Afshari, Asghar
Fostering Critical Thinking and Professional Identity in Iranian EFL Teachers: The Role of Dialogic Reflective Journals Integrated with Schön's and Korthagen's Models [Volume 14, Issue 1, 2025, Pages 309-335]
Alavinia, Parviz
Motivational Fluctuations in Online Learning: Do Differences in Learning Module Make a Difference? [Volume 14, Issue 1, 2025, Pages 1-31]
Alibakhshi, Goudarz
Tracing the Emotional Ecology of Foreign Language Test Anxiety: A Qualitative Systematic Review of Antecedents and Consequences [Volume 14, Issue 1, 2025, Pages 337-366]
Azadnia, Masoud
A Contextualized Co-Design Framework for Integrating Generative AI into Iranian ESP Education [Volume 14, Issue 1, 2025, Pages 163-212]
Azizpour, Shiva
Empowering EFL Learners’ Lexical Skills: Vocabulary Retrieval and Production Through Ripple Effect and Word Wall Approaches [Volume 14, Issue 1, 2025, Pages 33-66]
B
Bagheri Nevisi, Reza
Academic Tweets in Applied Linguistics: An Intertextuality Odyssey through Forms and Functions in Five English-Speaking Countries [Volume 14, Issue 1, 2025, Pages 67-96]
Boochani Shah Maleki, Armin
Exploring the Interplay Between Mindfulness, Perceived Teacher Support, and Psychological Well-being Among EFL Learners: The Mediating Role of Student Engagement [Volume 14, Issue 2, 2025, Pages 1-37]
D
Dabbaghha, fatemeh
Fostering Critical Thinking and Professional Identity in Iranian EFL Teachers: The Role of Dialogic Reflective Journals Integrated with Schön's and Korthagen's Models [Volume 14, Issue 1, 2025, Pages 309-335]
Derakhshesh, Ali
The Effect of Listening Flipped Instruction on EFL Learners’ Listening Comprehension Ability and Anxiety [Volume 14, Issue 1, 2025, Pages 367-395]
F
Fathi, Jalil
Exploring the Interplay Between Mindfulness, Perceived Teacher Support, and Psychological Well-being Among EFL Learners: The Mediating Role of Student Engagement [Volume 14, Issue 2, 2025, Pages 1-37]
G
Gholami, Javad
Motivational Fluctuations in Online Learning: Do Differences in Learning Module Make a Difference? [Volume 14, Issue 1, 2025, Pages 1-31]
H
Hasani, Mohammad Mahdi
Academic Tweets in Applied Linguistics: An Intertextuality Odyssey through Forms and Functions in Five English-Speaking Countries [Volume 14, Issue 1, 2025, Pages 67-96]
M
Mehraein, Sepideh
The Effect of Listening Flipped Instruction on EFL Learners’ Listening Comprehension Ability and Anxiety [Volume 14, Issue 1, 2025, Pages 367-395]
Mohammad Hosseini, Hamed
The Effect of Listening Flipped Instruction on EFL Learners’ Listening Comprehension Ability and Anxiety [Volume 14, Issue 1, 2025, Pages 367-395]
Mohammadi, Adel
User Responses to Linguistic Diversity in Instagram based on the Language Subordination Model Process [Volume 14, Issue 1, 2025, Pages 241-273]
Mousazadeh Allaf, Sara
Application of the Theory of Planned Behavior to the Adoption of English Computer-Mediated Courses by High School Teachers [Volume 14, Issue 1, 2025, Pages 275-307]
Mowlaie, bahram
Fostering Critical Thinking and Professional Identity in Iranian EFL Teachers: The Role of Dialogic Reflective Journals Integrated with Schön's and Korthagen's Models [Volume 14, Issue 1, 2025, Pages 309-335]
N
Nazari Bagha, Karim
Application of the Theory of Planned Behavior to the Adoption of English Computer-Mediated Courses by High School Teachers [Volume 14, Issue 1, 2025, Pages 275-307]
Norouzi, Reza
Impoliteness Strategies Based on Culpeper’s (2011) Model: A Comprehensive Study on Gender Differences in Instagram’s broadcast pages Comments [Volume 14, Issue 1, 2025, Pages 97-125]
R
Rahbar, Behzad
Explicit and Implicit Instruction of Apology and Request: Effects on Young Persian Heritage Learners’ Pragmatic Competence [Volume 14, Issue 1, 2025, Pages 213-239]
Rahemi, Jamileh
Self-Perceptions and Cross Evaluations of Digital Literacy and Technology Use Among EFL Mentor Teachers and Teaching Mentees [Volume 14, Issue 1, 2025, Pages 127-161]
Rahimi, Meisam
Impoliteness Strategies Based on Culpeper’s (2011) Model: A Comprehensive Study on Gender Differences in Instagram’s broadcast pages Comments [Volume 14, Issue 1, 2025, Pages 97-125]
Rostamzadeh, Nastaran
Explicit and Implicit Instruction of Apology and Request: Effects on Young Persian Heritage Learners’ Pragmatic Competence [Volume 14, Issue 1, 2025, Pages 213-239]
S
Saeedian, Sam
Exploring the Interplay Between Mindfulness, Perceived Teacher Support, and Psychological Well-being Among EFL Learners: The Mediating Role of Student Engagement [Volume 14, Issue 2, 2025, Pages 1-37]
Sehat, Reza
Motivational Fluctuations in Online Learning: Do Differences in Learning Module Make a Difference? [Volume 14, Issue 1, 2025, Pages 1-31]
W
Weisi, Hiwa
User Responses to Linguistic Diversity in Instagram based on the Language Subordination Model Process [Volume 14, Issue 1, 2025, Pages 241-273]
Z
Zaker, Alireza
Empowering EFL Learners’ Lexical Skills: Vocabulary Retrieval and Production Through Ripple Effect and Word Wall Approaches [Volume 14, Issue 1, 2025, Pages 33-66]
Zand-Moghadam, Amir
Explicit and Implicit Instruction of Apology and Request: Effects on Young Persian Heritage Learners’ Pragmatic Competence [Volume 14, Issue 1, 2025, Pages 213-239]