpour, Gholamreza
Praxis-Based Grammar Instruction Using Social Media Networking: Mediational Feedback within ZPD [Volume 11, Issue 1, 2022, Pages 1-34]
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]
Sazegar, Zeinab
Hidden Curriculum Components, Learners’ National Identity, and Self-Efficacy: A Model for Iranian EFL Teachers [Volume 10, Issue 2, 2021, Pages 233-267]
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]
Seifoori, Zohreh
Holistic Identity of Language Teachers: A Grounded Theory Study [Volume 9, Issue 1, 2020, Pages 321-356]
Seifoori, Zohreh
Causes of EFL Learners’ Procrastination: A Classical Grounded Theory [Volume 11, Issue 1, 2022, Pages 35-65]
Sepehri, Mehrdad
An Investigation of Iranian Intermediate EFL Learners’ L2 Motivation and Attitude in a Computer-Assisted Language Learning Environment [Volume 10, Issue 1, 2021, Pages 355-389]
Shabani, Karim
Pre-emption with or without Pre-task Planning: A Probe into L2 Lexical Diversity [Volume 7, Issue 1, 2018, Pages 1-24]
Shabani, Mohammad Bagher
The Effect of Conceptual Metaphor on Writing Creativity and Metacognitive Writing Awareness [Volume 12, Issue 1, 2023, Pages 33-66]
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]
Shafiee, Sajad
An Investigation of Iranian Intermediate EFL Learners’ L2 Motivation and Attitude in a Computer-Assisted Language Learning Environment [Volume 10, Issue 1, 2021, Pages 355-389]
Shahhosseini, Kourosh
On the Efficacy of a Communicative Framework in Teaching English Phonological Features Absent in Persian to Iranian EFL Learners [Volume 9, Issue 1, 2020, Pages 57-91]
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]
Shahsavar, Mahboube
Diagnosing EFL Learners Development of Pragmatic Competence Implementing Computerized Dynamic Assessment [Volume 9, Issue 1, 2020, Pages 117-149]
Shakerkhoshroudi, Mohammad
Coping Strategies Employed by EFL Teachers to Avoid Classroom Management Constraints: Scale Development and Validation [Volume 10, Issue 2, 2021, Pages 269-299]
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]
Siyyari, Masood
Development and Validation of an English Language Teacher Professional Identity Scale (ELTPIS) [Volume 10, Issue 1, 2021, Pages 201-237]
Siyyari, Masood
Learning to Become L2 Teachers: Prospective Teachers’ Professional Identity Development [Volume 11, Issue 1, 2022, Pages 189-221]
Siyyari, Masood
Exploring the Role of 5E-Based Online Activities in English Language Students’ Critical Thinking and Creativity [Volume 12, Issue 1, 2023, Pages 1-31]
Soleimani, Mohammad Mehdi
Assessing Language Learners’ Knowledge of Speech Acts: A Test Validation Study [Volume 2, Issue 1, 2013, Pages 1-26]
Soleimani, Mozhgan
Uncovering Domains of Novice Language Teachers’ Professional Decision Making and Pedagogical Reasoning [Volume 11, Issue 1, 2022, Pages 281-312]
Soleimani, Tahereh
A Corpus Investigation of the Third-Person Singular Simple Present Tense Suffix in English as a Lingua Franca (ELF) Academic Writing [(Articles in Press)]
Soleimanifard, Faeze
Learning English Vocabulary through VOA News Lessons: Being Exposed to Authentic Material or Electronic Colonialism [Volume 10, Issue 1, 2021, Pages 67-103]
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]
Soltani, Kimia
Exploring the Recycling of Objective Move Across RA Sections in Soft Science Disciplines [Volume 10, Issue 1, 2021, Pages 171-200]
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
Taghipour Bazargani, Davood
Modeling Structural Relationship Between Perceived Organizational Support and Quality of Work Life Among Secondary School Teachers of English as a Foreign Language [Volume 9, Issue 2, 2020, Pages 285-309]
Taghizadeh, Mohammadsadegh
Investigating the Effects of English Language Teachers’ Professional Identity and Autonomy in Their Success [Volume 9, Issue 1, 2020, Pages 1-28]
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]
Taheri, Morteza
Developing a Competency Model for EAP Teachers: Insights from Internationalization of Higher Education [Volume 10, Issue 1, 2021, Pages 105-146]
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]
Tahririan, Mohammad Hassan
Conceptualization of Hope for EFL Teaching within the Iranian Context: A Grounded Theoretical Model [Volume 9, Issue 2, 2020, Pages 27-58]
Taie, Masumeh
The Comparative Effects of Neurofeedback Training (NFT) and English Instruction through the Total Physical Response (TPR) Method on the Attention of Young Learners with Attention Deficit Hyperactivity Disorder (ADHD) [Volume 11, Issue 2, 2022, Pages 325-355]
Tajeddin, Zia
Scaffolding Comprehension and Recall Gaps: Effects of Paratextual Advance Organizers [Volume 2, Issue 1, 2013, Pages 125-148]
Tajeddin, Zia
Uncovering Domains of Novice Language Teachers’ Professional Decision Making and Pedagogical Reasoning [Volume 11, Issue 1, 2022, Pages 281-312]
Tajik, Leila
Reflection, Resilience and Role Stress among Iranian EFL Teachers: A Mixed Methods Study [Volume 8, Issue 2, 2019, Pages 1-24]
Talaee, Touraj
The Influence of Task Complexity Manipulation on Iranian EFL Learners’ Learning of Transitional Devices [(Articles in Press)]
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]
Talebinejad, Mohammad Reza
Effect of Dialogic Tasks on Iranian EFL Learners’ Language Learning Anxiety: Focus on Moderating Roles of Gender and Levels of Proficiency [Volume 11, Issue 2, 2022, Pages 67-91]
Tasouji Azari, Mina
Holistic Identity of Language Teachers: A Grounded Theory Study [Volume 9, Issue 1, 2020, Pages 321-356]
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
Vadipoor, Ghasem
The Effect of Conceptual Metaphor on Writing Creativity and Metacognitive Writing Awareness [Volume 12, Issue 1, 2023, Pages 33-66]
Vafaeikia, Melissa
Exploring the Role of 5E-Based Online Activities in English Language Students’ Critical Thinking and Creativity [Volume 12, Issue 1, 2023, Pages 1-31]
Vahdat, Sedigheh
"But let me talk": An Investigation into Teachers' Interaction Patterns in EFL Classrooms [Volume 7, Issue 1, 2018, Pages 57-85]
Vosoughi, Marjan
A Socio-linguistic Study on Relational Identity and Language Learning Performance within Iranian English Language Learners: A Focus on Parental Involvement [Volume 9, Issue 2, 2020, Pages 121-153]
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]
Weisi, Hiwa
Pre and Post-Islamic Revolution Obituaries in Iran: Did Ideology change the Move? [(Articles in Press)]
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]
Yazdanimoghaddam, Massood
The Comparative Effects of Neurofeedback Training (NFT) and English Instruction through the Total Physical Response (TPR) Method on the Attention of Young Learners with Attention Deficit Hyperactivity Disorder (ADHD) [Volume 11, Issue 2, 2022, Pages 325-355]
Yazdankhah, Elahe
Request Speech Act Production Differences: A Case of Iranian EFLs and ESLs [(Articles in Press)]
Yekani, Nazilsa
The Role of Textual vs. Compound Input Enhancement in Developing Grammar Ability [Volume 3, Issue 1, 2014, Pages 134-113]
Yousofi, Nouroddin
Examining the Effect of Scaffolding Instruction on Critical Thinking Skills of Iranian EFL Learners [Volume 10, Issue 2, 2021, Pages 145-170]
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]
Zand-Moghadam, Amir
Developing a Competency Model for EAP Teachers: Insights from Internationalization of Higher Education [Volume 10, Issue 1, 2021, Pages 105-146]
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 Effects of Scaffolding Techniques on IELTS Candidates' Horizontal Grammatical Variability: A Mixed Method Study [(Articles in Press)]
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]
Zarei, Gholam Reza
A Social Quest for Language and Cultural Capital: Exploring Iranian English Language Majors’ Habitus [Volume 10, Issue 2, 2021, Pages 31-60]
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]
Zoghi, Masoud
EFL Learners’ Attitudes toward Peer and Self-Assessment of Descriptive Type of Writing: An Exploratory Sequential Mixed-Methods Study [Volume 11, Issue 2, 2022, Pages 357-393]
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]
Zohrabi, Mohammad
Developing Productive Teacher Immunity by Providing Tailor-Made Teacher Education: A Constructive Endeavor? [Volume 11, Issue 2, 2022, Pages 187-217]