Research Paper
1. Assessing Language Learners’ Knowledge of Speech Acts: A Test Validation Study

Parviz Birjandi; Mohammad Mehdi Soleimani

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

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

Research Paper
3. On the Relationship between Iranian EFL Teachers’ Efficacy of Classroom Management, Reflective Thinking, and Transformational Leadership Style: A Structural Equation Modeling

Reza Khany; Seyedeh Marzieh Ghoreyshi

Volume 2, Issue 1 , Winter and Spring 2013, Pages 55-82

Abstract
  In spite of the significant role of teachers in the efficacy of classroom management particularly in teaching English as a Foreign Language, the issue has not been addressed sufficiently especially in relation with other individual variables. Hence, this study made an attempt to investigate the association ...  Read More

Research Paper
4. Exploring Dialogism and Multivocality in L2 Classroom-Discourse Architecture in Iran

Masoud Rahimi Domakani; Azizullah Mirzaei

Volume 2, Issue 1 , Winter and Spring 2013, Pages 83-100

Abstract
  Critical pedagogy (CP), as a poststructuralist educational movement, challenges the asymmetrical, power-over nature of classroom discourse and seeks to accommodate multivocality in the classroom and in the society. This study probed the discourse architecture of EFL classrooms in Iran. Specifically, ...  Read More

Research Paper
5. Iranian EFL Learners’ Motivation Construction: Integrative Motivation Revisited

Nasser Rashidi; Mohammad Rahimi; Zahra Alimorad

Volume 2, Issue 1 , Winter and Spring 2013, Pages 101-124

Abstract
  Although Gardner and his associates’ work was most influential in the field of L2 motivation, from the early 1990s onwards, their work has been criticized for several reasons. Some researchers claimed that integrative and instrumental orientations were no longer able to convey the complexity of ...  Read More

Research Paper
6. Scaffolding Comprehension and Recall Gaps: Effects of Paratextual Advance Organizers

Zia Tajeddin

Volume 2, Issue 1 , Winter and Spring 2013, Pages 125-148

Abstract
  Although filling the gap in reading comprehension gained momentum with the rise of the top-down approach, Vygotsky’ concept of scaffolding and the dual code  theory provided a strong support for the use of paratext to enhance comprehension. Scaffolding is dependent on other-regulation, one ...  Read More