Research Paper
1. Exploring Iranian EAP Teachers' Pedagogical Content Knowledge and Their Professional Identity

Mahmood Reza Atai; Mohadeseh Khazaee

Volume 3, Issue 1 , Winter and Spring 2014, Pages 35-1

Abstract
  This study was conducted in English for Academic Purposes (EAP) context to explore Iranian teachers' perceptions of their pedagogical content knowledge (PCK) and their sense of professional identity (PI) as well as to scrutinize how their cognitions were practiced in EAP classes. To this end, two ELT ...  Read More

Research Paper
2. Iranian EFL Learners' Processing of English Derived Words

Mohamad Javad Rezai; Roya Pakbaz

Volume 3, Issue 1 , Winter and Spring 2014, Pages 37-64

Abstract
  An interesting area of psycholinguistic inquiry is to discover the way morphological structures are stored in the human mind and how they are retrieved during comprehension or production of language. The current study probed into what goes on in the mind of EFL learners when processing derivational morphology ...  Read More

Research Paper
3. Native and Non-native English Teachers’ Rating Criteria and Variation in the Assessment of L2 Pragmatic Production: The Speech Act of Compliment

Minoo Alemi; Atefeh Rezanejad

Volume 3, Issue 1 , Winter and Spring 2014, Pages 88-65

Abstract
  Pragmatic assessment and consistency in rating are among the subject matters which are still in need of more profound investigations. The importance of the issue is highlighted when remembering that inconsistency in ratings would surely damage the test fairness issue in assessment and lead to much diversity ...  Read More

Research Paper
4. Concordance-Based Data-Driven Learning Activities and Learning English Phrasal Verbs in EFL Classrooms

Mohammad Reza Anani Sarab; Amir Kardoust

Volume 3, Issue 1 , Winter and Spring 2014, Pages 112-89

Abstract
  In spite of the highly beneficial applications of corpus linguistics in language pedagogy, it has not found its way into mainstream EFL. The major reasons seem to be the teachers’ lack of training and the unavailability of resources, especially computers in language classes. Phrasal verbs have ...  Read More

Research Paper
5. The Role of Textual vs. Compound Input Enhancement in Developing Grammar Ability

Gholam-Reza Abbasian; Nazilsa Yekani

Volume 3, Issue 1 , Winter and Spring 2014, Pages 134-113

Abstract
  The present study investigated comparatively the impact of two types of input enhancement (i.e. textual vs. compound enhancement) on developing grammar ability in Iranian EFL setting. Sixty-five female secondary high school students were selected as a homogenous sample out of about a 100-member population ...  Read More

Research Paper
6. The Construct of Willingness to Communicate and Its Relationship with EFL Learners’ Perceived Verbal and Nonverbal Teacher Immediacy

Maryam Gol; Amir Zand-Moghadam; Mohseni Karrab

Volume 3, Issue 1 , Winter and Spring 2014, Pages 160-135

Abstract
  Given the fact that developing an intimate relationship between teacher and students creates a safe learning environment (Harran, 2006), and because teacher immediacy is proved to increase students’ motivation for learning (Velez & Cano, 2008), this study was an attempt to explore the relationship ...  Read More