Research Paper
1. Examining Iranian EFL Learners' Knowledge of Grammar through a Computerized Dynamic Test

Alireza Ahmadi; Elyas Barabadi

Volume 3, Issue 2 , Summer and Autumn 2014, Pages 183-161

Abstract
  Dynamic assessment (DA) which is rooted in Vygotsky’s (1978) sociocultural theory involves the integration of instruction and assessment in a dialectical way to achieve two main purposes: enhancing learners' development and understanding about their learning potential. However, the feasibility ...  Read More

Research Paper
2. A Comparative Study of Nominalization in an English Applied Linguistics Textbook and its Persian Translation

Alireza Jalilifar; Fereshteh Shirali

Volume 3, Issue 2 , Summer and Autumn 2014, Pages 207-185

Abstract
  Among the linguistic resources for creating grammatical metaphor, nominalization rewords   processes and properties metaphorically as nouns within the experiential metafunction of language. Following Halliday's (1998a) classification of grammatical metaphor, the current study investigated nominalization ...  Read More

Research Paper
3. Using Critical Discourse Analysis Instruction in Argumentative and Descriptive Writing Classes

Hamid Marashi; Elham Yavarzadeh

Volume 3, Issue 2 , Summer and Autumn 2014, Pages 209-236

Abstract
  The field of ELT is constantly witnessing the introduction of new instructional approaches: one such perhaps recent initiative is critical discourse analysis (CDA). Accordingly, the present study was an attempt to investigate the impact of CDA instruction on Iranian EFL learners’ descriptive and ...  Read More

Research Paper
4. The Relationship among Reflective Thinking, Listening Anxiety and Listening Comprehension of Iranian EFL Learners: Does Proficiency make a Difference?

Hassan Soodmand Afshar; Raouf Hamzavi

Volume 3, Issue 2 , Summer and Autumn 2014, Pages 261-237

Abstract
  As the main part of a large-scale project, the present study investigated the relationship among reflective thinking, listening anxiety, and listening comprehension of Iranian EFL learners with regard to their proficiency level. To this end, 223 (106 intermediate and 117 advanced) adult male and female ...  Read More

Research Paper
5. The Effect of Self-Regulation on Improving EFL Readers’ Ability to Make Within-Text Inferences

Manoochehr Jafarigohar; Mahboobeh Morshedian

Volume 3, Issue 2 , Summer and Autumn 2014, Pages 286-263

Abstract
  Self-regulation is the ability to regulate one’s cognition, behavior, actions, and motivation strategically and autonomously in order to achieve self-set goals including the learning of academic skills and knowledge. Accordingly, self-regulated learning involves self-generated and systematic thoughts ...  Read More

Research Paper
6. L2 Learners’ Lexical Inferencing: Perceptual Learning Style Preferences, Strategy Use, Density of Text, and Parts of Speech as Possible Predictors

Hossein Pourghasemian; Gholam Reza Zarei; Hassan Jalali

Volume 3, Issue 2 , Summer and Autumn 2014, Pages 315-287

Abstract
  This study was intended first to categorize the L2 learners in terms of their learning style preferences and second to investigate if their learning preferences are related to lexical inferencing. Moreover, strategies used for lexical inferencing and text related issues of text density and parts of speech ...  Read More