Interlanguage Pragmatics (ILP)
An Exploration into the Role of Pragmatic Learning Strategies and Gender in Game-based Group Dynamic Assessment

Saba . Bashiri; Saman . Ebadi

Articles in Press, Accepted Manuscript, Available Online from 04 October 2023

  In line with Vygotsky’s sociocultural theory (SCT) of mind, digital game-based language learning (DGBL) and dynamic assessment (DA) offer language learning opportunities via sociocultural engagement. This quantitative study explored the role of pragmatic learning strategies (PLSs) and gender in ...  Read More

Effect of Dialogic Tasks on Iranian EFL Learners’ Language Learning Anxiety: Focus on Moderating Roles of Gender and Levels of Proficiency

Mohammad Reza Namy Soghady; Nafiseh Hosseinpour; Mohammad Reza Talebinejad

Volume 11, Issue 2 , December 2022, , Pages 67-91

  This study investigated the effects of dialogic tasks on Iranian English as Foreign Language learners' language learning anxiety considering the moderating effects of the learners’ gender and levels of proficiency as well. A total number of 213 male and female Iranian EFL learners within the age ...  Read More

Imagination, Senses and Motivation: How are Sensory Styles, Imagery Capacity and Gender Related to Motivational Attributes of Iranian EFL Learners?

Saeed Safdari

Volume 8, Issue 2 , December 2019, , Pages 275-303

  Recent research on second language (L2) motivation emphasizes the significant role of personal vision and future-oriented self images on L2 learners’ motivation. This role is even more important in EFL contexts where learners have scarce access to authentic communicative situations. Therefore, ...  Read More

Language Skills
English Major Students’ Awareness of Metacognitive Reading Strategies: Gender and Academic Level in Focus

Neda Sasani; Mansoor Ganji; Nahid Yarahmadzehi

Volume 7, Issue 2 , December 2018, , Pages 91-119

  Metacognitive reading strategies play a significant role in reading comprehension and educational success. Being noticeably absent from many Iranian classrooms and largely unaware of by many language learners and teachers, metacognitive reading strategies have fallen into oblivion in English language ...  Read More

L2 Learners’ Use of Metadiscourse Markers in Online Discussion Forums

zis tajeddin; minoo alemi

Volume 1, Issue 1 , June 2012, , Pages 93-122

  This study aimed to investigate the use of interactional metadiscourse markers in 168 comments made by 28 university students of engineering via an educational forum held as part of a general English course. The students wrote their comments on six topics, with a total of 19,671 words. Their comments ...  Read More

Evaluating an Instructional Textbook: A Critical Discourse Perspective

ali roohani; najmeh heidari

Volume 1, Issue 1 , June 2012, , Pages 123-158

  A critical discourse analysis (CDA) of English language teaching (ELT) textbooks can provide a theoretical description of existing ideological effects in the texts and a means to link linguistic and social practices. This study, thus, seeks to evaluate Summit 2B (i.e., the advanced book of Top Notch ...  Read More