Academic Achievement
EFL Learners’ Deployment of Motivational Self-Regulatory Strategies and their Academic Achievement [Volume 5, Issue 1, 2016, Pages 50-25]
Academic degree
Reliance on Student Engagement: Do Academic Degree and Teaching Experience Matter? [Volume 11, Issue 1, 2022, Pages 255-280]
Academic success
The Relationship between Internal Forms of Engagement (Cognitive-Affective) and Academic Success across Years of Study [Volume 1, Issue 2, 2012, Pages 251-272]
Academic Writing Expertise
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]
Activity theory
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]
American and Iranian EFL/ESL teachers
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]
App Feature Interview
Towards More Effective App-Assisted Language Learning: The Essential Content and Design Features of Educational Applications [Volume 9, Issue 1, 2020, Pages 245-278]
Applied Linguistics
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]
Applied Linguistics
Research Methodology and Orientation of Papers Published from 1980 to 2019 in Applied Linguistics Journals [Volume 9, Issue 2, 2020, Pages 59-88]
Applied Linguistics
Grammatical Complexity in Research Articles: Iranian Local Journals and International Journals [Volume 10, Issue 2, 2021, Pages 301-323]
Attention Deficit Hyperactivity Disorder
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]
Attitude
How Attitude, Self-efficacy, and Job Satisfaction Relate with Teaching Strategies? [Volume 1, Issue 1, 2012, Pages 189-224]
Attitude
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]
Attitude
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)]
Attitudinal scale
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]
Autonomy
Relationship between EFL Teachers' Emotional Intelligence, Reflective teaching, Autonomy and their Students' L2 Learning [Volume 8, Issue 1, 2019, Pages 303-331]
Autonomy
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)]
Autonomy in Reading Comprehension
Exploring EFL Learners’ Autonomy in Reading Comprehension: Computer-Assisted versus Conventional Contexts [Volume 8, Issue 1, 2019, Pages 93-128]
Auxiliary Inversion
Complementiser Phrase: The Case of English Wh-Embedded Clauses [Volume 4, Issue 1, 2015, Pages 155-131]
B
Bar-On's EQ-i
Do the Emotionally More Intelligent Gain More from Metacognitive Writing Strategy Training? [Volume 1, Issue 2, 2012, Pages 343-370]
Beliefs
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]
Beliefs
Developing Learner Autonomy: Novice and Experienced EFL Teachers’ Beliefs and Strategies [(Articles in Press)]
Big-Five personality traits inventory
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]
Bilingual
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]
Blended learning
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]
Blended learning
Synchronous-Asynchronous Blending or Fully Real-Time Course Delivery? Implications for Distance Language Education [Volume 11, Issue 1, 2022, Pages 157-187]
Blogs
Examining the Effects of Writing Instruction through Blogging on Second Language Writing Performance and Anxiety [Volume 8, Issue 1, 2019, Pages 63-91]
Bloom’s revised taxonomy
Comparative Textbook Evaluation: Representation of Learning Objectives in Locally and Internationally Published ELT Textbooks [Volume 8, Issue 1, 2019, Pages 249-277]
Book acknowledgements
The Generic Structure of Book Acknowledgements [Volume 9, Issue 1, 2020, Pages 357-381]
Buoyancy
Navigating the Mediating Role of Immunity, Buoyancy, and Emotion Regulation to L2 Grit and Mindfulness Among EFL Teachers [(Articles in Press)]
Burnout
A Sequential Mixed Method Analysis of Students’ Burnout and Emotional Intelligence [Volume 5, Issue 1, 2016, Pages 160-135]
Burnout
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]
Burnout
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]
C
CALL
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]
CALL
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]
Cartesian dualism
A Philosophical Problematisation of Research on EFL/ESL Teachers’ Cognition vs. Action: A Critical Interpretive Synthesis [(Articles in Press)]
Changes
Global Coursebooks in the Course of Time: The Case of Interchange Level 2 [Volume 10, Issue 1, 2021, Pages 269-300]
Classical Grounded Theory
Causes of EFL Learners’ Procrastination: A Classical Grounded Theory [Volume 11, Issue 1, 2022, Pages 35-65]
Classroom Management
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]
Classroom Management (CM)
Coping Strategies Employed by EFL Teachers to Avoid Classroom Management Constraints: Scale Development and Validation [Volume 10, Issue 2, 2021, Pages 269-299]
Classroom observation
Teaching Quality of EFL Teachers: Do Years of Teaching Experience Matter? [Volume 11, Issue 2, 2022, Pages 161-186]
Cognitive engagement
The Relationship between Internal Forms of Engagement (Cognitive-Affective) and Academic Success across Years of Study [Volume 1, Issue 2, 2012, Pages 251-272]
Cognitive load
The Role of Emotioncy in Cognitive Load and Sentence Comprehension of Language Learners [Volume 9, Issue 1, 2020, Pages 29-55]
Coherence
Analysis of Cohesion and Coherence in Writing Performance of Iranian Intermediate EFL Learners [Volume 8, Issue 2, 2019, Pages 213-242]
Cohesion
Analysis of Cohesion and Coherence in Writing Performance of Iranian Intermediate EFL Learners [Volume 8, Issue 2, 2019, Pages 213-242]
Coh-Metrix
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)]
Collectivism
Iranian EFL Teachers’ Cultural Identity in the Course of their Profession [Volume 7, Issue 1, 2018, Pages 111-134]
Communicated thinking
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]
Communicative Language Teaching
Iranian EFL Teachers’ Conceptions and Practices of Communicative Language Teaching Curriculum [Volume 10, Issue 2, 2021, Pages 171-202]
Competency
Developing a Competency Model for EAP Teachers: Insights from Internationalization of Higher Education [Volume 10, Issue 1, 2021, Pages 105-146]
Complementiser Phrase
Complementiser Phrase: The Case of English Wh-Embedded Clauses [Volume 4, Issue 1, 2015, Pages 155-131]
Complex Dynamic System Theory
Examining the Dynamic Interface between Motivation and Affect in Foreign Language Development with the Moderating Role of Gender and Working Memory [(Articles in Press)]
Complexity
The Effect of Task Repetition and Task Recycling on EFL Learners' Oral Performance [Volume 2, Issue 2, 2013, Pages 137-163]
Complexity
Task Implementation and EFL Learners’ Attention to Form: Examining the Effects of Pre-Task Planning and Post-Task transcription [(Articles in Press)]
Complexity
The Effect of Task Familiarity Ordering on Listening Task Complexity [(Articles in Press)]
Comprehension difficulty
Focusing on the Comprehension Challenge of Different Passive Structure Types by EFL Learners [(Articles in Press)]
Computer-assisted Language Learning (CALL)
Exploring EFL Learners’ Autonomy in Reading Comprehension: Computer-Assisted versus Conventional Contexts [Volume 8, Issue 1, 2019, Pages 93-128]
Computer Science
Genre Variation in the Introduction of Scientific Papers in Iranian and International Computer Science Journals [Volume 8, Issue 2, 2019, Pages 51-82]
Concepts
Causes of EFL Learners’ Procrastination: A Classical Grounded Theory [Volume 11, Issue 1, 2022, Pages 35-65]
Confirmatory Factor Analysis
Teacher Evaluation in EFL Context: Development and Validation of a Teacher Evaluation Questionnaire [Volume 7, Issue 2, 2018, Pages 147-187]
Confirmatory Factor Analysis
Construction and Validation of a Critical Pedagogy Questionnaire to Assess ELT Teachers: A Mixed-Method Study [Volume 8, Issue 1, 2019, Pages 333-375]
Constructivist Grounded Theory
Construction and Validation of a Critical Pedagogy Questionnaire to Assess ELT Teachers: A Mixed-Method Study [Volume 8, Issue 1, 2019, Pages 333-375]
Content instructors
Exploring Iranian EAP Teachers' Pedagogical Content Knowledge and Their Professional Identity [Volume 3, Issue 1, 2014, Pages 35-1]
Cooperative assessment
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]
Cooperative learning
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]
Coping strategies
Coping Strategies Employed by EFL Teachers to Avoid Classroom Management Constraints: Scale Development and Validation [Volume 10, Issue 2, 2021, Pages 269-299]
Corpus Linguistic Analysis
A Corpus Investigation of the Third-Person Singular Simple Present Tense Suffix in English as a Lingua Franca (ELF) Academic Writing [(Articles in Press)]
COVID-19
Online EAP Courses amid COVID-19: On the Effectiveness of the Vocabulary, Grammar, & Reading Comprehension Components [Volume 9, Issue 2, 2020, Pages 219-244]
Critical Cultural Awareness
Iranian EFL Learners and Teachers’ Attitudes Toward Critical Cultural Awareness [Volume 11, Issue 1, 2022, Pages 67-93]
Critical Discourse Analysis
Evaluating an Instructional Textbook: A Critical Discourse Perspective [Volume 1, Issue 1, 2012, Pages 123-158]
Critical Discourse Analysis
Using Critical Discourse Analysis Instruction in Argumentative and Descriptive Writing Classes [Volume 3, Issue 2, 2014, Pages 209-236]
Critical Discourse Analysis
Learning English Vocabulary through VOA News Lessons: Being Exposed to Authentic Material or Electronic Colonialism [Volume 10, Issue 1, 2021, Pages 67-103]
Critical Pedagogy Questionnaire
Construction and Validation of a Critical Pedagogy Questionnaire to Assess ELT Teachers: A Mixed-Method Study [Volume 8, Issue 1, 2019, Pages 333-375]
Critical Thinking
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]
Critical Thinking
Exploring the Role of 5E-Based Online Activities in English Language Students’ Critical Thinking and Creativity [Volume 12, Issue 1, 2023, Pages 1-31]
Critical thinking skills
Examining the Effect of Scaffolding Instruction on Critical Thinking Skills of Iranian EFL Learners [Volume 10, Issue 2, 2021, Pages 145-170]
Cross-cultural diversities
Pragmatic Competence Development: Demystifying the Impact of Task Types and EFL Students' Perceptions [Volume 8, Issue 1, 2019, Pages 279-302]
Cultural Identity
Iranian EFL Teachers’ Cultural Identity in the Course of their Profession [Volume 7, Issue 1, 2018, Pages 111-134]
Culture
An Investigation into Cultural Representation in Interchange Textbooks [Volume 2, Issue 2, 2013, Pages 113-136]
Culture
Iranian EFL Learners and Teachers’ Attitudes Toward Critical Cultural Awareness [Volume 11, Issue 1, 2022, Pages 67-93]
D
Decision-Making
Uncovering Domains of Novice Language Teachers’ Professional Decision Making and Pedagogical Reasoning [Volume 11, Issue 1, 2022, Pages 281-312]
Demographic Features
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]
Depersonalization (DP)
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]
Dialogic tasks
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]
Differential item functioning (DIF)
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]
Dilatory Behavior
Causes of EFL Learners’ Procrastination: A Classical Grounded Theory [Volume 11, Issue 1, 2022, Pages 35-65]
Directives
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]
Disciplinary variation
Exploring the Recycling of Objective Move Across RA Sections in Soft Science Disciplines [Volume 10, Issue 1, 2021, Pages 171-200]
Discourse Completion Task (DCT)
Does Interlanguage Pragmatic Measure Enhancement Change the Data Pattern? A Mixed Method Approach [Volume 11, Issue 2, 2022, Pages 1-32]
Distance Education
Synchronous-Asynchronous Blending or Fully Real-Time Course Delivery? Implications for Distance Language Education [Volume 11, Issue 1, 2022, Pages 157-187]
Domestic intervention
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]
Draft Specific Scoring
Motivating the Unmotivated: Making Teacher Corrective Feedback Work [Volume 7, Issue 1, 2018, Pages 87-110]
E
EAP
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]
EAP
Online EAP Courses amid COVID-19: On the Effectiveness of the Vocabulary, Grammar, & Reading Comprehension Components [Volume 9, Issue 2, 2020, Pages 219-244]
EAP instructors
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]
EAP learners
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]
EAP teachers
Developing a Competency Model for EAP Teachers: Insights from Internationalization of Higher Education [Volume 10, Issue 1, 2021, Pages 105-146]
Easyclass
Exploring the Role of 5E-Based Online Activities in English Language Students’ Critical Thinking and Creativity [Volume 12, Issue 1, 2023, Pages 1-31]
EFL
The Effects of Task Complexity on English Language Learners’ Listening Comprehension [Volume 1, Issue 2, 2012, Pages 225-250]
EFL
The Effect of Item Modality and Note-taking on EFL Learners’ Performance on a Listening Test [Volume 4, Issue 2, 2015, Pages 101-81]
EFL context
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]
EFL context
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]
EFL learners
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]
EFL learners
Portfolio Assessment and EFL Learners' Writing Ability: Does Self-Regulation Have a Role to Play? [Volume 8, Issue 2, 2019, Pages 83-107]
EFL learners
The Role of Visual Scaffolding in Enhancing Iranian EFL Students’ Writing Ability [Volume 8, Issue 2, 2019, Pages 187-211]
EFL learners
Storytelling and Story Reading Impacts on Pre-intermediate English Language Learners’ Oral Language Production and Comprehension [Volume 10, Issue 1, 2021, Pages 335-354]
EFL learners
Iranian EFL Learners and Teachers’ Attitudes Toward Critical Cultural Awareness [Volume 11, Issue 1, 2022, Pages 67-93]
EFL learners
Hidden Curriculum Components, Learners’ National Identity, and Self-Efficacy: A Model for Iranian EFL Teachers [Volume 10, Issue 2, 2021, Pages 233-267]
EFL learners
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]
EFL reading comprehension
The Effect of Self-Regulation on Improving EFL Readers’ Ability to Make Within-Text Inferences [Volume 3, Issue 2, 2014, Pages 286-263]
EFLs/ESLs
Request Speech Act Production Differences: A Case of Iranian EFLs and ESLs [(Articles in Press)]
EFL students
A Sequential Mixed Method Analysis of Students’ Burnout and Emotional Intelligence [Volume 5, Issue 1, 2016, Pages 160-135]
EFL students
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]
EFL teacher
Teacher Assessment Identity in Motion: The Representations in E-Portfolios of Novice and Experienced EFL Teachers [Volume 11, Issue 2, 2022, Pages 33-66]
EFL Teacher Education
Iranian In-Service EFL Teachers’ Perceptions of Values Education: A Mixed Methods Study [(Articles in Press)]
EFL teachers
Iranian EFL teachers' willingness to implement postmethod pedagogy: A mixed methods study [Volume 6, Issue 2, 2017, Pages 209-238]
EFL teachers
Reflection, Resilience and Role Stress among Iranian EFL Teachers: A Mixed Methods Study [Volume 8, Issue 2, 2019, Pages 1-24]
EFL teachers
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]
EFL teachers
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]
EFL teachers
Iranian EFL Learners and Teachers’ Attitudes Toward Critical Cultural Awareness [Volume 11, Issue 1, 2022, Pages 67-93]
EFL teachers
The Relationship among Language Teacher Immunity, Reflective Teaching, and Work Motivation in EFL Context [(Articles in Press)]
EFL teaching
Conceptualization of Hope for EFL Teaching within the Iranian Context: A Grounded Theoretical Model [Volume 9, Issue 2, 2020, Pages 27-58]
EFL writing
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]
Electronic Colonialism Theory
Learning English Vocabulary through VOA News Lessons: Being Exposed to Authentic Material or Electronic Colonialism [Volume 10, Issue 1, 2021, Pages 67-103]
ELT coursebooks
Global Coursebooks in the Course of Time: The Case of Interchange Level 2 [Volume 10, Issue 1, 2021, Pages 269-300]
ELT teacher professional identity
Development and Validation of an English Language Teacher Professional Identity Scale (ELTPIS) [Volume 10, Issue 1, 2021, Pages 201-237]
ELT teacher professional identity instrument
Development and Validation of an English Language Teacher Professional Identity Scale (ELTPIS) [Volume 10, Issue 1, 2021, Pages 201-237]
ELT teacher professional identity model
Development and Validation of an English Language Teacher Professional Identity Scale (ELTPIS) [Volume 10, Issue 1, 2021, Pages 201-237]
ELT teachers
Exploring Iranian EAP Teachers' Pedagogical Content Knowledge and Their Professional Identity [Volume 3, Issue 1, 2014, Pages 35-1]
ELT textbooks
Core Units of Spoken Grammar in Global ELT Textbooks [Volume 1, Issue 1, 2012, Pages 33-58]
Emotional exhaustion (EE)
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]
Emotioncy
The Role of Emotioncy in Cognitive Load and Sentence Comprehension of Language Learners [Volume 9, Issue 1, 2020, Pages 29-55]
English as an Academic Lingua Franca (EALF)
A Corpus Investigation of the Third-Person Singular Simple Present Tense Suffix in English as a Lingua Franca (ELF) Academic Writing [(Articles in Press)]
English for Academic Purposes
Exploring Iranian EAP Teachers' Pedagogical Content Knowledge and Their Professional Identity [Volume 3, Issue 1, 2014, Pages 35-1]
English for Academic Purposes (EAP)
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]
English for Academic Purposes (EAP)
Developing a Competency Model for EAP Teachers: Insights from Internationalization of Higher Education [Volume 10, Issue 1, 2021, Pages 105-146]
English for Research Publication Purposes (ERPP)
A Corpus Investigation of the Third-Person Singular Simple Present Tense Suffix in English as a Lingua Franca (ELF) Academic Writing [(Articles in Press)]
English for Specific Purposes
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]
English language teacher
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]
English language teaching
Investigating the Effects of English Language Teachers’ Professional Identity and Autonomy in Their Success [Volume 9, Issue 1, 2020, Pages 1-28]
E-Portfolio
Teacher Assessment Identity in Motion: The Representations in E-Portfolios of Novice and Experienced EFL Teachers [Volume 11, Issue 2, 2022, Pages 33-66]
ESP goal
ESP Program in Iran: A Stakeholder-based Evaluation of the Program’s Goal, Methodology, and Textbook [Volume 5, Issue 2, 2016, Pages 306-279]
ESP program evaluation
ESP Program in Iran: A Stakeholder-based Evaluation of the Program’s Goal, Methodology, and Textbook [Volume 5, Issue 2, 2016, Pages 306-279]
ESP reading
The Contribution of General High-Frequency, Core-Academic, and Academic-Technical Words to ESP Reading Comprehension [Volume 6, Issue 2, 2017, Pages 291-318]
ESP stakeholders
ESP Program in Iran: A Stakeholder-based Evaluation of the Program’s Goal, Methodology, and Textbook [Volume 5, Issue 2, 2016, Pages 306-279]
ESP teaching methodology
ESP Program in Iran: A Stakeholder-based Evaluation of the Program’s Goal, Methodology, and Textbook [Volume 5, Issue 2, 2016, Pages 306-279]
ESP textbook
ESP Program in Iran: A Stakeholder-based Evaluation of the Program’s Goal, Methodology, and Textbook [Volume 5, Issue 2, 2016, Pages 306-279]
Ethnographic interviews
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]
Evaluation
Evaluating an Instructional Textbook: A Critical Discourse Perspective [Volume 1, Issue 1, 2012, Pages 123-158]
External modifiers
Request Speech Act Production Differences: A Case of Iranian EFLs and ESLs [(Articles in Press)]
F
Fairness
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]
Farhangian University
Factors Determining the Technological Pedagogical Content Knowledge (TPACK) of the Iranian Preservice English Teachers [(Articles in Press)]
Feedback types: direct, indirect, negotiate
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]
Food Science and Technology
A Corpus-driven Food Science and Technology Academic Word List [Volume 4, Issue 2, 2015, Pages 157-131]
Four Corners series
Comparative Textbook Evaluation: Representation of Learning Objectives in Locally and Internationally Published ELT Textbooks [Volume 8, Issue 1, 2019, Pages 249-277]
Frequency
Iranian EFL Learners' Processing of English Derived Words [Volume 3, Issue 1, 2014, Pages 37-64]
Fulcher’ s assessment literacy framework
EFL Teachers Assessment Literacy Needs Inventory: A Case of Fulcher’s Assessment Literacy [Volume 11, Issue 1, 2022, Pages 131-156]
G
Gender
L2 Learners’ Use of Metadiscourse Markers in Online Discussion Forums [Volume 1, Issue 1, 2012, Pages 93-122]
Gender
Evaluating an Instructional Textbook: A Critical Discourse Perspective [Volume 1, Issue 1, 2012, Pages 123-158]
Gender
English Major Students’ Awareness of Metacognitive Reading Strategies: Gender and Academic Level in Focus [Volume 7, Issue 2, 2018, Pages 91-119]
Gender
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]
Gender
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]
Gender
An Exploration into the Role of Pragmatic Learning Strategies and Gender in Game-based Group Dynamic Assessment [(Articles in Press)]
Genre Analysis
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]
Genre Analysis
Genre Variation in the Introduction of Scientific Papers in Iranian and International Computer Science Journals [Volume 8, Issue 2, 2019, Pages 51-82]
Genre-based instruction
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]
Genre Knowledge
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]
GNMT
GTALL: A GNMT Model for the Future of Foreign Language Education [Volume 11, Issue 2, 2022, Pages 129-159]
Grammatical accuracy
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)]
Grammatical complexity
Motivating the Unmotivated: Making Teacher Corrective Feedback Work [Volume 7, Issue 1, 2018, Pages 87-110]
Grammatical complexity
Grammatical Complexity in Research Articles: Iranian Local Journals and International Journals [Volume 10, Issue 2, 2021, Pages 301-323]
Grammatical errors
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]
Graphs
The Role of Visual Scaffolding in Enhancing Iranian EFL Students’ Writing Ability [Volume 8, Issue 2, 2019, Pages 187-211]
Grit
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]
Grounded Theory
Conceptualization of Hope for EFL Teaching within the Iranian Context: A Grounded Theoretical Model [Volume 9, Issue 2, 2020, Pages 27-58]
Grounded Theory
GTALL: A GNMT Model for the Future of Foreign Language Education [Volume 11, Issue 2, 2022, Pages 129-159]
GTALL
GTALL: A GNMT Model for the Future of Foreign Language Education [Volume 11, Issue 2, 2022, Pages 129-159]
H
Habitus
A Social Quest for Language and Cultural Capital: Exploring Iranian English Language Majors’ Habitus [Volume 10, Issue 2, 2021, Pages 31-60]
High School Students
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]
High School Students
Difficulties Facing Iranian EFL Senior High School Learners and Strategies They Use to Understand English Idioms [Volume 7, Issue 2, 2018, Pages 121-146]
Hofstede
Culture and Identity: Linking Iranian Identity Components and Cultural Dimensions [Volume 4, Issue 1, 2015, Pages 78-49]
Hofstede's cultural dimensions model
Iranian EFL Teachers’ Cultural Identity in the Course of their Profession [Volume 7, Issue 1, 2018, Pages 111-134]
Hyland’s model
The Generic Structure of Book Acknowledgements [Volume 9, Issue 1, 2020, Pages 357-381]
I
Identity
EFL Learning, EFL Motivation Types, and National Identity: In Conflict or in Coalition [Volume 2, Issue 2, 2013, Pages 85-111]
Identity
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]
Ideological Square Model
Learning English Vocabulary through VOA News Lessons: Being Exposed to Authentic Material or Electronic Colonialism [Volume 10, Issue 1, 2021, Pages 67-103]
Immunity
Navigating the Mediating Role of Immunity, Buoyancy, and Emotion Regulation to L2 Grit and Mindfulness Among EFL Teachers [(Articles in Press)]
Imposed Self/Identity
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]
Individualism
Iranian EFL Teachers’ Cultural Identity in the Course of their Profession [Volume 7, Issue 1, 2018, Pages 111-134]
Inflectional Diversity
Morphological Complexity Across Descriptive, Expository, and Narrative Text Types in Iranian Lower-Intermediate Language Learners [Volume 10, Issue 1, 2021, Pages 237-267]
Informatives
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]
Interactionist Model
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]
Interchange
An Investigation into Cultural Representation in Interchange Textbooks [Volume 2, Issue 2, 2013, Pages 113-136]
Interchange
Global Coursebooks in the Course of Time: The Case of Interchange Level 2 [Volume 10, Issue 1, 2021, Pages 269-300]
Intercultural Communicative Competence
Iranian EFL Learners and Teachers’ Attitudes Toward Critical Cultural Awareness [Volume 11, Issue 1, 2022, Pages 67-93]
Intercultural exchanges
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]
Interlanguage Pragmatics (ILP)
Does Interlanguage Pragmatic Measure Enhancement Change the Data Pattern? A Mixed Method Approach [Volume 11, Issue 2, 2022, Pages 1-32]
Intermediate EFL learners
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]
Intermediate EFL learners
Focusing on the Comprehension Challenge of Different Passive Structure Types by EFL Learners [(Articles in Press)]
Internationalization of higher education (IHE)
Developing a Competency Model for EAP Teachers: Insights from Internationalization of Higher Education [Volume 10, Issue 1, 2021, Pages 105-146]
Interpretive synthesis
A Philosophical Problematisation of Research on EFL/ESL Teachers’ Cognition vs. Action: A Critical Interpretive Synthesis [(Articles in Press)]
Interrater consistency
Facet Variability in the Light of Rater Training in Measuring Oral Performance: A Multifaceted Rasch Analysis [Volume 11, Issue 2, 2022, Pages 255-290]
Intertextuality
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]
Interventionist Model
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]
Introduction
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]
Introduction
Genre Variation in the Introduction of Scientific Papers in Iranian and International Computer Science Journals [Volume 8, Issue 2, 2019, Pages 51-82]
Iranian Context
Pre and Post-Islamic Revolution Obituaries in Iran: Did Ideology change the Move? [(Articles in Press)]
Iranian EFL learners
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]
Iranian EFL learners
The Correlation between Iranian EFL Learners’ Intercultural Sensitivity, Vocabulary Knowledge, and English Language Proficiency [Volume 8, Issue 2, 2019, Pages 109-135]
Iranian EFL learners
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]
Iranian EFL student-teachers
Iranian EFL Student-Teachers’ Multiple Intelligences and Their Self-Efficacy: Patterns and Relationships [Volume 4, Issue 1, 2015, Pages 47-27]
Iranian EFL teachers
How Attitude, Self-efficacy, and Job Satisfaction Relate with Teaching Strategies? [Volume 1, Issue 1, 2012, Pages 189-224]
Iranian learners
Examining Iranian EFL Learners' Knowledge of Grammar through a Computerized Dynamic Test [Volume 3, Issue 2, 2014, Pages 183-161]
Islamic revolution
Pre and Post-Islamic Revolution Obituaries in Iran: Did Ideology change the Move? [(Articles in Press)]
Isolation
The Effect of Task Familiarity Ordering on Listening Task Complexity [(Articles in Press)]
J
Jigsaw
Exploring EFL Learners’ Autonomy in Reading Comprehension: Computer-Assisted versus Conventional Contexts [Volume 8, Issue 1, 2019, Pages 93-128]
Job Satisfaction
How Attitude, Self-efficacy, and Job Satisfaction Relate with Teaching Strategies? [Volume 1, Issue 1, 2012, Pages 189-224]
K
Keywords: 5E Learning Cycle Model
Exploring the Role of 5E-Based Online Activities in English Language Students’ Critical Thinking and Creativity [Volume 12, Issue 1, 2023, Pages 1-31]
Keywords: collocations
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]
Keywords: English for teacher reflection
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]
Keywords: Hope
Conceptualization of Hope for EFL Teaching within the Iranian Context: A Grounded Theoretical Model [Volume 9, Issue 2, 2020, Pages 27-58]
Kurdish
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]
L
L1 and L2 thesis writing
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)]
L1-based Elicitation
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]
L2
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]
L2 Enjoyment
Examining the Dynamic Interface between Motivation and Affect in Foreign Language Development with the Moderating Role of Gender and Working Memory [(Articles in Press)]
L2 Grit
Navigating the Mediating Role of Immunity, Buoyancy, and Emotion Regulation to L2 Grit and Mindfulness Among EFL Teachers [(Articles in Press)]
L2 initial teacher education program
Learning to Become L2 Teachers: Prospective Teachers’ Professional Identity Development [Volume 11, Issue 1, 2022, Pages 189-221]
L2 knowledge certainty
A Qualitative Investigation of Language Learners’ Epistemological Beliefs: Core Dimensions and Development in Focus [Volume 10, Issue 2, 2021, Pages 61-93]
L2 learning
Relationship between EFL Teachers' Emotional Intelligence, Reflective teaching, Autonomy and their Students' L2 Learning [Volume 8, Issue 1, 2019, Pages 303-331]
L2 learning experience
A Five-Factor Model of Motivational Self-Guides: A Structural Equation Modeling Approach [(Articles in Press)]
L2 pragmatics
An Exploration into the Role of Pragmatic Learning Strategies and Gender in Game-based Group Dynamic Assessment [(Articles in Press)]
L2 proficiency level
The Correlation between Iranian EFL Learners’ Intercultural Sensitivity, Vocabulary Knowledge, and English Language Proficiency [Volume 8, Issue 2, 2019, Pages 109-135]
L2 prospective teachers
Learning to Become L2 Teachers: Prospective Teachers’ Professional Identity Development [Volume 11, Issue 1, 2022, Pages 189-221]
L2 speaking
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]
L2 vocabulary knowledge
The Correlation between Iranian EFL Learners’ Intercultural Sensitivity, Vocabulary Knowledge, and English Language Proficiency [Volume 8, Issue 2, 2019, Pages 109-135]
L2 willingness to communicate
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]
L2 writing anxiety
Examining the Effects of Writing Instruction through Blogging on Second Language Writing Performance and Anxiety [Volume 8, Issue 1, 2019, Pages 63-91]
L2 writing performance
Examining the Effects of Writing Instruction through Blogging on Second Language Writing Performance and Anxiety [Volume 8, Issue 1, 2019, Pages 63-91]
L2 writing SEM model
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]
Language Development
Concept-based Instruction and Teaching English Tense and Aspect to Iranian School Learners [Volume 6, Issue 1, 2017, Pages 179-145]
Language learning anxiety
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]
Language learning proficiency level
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]
Language teacher immunity
The Relationship among Language Teacher Immunity, Reflective Teaching, and Work Motivation in EFL Context [(Articles in Press)]
Life skills education
Life-wise Language Learning Textbooks: Construction and Validation of an Emotional Abilities Scale through Rasch Modeling [Volume 1, Issue 1, 2012, Pages 1-33]
M
Machine Translation
GTALL: A GNMT Model for the Future of Foreign Language Education [Volume 11, Issue 2, 2022, Pages 129-159]
MALL
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]
Measurement Scale
Conceptualization of Hope for EFL Teaching within the Iranian Context: A Grounded Theoretical Model [Volume 9, Issue 2, 2020, Pages 27-58]
Mediation
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)]
Mediational feedback
Praxis-Based Grammar Instruction Using Social Media Networking: Mediational Feedback within ZPD [Volume 11, Issue 1, 2022, Pages 1-34]
Metacognitive strategies
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]
Metalinguistic
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]
Microgenesis
Praxis-Based Grammar Instruction Using Social Media Networking: Mediational Feedback within ZPD [Volume 11, Issue 1, 2022, Pages 1-34]
Mindfulness
Navigating the Mediating Role of Immunity, Buoyancy, and Emotion Regulation to L2 Grit and Mindfulness Among EFL Teachers [(Articles in Press)]
Mitigation
Deconstructing the discourse: Mitigation in the Supervisory Discourse of Language Teacher Supervisors in Iran [Volume 8, Issue 2, 2019, Pages 137-162]
Mixed-method Design
Construction and Validation of a Critical Pedagogy Questionnaire to Assess ELT Teachers: A Mixed-Method Study [Volume 8, Issue 1, 2019, Pages 333-375]
Mixed-Methods
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]
Mixed-Methods Study
Iranian In-Service EFL Teachers’ Perceptions of Values Education: A Mixed Methods Study [(Articles in Press)]
Model
Quantifying Investment in Language Learning: Model and Questionnaire Development and Validation in the Iranian Context [Volume 7, Issue 1, 2018, Pages 25-56]
Moodle
Exploring EFL Learners’ Autonomy in Reading Comprehension: Computer-Assisted versus Conventional Contexts [Volume 8, Issue 1, 2019, Pages 93-128]
Morphological Complexity
Morphological Complexity Across Descriptive, Expository, and Narrative Text Types in Iranian Lower-Intermediate Language Learners [Volume 10, Issue 1, 2021, Pages 237-267]
Move 3
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]
Move-based Analysis
Pre and Post-Islamic Revolution Obituaries in Iran: Did Ideology change the Move? [(Articles in Press)]
Move recycling
Exploring the Recycling of Objective Move Across RA Sections in Soft Science Disciplines [Volume 10, Issue 1, 2021, Pages 171-200]
Multifaceted Rasch Measurement (MFRM)
Facet Variability in the Light of Rater Training in Measuring Oral Performance: A Multifaceted Rasch Analysis [Volume 11, Issue 2, 2022, Pages 255-290]
N
Narrative analysis
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]
Narrative Paragraphs
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]
National Curriculum
Iranian EFL Teachers’ Conceptions and Practices of Communicative Language Teaching Curriculum [Volume 10, Issue 2, 2021, Pages 171-202]
National Identity
EFL Learning, EFL Motivation Types, and National Identity: In Conflict or in Coalition [Volume 2, Issue 2, 2013, Pages 85-111]
Natural methodology
Does Interlanguage Pragmatic Measure Enhancement Change the Data Pattern? A Mixed Method Approach [Volume 11, Issue 2, 2022, Pages 1-32]
Needs analysis
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]
Needs analysis
EFL Teachers Assessment Literacy Needs Inventory: A Case of Fulcher’s Assessment Literacy [Volume 11, Issue 1, 2022, Pages 131-156]
O
Obituaries
Pre and Post-Islamic Revolution Obituaries in Iran: Did Ideology change the Move? [(Articles in Press)]
Objective move. Research article
Exploring the Recycling of Objective Move Across RA Sections in Soft Science Disciplines [Volume 10, Issue 1, 2021, Pages 171-200]
Online education
Online EAP Courses amid COVID-19: On the Effectiveness of the Vocabulary, Grammar, & Reading Comprehension Components [Volume 9, Issue 2, 2020, Pages 219-244]
Online education
Learning English Vocabulary through VOA News Lessons: Being Exposed to Authentic Material or Electronic Colonialism [Volume 10, Issue 1, 2021, Pages 67-103]
Online Reading
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]
Oral Language comprehension
Storytelling and Story Reading Impacts on Pre-intermediate English Language Learners’ Oral Language Production and Comprehension [Volume 10, Issue 1, 2021, Pages 335-354]
Oral language production
Storytelling and Story Reading Impacts on Pre-intermediate English Language Learners’ Oral Language Production and Comprehension [Volume 10, Issue 1, 2021, Pages 335-354]
Overgeneralization
Complementiser Phrase: The Case of English Wh-Embedded Clauses [Volume 4, Issue 1, 2015, Pages 155-131]
P
PALS
The Effect of Models of Reading Instruction on Reading Comprehension, Reading Self-efficacy, and Reading Anxiety [Volume 8, Issue 2, 2019, Pages 303-335]
Parental Involvement
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]
Passive structures
Focusing on the Comprehension Challenge of Different Passive Structure Types by EFL Learners [(Articles in Press)]
Pedagogical Content Knowledge
Exploring Iranian EAP Teachers' Pedagogical Content Knowledge and Their Professional Identity [Volume 3, Issue 1, 2014, Pages 35-1]
Perceived organizational support
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]
Perception
The Effects of Scaffolding Techniques on IELTS Candidates' Horizontal Grammatical Variability: A Mixed Method Study [(Articles in Press)]
Perceptual VAK learning style
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]
Performance Assessment
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]
Persian
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]
Persian-MIDAS-Adults
Psychometric Properties of Multiple Intelligence Developmental Assessment Scales (MIDAS) for Adults in the Iranian Context [Volume 8, Issue 1, 2019, Pages 165-194]
Personal accomplishment (PA)
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]
Phenomenology
A Philosophical Problematisation of Research on EFL/ESL Teachers’ Cognition vs. Action: A Critical Interpretive Synthesis [(Articles in Press)]
Philosophy of education
A Philosophical Problematisation of Research on EFL/ESL Teachers’ Cognition vs. Action: A Critical Interpretive Synthesis [(Articles in Press)]
Planning
Task Implementation and EFL Learners’ Attention to Form: Examining the Effects of Pre-Task Planning and Post-Task transcription [(Articles in Press)]
Pls-SEM
Hidden Curriculum Components, Learners’ National Identity, and Self-Efficacy: A Model for Iranian EFL Teachers [Volume 10, Issue 2, 2021, Pages 233-267]
Pragmatic awareness
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]
Pragmatics
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]
Preemptive focus on form
Pre-emption with or without Pre-task Planning: A Probe into L2 Lexical Diversity [Volume 7, Issue 1, 2018, Pages 1-24]
Preservice English Teachers
Factors Determining the Technological Pedagogical Content Knowledge (TPACK) of the Iranian Preservice English Teachers [(Articles in Press)]
Procrastination
Causes of EFL Learners’ Procrastination: A Classical Grounded Theory [Volume 11, Issue 1, 2022, Pages 35-65]
Production differences
Request Speech Act Production Differences: A Case of Iranian EFLs and ESLs [(Articles in Press)]
Productive Skills
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]
Pronunciation
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]
Prospect and Vision series
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]
Prospect & Vision series
Comparative Textbook Evaluation: Representation of Learning Objectives in Locally and Internationally Published ELT Textbooks [Volume 8, Issue 1, 2019, Pages 249-277]
Psychometric properties
Psychometric Properties of Multiple Intelligence Developmental Assessment Scales (MIDAS) for Adults in the Iranian Context [Volume 8, Issue 1, 2019, Pages 165-194]
Public Self/Identity
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]
Q
Quality of Work life
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]
Quality teaching
Teaching Quality of EFL Teachers: Do Years of Teaching Experience Matter? [Volume 11, Issue 2, 2022, Pages 161-186]
R
Range
A Corpus-driven Food Science and Technology Academic Word List [Volume 4, Issue 2, 2015, Pages 157-131]
RAP
The Effect of Models of Reading Instruction on Reading Comprehension, Reading Self-efficacy, and Reading Anxiety [Volume 8, Issue 2, 2019, Pages 303-335]
Rasch Model
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]
Rasch rating scale model
Life-wise Language Learning Textbooks: Construction and Validation of an Emotional Abilities Scale through Rasch Modeling [Volume 1, Issue 1, 2012, Pages 1-33]
Reading self-efficacy
The Effect of Models of Reading Instruction on Reading Comprehension, Reading Self-efficacy, and Reading Anxiety [Volume 8, Issue 2, 2019, Pages 303-335]
Recall
Scaffolding Comprehension and Recall Gaps: Effects of Paratextual Advance Organizers [Volume 2, Issue 1, 2013, Pages 125-148]
Reflection
Reflection, Resilience and Role Stress among Iranian EFL Teachers: A Mixed Methods Study [Volume 8, Issue 2, 2019, Pages 1-24]
Relational Context
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]
Representatives
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]
Request speech act
Request Speech Act Production Differences: A Case of Iranian EFLs and ESLs [(Articles in Press)]
Research Articles
Tracing Metadiscursive Stance over Time and Across Disciplines: A Comparative Study of English Research Articles [Volume 5, Issue 1, 2016, Pages 106-83]
Research Articles
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]
Research Articles
Genre Variation in the Introduction of Scientific Papers in Iranian and International Computer Science Journals [Volume 8, Issue 2, 2019, Pages 51-82]
Research Articles
Grammatical Complexity in Research Articles: Iranian Local Journals and International Journals [Volume 10, Issue 2, 2021, Pages 301-323]
Resilience
Reflection, Resilience and Role Stress among Iranian EFL Teachers: A Mixed Methods Study [Volume 8, Issue 2, 2019, Pages 1-24]
Retrieval
Studying the Effect of Retrieval Direction during Reading on Productive and Receptive Knowledge of Vocabulary [Volume 6, Issue 2, 2017, Pages 235-258]
S
Scale Development and Validation
Iranian In-Service EFL Teachers’ Perceptions of Values Education: A Mixed Methods Study [(Articles in Press)]
SCOBA
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]
Secondary School
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]
Second Language Teaching
Conceptualization of Hope for EFL Teaching within the Iranian Context: A Grounded Theoretical Model [Volume 9, Issue 2, 2020, Pages 27-58]
Self-esteem
Negative Labeling as a Crucial Psychological Variable in Teaching EFL Learners [Volume 4, Issue 2, 2015, Pages 129-103]
Sequencing
The Effect of Task Familiarity Ordering on Listening Task Complexity [(Articles in Press)]
Sequential mixed methods design
Iranian EFL Teachers’ Cultural Identity in the Course of their Profession [Volume 7, Issue 1, 2018, Pages 111-134]
Severity/leniency
Facet Variability in the Light of Rater Training in Measuring Oral Performance: A Multifaceted Rasch Analysis [Volume 11, Issue 2, 2022, Pages 255-290]
Social actors
Evaluating an Instructional Textbook: A Critical Discourse Perspective [Volume 1, Issue 1, 2012, Pages 123-158]
Social Capital
A Social Quest for Language and Cultural Capital: Exploring Iranian English Language Majors’ Habitus [Volume 10, Issue 2, 2021, Pages 31-60]
Soft sciences
Exploring the Recycling of Objective Move Across RA Sections in Soft Science Disciplines [Volume 10, Issue 1, 2021, Pages 171-200]
Speaking Ability
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]
Strategies
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]
Structural Equation Modeling (SEM)
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]
Structural Equation Modeling (SEM)
Hidden Curriculum Components, Learners’ National Identity, and Self-Efficacy: A Model for Iranian EFL Teachers [Volume 10, Issue 2, 2021, Pages 233-267]
Summit
Evaluating an Instructional Textbook: A Critical Discourse Perspective [Volume 1, Issue 1, 2012, Pages 123-158]
Supervision
Using Clinical Supervision to Lower EFL Teachers’ Burnout [Volume 6, Issue 2, 2017, Pages 261-289]
Supportive moves
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]
Task
The Effect of Task Repetition and Task Recycling on EFL Learners' Oral Performance [Volume 2, Issue 2, 2013, Pages 137-163]
Task
Task Motivation and Transfer of Learning across Tasks: The Case of Learning the English Definite Article [Volume 10, Issue 2, 2021, Pages 203-232]
Task-based language teaching
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]
Task based Language Teaching
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]
Task based Language Teaching
The Influence of Task Complexity Manipulation on Iranian EFL Learners’ Learning of Transitional Devices [(Articles in Press)]
Task complexity
The Effects of Task Complexity on English Language Learners’ Listening Comprehension [Volume 1, Issue 2, 2012, Pages 225-250]
Task complexity
EFL Learners’ Perception of Task Experience Through Flow Outlook: Task Complexity and Modality in Focus [Volume 10, Issue 1, 2021, Pages 301-334]
Task complexity
The Impact of Sequencing Repeated Familiar Tasks on Listening Performance [Volume 10, Issue 2, 2021, Pages 325-350]
Task difficulty
The Effects of Task Complexity on English Language Learners’ Listening Comprehension [Volume 1, Issue 2, 2012, Pages 225-250]
Task difficulty
EFL Learners’ Perception of Task Experience Through Flow Outlook: Task Complexity and Modality in Focus [Volume 10, Issue 1, 2021, Pages 301-334]
Teacher Cognition
Iranian In-Service EFL Teachers’ Perceptions of Values Education: A Mixed Methods Study [(Articles in Press)]
Teacher Cognition
A Philosophical Problematisation of Research on EFL/ESL Teachers’ Cognition vs. Action: A Critical Interpretive Synthesis [(Articles in Press)]
Teacher identity
Development and Validation of an English Language Teacher Professional Identity Scale (ELTPIS) [Volume 10, Issue 1, 2021, Pages 201-237]
Teacher learning
Learning to Become L2 Teachers: Prospective Teachers’ Professional Identity Development [Volume 11, Issue 1, 2022, Pages 189-221]
Teacher professional identity development
Learning to Become L2 Teachers: Prospective Teachers’ Professional Identity Development [Volume 11, Issue 1, 2022, Pages 189-221]
Teacher professional practice
Uncovering Domains of Novice Language Teachers’ Professional Decision Making and Pedagogical Reasoning [Volume 11, Issue 1, 2022, Pages 281-312]
Teachers' Behavior
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]
Teachers' cognitions and practices
Exploring Iranian EAP Teachers' Pedagogical Content Knowledge and Their Professional Identity [Volume 3, Issue 1, 2014, Pages 35-1]
Teachers’ Conceptions
Iranian EFL Teachers’ Conceptions and Practices of Communicative Language Teaching Curriculum [Volume 10, Issue 2, 2021, Pages 171-202]
Teachers’ Practices
Iranian EFL Teachers’ Conceptions and Practices of Communicative Language Teaching Curriculum [Volume 10, Issue 2, 2021, Pages 171-202]
Technology
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]
Technology-mediated Intervention
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]
TEFL
A Rhetorical Move Analysis of TEFL Thesis Abstracts: The Case of Allameh Tabataba’i University [Volume 5, Issue 1, 2016, Pages 23-1]
TEFL
The Generic Structure of Book Acknowledgements [Volume 9, Issue 1, 2020, Pages 357-381]
Textbooks
Evaluating an Instructional Textbook: A Critical Discourse Perspective [Volume 1, Issue 1, 2012, Pages 123-158]
Textbooks
An Investigation into Cultural Representation in Interchange Textbooks [Volume 2, Issue 2, 2013, Pages 113-136]
Textbooks
Pragmatic Competence Development: Demystifying the Impact of Task Types and EFL Students' Perceptions [Volume 8, Issue 1, 2019, Pages 279-302]
Text Types
Morphological Complexity Across Descriptive, Expository, and Narrative Text Types in Iranian Lower-Intermediate Language Learners [Volume 10, Issue 1, 2021, Pages 237-267]
The revised model of L2 self-guides
A Five-Factor Model of Motivational Self-Guides: A Structural Equation Modeling Approach [(Articles in Press)]
THIEVES
The Effect of Models of Reading Instruction on Reading Comprehension, Reading Self-efficacy, and Reading Anxiety [Volume 8, Issue 2, 2019, Pages 303-335]
TPACK
Factors Determining the Technological Pedagogical Content Knowledge (TPACK) of the Iranian Preservice English Teachers [(Articles in Press)]
U
Unitary Concept of Validity
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]
V
Validation
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]
Validation
Validating an English Language Teacher Professional Development Scale in Iranian EFL Context [Volume 5, Issue 1, 2016, Pages 134-107]
Values Education
Iranian In-Service EFL Teachers’ Perceptions of Values Education: A Mixed Methods Study [(Articles in Press)]
Visual aids
The Role of Visual Scaffolding in Enhancing Iranian EFL Students’ Writing Ability [Volume 8, Issue 2, 2019, Pages 187-211]
Voice
The Effect of Instruction on the Development of Voice in EFL Argumentative Writing [Volume 9, Issue 2, 2020, Pages 89-119]
Vygotsky
Examining Iranian EFL Learners' Knowledge of Grammar through a Computerized Dynamic Test [Volume 3, Issue 2, 2014, Pages 183-161]
W
Web-based Dynamic Assessment
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)]
Wh-Embedded Clause
Complementiser Phrase: The Case of English Wh-Embedded Clauses [Volume 4, Issue 1, 2015, Pages 155-131]
Working memory
L2 Learners’ Strategy Preference in Metaphorical Test Performance: Effects of Working Memory and Cognitive Style [Volume 1, Issue 2, 2012, Pages 297-321]
Working memory
Examining the Dynamic Interface between Motivation and Affect in Foreign Language Development with the Moderating Role of Gender and Working Memory [(Articles in Press)]
Work Motivation
The Relationship among Language Teacher Immunity, Reflective Teaching, and Work Motivation in EFL Context [(Articles in Press)]
Z
Zone of Proximal Development
The Effects of Computerized Dynamic Assessment on Promoting At-Risk Advanced Iranian EFL Students’ Reading Skills [Volume 4, Issue 2, 2015, Pages 26-1]
Zone of Proximal Development
Diagnosing EFL Learners Development of Pragmatic Competence Implementing Computerized Dynamic Assessment [Volume 9, Issue 1, 2020, Pages 117-149]
ZPD. SMN
Praxis-Based Grammar Instruction Using Social Media Networking: Mediational Feedback within ZPD [Volume 11, Issue 1, 2022, Pages 1-34]