Abbasi, Abbas Iranian EFL Writing Raters’ Behaviors When Interacting with Analytic and Holistic Rating Scales [Volume 13, Issue 1, 2024, Pages 183-218]
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]
Abbasian, Gholam-Reza Synthesizing Engagement, Study and Activation (ESA) with Portfolio Assessment in EFL Classes: Focus on Cognitive Dimensions in the Process of Writing Skills [Volume 13, Issue 1, 2024, Pages 341-370]
Abbasi Mojdehi, Hamed The Effects of Scaffolding Techniques on IELTS Candidates' Horizontal Grammatical Variability: A Mixed Method Study [Volume 13, Issue 1, 2024, Pages 35-60]
Abbasi-Sosfadi, Saeed The Relationship among Language Teacher Immunity, Reflective Teaching, and Work Motivation in EFL Context [Volume 12, Issue 1, 2023, Pages 145-172]
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]
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]
Afshari, Mohammadreza Evaluating Pragmatic Competence in EAP Students Through Authentic Task-Based Assessment in Academic Contexts [Volume 13, Issue 2, 2024, Pages 101-141]
Afsharipoor, Mohammad Hossein Developing a Corpus-Based Academic Word List for Welding Metallurgy ESP/EAP Courses [Volume 14, Issue 2, 2025, Pages 101-148]
Afzali, Katayoon Conceptualization of Hope for EFL Teaching within the Iranian Context: A Grounded Theoretical Model [Volume 9, Issue 2, 2020, Pages 27-58]
Afzali, saeideh Developing an Instrument for the Evaluating the Implemented EFL Teacher Education Curriculum [(Articles in Press)]
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 [Volume 12, Issue 1, 2023, Pages 173-204]
Ahmadi, Parviz Emotional experiences of pre-service EFL teachers in practicums: features and dynamics [Volume 13, Issue 2, 2024, Pages 215-252]
Ahmadi, Salah Interactional Metadiscourse in Popular Science: A Comparative Analysis across Subgenres and Pedagogical Implications [Volume 13, Issue 2, 2024, Pages 295-324]
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]
Ahour, Touran Contributions of Achievement Emotions to Male and Female EFL Learners’ Language Achievement [Volume 12, Issue 2, 2023, Pages 243-277]
Ahrari, Ramin The Impact of Reflection-focused Teacher Education Course with and without Critical Orientation on Iranian In-service EFL Teachers’ Self-reported Reflective Teaching [(Articles in Press)]
Ajideh, Parviz Intercultural and Interdisciplinary Analysis of Engagement Markers in Academic Writing: Contrasting Native and Non-native (Iranian) Authorship in Hard and Soft Sciences Research Articles [Volume 13, Issue 1, 2024, Pages 313-340]
Alaei, Mahya EFL Teachers’ Perceptions of Academic Favoritism: A Questionnaire Development and Validation Study [Volume 12, Issue 2, 2023, Pages 343-370]
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]
Alavi Moghaddam, Seyyed Behnam Motivations for and Perceptions of Becoming an EFL Teacher: Adaptation and Validation of the Factors Influencing Teaching Choice Scale among English-Majoring Students in Iran [Volume 14, Issue 2, 2025, Pages 73-100]
Alavinia, Parviz Do the Emotionally More Intelligent Gain More from Metacognitive Writing Strategy Training? [Volume 1, Issue 2, 2012, Pages 343-370]
Alavinia, Parviz Motivational Fluctuations in Online Learning: Do Differences in Learning Module Make a Difference? [Volume 14, Issue 1, 2025, Pages 1-31]
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]
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]
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]
Al-Mhesin, Hussein Falih Hasan Reading Windows, Walking Worlds: Unveiling Empathy and Intercultural Communicative Competence Through Literary Journeys in Iraqi EFL Classrooms [(Articles in Press)]
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 [Volume 12, Issue 2, 2023, Pages 181-215]
Amini Farsani, Mohammad Developing a Corpus-Based Academic Word List for Welding Metallurgy ESP/EAP Courses [Volume 14, Issue 2, 2025, Pages 101-148]
Amirian, Seyedeh Khadijeh Assessing the Contribution of EFL Learners’ Motivation, Enjoyment, and Self-Regulation to their Aural Vocabulary Knowledge [(Articles in Press)]
Amirian, Seyed Mohammad Reza The Relationship among Language Teacher Immunity, Reflective Teaching, and Work Motivation in EFL Context [Volume 12, Issue 1, 2023, Pages 145-172]
Amirian, Seyed Mohammad Reza Assessing the Contribution of EFL Learners’ Motivation, Enjoyment, and Self-Regulation to their Aural Vocabulary Knowledge [(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]
Anwar, ُSonya Stress and Safety in Virtual Classrooms A Qualitative Study of Affective Experiences in Online Teaching [(Articles in Press)]
Arabmofrad, Ali Investigating the Effects of English Language Teachers’ Professional Identity and Autonomy in Their Success [Volume 9, Issue 1, 2020, Pages 1-28]
Aref, Saba Digital Learning, Generative AI, and Second Language Learners’ Self-Regulation [(Articles in Press)]
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]
Asadi Aydinlou, Nader Teaching for Tests, Failure for Communication: A Study of Strategic Competence in Iranian ESP Classrooms [Volume 14, Issue 2, 2025, Pages 303-330]
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 [Volume 12, Issue 1, 2023, Pages 205-236]
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 [Volume 12, Issue 1, 2023, Pages 271-294]
Azadnia, Masoud A Contextualized Co-Design Framework for Integrating Generative AI into Iranian ESP Education [Volume 14, Issue 1, 2025, Pages 163-212]
Azamnouri, Nazanin The Role of Emotioncy in Cognitive Load and Sentence Comprehension of Language Learners [Volume 9, Issue 1, 2020, Pages 29-55]
Azari Noughabi, Mostafa Assessing the Contribution of EFL Learners’ Motivation, Enjoyment, and Self-Regulation to their Aural Vocabulary Knowledge [(Articles in Press)]
Azimi Amoli, Fatemeh Validating an English Language Teacher Professional Development Scale in Iranian EFL Context [Volume 5, Issue 1, 2016, Pages 134-107]
Azizbeigi, Shima Authority and Uncertainty in Language Testing Research Articles: A Diachronic Study of Stance Markers [(Articles in Press)]
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, Masoud Using AI Applications to Enhance EFL Learners’ Writing Skills: Empirical Evidence from “Monica” [Volume 14, Issue 2, 2025, Pages 253-301]
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 [Volume 12, Issue 1, 2023, Pages 173-204]
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
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 [Volume 12, Issue 1, 2023, Pages 237-270]
Bagheri Nevisi, Reza Representation of Politeness Markers across Different Measures of Pragmatic Knowledge [Volume 13, Issue 1, 2024, Pages 253-276]
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]
Bagherkazemi, Marzieh A Qualitative Investigation of Language Learners’ Epistemological Beliefs: Core Dimensions and Development in Focus [Volume 10, Issue 2, 2021, Pages 61-93]
Bagherkazemi, Marzieh Impact of the Neurolinguistic Approach on English Language Learners’ Implicit and Explicit Knowledge of English Articles [Volume 12, Issue 2, 2023, Pages 151-180]
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]
Baleghizadeh, Sasan The Effect of Textually-Enhanced Dual Subtitles on Vocabulary Learning and Listening Comprehension of Iranian EFL Learners [Volume 14, Issue 2, 2025, Pages 149-177]
Bani-Ardalani, Mojgan Using Clinical Supervision to Lower EFL Teachers’ Burnout [Volume 6, Issue 2, 2017, Pages 261-289]
Banisaeed, Elham Developing and Validating a Questionnaire to Assess EFL Teachers` Classroom-Based Assessment Literacy [Volume 13, Issue 1, 2024, Pages 85-123]
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 [Volume 12, Issue 2, 2023, Pages 119-150]
Bashiri, Saba Pre and Post-Islamic Revolution Obituaries in Iran: Did Ideology change the Move? [Volume 12, Issue 2, 2023, Pages 279-299]
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 [Volume 12, Issue 2, 2023, Pages 181-215]
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]
Beh-Afarin, Seyed Reza Evaluating Pragmatic Competence in EAP Students Through Authentic Task-Based Assessment in Academic Contexts [Volume 13, Issue 2, 2024, Pages 101-141]
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]
Behroozizad, Sorayya Interactional Metadiscourse in Popular Science: A Comparative Analysis across Subgenres and Pedagogical Implications [Volume 13, Issue 2, 2024, Pages 295-324]
Behzadi, Seyed Behrouz A Philosophical Problematisation of Research on EFL/ESL Teachers’ Cognition vs. Action: A Critical Interpretive Synthesis [Volume 12, Issue 2, 2023, Pages 67-118]
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]
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]
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]
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]
Daneshfard, Farhang Cross-linguistic and intra-linguistic influence in the use of L3 French prepositions: A stimulated recall content analysis [Volume 12, Issue 2, 2023, Pages 371-400]
Dashtestani, Reza Examining Speaking Self-Efficacy and Attitudes in a OneNote-Based Self-Regulatory E-Portfolio Implementation [Volume 14, Issue 2, 2025, Pages 403-439]
Dastgoshadeh, Adel Reliance on Student Engagement: Do Academic Degree and Teaching Experience Matter? [Volume 11, Issue 1, 2022, Pages 255-280]
Davari, Hossein Motivations for and Perceptions of Becoming an EFL Teacher: Adaptation and Validation of the Factors Influencing Teaching Choice Scale among English-Majoring Students in Iran [Volume 14, Issue 2, 2025, Pages 73-100]
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]
Dehghan, Farzaneh Resilience, Psychological Well-being and Professional Development of Iranian EFL Teachers: A Structural Equation Analysis [Volume 13, Issue 1, 2024, Pages 125-147]
Dehghan, Farzaneh Integrating Gamified Language Teaching into EFL Classes and Its Effects on Motivation and Writing: A Mixed-Methods Study [Volume 14, Issue 2, 2025, Pages 331-359]
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]
Derakhshesh, Ali The Effect of Listening Flipped Instruction on EFL Learners’ Listening Comprehension Ability and Anxiety [Volume 14, Issue 1, 2025, Pages 367-395]
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]
Dousti Zadeh, Mohammadreza Stress and Safety in Virtual Classrooms A Qualitative Study of Affective Experiences in Online Teaching [(Articles in Press)]
E
Eal, Mohammad Hadi Focusing on the Comprehension Challenge of Different Passive Structure Types by EFL Learners [Volume 12, Issue 1, 2023, Pages 97-117]
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 [Volume 12, Issue 2, 2023, Pages 119-150]
Ebadi, Saman The Relationship between English Language Teachers’ Personality Types and Attitudes toward Technology [Volume 14, Issue 2, 2025, Pages 39-72]
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 [Volume 13, Issue 1, 2024, Pages 35-60]
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 [Volume 12, Issue 1, 2023, Pages 295-336]
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 RasekhPraxis-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]
Estaji, Masoomeh Authority and Uncertainty in Language Testing Research Articles: A Diachronic Study of Stance Markers [(Articles in Press)]
Etedal, Negin The Effects of AI-Powered Chatbots vs. Synchronous CMC on Oral Proficiency and Self-Efficacy in Under-Resourced TESOL [(Articles in Press)]
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]
Farahani, Ali Akbar The Impact of Discipline-Specific Variation in English on Shaping Iranian ESP Writers’ Schematic Borders in their Expertise: A Move Analysis Study of Disciplinary Research Articles ‘Conclusions’ [Volume 13, Issue 2, 2024, Pages 1-30]
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, Jalil Predicting Technology Use in EFL Instruction: The Roles of Teacher Self-Efficacy and Technology Self-Efficacy [Volume 12, Issue 2, 2023, Pages 301-341]
Fathi, Jalil A Mixed-Methods Investigation of Mindfulness, Teacher Self-Efficacy, and Job Satisfaction: Toward a Process Model in EFL Higher Education [Volume 13, Issue 1, 2024, Pages 277-312]
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]
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 MohammadConcept-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]
Geravand, Ali The Impact of Discipline-Specific Variation in English on Shaping Iranian ESP Writers’ Schematic Borders in their Expertise: A Move Analysis Study of Disciplinary Research Articles ‘Conclusions’ [Volume 13, Issue 2, 2024, Pages 1-30]
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]
Ghamoushi, Masoumeh The Immediate and Delayed Effects of Interactionist vs. Interventionist Dynamic Assessment (DA) on EFL Learners’ Speaking Complexity, Accuracy, and Fluency (CAF) [Volume 13, Issue 2, 2024, Pages 357-387]
Ghanbari, Nasim Iranian EFL Writing Raters’ Behaviors When Interacting with Analytic and Holistic Rating Scales [Volume 13, Issue 1, 2024, Pages 183-218]
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]
Gholami, Javad Motivational Fluctuations in Online Learning: Do Differences in Learning Module Make a Difference? [Volume 14, Issue 1, 2025, Pages 1-31]
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 Examining the Dynamic Interface between Motivation and Affect in Foreign Language Development with the Moderating Role of Gender and Working Memory [Volume 12, Issue 1, 2023, Pages 337-376]
Ghorbani, Majid A Five-Factor Model of Motivational Self-Guides: A Structural Equation Modeling Approach [Volume 13, Issue 1, 2024, Pages 61-84]
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]
Golshahian, Fatemeh Creativity, Learning Style, and Metacognition as Predictors of Iranian EFL Learners’ Writing Accuracy and Fluency in a Mixed-Methods Study [Volume 13, Issue 2, 2024, Pages 389-421]
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]
Hadidi Tamjid, Nasrin Contributions of Achievement Emotions to Male and Female EFL Learners’ Language Achievement [Volume 12, Issue 2, 2023, Pages 243-277]
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]
Hajmalek, Mohammad Mahdi The Effects of AI-Powered Chatbots vs. Synchronous CMC on Oral Proficiency and Self-Efficacy in Under-Resourced TESOL [(Articles in Press)]
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]
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]
Hashamdar, Mohammad Developing and Validating a Questionnaire to Assess EFL Teachers` Classroom-Based Assessment Literacy [Volume 13, Issue 1, 2024, Pages 85-123]
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]
Hashemian, Mahmood Exploring L2 Grammatical Knowledge Automatization From an SCT-Inspired Approach in (A)Synchronous Virtual Settings: The SCOBA-Based Model [Volume 13, Issue 2, 2024, Pages 253-294]
Hashemifardnia, Arash Unboxing Practical Strategies in University Curriculum in The Light of Artificial Intelligence: An Insight into The Effects on Intellectual Awareness, Emotional Intelligence, Motivation, And Creativity [Volume 13, Issue 2, 2024, Pages 143-179]
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]
Hassanzadeh, Mohammad The Comparative Effects of Digitally vs. Print Enhanced Modalities on the Incidental Acquisition of English Prepositions through Extensive Reading [(Articles in Press)]
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 [Volume 12, Issue 1, 2023, Pages 145-172]
Heydarnejad, Tahereh Navigating the Mediating Role of Immunity, Buoyancy, and Emotion Regulation to L2 Grit and Mindfulness Among EFL Teachers [Volume 12, Issue 2, 2023, Pages 31-65]
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]
Hoora, Fateme The Immediate and Delayed Effects of Interactionist vs. Interventionist Dynamic Assessment (DA) on EFL Learners’ Speaking Complexity, Accuracy, and Fluency (CAF) [Volume 13, Issue 2, 2024, Pages 357-387]
Hosseini, Seyed Mohsen Exploring L2 Grammatical Knowledge Automatization From an SCT-Inspired Approach in (A)Synchronous Virtual Settings: The SCOBA-Based Model [Volume 13, Issue 2, 2024, Pages 253-294]
Hosseinian Ahanghar Nezhad, Forough Contributions of Achievement Emotions to Male and Female EFL Learners’ Language Achievement [Volume 12, Issue 2, 2023, Pages 243-277]
Hosseini Fatemi, Azar Culture and Identity: Linking Iranian Identity Components and Cultural Dimensions [Volume 4, Issue 1, 2015, Pages 78-49]
Hosseinkhani, Mehran On the Efficacy of Employing Translanguaging in Teaching Problematic Pronunciation Features to Iranian EFL Learners [Volume 14, Issue 2, 2025, Pages 179-218]
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 [Volume 12, Issue 2, 2023, Pages 217-242]
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]
Karimnia, Amin The Impact of Reflection-focused Teacher Education Course with and without Critical Orientation on Iranian In-service EFL Teachers’ Self-reported Reflective Teaching [(Articles in Press)]
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]
Ketabi, Saeed Resilience, Psychological Well-being and Professional Development of Iranian EFL Teachers: A Structural Equation Analysis [Volume 13, Issue 1, 2024, Pages 125-147]
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 [Volume 12, Issue 1, 2023, Pages 97-117]
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]
Khodadust, Mohammad Reza Teaching for Tests, Failure for Communication: A Study of Strategic Competence in Iranian ESP Classrooms [Volume 14, Issue 2, 2025, Pages 303-330]
Khodaparast, Narjes Iranian EFL Writing Raters’ Behaviors When Interacting with Analytic and Holistic Rating Scales [Volume 13, Issue 1, 2024, Pages 183-218]
Khooei-Oskooei, Saber Causes of EFL Learners’ Procrastination: A Classical Grounded Theory [Volume 11, Issue 1, 2022, Pages 35-65]
Khosrojerdi, Mahnaz Input scheduling and L2 grammar learning: Investigating the delayed effect of spacing [(Articles in Press)]
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]
Kiany, Gholam Reza Welcomed but Locked Out: Exploring Teachers’ and Learners’ Beliefs about the Inclusion of English as an International Language in ELT Textbooks [Volume 13, Issue 2, 2024, Pages 75-100]
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 [Volume 12, Issue 1, 2023, Pages 205-236]
Kuhi, Davud Interactional Metadiscourse in Popular Science: A Comparative Analysis across Subgenres and Pedagogical Implications [Volume 13, Issue 2, 2024, Pages 295-324]
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, Abdolreza Representation of Politeness Markers across Different Measures of Pragmatic Knowledge [Volume 13, Issue 1, 2024, Pages 253-276]
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 [Volume 12, Issue 2, 2023, Pages 1-30]
Maghsoudi, Mojtaba Developing an Instrument for the Evaluating the Implemented EFL Teacher Education Curriculum [(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 [Volume 12, Issue 2, 2023, Pages 181-215]
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]
Mahmoodi, Mohammad Hadi Digital Learning, Generative AI, and Second Language Learners’ Self-Regulation [(Articles in Press)]
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]
Maleki, Roohollah Navigating the Five Dimensions of Study Quality in the Age of AI: Iranian TESOL Researchers’ Experiences with Generative AI [(Articles in Press)]
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]
Manzouri, Hossein AliWelcomed but Locked Out: Exploring Teachers’ and Learners’ Beliefs about the Inclusion of English as an International Language in ELT Textbooks [Volume 13, Issue 2, 2024, Pages 75-100]
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]
Marashi, Hamid EFL Teachers' Critical Discourse Analysis Practices and Their Classroom Management [Volume 13, Issue 1, 2024, Pages 219-252]
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 [Volume 12, Issue 1, 2023, Pages 119-143]
Marefat, Hamideh Examining L2 Learners' Performance on Implicit and Explicit Measures: The Role of Grammaticality and Structure Difficulty [Volume 13, Issue 1, 2024, Pages 1-33]
Mashayekh, Raziyeh Examining Speaking Self-Efficacy and Attitudes in a OneNote-Based Self-Regulatory E-Portfolio Implementation [Volume 14, Issue 2, 2025, Pages 403-439]
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]
Mehraein, Sepideh Examining L2 Learners' Performance on Implicit and Explicit Measures: The Role of Grammaticality and Structure Difficulty [Volume 13, Issue 1, 2024, Pages 1-33]
Mehraein, Sepideh The Effect of Listening Flipped Instruction on EFL Learners’ Listening Comprehension Ability and Anxiety [Volume 14, Issue 1, 2025, Pages 367-395]
Mehranirad, Mehdi Input scheduling and L2 grammar learning: Investigating the delayed effect of spacing [(Articles in Press)]
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]
Meihami, Hussein Proposing an AI-Oriented EFL Teacher Education Model Based on ADDIE [(Articles in Press)]
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]
Mikhak, Mohammad Bagher Representation of Politeness Markers across Different Measures of Pragmatic Knowledge [Volume 13, Issue 1, 2024, Pages 253-276]
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]
Mirzaei, Azizullah Exploring L2 Grammatical Knowledge Automatization From an SCT-Inspired Approach in (A)Synchronous Virtual Settings: The SCOBA-Based Model [Volume 13, Issue 2, 2024, Pages 253-294]
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, Mohaddeseh The Comparative Effects of Digitally vs. Print Enhanced Modalities on the Incidental Acquisition of English Prepositions through Extensive Reading [(Articles in Press)]
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]
Mobki, Zahra Integrating Gamified Language Teaching into EFL Classes and Its Effects on Motivation and Writing: A Mixed-Methods Study [Volume 14, Issue 2, 2025, Pages 331-359]
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]
Mohajer, Reyhaneh The Effect of Textually-Enhanced Dual Subtitles on Vocabulary Learning and Listening Comprehension of Iranian EFL Learners [Volume 14, Issue 2, 2025, Pages 149-177]
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 Hosseini, Hamed The Effect of Listening Flipped Instruction on EFL Learners’ Listening Comprehension Ability and Anxiety [Volume 14, Issue 1, 2025, Pages 367-395]
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 [Volume 12, Issue 1, 2023, Pages 237-270]
Mohammad Hosseinpur, Rasoul Representation of Politeness Markers across Different Measures of Pragmatic Knowledge [Volume 13, Issue 1, 2024, Pages 253-276]
Mohammad Hosseinpur, Rasoul Subjectivity, Willingness to Communicate, and Iranian EFL Learners’ Speech Act Strategy Learning and Use [Volume 14, Issue 2, 2025, Pages 219-251]
Mohammadi, Adel User Responses to Linguistic Diversity in Instagram based on the Language Subordination Model Process [Volume 14, Issue 1, 2025, Pages 241-273]
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 [Volume 12, Issue 2, 2023, Pages 217-242]
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]
Mostafaei Alaei, Mahnaz EFL Teachers’ Perceptions of Academic Favoritism: A Questionnaire Development and Validation Study [Volume 12, Issue 2, 2023, Pages 343-370]
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]
Moulavinafchi, Asghar Reading Windows, Walking Worlds: Unveiling Empathy and Intercultural Communicative Competence Through Literary Journeys in Iraqi EFL Classrooms [(Articles in Press)]
Mousavi, Homa Subjectivity, Willingness to Communicate, and Iranian EFL Learners’ Speech Act Strategy Learning and Use [Volume 14, Issue 2, 2025, Pages 219-251]
Mousavi Mohammadi, Seyed Ali Developing a Corpus-Based Academic Word List for Welding Metallurgy ESP/EAP Courses [Volume 14, Issue 2, 2025, Pages 101-148]
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]
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]
Mowlaie, Bahram Synthesizing Engagement, Study and Activation (ESA) with Portfolio Assessment in EFL Classes: Focus on Cognitive Dimensions in the Process of Writing Skills [Volume 13, Issue 1, 2024, Pages 341-370]
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]
Nabi, Faranak Teaching for Tests, Failure for Communication: A Study of Strategic Competence in Iranian ESP Classrooms [Volume 14, Issue 2, 2025, Pages 303-330]
Naderi, Milad Predicting Technology Use in EFL Instruction: The Roles of Teacher Self-Efficacy and Technology Self-Efficacy [Volume 12, Issue 2, 2023, Pages 301-341]
Naderi, Milad A Mixed-Methods Investigation of Mindfulness, Teacher Self-Efficacy, and Job Satisfaction: Toward a Process Model in EFL Higher Education [Volume 13, Issue 1, 2024, Pages 277-312]
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]
Najafi, Ahmad The Relationship between English Language Teachers’ Personality Types and Attitudes toward Technology [Volume 14, Issue 2, 2025, Pages 39-72]
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 [Volume 12, Issue 2, 2023, Pages 31-65]
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]
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]
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]
Nemati, Majid Using Flipped Learning with Self-Regulated Learning Strategies to Develop Argumentative Writing [Volume 13, Issue 2, 2024, Pages 181-213]
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]
Nikoopour, Jahanbkhsh Evaluating Pragmatic Competence in EAP Students Through Authentic Task-Based Assessment in Academic Contexts [Volume 13, Issue 2, 2024, Pages 101-141]
Norouzi, Mohammad Hossein Diagnosing EFL Learners Development of Pragmatic Competence Implementing Computerized Dynamic Assessment [Volume 9, Issue 1, 2020, Pages 117-149]
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]
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]
Nouraei Yeganeh, Leyli Using Flipped Learning with Self-Regulated Learning Strategies to Develop Argumentative Writing [Volume 13, Issue 2, 2024, Pages 181-213]
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]
Nourzadeh, Saeed Motivations for and Perceptions of Becoming an EFL Teacher: Adaptation and Validation of the Factors Influencing Teaching Choice Scale among English-Majoring Students in Iran [Volume 14, Issue 2, 2025, Pages 73-100]
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]
Nushi, Musa On the Efficacy of Employing Translanguaging in Teaching Problematic Pronunciation Features to Iranian EFL Learners [Volume 14, Issue 2, 2025, Pages 179-218]
O
Oghbatalab, Rougia Intercultural and Interdisciplinary Analysis of Engagement Markers in Academic Writing: Contrasting Native and Non-native (Iranian) Authorship in Hard and Soft Sciences Research Articles [Volume 13, Issue 1, 2024, Pages 313-340]
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]
Omidvar, Sina Proposing an AI-Oriented EFL Teacher Education Model Based on ADDIE [(Articles in Press)]
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]
Owliaei, Fatemeh Unboxing Practical Strategies in University Curriculum in The Light of Artificial Intelligence: An Insight into The Effects on Intellectual Awareness, Emotional Intelligence, Motivation, And Creativity [Volume 13, Issue 2, 2024, Pages 143-179]
P
Pahlavannezhad, Mohammadreza Silence as a Discursive Strategy in Educational English Conversations: A Pragmatic Perspective [(Articles in Press)]
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]
Parviz, Muhammed Using AI Applications to Enhance EFL Learners’ Writing Skills: Empirical Evidence from “Monica” [Volume 14, Issue 2, 2025, Pages 253-301]
Piasecki, Stefan Stress and Safety in Virtual Classrooms A Qualitative Study of Affective Experiences in Online Teaching [(Articles in Press)]
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
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 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]
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]
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]
Ranjbarvahed, Fatemeh Synthesizing Engagement, Study and Activation (ESA) with Portfolio Assessment in EFL Classes: Focus on Cognitive Dimensions in the Process of Writing Skills [Volume 13, Issue 1, 2024, Pages 341-370]
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 [Volume 12, Issue 2, 2023, Pages 67-118]
Rashvand Semiyari, Shokouh Examining the Dynamic Interface between Motivation and Affect in Foreign Language Development with the Moderating Role of Gender and Working Memory [Volume 12, Issue 1, 2023, Pages 337-376]
Rashvand Semiyari, Shokouh A Five-Factor Model of Motivational Self-Guides: A Structural Equation Modeling Approach [Volume 13, Issue 1, 2024, Pages 61-84]
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 [Volume 12, Issue 1, 2023, Pages 295-336]
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 [Volume 12, Issue 2, 2023, Pages 31-65]
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]
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
Saadat, Mahboobeh Cross-linguistic and intra-linguistic influence in the use of L3 French prepositions: A stimulated recall content analysis [Volume 12, Issue 2, 2023, Pages 371-400]
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]
Sabouri, Maryam Assessing the Contribution of EFL Learners’ Motivation, Enjoyment, and Self-Regulation to their Aural Vocabulary Knowledge [(Articles in Press)]
Sadeghi, Elahe Creativity, Learning Style, and Metacognition as Predictors of Iranian EFL Learners’ Writing Accuracy and Fluency in a Mixed-Methods Study [Volume 13, Issue 2, 2024, Pages 389-421]
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]
Saedi Roudi, Taha Developing a Corpus-Based Academic Word List for Welding Metallurgy ESP/EAP Courses [Volume 14, Issue 2, 2025, Pages 101-148]
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 [Volume 12, Issue 1, 2023, Pages 67-96]
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]
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]
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]
Sarwari, Ahmad Khan Citation Practices in Applied Linguistics Research Articles: Investigating Author’s L1 Writing Background Effect [Volume 13, Issue 2, 2024, Pages 325-355]
Sasani, Neda English Major Students’ Awareness of Metacognitive Reading Strategies: Gender and Academic Level in Focus [Volume 7, Issue 2, 2018, Pages 91-119]
Sattar Barrak, Raid Silence as a Discursive Strategy in Educational English Conversations: A Pragmatic Perspective [(Articles in Press)]
Sattari, Maliheh Qahfarrokhi Resilience, Psychological Well-being and Professional Development of Iranian EFL Teachers: A Structural Equation Analysis [Volume 13, Issue 1, 2024, Pages 125-147]
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]
Sehat, Reza Motivational Fluctuations in Online Learning: Do Differences in Learning Module Make a Difference? [Volume 14, Issue 1, 2025, Pages 1-31]
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]
Seifoori, Zohreh The Impact of Reflection-focused Teacher Education Course with and without Critical Orientation on Iranian In-service EFL Teachers’ Self-reported Reflective Teaching [(Articles in Press)]
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, Karim Mobile-assisted ACMC: Effects on EFL Learners' Pragmatic Competence of Apologies and Requests [Volume 14, Issue 2, 2025, Pages 361-402]
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]
Shakibaei, Goodarz Unboxing Practical Strategies in University Curriculum in The Light of Artificial Intelligence: An Insight into The Effects on Intellectual Awareness, Emotional Intelligence, Motivation, And Creativity [Volume 13, Issue 2, 2024, Pages 143-179]
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, Habib Predicting Technology Use in EFL Instruction: The Roles of Teacher Self-Efficacy and Technology Self-Efficacy [Volume 12, Issue 2, 2023, Pages 301-341]
Soleimani, Habib A Mixed-Methods Investigation of Mindfulness, Teacher Self-Efficacy, and Job Satisfaction: Toward a Process Model in EFL Higher Education [Volume 13, Issue 1, 2024, Pages 277-312]
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 [Volume 12, Issue 1, 2023, Pages 119-143]
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]
Soozandehfar, Seyyed Mohammad Ali Unboxing Practical Strategies in University Curriculum in The Light of Artificial Intelligence: An Insight into The Effects on Intellectual Awareness, Emotional Intelligence, Motivation, And Creativity [Volume 13, Issue 2, 2024, Pages 143-179]
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]
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Taghipour, Masoud Navigating the Five Dimensions of Study Quality in the Age of AI: Iranian TESOL Researchers’ Experiences with Generative AI [(Articles in Press)]
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]
Tajeddin, Zia Welcomed but Locked Out: Exploring Teachers’ and Learners’ Beliefs about the Inclusion of English as an International Language in ELT Textbooks [Volume 13, Issue 2, 2024, Pages 75-100]
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 [Volume 12, Issue 1, 2023, Pages 173-204]
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 KhodashenasThe Effects of VAK Learning Style and Input Type on Causative Construction Development by Iranian EFL Learners [Volume 7, Issue 2, 2018, Pages 61-89]
Tavassoli, Kobra Developing and Validating a Questionnaire to Assess EFL Teachers` Classroom-Based Assessment Literacy [Volume 13, Issue 1, 2024, Pages 85-123]
Tavassoli, Kobra The Immediate and Delayed Effects of Interactionist vs. Interventionist Dynamic Assessment (DA) on EFL Learners’ Speaking Complexity, Accuracy, and Fluency (CAF) [Volume 13, Issue 2, 2024, Pages 357-387]
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]
Vaez Dalili, Mehdi Creativity, Learning Style, and Metacognition as Predictors of Iranian EFL Learners’ Writing Accuracy and Fluency in a Mixed-Methods Study [Volume 13, Issue 2, 2024, Pages 389-421]
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]
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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? [Volume 12, Issue 2, 2023, Pages 279-299]
Weisi, Hiwa User Responses to Linguistic Diversity in Instagram based on the Language Subordination Model Process [Volume 14, Issue 1, 2025, Pages 241-273]
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 [Volume 12, Issue 1, 2023, Pages 237-270]
Yekani, Nazilsa The Role of Textual vs. Compound Input Enhancement in Developing Grammar Ability [Volume 3, Issue 1, 2014, Pages 134-113]
Yousefi-Moghaddam, Narges EFL Teachers' Critical Discourse Analysis Practices and Their Classroom Management [Volume 13, Issue 1, 2024, Pages 219-252]
Yousofi, Nouroddin Examining the Effect of Scaffolding Instruction on Critical Thinking Skills of Iranian EFL Learners [Volume 10, Issue 2, 2021, Pages 145-170]
Yousofi, Nouroddin Emotional experiences of pre-service EFL teachers in practicums: features and dynamics [Volume 13, Issue 2, 2024, Pages 215-252]
Z
Zabihi, Reza Input scheduling and L2 grammar learning: Investigating the delayed effect of spacing [(Articles in Press)]
Zakarianejad, Armin Mobile-assisted ACMC: Effects on EFL Learners' Pragmatic Competence of Apologies and Requests [Volume 14, Issue 2, 2025, Pages 361-402]
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]
Zandi, Hamed Justice and Injustice in English as a Foreign Language Classes: Analysis of Teachers’ Conceptual Metaphors [Volume 13, Issue 2, 2024, Pages 31-74]
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]
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]
Zare-ee, Abbas The Effects of Task Complexity on English Language Learners’ Listening Comprehension [Volume 1, Issue 2, 2012, Pages 225-250]
Zarei, Abbas AliThe Effect of Task Type and Task Orientation on L2 Vocabulary Learning [Volume 5, Issue 2, 2016, Pages 278-255]
Zarei, Abbas AliThe Effects of Scaffolding Techniques on IELTS Candidates' Horizontal Grammatical Variability: A Mixed Method Study [Volume 13, Issue 1, 2024, Pages 35-60]
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]
Zareian, Gholamreza Reading Windows, Walking Worlds: Unveiling Empathy and Intercultural Communicative Competence Through Literary Journeys in Iraqi EFL Classrooms [(Articles in Press)]
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]
Zhaleh, Kiyana Justice and Injustice in English as a Foreign Language Classes: Analysis of Teachers’ Conceptual Metaphors [Volume 13, Issue 2, 2024, Pages 31-74]
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]
Zibaei, Parisa On the Efficacy of Employing Translanguaging in Teaching Problematic Pronunciation Features to Iranian EFL Learners [Volume 14, Issue 2, 2025, Pages 179-218]
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]
Zohrabi, Mohammad Intercultural and Interdisciplinary Analysis of Engagement Markers in Academic Writing: Contrasting Native and Non-native (Iranian) Authorship in Hard and Soft Sciences Research Articles [Volume 13, Issue 1, 2024, Pages 313-340]
