1. Life-wise Language Learning Textbooks: Construction and Validation of an Emotional Abilities Scale through Rasch Modeling

reza pishghadam; shima ghahari

Volume 1, Issue 1 , Winter and Spring 2012, , Pages 1-33

Abstract
  Underlying the recently developed notions of applied ELT and life syllabus is the idea that language classes should give precedence to learners’ life qualities, for instance emotional intelligence (EI), over and above their language skills. By so doing, ELT is ascribed an autonomous status and ...  Read More

2. Assessing Language Learners’ Knowledge of Speech Acts: A Test Validation Study

Parviz Birjandi; Mohammad Mehdi Soleimani

Volume 2, Issue 1 , Winter and Spring 2013, , Pages 1-26

Abstract
  Veryfew attempts have been made in the past to develop instruments to measure pragmatic knowledge of second language (L2) learners. The absence of such instruments in the literature of English language teaching (ELT) underscores the need for the researchers to develop new tests that are specifically ...  Read More

3. Construction, Validation, and Application of a Teacher Status Scale (TSS): A Case of Iranian Junior High School Teachers

Reza Pishghadam; Fahimeh Saboori

Volume 2, Issue 2 , Summer and Autumn 2013, , Pages 1-26

Abstract
  The role of teachers in the educational context could go beyond simply teaching the subject matter. It is not uncommon for some students to be greatly influenced by certain teachers and even consider them as their role models. An interesting and novel way of inferring the impact a teacher has on the ...  Read More

4. Pre-emption with or without Pre-task Planning: A Probe into L2 Lexical Diversity

Somayeh Hosseinzadeh; Karim Shabani; Saman Ebadi

Volume 7, Issue 1 , Winter and Spring 2018, , Pages 1-24

http://dx.doi.org/10.22054/ilt.2019.28374.259

Abstract
  The current study, setting a two-fold goal, attempted to see whether the preemptive focus on form (FonF) under either planned or unplanned conditions could contribute to increasing lexical diversity in written narratives and, second, to find whether there was a trade-off between the lexical diversity ...  Read More

5. 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

Mohammad Khatib; Ayoub Dehghankar

Volume 7, Issue 2 , Summer and Autumn 2018, , Pages 1-28

http://dx.doi.org/10.22054/ilt.2019.46324.422

Abstract
  Togetherness of English for Specific Purposes (ESP) and Task-Based Language Teaching (TBLT) has been the subject of many recent studies in English as a Foreign Language (EFL) and English as a Second Language (ESL) domain. Few studies, however, have addressed the impact of TBLT on ESP learners’ ...  Read More

Language Skills
6. The Effect of Direct, Indirect, and Negotiated Feedback on the Tense/Aspect of EFL Learners in Writing

Moussa Ahmadian; Ehsan Mehri; Rozhin Ghaslani

Volume 8, Issue 1 , Winter and Spring 2019, , Pages 1-32

http://dx.doi.org/10.22054/ilt.2020.37680.352

Abstract
  L2 written corrective feedback has been investigated from different perspectives in SLA research (e.g. Ahmadian & Tajabadi, 2015; Bitchener & Knoch, 2010; Ferris, 2006). Taking the cognitive and sociocultural paradigms into account, the aims of the current study are twofold: Firstly, it attempts ...  Read More

Teacher Education
7. Reflection, Resilience and Role Stress among Iranian EFL Teachers: A Mixed Methods Study

Mohsen Shirazizadeh; Leila Tajik; Hanieh Amanzadeh

Volume 8, Issue 2 , Summer and Autumn 2019, , Pages 1-24

http://dx.doi.org/10.22054/ilt.2020.48955.448

Abstract
  The present study is an attempt to discover the relationships among reflection, role stressors and resilience. To this end, a mixed-method approach was adopted. In the quantitative phase, 122 EFL teachers completed three questionnaires namely English Language Teaching Reflection Inventory, Teacher Role ...  Read More

Teacher Education
8. Investigating the Effects of English Language Teachers’ Professional Identity and Autonomy in Their Success

Ali Derakhshan; Christine Coombe; Ali Arabmofrad; Mohammadsadegh Taghizadeh

Volume 9, Issue 1 , Winter and Spring 2020, , Pages 1-28

http://dx.doi.org/10.22054/ilt.2020.52263.496

Abstract
  Because of the importance of instructor success in the adequacy of instruction and learning, this study aimed to explain the impact of two factors, namely language teachers’ professional identity and autonomy, with respect to their success. To this end, 190 Iranian EFL teachers, including university ...  Read More

9. A Rhetorical Move Analysis of TEFL Thesis Abstracts: The Case of Allameh Tabataba’i University

Amir Zand-Moghadam; hossein mihami

Volume 5, Issue 1 , Winter and Spring 2016, , Pages 23-1

http://dx.doi.org/10.22054/ilt.2016.7714

Abstract
  Abstract in every research paper has always been functioning as an attention-grabber which can encourage readers to keep reading the research or to dissuade it. Although abstracts are believed to play an important role in distributing the research findings, few studies have been done to evaluate the ...  Read More

10. Portfolio Assessment and the Enhancement of Higher Order Thinking through Multiple Intelligence and Dialogic Feedback

Akram Faravani; Mahmood Reza Atai

Volume 4, Issue 1 , Winter and Spring 2015, , Pages 25-1

http://dx.doi.org/10.22054/ilt.2015.3188

Abstract
  The current emphasis on higher order thinking skills (HOTS) has inspired many EFL educators to explore the impact of merging different pedagogical teaching and assessment strategies on the enhancement of thinking skills. Responding to such a growing need to investigate the effect of diverse teaching ...  Read More

11. The Effects of Computerized Dynamic Assessment on Promoting At-Risk Advanced Iranian EFL Students’ Reading Skills

Saman Ebadi; Abdulbaset Saeedian

Volume 4, Issue 2 , Summer and Autumn 2015, , Pages 26-1

http://dx.doi.org/10.22054/ilt.2015.7224

Abstract
  Dynamic Assessment (DA) is theoretically framed within Vygotsky’s Socio-Cultural Theory (SCT) and relies on reunification of assessment and instruction. This process-oriented study of reading comprehension aims at investigating the impacts of applying computerized dynamic assessment (C-DA) which ...  Read More

12. Exploring Iranian EAP Teachers’ Pedagogic Content Knowledge and Teaching Practices, and Students’ Beliefs about EAP Teachers’ Methodology

Mahmood Reza Atai; Esmat Babaii; Reza Taherkhani

Volume 6, Issue 1 , Winter and Spring 2017, , Pages 27-1

http://dx.doi.org/10.22054/ilt.2017.8417

Abstract
  The systematic study of EAP teachers’ pedagogic content knowledge and their actual teaching practices in class is a fresh avenue in applied linguistics, especially in contexts like Iran, where, EAP courses are taught by two groups of teachers with different specializations; i.e., language teachers ...  Read More

13. Exploring Iranian EAP Teachers' Pedagogical Content Knowledge and Their Professional Identity

Mahmood Reza Atai; Mohadeseh Khazaee

Volume 3, Issue 1 , Winter and Spring 2014, , Pages 35-1

Abstract
  This study was conducted in English for Academic Purposes (EAP) context to explore Iranian teachers' perceptions of their pedagogical content knowledge (PCK) and their sense of professional identity (PI) as well as to scrutinize how their cognitions were practiced in EAP classes. To this end, two ELT ...  Read More

14. How do Writers Present Their Work in Introduction Sections? A Genre-based Investigation into Qualitative and Quantitative Research Articles

Leila Dobakhti; Mohammad Zohrabi

Volume 6, Issue 2 , Summer and Autumn 2017, , Pages 181-207

http://dx.doi.org/10.22054/ilt.2019.28068.254

Abstract
  Research articles have received a wide interest in discourse studies particularly in genre analysis over the last few decades. A vast number of studies have been centered on identifying the organizational patterns of research articles in various fields. While Introduction section has enjoyed a lot of ...  Read More

15. Examining Iranian EFL Learners' Knowledge of Grammar through a Computerized Dynamic Test

Alireza Ahmadi; Elyas Barabadi

Volume 3, Issue 2 , Summer and Autumn 2014, , Pages 183-161

Abstract
  Dynamic assessment (DA) which is rooted in Vygotsky’s (1978) sociocultural theory involves the integration of instruction and assessment in a dialectical way to achieve two main purposes: enhancing learners' development and understanding about their learning potential. However, the feasibility ...  Read More

16. Evaluation of “Mosaic 1 Reading”: A Microstructural Approach to Textual Analysis of Pedagogical Materials

Ebrahim Khodadady; Haniyeh Jajarmi

Volume 5, Issue 2 , Summer and Autumn 2016, , Pages 185-161

http://dx.doi.org/10.22054/ilt.2017.8057

Abstract
  To analyze and evaluate textbooks, researchers have either proposed scales and checklists to be filled by teachers and learners or conducted qualitative investigations of the match between SLA theories and textbook activities. This study, however, employs the microstructural approach of schema theory ...  Read More

17. The Effects of Task Complexity on English Language Learners’ Listening Comprehension

Abbas Zare-ee

Volume 1, Issue 2 , Summer and Autumn 2012, , Pages 225-250

Abstract
  This article reports on the findings of a study that investigated the impact of manipulating task performance conditions on listening task performance by learners of English as a foreign language (EFL). The study was designed to explore the effects of changing complexity dimensions on listening task ...  Read More

18. Quantifying Investment in Language Learning: Model and Questionnaire Development and Validation in the Iranian Context

Nahid Soltanian; Zargham Ghapanchi; Saeed Rezaei; Reza Pishghadam

Volume 7, Issue 1 , Winter and Spring 2018, , Pages 25-56

http://dx.doi.org/10.22054/ilt.2019.33374.302

Abstract
  The present exploratory study aimed to provide a more tangible and comprehensive picture of the construct of investment in language learning through investigating the issue from a quantitative perspective. To this end, the present researchers followed three main phases. First, a hypothesized model of ...  Read More

19. Teacher Self-Efficacy and Reflection as Predictors of Teacher Burnout: An Investigation of Iranian English Language Teachers

Sarah Ghasemzadeh; Majid Nemati; Jalil Fathi

Volume 8, Issue 2 , Summer and Autumn 2019, , Pages 25-50

http://dx.doi.org/10.22054/ilt.2020.49009.451

Abstract
  In modern education, teachers are regarded as a central and focal part of educational systems and are responsible in the development of education. It should be mentioned that teachers have an influential role in planning and offering an effective and significant educational program. The significant role ...  Read More

21. The Effect of Teaching Vocabulary through Synonymous, Semantically Unrelated, and Hyponym Sets on EFL Learners’ Retention

Elaheh Sotoudehnama; Faezeh Soleimanifard

Volume 2, Issue 2 , Summer and Autumn 2013, , Pages 27-56

Abstract
  Many textbooks include semantically related words and sometimes teachers add synonyms, antonyms, etc. to the words in order to present new vocabulary items without questioning the possible effects. This study sought to investigate the effect of teaching vocabulary through synonym, semantically unrelated, ...  Read More

22. 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

Alireza Amjadiparvar; Parviz Maftoon; Massood Yazdanimoghaddam

Volume 7, Issue 2 , Summer and Autumn 2018, , Pages 29-59

http://dx.doi.org/10.22054/ilt.2019.36574.342

Abstract
  The purpose of the present study was first to offer a tentative solution to the problems observed in writing pedagogy in Iran by devising a more comprehensive approach to genre-based writing instruction. In the second phase, a quasi-experimental research design was adopted to determine how effective ...  Read More

23. The Role of Emotioncy in Cognitive Load and Sentence Comprehension of Language Learners

Nazanin Azamnouri; Reza Pishghadam; Elham Naji Meidani

Volume 9, Issue 1 , Winter and Spring 2020, , Pages 29-55

http://dx.doi.org/10.22054/ilt.2020.51543.485

Abstract
  Emotion and cognition are both considered influential factors in language learning. In this study, the role of "emotioncy" (which is a combination of emotion and frequency) in the cognitive load and sentence comprehension of a group of language learners was examined. Emotioncy includes emotions that ...  Read More

24. Core Units of Spoken Grammar in Global ELT Textbooks

sasan baleghizadeh; Yahya gordani

Volume 1, Issue 1 , Winter and Spring 2012, , Pages 33-58

Abstract
  Materials evaluation studies have constantly demonstrated that there is no one fixed procedure for conducting textbook evaluation studies. Instead, the criteria must be selected according to the needs and objectives of the context in which evaluation takes place. The speaking skill as part of the communicative ...  Read More

Testing
25. Investigating Gender and Major DIF in the Iranian National University Entrance Exam Using Multiple-Indicators Multiple-Causes Structural Equation Modelling

Hamdollah Ravand; Gholamreza Rohani; Tahereh Firoozi

Volume 8, Issue 1 , Winter and Spring 2019, , Pages 33-61

http://dx.doi.org/10.22054/ilt.2020.49509.460

Abstract
  The generalizability aspect of Construct validity, as proposed by Messick (1989), requires that a test measures the same trait across different samples from the same population. Differential Item functioning (DIF) analysis is a key component in the fairness evaluation of educational tests. University ...  Read More