Ahangari, Saeideh
Causes of EFL Learners’ Procrastination: A Classical Grounded Theory [Volume 11, Issue 1, 2022, Pages 35-65]
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]
Aslrasouli, Morteza
Iranian EFL Learners and Teachers’ Attitudes Toward Critical Cultural Awareness [Volume 11, Issue 1, 2022, Pages 67-93]
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]
B
Baghaei, Purya
EFL Teachers Assessment Literacy Needs Inventory: A Case of Fulcher’s Assessment Literacy [Volume 11, Issue 1, 2022, Pages 131-156]
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]
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]
D
Dastgoshadeh, Adel
Reliance on Student Engagement: Do Academic Degree and Teaching Experience Matter? [Volume 11, Issue 1, 2022, Pages 255-280]
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]
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]
Eslami, Zohreh Eslami Rasekh
Praxis-Based Grammar Instruction Using Social Media Networking: Mediational Feedback within ZPD [Volume 11, Issue 1, 2022, Pages 1-34]
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]
F
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]
G
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]
Ghaffari, Mostafa
Iranian EFL Learners and Teachers’ Attitudes Toward Critical Cultural Awareness [Volume 11, Issue 1, 2022, Pages 67-93]
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]
H
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]
J
Jafarpour Mamaghani, Homa
Exploring Changes in TEFL Candidates’ Recurring Cognitive Patterns: A Scenario-Based Study [Volume 11, Issue 1, 2022, Pages 359-390]
Jalali, Mehri
Teaching Quality of EFL Teachers: Do Years of Teaching Experience Matter? [Volume 11, Issue 2, 2022, Pages 161-186]
Jalilzadeh, Kaveh
Reliance on Student Engagement: Do Academic Degree and Teaching Experience Matter? [Volume 11, Issue 1, 2022, Pages 255-280]
K
Khodabakhshzadeh, Hossein
EFL Teachers Assessment Literacy Needs Inventory: A Case of Fulcher’s Assessment Literacy [Volume 11, Issue 1, 2022, Pages 131-156]
Khooei-Oskooei, Saber
Causes of EFL Learners’ Procrastination: A Classical Grounded Theory [Volume 11, Issue 1, 2022, Pages 35-65]
Kuhi, Davud
Iranian EFL Learners and Teachers’ Attitudes Toward Critical Cultural Awareness [Volume 11, Issue 1, 2022, Pages 67-93]
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, 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
Learning to Become L2 Teachers: Prospective Teachers’ Professional Identity Development [Volume 11, Issue 1, 2022, Pages 189-221]
Mahmoodarabi, Mahsa
Learning to Become L2 Teachers: Prospective Teachers’ Professional Identity Development [Volume 11, Issue 1, 2022, Pages 189-221]
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]
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]
Mirzaei, Azizullah
Praxis-Based Grammar Instruction Using Social Media Networking: Mediational Feedback within ZPD [Volume 11, Issue 1, 2022, Pages 1-34]
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]
Mohammad Hosseinpur, Rasoul
Does Interlanguage Pragmatic Measure Enhancement Change the Data Pattern? A Mixed Method Approach [Volume 11, Issue 2, 2022, Pages 1-32]
Motallebzadeh, Khalil
EFL Teachers Assessment Literacy Needs Inventory: A Case of Fulcher’s Assessment Literacy [Volume 11, Issue 1, 2022, Pages 131-156]
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
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]
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]
Nezakatgoo, Behzad
Reliance on Student Engagement: Do Academic Degree and Teaching Experience Matter? [Volume 11, Issue 1, 2022, Pages 255-280]
O
Oskoui, Katayoun
GTALL: A GNMT Model for the Future of Foreign Language Education [Volume 11, Issue 2, 2022, Pages 129-159]
P
Parsaiyan, Seyyedeh Fahimeh
Exploring Changes in TEFL Candidates’ Recurring Cognitive Patterns: A Scenario-Based Study [Volume 11, Issue 1, 2022, Pages 359-390]
R
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]
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]
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]
S
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]
Seifoori, Zohreh
Causes of EFL Learners’ Procrastination: A Classical Grounded Theory [Volume 11, Issue 1, 2022, Pages 35-65]
Siyyari, Masood
Learning to Become L2 Teachers: Prospective Teachers’ Professional Identity Development [Volume 11, Issue 1, 2022, Pages 189-221]
Soleimani, Mozhgan
Uncovering Domains of Novice Language Teachers’ Professional Decision Making and Pedagogical Reasoning [Volume 11, Issue 1, 2022, Pages 281-312]
T
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
Uncovering Domains of Novice Language Teachers’ Professional Decision Making and Pedagogical Reasoning [Volume 11, Issue 1, 2022, Pages 281-312]
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]
Y
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]
Z
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
Developing Productive Teacher Immunity by Providing Tailor-Made Teacher Education: A Constructive Endeavor? [Volume 11, Issue 2, 2022, Pages 187-217]