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 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]
Afshari, Mohammadreza Evaluating Pragmatic Competence in EAP Students Through Authentic Task-Based Assessment in Academic Contexts [Volume 13, Issue 2, 2024, Pages 101-141]
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]
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]
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Bagheri Nevisi, Reza Representation of Politeness Markers across Different Measures of Pragmatic Knowledge [Volume 13, Issue 1, 2024, Pages 253-276]
Banisaeed, Elham Developing and Validating a Questionnaire to Assess EFL Teachers` Classroom-Based Assessment Literacy [Volume 13, Issue 1, 2024, Pages 85-123]
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]
Behroozizad, Sorayya Interactional Metadiscourse in Popular Science: A Comparative Analysis across Subgenres and Pedagogical Implications [Volume 13, Issue 2, 2024, Pages 295-324]
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]
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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]
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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]
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]
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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]
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]
Ghorbani, Majid A Five-Factor Model of Motivational Self-Guides: A Structural Equation Modeling Approach [Volume 13, Issue 1, 2024, Pages 61-84]
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]
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Hashamdar, Mohammad Developing and Validating a Questionnaire to Assess EFL Teachers` Classroom-Based Assessment Literacy [Volume 13, Issue 1, 2024, Pages 85-123]
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]
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]
K
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]
Khodaparast, Narjes Iranian EFL Writing Raters’ Behaviors When Interacting with Analytic and Holistic Rating Scales [Volume 13, Issue 1, 2024, Pages 183-218]
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]
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 Representation of Politeness Markers across Different Measures of Pragmatic Knowledge [Volume 13, Issue 1, 2024, Pages 253-276]
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]
Marashi, Hamid EFL Teachers' Critical Discourse Analysis Practices and Their Classroom Management [Volume 13, Issue 1, 2024, Pages 219-252]
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]
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]
Mikhak, Mohammad Bagher Representation of Politeness Markers across Different Measures of Pragmatic Knowledge [Volume 13, Issue 1, 2024, Pages 253-276]
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]
Mohammad Hosseinpur, Rasoul Representation of Politeness Markers across Different Measures of Pragmatic Knowledge [Volume 13, Issue 1, 2024, Pages 253-276]
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]
N
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]
Nemati, Majid Using Flipped Learning with Self-Regulated Learning Strategies to Develop Argumentative Writing [Volume 13, Issue 2, 2024, Pages 181-213]
Nikoopour, Jahanbkhsh Evaluating Pragmatic Competence in EAP Students Through Authentic Task-Based Assessment in Academic Contexts [Volume 13, Issue 2, 2024, Pages 101-141]
Nouraei Yeganeh, Leyli Using Flipped Learning with Self-Regulated Learning Strategies to Develop Argumentative Writing [Volume 13, Issue 2, 2024, Pages 181-213]
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]
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]
R
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]
Rashvand Semiyari, Shokouh A Five-Factor Model of Motivational Self-Guides: A Structural Equation Modeling Approach [Volume 13, Issue 1, 2024, Pages 61-84]
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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]
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]
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]
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]
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]
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]
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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]
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]
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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]
Y
Yousefi-Moghaddam, Narges EFL Teachers' Critical Discourse Analysis Practices and Their Classroom Management [Volume 13, Issue 1, 2024, Pages 219-252]
Yousofi, Nouroddin Emotional experiences of pre-service EFL teachers in practicums: features and dynamics [Volume 13, Issue 2, 2024, Pages 215-252]
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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]
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]
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]
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]
