Issues in Language Teaching

Keyword Index

A

Academic Achievement EFL Learners’ Deployment of Motivational Self-Regulatory Strategies and their Academic Achievement [Volume 5, Issue 1, 2016, Pages 50-25]
Academic degree Reliance on Student Engagement: Do Academic Degree and Teaching Experience Matter? [Volume 11, Issue 1, 2022, Pages 255-280]
Academic favoritism EFL Teachers’ Perceptions of Academic Favoritism: A Questionnaire Development and Validation Study [Volume 12, Issue 2, 2023, Pages 343-370]
Academic success The Relationship between Internal Forms of Engagement (Cognitive-Affective) and Academic Success across Years of Study [Volume 1, Issue 2, 2012, Pages 251-272]
Academic tweets Academic Tweets in Applied Linguistics: An Intertextuality Odyssey through Forms and Functions in Five English-Speaking Countries [Volume 14, Issue 1, 2025, Pages 67-96]
Academic Writing Expertise The Discursive Construction of Academic Writing Expertise: A Case Study of Developing from an Outsider to a Contributor Role in a Discourse Community [Volume 10, Issue 2, 2021, Pages 95-119]
Activity theory An Activity Theory Perspective on the Role of Cooperative Assessment in the Reading Comprehension of Iranian EFL Learners [Volume 8, Issue 1, 2019, Pages 129-163]
ADDIE Proposing an AI-Oriented EFL Teacher Education Model Based on ADDIE [(Articles in Press)]
American and Iranian EFL/ESL teachers Native and Non-native English Teachers’ Rating Criteria and Variation in the Assessment of L2 Pragmatic Production: The Speech Act of Compliment [Volume 3, Issue 1, 2014, Pages 88-65]
Analytic Scoring Rubric Using AI Applications to Enhance EFL Learners’ Writing Skills: Empirical Evidence from “Monica” [Volume 14, Issue 2, 2025, Pages 253-301]
Antecedents Tracing the Emotional Ecology of Foreign Language Test Anxiety: A Qualitative Systematic Review of Antecedents and Consequences [Volume 14, Issue 1, 2025, Pages 337-366]
Apologies Mobile-assisted ACMC: Effects on EFL Learners' Pragmatic Competence of Apologies and Requests [Volume 14, Issue 2, 2025, Pages 361-402]
App Feature Interview Towards More Effective App-Assisted Language Learning: The Essential Content and Design Features of Educational Applications [Volume 9, Issue 1, 2020, Pages 245-278]
Applied Linguistics How do Writers Present Their Work in Introduction Sections? A Genre-based Investigation into Qualitative and Quantitative Research Articles [Volume 6, Issue 2, 2017, Pages 181-207]
Applied Linguistics Research Methodology and Orientation of Papers Published from 1980 to 2019 in Applied Linguistics Journals [Volume 9, Issue 2, 2020, Pages 59-88]
Applied Linguistics Grammatical Complexity in Research Articles: Iranian Local Journals and International Journals [Volume 10, Issue 2, 2021, Pages 301-323]
Applied Linguistics Academic Tweets in Applied Linguistics: An Intertextuality Odyssey through Forms and Functions in Five English-Speaking Countries [Volume 14, Issue 1, 2025, Pages 67-96]
Applied Linguistics Citation Practices in Applied Linguistics Research Articles: Investigating Author’s L1 Writing Background Effect [Volume 13, Issue 2, 2024, Pages 325-355]
Artificial Intelligence 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]
Artificial Intelligence Proposing an AI-Oriented EFL Teacher Education Model Based on ADDIE [(Articles in Press)]
Artificial Intelligence Digital Learning, Generative AI, and Second Language Learners’ Self-Regulation [(Articles in Press)]
Artificial Intelligence The Effects of AI-Powered Chatbots vs. Synchronous CMC on Oral Proficiency and Self-Efficacy in Under-Resourced TESOL [(Articles in Press)]
Assessment Literacy (AL) Developing and Validating a Questionnaire to Assess EFL Teachers` Classroom-Based Assessment Literacy [Volume 13, Issue 1, 2024, Pages 85-123]
Attention Deficit Hyperactivity Disorder 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]
Attitude How Attitude, Self-efficacy, and Job Satisfaction Relate with Teaching Strategies? [Volume 1, Issue 1, 2012, Pages 189-224]
Attitude An Investigation of Iranian Intermediate EFL Learners’ L2 Motivation and Attitude in a Computer-Assisted Language Learning Environment [Volume 10, Issue 1, 2021, Pages 355-389]
Attitude The Effects of Web-based Dynamic Assessment on Grammatical Accuracy and Autonomy of Iranian EFL Learners and Their Attitudes to Web-based Dynamic Assessment [Volume 12, Issue 1, 2023, Pages 205-236]
Attitude Exploring Iranian EFL learners' Attitudes toward Classroom Practices of CLT [Volume 13, Issue 1, 2024, Pages 149-181]
Attitude Application of the Theory of Planned Behavior to the Adoption of English Computer-Mediated Courses by High School Teachers [Volume 14, Issue 1, 2025, Pages 275-307]
Attitudinal scale 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]
Authentic task-based assessment Evaluating Pragmatic Competence in EAP Students Through Authentic Task-Based Assessment in Academic Contexts [Volume 13, Issue 2, 2024, Pages 101-141]
Automatized Explicit Knowledge Examining L2 Learners' Performance on Implicit and Explicit Measures: The Role of Grammaticality and Structure Difficulty [Volume 13, Issue 1, 2024, Pages 1-33]
Autonomy Relationship between EFL Teachers' Emotional Intelligence, Reflective teaching, Autonomy and their Students' L2 Learning [Volume 8, Issue 1, 2019, Pages 303-331]
Autonomy The Effects of Web-based Dynamic Assessment on Grammatical Accuracy and Autonomy of Iranian EFL Learners and Their Attitudes to Web-based Dynamic Assessment [Volume 12, Issue 1, 2023, Pages 205-236]
Autonomy in Reading Comprehension Exploring EFL Learners’ Autonomy in Reading Comprehension: Computer-Assisted versus Conventional Contexts [Volume 8, Issue 1, 2019, Pages 93-128]
Auxiliary Inversion Complementiser Phrase: The Case of English Wh-Embedded Clauses [Volume 4, Issue 1, 2015, Pages 155-131]

B

Bar-On's EQ-i Do the Emotionally More Intelligent Gain More from Metacognitive Writing Strategy Training? [Volume 1, Issue 2, 2012, Pages 343-370]
Beliefs The Relationship between High School Students’ Beliefs about Language Learning and Their Use of Language Learning Strategies [Volume 1, Issue 2, 2012, Pages 273-292]
Big-Five personality traits inventory Proposing a Cognitive EFL Writing Model Based on Personality types and Narrative Writing Intelligence: A SEM Approach [Volume 8, Issue 2, 2019, Pages 163-185]
Big Five theory The Relationship between English Language Teachers’ Personality Types and Attitudes toward Technology [Volume 14, Issue 2, 2025, Pages 39-72]
Bilingual The Effectiveness and Rank of Metalinguistic Corrective Feedback Strategies on Written Grammatical Performance: Monolingual Persian vis-à-vis Bilingual Turkmen EFL Learners [Volume 9, Issue 2, 2020, Pages 245-284]
Blended learning Learning Styles and the Writing Process in a Digitally Blended Environment: Revising, Switching, and Pausing Behaviors in Focus [Volume 5, Issue 1, 2016, Pages 82-51]
Blended learning Synchronous-Asynchronous Blending or Fully Real-Time Course Delivery? Implications for Distance Language Education [Volume 11, Issue 1, 2022, Pages 157-187]
Blogs Examining the Effects of Writing Instruction through Blogging on Second Language Writing Performance and Anxiety [Volume 8, Issue 1, 2019, Pages 63-91]
Bloom’s revised taxonomy Comparative Textbook Evaluation: Representation of Learning Objectives in Locally and Internationally Published ELT Textbooks [Volume 8, Issue 1, 2019, Pages 249-277]
Book acknowledgements The Generic Structure of Book Acknowledgements [Volume 9, Issue 1, 2020, Pages 357-381]
Booster Authority and Uncertainty in Language Testing Research Articles: A Diachronic Study of Stance Markers [(Articles in Press)]
Buoyancy Navigating the Mediating Role of Immunity, Buoyancy, and Emotion Regulation to L2 Grit and Mindfulness Among EFL Teachers [Volume 12, Issue 2, 2023, Pages 31-65]
Burnout A Sequential Mixed Method Analysis of Students’ Burnout and Emotional Intelligence [Volume 5, Issue 1, 2016, Pages 160-135]
Burnout Teacher Self-Efficacy and Reflection as Predictors of Teacher Burnout: An Investigation of Iranian English Language Teachers [Volume 8, Issue 2, 2019, Pages 25-50]
Burnout An Investigation into Iranian EAP Teachers’ Burnout and its Variations in Relation to Their Demographic and Organizational Characteristics [Volume 9, Issue 1, 2020, Pages 93-116]

C

CALL An Investigation of Iranian Intermediate EFL Learners’ L2 Motivation and Attitude in a Computer-Assisted Language Learning Environment [Volume 10, Issue 1, 2021, Pages 355-389]
CALL 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]
CALLA (Cognitive Academic Language Learning Approach) Do the Emotionally More Intelligent Gain More from Metacognitive Writing Strategy Training? [Volume 1, Issue 2, 2012, Pages 343-370]
Cartesian dualism A Philosophical Problematisation of Research on EFL/ESL Teachers’ Cognition vs. Action: A Critical Interpretive Synthesis [Volume 12, Issue 2, 2023, Pages 67-118]
Changes Global Coursebooks in the Course of Time: The Case of Interchange Level 2 [Volume 10, Issue 1, 2021, Pages 269-300]
Citation practices Citation Practices in Applied Linguistics Research Articles: Investigating Author’s L1 Writing Background Effect [Volume 13, Issue 2, 2024, Pages 325-355]
Classical Grounded Theory Causes of EFL Learners’ Procrastination: A Classical Grounded Theory [Volume 11, Issue 1, 2022, Pages 35-65]
Classroom-based Assessment Literacy (CBAL) Developing and Validating a Questionnaire to Assess EFL Teachers` Classroom-Based Assessment Literacy [Volume 13, Issue 1, 2024, Pages 85-123]
Classroom Management 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]
Classroom Management EFL Teachers' Critical Discourse Analysis Practices and Their Classroom Management [Volume 13, Issue 1, 2024, Pages 219-252]
Classroom Management (CM) Coping Strategies Employed by EFL Teachers to Avoid Classroom Management Constraints: Scale Development and Validation [Volume 10, Issue 2, 2021, Pages 269-299]
Classroom observation Teaching Quality of EFL Teachers: Do Years of Teaching Experience Matter? [Volume 11, Issue 2, 2022, Pages 161-186]
Co-design framework A Contextualized Co-Design Framework for Integrating Generative AI into Iranian ESP Education [Volume 14, Issue 1, 2025, Pages 163-212]
Cognitive engagement The Relationship between Internal Forms of Engagement (Cognitive-Affective) and Academic Success across Years of Study [Volume 1, Issue 2, 2012, Pages 251-272]
Cognitive load The Role of Emotioncy in Cognitive Load and Sentence Comprehension of Language Learners [Volume 9, Issue 1, 2020, Pages 29-55]
Coherence Analysis of Cohesion and Coherence in Writing Performance of Iranian Intermediate EFL Learners [Volume 8, Issue 2, 2019, Pages 213-242]
Cohesion Analysis of Cohesion and Coherence in Writing Performance of Iranian Intermediate EFL Learners [Volume 8, Issue 2, 2019, Pages 213-242]
Coh-Metrix Lexical Sophistication in the Discussion Section of MA Theses Authored by Iranian EFL vs. English Students: A Coh-Metrix Report on Similarities and Differences [Volume 12, Issue 1, 2023, Pages 271-294]
Collaborative praxis-oriented grammar instruction Praxis-Based Grammar Instruction Using Social Media Networking: Mediational Feedback within ZPD [Volume 11, Issue 1, 2022, Pages 1-34]
Collectivism Iranian EFL Teachers’ Cultural Identity in the Course of their Profession [Volume 7, Issue 1, 2018, Pages 111-134]
Communicated thinking Systemic Theoretical Instruction: The Impact of Three Types of Verbalization in L2 Learners’ Knowledge of Passive Voice [Volume 9, Issue 2, 2020, Pages 1-26]
Communicative Competence Teaching for Tests, Failure for Communication: A Study of Strategic Competence in Iranian ESP Classrooms [Volume 14, Issue 2, 2025, Pages 303-330]
Communicative Language Teaching Iranian EFL Teachers’ Conceptions and Practices of Communicative Language Teaching Curriculum [Volume 10, Issue 2, 2021, Pages 171-202]
Communicative Language Teaching Exploring Iranian EFL learners' Attitudes toward Classroom Practices of CLT [Volume 13, Issue 1, 2024, Pages 149-181]
Competency Developing a Competency Model for EAP Teachers: Insights from Internationalization of Higher Education [Volume 10, Issue 1, 2021, Pages 105-146]
Complementiser Phrase Complementiser Phrase: The Case of English Wh-Embedded Clauses [Volume 4, Issue 1, 2015, Pages 155-131]
Complex Dynamic System Theory Examining the Dynamic Interface between Motivation and Affect in Foreign Language Development with the Moderating Role of Gender and Working Memory [Volume 12, Issue 1, 2023, Pages 337-376]
Complexity The Effect of Task Repetition and Task Recycling on EFL Learners' Oral Performance [Volume 2, Issue 2, 2013, Pages 137-163]
Complexity Task Implementation and EFL Learners’ Attention to Form: Examining the Effects of Pre-Task Planning and Post-Task transcription [Volume 12, Issue 1, 2023, Pages 67-96]
Complexity The Effect of Task Familiarity Ordering on Listening Task Complexity [Volume 12, Issue 2, 2023, Pages 181-215]
Complexity 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]
Comprehension difficulty Focusing on the Comprehension Challenge of Different Passive Structure Types by EFL Learners [Volume 12, Issue 1, 2023, Pages 97-117]
Computer-assisted Language Learning (CALL) Exploring EFL Learners’ Autonomy in Reading Comprehension: Computer-Assisted versus Conventional Contexts [Volume 8, Issue 1, 2019, Pages 93-128]
Computer Science Genre Variation in the Introduction of Scientific Papers in Iranian and International Computer Science Journals [Volume 8, Issue 2, 2019, Pages 51-82]
Concepts Causes of EFL Learners’ Procrastination: A Classical Grounded Theory [Volume 11, Issue 1, 2022, Pages 35-65]
Conceptual metaphors Justice and Injustice in English as a Foreign Language Classes: Analysis of Teachers’ Conceptual Metaphors [Volume 13, Issue 2, 2024, Pages 31-74]
Confirmatory Factor Analysis Teacher Evaluation in EFL Context: Development and Validation of a Teacher Evaluation Questionnaire [Volume 7, Issue 2, 2018, Pages 147-187]
Confirmatory Factor Analysis Construction and Validation of a Critical Pedagogy Questionnaire to Assess ELT Teachers: A Mixed-Method Study [Volume 8, Issue 1, 2019, Pages 333-375]
Constructivist Grounded Theory Construction and Validation of a Critical Pedagogy Questionnaire to Assess ELT Teachers: A Mixed-Method Study [Volume 8, Issue 1, 2019, Pages 333-375]
Content instructors Exploring Iranian EAP Teachers' Pedagogical Content Knowledge and Their Professional Identity [Volume 3, Issue 1, 2014, Pages 35-1]
Conversational chatbots The Effects of AI-Powered Chatbots vs. Synchronous CMC on Oral Proficiency and Self-Efficacy in Under-Resourced TESOL [(Articles in Press)]
Cooperative assessment An Activity Theory Perspective on the Role of Cooperative Assessment in the Reading Comprehension of Iranian EFL Learners [Volume 8, Issue 1, 2019, Pages 129-163]
Cooperative learning An Activity Theory Perspective on the Role of Cooperative Assessment in the Reading Comprehension of Iranian EFL Learners [Volume 8, Issue 1, 2019, Pages 129-163]
Coping strategies Coping Strategies Employed by EFL Teachers to Avoid Classroom Management Constraints: Scale Development and Validation [Volume 10, Issue 2, 2021, Pages 269-299]
Corpus analysis Developing a Corpus-Based Academic Word List for Welding Metallurgy ESP/EAP Courses [Volume 14, Issue 2, 2025, Pages 101-148]
Corpus Linguistic Analysis A Corpus Investigation of the Third-Person Singular Simple Present Tense Suffix in English as a Lingua Franca (ELF) Academic Writing [Volume 12, Issue 1, 2023, Pages 119-143]
COVID-19 Online EAP Courses amid COVID-19: On the Effectiveness of the Vocabulary, Grammar, & Reading Comprehension Components [Volume 9, Issue 2, 2020, Pages 219-244]
Critical Cultural Awareness Iranian EFL Learners and Teachers’ Attitudes Toward Critical Cultural Awareness [Volume 11, Issue 1, 2022, Pages 67-93]
Critical Discourse Analysis Evaluating an Instructional Textbook: A Critical Discourse Perspective [Volume 1, Issue 1, 2012, Pages 123-158]
Critical Discourse Analysis Using Critical Discourse Analysis Instruction in Argumentative and Descriptive Writing Classes [Volume 3, Issue 2, 2014, Pages 209-236]
Critical Discourse Analysis Learning English Vocabulary through VOA News Lessons: Being Exposed to Authentic Material or Electronic Colonialism [Volume 10, Issue 1, 2021, Pages 67-103]
Critical Discourse Analysis EFL Teachers' Critical Discourse Analysis Practices and Their Classroom Management [Volume 13, Issue 1, 2024, Pages 219-252]
Critical pedagogy EFL Teachers' Critical Discourse Analysis Practices and Their Classroom Management [Volume 13, Issue 1, 2024, Pages 219-252]
Critical Pedagogy Questionnaire Construction and Validation of a Critical Pedagogy Questionnaire to Assess ELT Teachers: A Mixed-Method Study [Volume 8, Issue 1, 2019, Pages 333-375]
Critical reflection The Impact of Reflection-focused Teacher Education Course with and without Critical Orientation on Iranian In-service EFL Teachers’ Self-reported Reflective Teaching [(Articles in Press)]
Critical Thinking Investigating Iranian EFL Students’ Metacognitive Online Reading Strategies, Critical Thinking, and Their Relationship: A Mixed-Methods Study [Volume 9, Issue 1, 2020, Pages 151-182]
Critical Thinking Exploring the Role of 5E-Based Online Activities in English Language Students’ Critical Thinking and Creativity [Volume 12, Issue 1, 2023, Pages 1-31]
Critical Thinking Fostering Critical Thinking and Professional Identity in Iranian EFL Teachers: The Role of Dialogic Reflective Journals Integrated with Schön's and Korthagen's Models [Volume 14, Issue 1, 2025, Pages 309-335]
Critical thinking skills Examining the Effect of Scaffolding Instruction on Critical Thinking Skills of Iranian EFL Learners [Volume 10, Issue 2, 2021, Pages 145-170]
Cross-cultural diversities Pragmatic Competence Development: Demystifying the Impact of Task Types and EFL Students' Perceptions [Volume 8, Issue 1, 2019, Pages 279-302]
Culpeper’s (2011) model of impoliteness Impoliteness Strategies Based on Culpeper’s (2011) Model: A Comprehensive Study on Gender Differences in Instagram’s broadcast pages Comments [Volume 14, Issue 1, 2025, Pages 97-125]
Cultural Identity Iranian EFL Teachers’ Cultural Identity in the Course of their Profession [Volume 7, Issue 1, 2018, Pages 111-134]
Culture An Investigation into Cultural Representation in Interchange Textbooks [Volume 2, Issue 2, 2013, Pages 113-136]
Culture Iranian EFL Learners and Teachers’ Attitudes Toward Critical Cultural Awareness [Volume 11, Issue 1, 2022, Pages 67-93]

D

Decision-Making Uncovering Domains of Novice Language Teachers’ Professional Decision Making and Pedagogical Reasoning [Volume 11, Issue 1, 2022, Pages 281-312]
Demographic Features 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]
Depersonalization (DP) An Investigation into Iranian EAP Teachers’ Burnout and its Variations in Relation to Their Demographic and Organizational Characteristics [Volume 9, Issue 1, 2020, Pages 93-116]
Design-based research A Contextualized Co-Design Framework for Integrating Generative AI into Iranian ESP Education [Volume 14, Issue 1, 2025, Pages 163-212]
Dialogic Reflective Journals Fostering Critical Thinking and Professional Identity in Iranian EFL Teachers: The Role of Dialogic Reflective Journals Integrated with Schön's and Korthagen's Models [Volume 14, Issue 1, 2025, Pages 309-335]
Dialogic tasks 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]
Differential item functioning (DIF) Investigating Gender and Major DIF in the Iranian National University Entrance Exam Using Multiple-Indicators Multiple-Causes Structural Equation Modelling [Volume 8, Issue 1, 2019, Pages 33-61]
Digital enhancement The Comparative Effects of Digitally vs. Print Enhanced Modalities on the Incidental Acquisition of English Prepositions through Extensive Reading [(Articles in Press)]
Digital learning Digital Learning, Generative AI, and Second Language Learners’ Self-Regulation [(Articles in Press)]
Digital Literacy Self-Perceptions and Cross Evaluations of Digital Literacy and Technology Use Among EFL Mentor Teachers and Teaching Mentees [Volume 14, Issue 1, 2025, Pages 127-161]
Dilatory Behavior Causes of EFL Learners’ Procrastination: A Classical Grounded Theory [Volume 11, Issue 1, 2022, Pages 35-65]
Directives Content Analysis of Iranian High School English Textbooks in terms of Politeness Markers, Speech Acts, and Language Functions [Volume 9, Issue 2, 2020, Pages 155-184]
Disciplinary variation Exploring the Recycling of Objective Move Across RA Sections in Soft Science Disciplines [Volume 10, Issue 1, 2021, Pages 171-200]
Discipline-specific variation 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]
Discourse Completion Task (DCT) Does Interlanguage Pragmatic Measure Enhancement Change the Data Pattern? A Mixed Method Approach [Volume 11, Issue 2, 2022, Pages 1-32]
Distance Education Synchronous-Asynchronous Blending or Fully Real-Time Course Delivery? Implications for Distance Language Education [Volume 11, Issue 1, 2022, Pages 157-187]
Domestic intervention Developing and Assessing Intercultural Competence through Ethnographic Interviews in the Domestic Context of Teacher Education in Iran [Volume 10, Issue 2, 2021, Pages 119-144]
Draft Specific Scoring Motivating the Unmotivated: Making Teacher Corrective Feedback Work [Volume 7, Issue 1, 2018, Pages 87-110]
Dual subtitles The Effect of Textually-Enhanced Dual Subtitles on Vocabulary Learning and Listening Comprehension of Iranian EFL Learners [Volume 14, Issue 2, 2025, Pages 149-177]

E

EAP An Investigation into Iranian EAP Teachers’ Burnout and its Variations in Relation to Their Demographic and Organizational Characteristics [Volume 9, Issue 1, 2020, Pages 93-116]
EAP Online EAP Courses amid COVID-19: On the Effectiveness of the Vocabulary, Grammar, & Reading Comprehension Components [Volume 9, Issue 2, 2020, Pages 219-244]
EAP instructors Exploring the English Language Needs of EAP Students of Humanities and Social Sciences in Iran: A Triangulated Approach [Volume 7, Issue 1, 2018, Pages 135-164]
EAP learners Exploring the English Language Needs of EAP Students of Humanities and Social Sciences in Iran: A Triangulated Approach [Volume 7, Issue 1, 2018, Pages 135-164]
EAP teachers Developing a Competency Model for EAP Teachers: Insights from Internationalization of Higher Education [Volume 10, Issue 1, 2021, Pages 105-146]
Easyclass Exploring the Role of 5E-Based Online Activities in English Language Students’ Critical Thinking and Creativity [Volume 12, Issue 1, 2023, Pages 1-31]
Educational objectives Developing an Instrument for the Evaluating the Implemented EFL Teacher Education Curriculum [(Articles in Press)]
EFL The Effects of Task Complexity on English Language Learners’ Listening Comprehension [Volume 1, Issue 2, 2012, Pages 225-250]
EFL The Effect of Item Modality and Note-taking on EFL Learners’ Performance on a Listening Test [Volume 4, Issue 2, 2015, Pages 101-81]
EFL Exploring Iranian EFL learners' Attitudes toward Classroom Practices of CLT [Volume 13, Issue 1, 2024, Pages 149-181]
EFL 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]
EFL Silence as a Discursive Strategy in Educational English Conversations: A Pragmatic Perspective [(Articles in Press)]
EFL context On the Relationship between Iranian EFL Teachers’ Efficacy of Classroom Management, Reflective Thinking, and Transformational Leadership Style: A Structural Equation Modeling [Volume 2, Issue 1, 2013, Pages 55-82]
EFL context Explicit Instruction of Pragmatic Features: Its Impact on EFL Learners’ Knowledge of Hedging Devices in Academic Writing [Volume 6, Issue 1, 2017, Pages 53-29]
EFL instructors Predicting Technology Use in EFL Instruction: The Roles of Teacher Self-Efficacy and Technology Self-Efficacy [Volume 12, Issue 2, 2023, Pages 301-341]
EFL learners EFL Learners’ Preferences for Error Correction and Its Relationship with Demotivation and Language Proficiency in the Iranian Context [Volume 1, Issue 2, 2012, Pages 323-341]
EFL learners Portfolio Assessment and EFL Learners' Writing Ability: Does Self-Regulation Have a Role to Play? [Volume 8, Issue 2, 2019, Pages 83-107]
EFL learners The Role of Visual Scaffolding in Enhancing Iranian EFL Students’ Writing Ability [Volume 8, Issue 2, 2019, Pages 187-211]
EFL learners Storytelling and Story Reading Impacts on Pre-intermediate English Language Learners’ Oral Language Production and Comprehension [Volume 10, Issue 1, 2021, Pages 335-354]
EFL learners Iranian EFL Learners and Teachers’ Attitudes Toward Critical Cultural Awareness [Volume 11, Issue 1, 2022, Pages 67-93]
EFL learners Hidden Curriculum Components, Learners’ National Identity, and Self-Efficacy: A Model for Iranian EFL Teachers [Volume 10, Issue 2, 2021, Pages 233-267]
EFL learners 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]
EFL learners Exploring the Interplay Between Mindfulness, Perceived Teacher Support, and Psychological Well-being Among EFL Learners: The Mediating Role of Student Engagement [Volume 14, Issue 2, 2025, Pages 1-37]
EFL learners Subjectivity, Willingness to Communicate, and Iranian EFL Learners’ Speech Act Strategy Learning and Use [Volume 14, Issue 2, 2025, Pages 219-251]
EFL learners Digital Learning, Generative AI, and Second Language Learners’ Self-Regulation [(Articles in Press)]
EFL learners The Effects of AI-Powered Chatbots vs. Synchronous CMC on Oral Proficiency and Self-Efficacy in Under-Resourced TESOL [(Articles in Press)]
EFL reading comprehension The Effect of Self-Regulation on Improving EFL Readers’ Ability to Make Within-Text Inferences [Volume 3, Issue 2, 2014, Pages 286-263]
EFLs/ESLs Request Speech Act Production Differences: A Case of Iranian EFLs and ESLs [Volume 12, Issue 1, 2023, Pages 237-270]
EFL students A Sequential Mixed Method Analysis of Students’ Burnout and Emotional Intelligence [Volume 5, Issue 1, 2016, Pages 160-135]
EFL students Investigating Iranian EFL Students’ Metacognitive Online Reading Strategies, Critical Thinking, and Their Relationship: A Mixed-Methods Study [Volume 9, Issue 1, 2020, Pages 151-182]
EFL teacher Teacher Assessment Identity in Motion: The Representations in E-Portfolios of Novice and Experienced EFL Teachers [Volume 11, Issue 2, 2022, Pages 33-66]
EFL Teacher Education Iranian In-Service EFL Teachers’ Perceptions of Values Education: A Mixed Methods Study [Volume 12, Issue 1, 2023, Pages 295-336]
EFL Teacher Education Proposing an AI-Oriented EFL Teacher Education Model Based on ADDIE [(Articles in Press)]
EFL teachers Challenges in Promoting EFL Learners' Autonomy: Iranian EFL Teachers’ Perspectives [Volume 4, Issue 1, 2015, Pages 98-79]
EFL teachers Iranian EFL teachers' willingness to implement postmethod pedagogy: A mixed methods study [Volume 6, Issue 2, 2017, Pages 209-238]
EFL teachers Reflection, Resilience and Role Stress among Iranian EFL Teachers: A Mixed Methods Study [Volume 8, Issue 2, 2019, Pages 1-24]
EFL teachers Teacher Self-Efficacy and Reflection as Predictors of Teacher Burnout: An Investigation of Iranian English Language Teachers [Volume 8, Issue 2, 2019, Pages 25-50]
EFL teachers Modeling Structural Relationship Between Perceived Organizational Support and Quality of Work Life Among Secondary School Teachers of English as a Foreign Language [Volume 9, Issue 2, 2020, Pages 285-309]
EFL teachers Iranian EFL Learners and Teachers’ Attitudes Toward Critical Cultural Awareness [Volume 11, Issue 1, 2022, Pages 67-93]
EFL teachers The Relationship among Language Teacher Immunity, Reflective Teaching, and Work Motivation in EFL Context [Volume 12, Issue 1, 2023, Pages 145-172]
EFL teachers EFL Teachers’ Perceptions of Academic Favoritism: A Questionnaire Development and Validation Study [Volume 12, Issue 2, 2023, Pages 343-370]
EFL teachers Justice and Injustice in English as a Foreign Language Classes: Analysis of Teachers’ Conceptual Metaphors [Volume 13, Issue 2, 2024, Pages 31-74]
EFL teaching Conceptualization of Hope for EFL Teaching within the Iranian Context: A Grounded Theoretical Model [Volume 9, Issue 2, 2020, Pages 27-58]
EFL Teaching Mentees Self-Perceptions and Cross Evaluations of Digital Literacy and Technology Use Among EFL Mentor Teachers and Teaching Mentees [Volume 14, Issue 1, 2025, Pages 127-161]
EFL writing The Effectiveness and Rank of Metalinguistic Corrective Feedback Strategies on Written Grammatical Performance: Monolingual Persian vis-à-vis Bilingual Turkmen EFL Learners [Volume 9, Issue 2, 2020, Pages 245-284]
EFL writing Integrating Gamified Language Teaching into EFL Classes and Its Effects on Motivation and Writing: A Mixed-Methods Study [Volume 14, Issue 2, 2025, Pages 331-359]
EFL writing Using AI Applications to Enhance EFL Learners’ Writing Skills: Empirical Evidence from “Monica” [Volume 14, Issue 2, 2025, Pages 253-301]
Electronic Colonialism Theory Learning English Vocabulary through VOA News Lessons: Being Exposed to Authentic Material or Electronic Colonialism [Volume 10, Issue 1, 2021, Pages 67-103]
ELT EFL Teachers' Critical Discourse Analysis Practices and Their Classroom Management [Volume 13, Issue 1, 2024, Pages 219-252]
ELT The Relationship between English Language Teachers’ Personality Types and Attitudes toward Technology [Volume 14, Issue 2, 2025, Pages 39-72]
ELT coursebooks Global Coursebooks in the Course of Time: The Case of Interchange Level 2 [Volume 10, Issue 1, 2021, Pages 269-300]
ELT teacher professional identity Development and Validation of an English Language Teacher Professional Identity Scale (ELTPIS) [Volume 10, Issue 1, 2021, Pages 201-237]
ELT teacher professional identity instrument Development and Validation of an English Language Teacher Professional Identity Scale (ELTPIS) [Volume 10, Issue 1, 2021, Pages 201-237]
ELT teacher professional identity model Development and Validation of an English Language Teacher Professional Identity Scale (ELTPIS) [Volume 10, Issue 1, 2021, Pages 201-237]
ELT teachers Exploring Iranian EAP Teachers' Pedagogical Content Knowledge and Their Professional Identity [Volume 3, Issue 1, 2014, Pages 35-1]
ELT textbooks Core Units of Spoken Grammar in Global ELT Textbooks [Volume 1, Issue 1, 2012, Pages 33-58]
ELT textbooks 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]
Emotional exhaustion (EE) An Investigation into Iranian EAP Teachers’ Burnout and its Variations in Relation to Their Demographic and Organizational Characteristics [Volume 9, Issue 1, 2020, Pages 93-116]
Emotional intelligence, English instructors, EFL, Iranian Investigating the Relationship between Teaching Styles and Emotional Intelligence among Iranian English Instructors [Volume 8, Issue 1, 2019, Pages 225-248]
Emotioncy The Role of Emotioncy in Cognitive Load and Sentence Comprehension of Language Learners [Volume 9, Issue 1, 2020, Pages 29-55]
English Articles Impact of the Neurolinguistic Approach on English Language Learners’ Implicit and Explicit Knowledge of English Articles [Volume 12, Issue 2, 2023, Pages 151-180]
English as a foreign language learners On the Efficacy of Employing Translanguaging in Teaching Problematic Pronunciation Features to Iranian EFL Learners [Volume 14, Issue 2, 2025, Pages 179-218]
English as an Academic Lingua Franca (EALF) A Corpus Investigation of the Third-Person Singular Simple Present Tense Suffix in English as a Lingua Franca (ELF) Academic Writing [Volume 12, Issue 1, 2023, Pages 119-143]
English as an International Language (EIL) 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]
English for Academic Purposes Exploring Iranian EAP Teachers' Pedagogical Content Knowledge and Their Professional Identity [Volume 3, Issue 1, 2014, Pages 35-1]
English for Academic Purposes (EAP) Exploring Iranian EAP Teachers’ Pedagogic Content Knowledge and Teaching Practices, and Students’ Beliefs about EAP Teachers’ Methodology [Volume 6, Issue 1, 2017, Pages 27-1]
English for Academic Purposes (EAP) Developing a Competency Model for EAP Teachers: Insights from Internationalization of Higher Education [Volume 10, Issue 1, 2021, Pages 105-146]
English for Academic Purposes (EAP) Evaluating Pragmatic Competence in EAP Students Through Authentic Task-Based Assessment in Academic Contexts [Volume 13, Issue 2, 2024, Pages 101-141]
English for Research Publication Purposes (ERPP) A Corpus Investigation of the Third-Person Singular Simple Present Tense Suffix in English as a Lingua Franca (ELF) Academic Writing [Volume 12, Issue 1, 2023, Pages 119-143]
English for Specific Purposes The Impact of Task-based Language Teaching on ESP Learners’ Productive Skills: From Task-based Instruction to Investigation of Learners’ and Instructors’ Attitudes toward the Course [Volume 7, Issue 2, 2018, Pages 1-28]
English for Specific Purposes Using Flipped Learning with Self-Regulated Learning Strategies to Develop Argumentative Writing [Volume 13, Issue 2, 2024, Pages 181-213]
English for Specific Purposes Developing a Corpus-Based Academic Word List for Welding Metallurgy ESP/EAP Courses [Volume 14, Issue 2, 2025, Pages 101-148]
English for Specific Purposes (ESP) A Contextualized Co-Design Framework for Integrating Generative AI into Iranian ESP Education [Volume 14, Issue 1, 2025, Pages 163-212]
English for Specific Purposes (ESP) Teaching for Tests, Failure for Communication: A Study of Strategic Competence in Iranian ESP Classrooms [Volume 14, Issue 2, 2025, Pages 303-330]
English language teacher Construction, Validation, and Application of a Teacher Status Scale (TSS): A Case of Iranian Junior High School Teachers [Volume 2, Issue 2, 2013, Pages 1-26]
English language teaching Investigating the Effects of English Language Teachers’ Professional Identity and Autonomy in Their Success [Volume 9, Issue 1, 2020, Pages 1-28]
English language teaching Developing an Instrument for the Evaluating the Implemented EFL Teacher Education Curriculum [(Articles in Press)]
English-majoring students Motivations for and Perceptions of Becoming an EFL Teacher: Adaptation and Validation of the Factors Influencing Teaching Choice Scale among English-Majoring Students in Iran [Volume 14, Issue 2, 2025, Pages 73-100]
E-Portfolio Teacher Assessment Identity in Motion: The Representations in E-Portfolios of Novice and Experienced EFL Teachers [Volume 11, Issue 2, 2022, Pages 33-66]
E-Portfolio Examining Speaking Self-Efficacy and Attitudes in a OneNote-Based Self-Regulatory E-Portfolio Implementation [Volume 14, Issue 2, 2025, Pages 403-439]
ESA 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]
ESP and EAP materials Interactional Metadiscourse in Popular Science: A Comparative Analysis across Subgenres and Pedagogical Implications [Volume 13, Issue 2, 2024, Pages 295-324]
ESP courses Teaching for Tests, Failure for Communication: A Study of Strategic Competence in Iranian ESP Classrooms [Volume 14, Issue 2, 2025, Pages 303-330]
ESP goal ESP Program in Iran: A Stakeholder-based Evaluation of the Program’s Goal, Methodology, and Textbook [Volume 5, Issue 2, 2016, Pages 306-279]
ESP program evaluation ESP Program in Iran: A Stakeholder-based Evaluation of the Program’s Goal, Methodology, and Textbook [Volume 5, Issue 2, 2016, Pages 306-279]
ESP reading The Contribution of General High-Frequency, Core-Academic, and Academic-Technical Words to ESP Reading Comprehension [Volume 6, Issue 2, 2017, Pages 291-318]
ESP stakeholders ESP Program in Iran: A Stakeholder-based Evaluation of the Program’s Goal, Methodology, and Textbook [Volume 5, Issue 2, 2016, Pages 306-279]
ESP teaching methodology ESP Program in Iran: A Stakeholder-based Evaluation of the Program’s Goal, Methodology, and Textbook [Volume 5, Issue 2, 2016, Pages 306-279]
ESP textbook ESP Program in Iran: A Stakeholder-based Evaluation of the Program’s Goal, Methodology, and Textbook [Volume 5, Issue 2, 2016, Pages 306-279]
Ethics Navigating the Five Dimensions of Study Quality in the Age of AI: Iranian TESOL Researchers’ Experiences with Generative AI [(Articles in Press)]
Ethnographic interviews Developing and Assessing Intercultural Competence through Ethnographic Interviews in the Domestic Context of Teacher Education in Iran [Volume 10, Issue 2, 2021, Pages 119-144]
Evaluation Evaluating an Instructional Textbook: A Critical Discourse Perspective [Volume 1, Issue 1, 2012, Pages 123-158]
External grammar Impact of the Neurolinguistic Approach on English Language Learners’ Implicit and Explicit Knowledge of English Articles [Volume 12, Issue 2, 2023, Pages 151-180]
External modifiers Request Speech Act Production Differences: A Case of Iranian EFLs and ESLs [Volume 12, Issue 1, 2023, Pages 237-270]

F

Fairness Examining the Fairness of the University Entrance Exam: A Latent Class Analysis Approach to Differential Item Functioning [Volume 10, Issue 1, 2021, Pages 147-170]
Farhangian University Factors Determining the Technological Pedagogical Content Knowledge (TPACK) of the Iranian Preservice English Teachers [Volume 12, Issue 2, 2023, Pages 1-30]
Feedback types: direct, indirect, negotiate The Effect of Direct, Indirect, and Negotiated Feedback on the Tense/Aspect of EFL Learners in Writing [Volume 8, Issue 1, 2019, Pages 1-32]
Flipped Instruction The Effect of Listening Flipped Instruction on EFL Learners’ Listening Comprehension Ability and Anxiety [Volume 14, Issue 1, 2025, Pages 367-395]
Flipped learning Using Flipped Learning with Self-Regulated Learning Strategies to Develop Argumentative Writing [Volume 13, Issue 2, 2024, Pages 181-213]
Fluency (CAF) 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]
Food Science and Technology A Corpus-driven Food Science and Technology Academic Word List [Volume 4, Issue 2, 2015, Pages 157-131]
Food Science and Technology Academic Word list A Corpus-driven Food Science and Technology Academic Word List [Volume 4, Issue 2, 2015, Pages 157-131]
Four Corners series Comparative Textbook Evaluation: Representation of Learning Objectives in Locally and Internationally Published ELT Textbooks [Volume 8, Issue 1, 2019, Pages 249-277]
Frequency Iranian EFL Learners' Processing of English Derived Words [Volume 3, Issue 1, 2014, Pages 37-64]
Fulcher’ s assessment literacy framework EFL Teachers Assessment Literacy Needs Inventory: A Case of Fulcher’s Assessment Literacy [Volume 11, Issue 1, 2022, Pages 131-156]

G

Gamification Integrating Gamified Language Teaching into EFL Classes and Its Effects on Motivation and Writing: A Mixed-Methods Study [Volume 14, Issue 2, 2025, Pages 331-359]
Gamified Instruction Integrating Gamified Language Teaching into EFL Classes and Its Effects on Motivation and Writing: A Mixed-Methods Study [Volume 14, Issue 2, 2025, Pages 331-359]
Gender L2 Learners’ Use of Metadiscourse Markers in Online Discussion Forums [Volume 1, Issue 1, 2012, Pages 93-122]
Gender Evaluating an Instructional Textbook: A Critical Discourse Perspective [Volume 1, Issue 1, 2012, Pages 123-158]
Gender English Major Students’ Awareness of Metacognitive Reading Strategies: Gender and Academic Level in Focus [Volume 7, Issue 2, 2018, Pages 91-119]
Gender Imagination, Senses and Motivation: How are Sensory Styles, Imagery Capacity and Gender Related to Motivational Attributes of Iranian EFL Learners? [Volume 8, Issue 2, 2019, Pages 275-303]
Gender 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]
Gender An Exploration into the Role of Pragmatic Learning Strategies and Gender in Game-based Group Dynamic Assessment [Volume 12, Issue 2, 2023, Pages 119-150]
Gender Impoliteness Strategies Based on Culpeper’s (2011) Model: A Comprehensive Study on Gender Differences in Instagram’s broadcast pages Comments [Volume 14, Issue 1, 2025, Pages 97-125]
Generativ AI Navigating the Five Dimensions of Study Quality in the Age of AI: Iranian TESOL Researchers’ Experiences with Generative AI [(Articles in Press)]
Generative Artificial Intelligence (GenAI) A Contextualized Co-Design Framework for Integrating Generative AI into Iranian ESP Education [Volume 14, Issue 1, 2025, Pages 163-212]
Genre Analysis How do Writers Present Their Work in Introduction Sections? A Genre-based Investigation into Qualitative and Quantitative Research Articles [Volume 6, Issue 2, 2017, Pages 181-207]
Genre Analysis Genre Variation in the Introduction of Scientific Papers in Iranian and International Computer Science Journals [Volume 8, Issue 2, 2019, Pages 51-82]
Genre-based instruction The Effect of System-Nested, Genre-Oriented, Structurally-Mediated Model (SGSM) of Writing Instruction, and Swalesian Model (SM) upon Iranian Learners’ Writing Performance: A Comparative Study [Volume 7, Issue 2, 2018, Pages 29-59]
Genre Knowledge The Discursive Construction of Academic Writing Expertise: A Case Study of Developing from an Outsider to a Contributor Role in a Discourse Community [Volume 10, Issue 2, 2021, Pages 95-119]
GNMT GTALL: A GNMT Model for the Future of Foreign Language Education [Volume 11, Issue 2, 2022, Pages 129-159]
Grade Point Average (GPA) Contributions of Achievement Emotions to Male and Female EFL Learners’ Language Achievement [Volume 12, Issue 2, 2023, Pages 243-277]
Grammatical accuracy The Effects of Web-based Dynamic Assessment on Grammatical Accuracy and Autonomy of Iranian EFL Learners and Their Attitudes to Web-based Dynamic Assessment [Volume 12, Issue 1, 2023, Pages 205-236]
Grammatical complexity Motivating the Unmotivated: Making Teacher Corrective Feedback Work [Volume 7, Issue 1, 2018, Pages 87-110]
Grammatical complexity Grammatical Complexity in Research Articles: Iranian Local Journals and International Journals [Volume 10, Issue 2, 2021, Pages 301-323]
Grammatical errors The Effectiveness and Rank of Metalinguistic Corrective Feedback Strategies on Written Grammatical Performance: Monolingual Persian vis-à-vis Bilingual Turkmen EFL Learners [Volume 9, Issue 2, 2020, Pages 245-284]
Grammaticality Examining L2 Learners' Performance on Implicit and Explicit Measures: The Role of Grammaticality and Structure Difficulty [Volume 13, Issue 1, 2024, Pages 1-33]
Graphs The Role of Visual Scaffolding in Enhancing Iranian EFL Students’ Writing Ability [Volume 8, Issue 2, 2019, Pages 187-211]
Grit Grit and Foreign Language Anxiety as Predictors of Willingness to Communicate in the Context of Foreign Language Learning: A Structural Equation Modeling Approach [Volume 10, Issue 2, 2021, Pages 1-30]
Grounded Theory Conceptualization of Hope for EFL Teaching within the Iranian Context: A Grounded Theoretical Model [Volume 9, Issue 2, 2020, Pages 27-58]
Grounded Theory GTALL: A GNMT Model for the Future of Foreign Language Education [Volume 11, Issue 2, 2022, Pages 129-159]
Grounded Theory Exploring Iranian EFL learners' Attitudes toward Classroom Practices of CLT [Volume 13, Issue 1, 2024, Pages 149-181]
GTALL GTALL: A GNMT Model for the Future of Foreign Language Education [Volume 11, Issue 2, 2022, Pages 129-159]

I

Identity EFL Learning, EFL Motivation Types, and National Identity: In Conflict or in Coalition [Volume 2, Issue 2, 2013, Pages 85-111]
Identity A Socio-linguistic Study on Relational Identity and Language Learning Performance within Iranian English Language Learners: A Focus on Parental Involvement [Volume 9, Issue 2, 2020, Pages 121-153]
Ideological Square Model Learning English Vocabulary through VOA News Lessons: Being Exposed to Authentic Material or Electronic Colonialism [Volume 10, Issue 1, 2021, Pages 67-103]
IELTS The Effects of Scaffolding Techniques on IELTS Candidates' Horizontal Grammatical Variability: A Mixed Method Study [Volume 13, Issue 1, 2024, Pages 35-60]
Immunity Navigating the Mediating Role of Immunity, Buoyancy, and Emotion Regulation to L2 Grit and Mindfulness Among EFL Teachers [Volume 12, Issue 2, 2023, Pages 31-65]
Implemented Curriculum Developing an Instrument for the Evaluating the Implemented EFL Teacher Education Curriculum [(Articles in Press)]
Implicit Knowledge Examining L2 Learners' Performance on Implicit and Explicit Measures: The Role of Grammaticality and Structure Difficulty [Volume 13, Issue 1, 2024, Pages 1-33]
Implicit Knowledge Impact of the Neurolinguistic Approach on English Language Learners’ Implicit and Explicit Knowledge of English Articles [Volume 12, Issue 2, 2023, Pages 151-180]
Imposed Self/Identity A Socio-linguistic Study on Relational Identity and Language Learning Performance within Iranian English Language Learners: A Focus on Parental Involvement [Volume 9, Issue 2, 2020, Pages 121-153]
Incidental learning The Comparative Effects of Digitally vs. Print Enhanced Modalities on the Incidental Acquisition of English Prepositions through Extensive Reading [(Articles in Press)]
Individualism Iranian EFL Teachers’ Cultural Identity in the Course of their Profession [Volume 7, Issue 1, 2018, Pages 111-134]
Inflectional Diversity Morphological Complexity Across Descriptive, Expository, and Narrative Text Types in Iranian Lower-Intermediate Language Learners [Volume 10, Issue 1, 2021, Pages 237-267]
Informatives Content Analysis of Iranian High School English Textbooks in terms of Politeness Markers, Speech Acts, and Language Functions [Volume 9, Issue 2, 2020, Pages 155-184]
Instagram Impoliteness Strategies Based on Culpeper’s (2011) Model: A Comprehensive Study on Gender Differences in Instagram’s broadcast pages Comments [Volume 14, Issue 1, 2025, Pages 97-125]
Instagram User Responses to Linguistic Diversity in Instagram based on the Language Subordination Model Process [Volume 14, Issue 1, 2025, Pages 241-273]
Instructor stress Stress and Safety in Virtual Classrooms A Qualitative Study of Affective Experiences in Online Teaching [(Articles in Press)]
Intentions Predicting Technology Use in EFL Instruction: The Roles of Teacher Self-Efficacy and Technology Self-Efficacy [Volume 12, Issue 2, 2023, Pages 301-341]
Interactional metadiscourse markers Interactional Metadiscourse in Popular Science: A Comparative Analysis across Subgenres and Pedagogical Implications [Volume 13, Issue 2, 2024, Pages 295-324]
Interactionist Model 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]
Interchange An Investigation into Cultural Representation in Interchange Textbooks [Volume 2, Issue 2, 2013, Pages 113-136]
Interchange Global Coursebooks in the Course of Time: The Case of Interchange Level 2 [Volume 10, Issue 1, 2021, Pages 269-300]
Intercultural Communicative Competence Iranian EFL Learners and Teachers’ Attitudes Toward Critical Cultural Awareness [Volume 11, Issue 1, 2022, Pages 67-93]
Intercultural Communicative Competence Reading Windows, Walking Worlds: Unveiling Empathy and Intercultural Communicative Competence Through Literary Journeys in Iraqi EFL Classrooms [(Articles in Press)]
Intercultural exchanges Developing and Assessing Intercultural Competence through Ethnographic Interviews in the Domestic Context of Teacher Education in Iran [Volume 10, Issue 2, 2021, Pages 119-144]
Interlanguage Pragmatics (ILP) Does Interlanguage Pragmatic Measure Enhancement Change the Data Pattern? A Mixed Method Approach [Volume 11, Issue 2, 2022, Pages 1-32]
Intermediate EFL learners An Investigation of Iranian Intermediate EFL Learners’ L2 Motivation and Attitude in a Computer-Assisted Language Learning Environment [Volume 10, Issue 1, 2021, Pages 355-389]
Intermediate EFL learners Focusing on the Comprehension Challenge of Different Passive Structure Types by EFL Learners [Volume 12, Issue 1, 2023, Pages 97-117]
Internal grammar Impact of the Neurolinguistic Approach on English Language Learners’ Implicit and Explicit Knowledge of English Articles [Volume 12, Issue 2, 2023, Pages 151-180]
Internationalization of higher education (IHE) Developing a Competency Model for EAP Teachers: Insights from Internationalization of Higher Education [Volume 10, Issue 1, 2021, Pages 105-146]
Interpretive synthesis A Philosophical Problematisation of Research on EFL/ESL Teachers’ Cognition vs. Action: A Critical Interpretive Synthesis [Volume 12, Issue 2, 2023, Pages 67-118]
Interrater consistency Facet Variability in the Light of Rater Training in Measuring Oral Performance: A Multifaceted Rasch Analysis [Volume 11, Issue 2, 2022, Pages 255-290]
Intertextuality The Discursive Construction of Academic Writing Expertise: A Case Study of Developing from an Outsider to a Contributor Role in a Discourse Community [Volume 10, Issue 2, 2021, Pages 95-119]
Interventionist DA 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]
Interventionist Model 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]
Introduction How do Writers Present Their Work in Introduction Sections? A Genre-based Investigation into Qualitative and Quantitative Research Articles [Volume 6, Issue 2, 2017, Pages 181-207]
Introduction Genre Variation in the Introduction of Scientific Papers in Iranian and International Computer Science Journals [Volume 8, Issue 2, 2019, Pages 51-82]
Iranian Context Pre and Post-Islamic Revolution Obituaries in Iran: Did Ideology change the Move? [Volume 12, Issue 2, 2023, Pages 279-299]
Iranian EFL learners The Relationship among Reflective Thinking, Listening Anxiety and Listening Comprehension of Iranian EFL Learners: Does Proficiency make a Difference? [Volume 3, Issue 2, 2014, Pages 261-237]
Iranian EFL learners The Correlation between Iranian EFL Learners’ Intercultural Sensitivity, Vocabulary Knowledge, and English Language Proficiency [Volume 8, Issue 2, 2019, Pages 109-135]
Iranian EFL learners On the Efficacy of a Communicative Framework in Teaching English Phonological Features Absent in Persian to Iranian EFL Learners [Volume 9, Issue 1, 2020, Pages 57-91]
Iranian EFL student-teachers Iranian EFL Student-Teachers’ Multiple Intelligences and Their Self-Efficacy: Patterns and Relationships [Volume 4, Issue 1, 2015, Pages 47-27]
Iranian EFL teachers How Attitude, Self-efficacy, and Job Satisfaction Relate with Teaching Strategies? [Volume 1, Issue 1, 2012, Pages 189-224]
Iranian higher education A Contextualized Co-Design Framework for Integrating Generative AI into Iranian ESP Education [Volume 14, Issue 1, 2025, Pages 163-212]
Iranian learners Examining Iranian EFL Learners' Knowledge of Grammar through a Computerized Dynamic Test [Volume 3, Issue 2, 2014, Pages 183-161]
Iraqi EFL classrooms Reading Windows, Walking Worlds: Unveiling Empathy and Intercultural Communicative Competence Through Literary Journeys in Iraqi EFL Classrooms [(Articles in Press)]
Islamic revolution Pre and Post-Islamic Revolution Obituaries in Iran: Did Ideology change the Move? [Volume 12, Issue 2, 2023, Pages 279-299]
Isolation The Effect of Task Familiarity Ordering on Listening Task Complexity [Volume 12, Issue 2, 2023, Pages 181-215]

L

L1 and L2 thesis writing Lexical Sophistication in the Discussion Section of MA Theses Authored by Iranian EFL vs. English Students: A Coh-Metrix Report on Similarities and Differences [Volume 12, Issue 1, 2023, Pages 271-294]
L1-based Elicitation L1-Based Elicitation as a Valid Measure of L2 Classroom Performance Assessment: Multi-Method Mono-Trait Model of Validation [Volume 10, Issue 1, 2021, Pages 1-36]
L2 L2 Learners’ Lexical Inferencing: Perceptual Learning Style Preferences, Strategy Use, Density of Text, and Parts of Speech as Possible Predictors [Volume 3, Issue 2, 2014, Pages 315-287]
L2 Enjoyment Examining the Dynamic Interface between Motivation and Affect in Foreign Language Development with the Moderating Role of Gender and Working Memory [Volume 12, Issue 1, 2023, Pages 337-376]
L2 grammar learning Input scheduling and L2 grammar learning: Investigating the delayed effect of spacing [(Articles in Press)]
L2 Grit Navigating the Mediating Role of Immunity, Buoyancy, and Emotion Regulation to L2 Grit and Mindfulness Among EFL Teachers [Volume 12, Issue 2, 2023, Pages 31-65]
L2 initial teacher education program Learning to Become L2 Teachers: Prospective Teachers’ Professional Identity Development [Volume 11, Issue 1, 2022, Pages 189-221]
L2 knowledge certainty A Qualitative Investigation of Language Learners’ Epistemological Beliefs: Core Dimensions and Development in Focus [Volume 10, Issue 2, 2021, Pages 61-93]
L2 learning Relationship between EFL Teachers' Emotional Intelligence, Reflective teaching, Autonomy and their Students' L2 Learning [Volume 8, Issue 1, 2019, Pages 303-331]
L2 learning experience A Five-Factor Model of Motivational Self-Guides: A Structural Equation Modeling Approach [Volume 13, Issue 1, 2024, Pages 61-84]
L2 motivation Assessing the Contribution of EFL Learners’ Motivation, Enjoyment, and Self-Regulation to their Aural Vocabulary Knowledge [(Articles in Press)]
L2 pragmatics An Exploration into the Role of Pragmatic Learning Strategies and Gender in Game-based Group Dynamic Assessment [Volume 12, Issue 2, 2023, Pages 119-150]
L2 proficiency level The Correlation between Iranian EFL Learners’ Intercultural Sensitivity, Vocabulary Knowledge, and English Language Proficiency [Volume 8, Issue 2, 2019, Pages 109-135]
L2 prospective teachers Learning to Become L2 Teachers: Prospective Teachers’ Professional Identity Development [Volume 11, Issue 1, 2022, Pages 189-221]
L2 speaking A Study of Raters’ Behavior in Scoring L2 Speaking Performance: Using Rater Discussion as a Training Tool [Volume 8, Issue 1, 2019, Pages 195-224]
L2 teacher education Justice and Injustice in English as a Foreign Language Classes: Analysis of Teachers’ Conceptual Metaphors [Volume 13, Issue 2, 2024, Pages 31-74]
L2 vocabulary knowledge The Correlation between Iranian EFL Learners’ Intercultural Sensitivity, Vocabulary Knowledge, and English Language Proficiency [Volume 8, Issue 2, 2019, Pages 109-135]
L2 willingness to communicate Grit and Foreign Language Anxiety as Predictors of Willingness to Communicate in the Context of Foreign Language Learning: A Structural Equation Modeling Approach [Volume 10, Issue 2, 2021, Pages 1-30]
L2 writing anxiety Examining the Effects of Writing Instruction through Blogging on Second Language Writing Performance and Anxiety [Volume 8, Issue 1, 2019, Pages 63-91]
L2 writing performance Examining the Effects of Writing Instruction through Blogging on Second Language Writing Performance and Anxiety [Volume 8, Issue 1, 2019, Pages 63-91]
L2 writing SEM model Proposing a Cognitive EFL Writing Model Based on Personality types and Narrative Writing Intelligence: A SEM Approach [Volume 8, Issue 2, 2019, Pages 163-185]
Language Achievement Contributions of Achievement Emotions to Male and Female EFL Learners’ Language Achievement [Volume 12, Issue 2, 2023, Pages 243-277]
Language Assessment Literacy (LAL) Developing and Validating a Questionnaire to Assess EFL Teachers` Classroom-Based Assessment Literacy [Volume 13, Issue 1, 2024, Pages 85-123]
Language characteristics Interactional Metadiscourse in Popular Science: A Comparative Analysis across Subgenres and Pedagogical Implications [Volume 13, Issue 2, 2024, Pages 295-324]
Language Development Concept-based Instruction and Teaching English Tense and Aspect to Iranian School Learners [Volume 6, Issue 1, 2017, Pages 179-145]
Language learning anxiety 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]
Language learning proficiency level 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]
Language Subordination User Responses to Linguistic Diversity in Instagram based on the Language Subordination Model Process [Volume 14, Issue 1, 2025, Pages 241-273]
Language teacher immunity The Relationship among Language Teacher Immunity, Reflective Teaching, and Work Motivation in EFL Context [Volume 12, Issue 1, 2023, Pages 145-172]
Language Varieties User Responses to Linguistic Diversity in Instagram based on the Language Subordination Model Process [Volume 14, Issue 1, 2025, Pages 241-273]
Learner beliefs 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]
Learner-Difference-Based Teacher Education Developing Productive Teacher Immunity by Providing Tailor-Made Teacher Education: A Constructive Endeavor? [Volume 11, Issue 2, 2022, Pages 187-217]
Learner Differences Developing Productive Teacher Immunity by Providing Tailor-Made Teacher Education: A Constructive Endeavor? [Volume 11, Issue 2, 2022, Pages 187-217]
Learners Contributions of Achievement Emotions to Male and Female EFL Learners’ Language Achievement [Volume 12, Issue 2, 2023, Pages 243-277]
Life skills education Life-wise Language Learning Textbooks: Construction and Validation of an Emotional Abilities Scale through Rasch Modeling [Volume 1, Issue 1, 2012, Pages 1-33]

M

Machine Translation GTALL: A GNMT Model for the Future of Foreign Language Education [Volume 11, Issue 2, 2022, Pages 129-159]
Male and Female Contributions of Achievement Emotions to Male and Female EFL Learners’ Language Achievement [Volume 12, Issue 2, 2023, Pages 243-277]
MALL 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]
MALL Mobile-assisted ACMC: Effects on EFL Learners' Pragmatic Competence of Apologies and Requests [Volume 14, Issue 2, 2025, Pages 361-402]
MALL Digital Learning, Generative AI, and Second Language Learners’ Self-Regulation [(Articles in Press)]
Measurement invariance Motivations for and Perceptions of Becoming an EFL Teacher: Adaptation and Validation of the Factors Influencing Teaching Choice Scale among English-Majoring Students in Iran [Volume 14, Issue 2, 2025, Pages 73-100]
Measurement Scale Conceptualization of Hope for EFL Teaching within the Iranian Context: A Grounded Theoretical Model [Volume 9, Issue 2, 2020, Pages 27-58]
Mediation The Effects of Web-based Dynamic Assessment on Grammatical Accuracy and Autonomy of Iranian EFL Learners and Their Attitudes to Web-based Dynamic Assessment [Volume 12, Issue 1, 2023, Pages 205-236]
Mediational feedback Praxis-Based Grammar Instruction Using Social Media Networking: Mediational Feedback within ZPD [Volume 11, Issue 1, 2022, Pages 1-34]
Medical Students Using Flipped Learning with Self-Regulated Learning Strategies to Develop Argumentative Writing [Volume 13, Issue 2, 2024, Pages 181-213]
Mentor Teachers Self-Perceptions and Cross Evaluations of Digital Literacy and Technology Use Among EFL Mentor Teachers and Teaching Mentees [Volume 14, Issue 1, 2025, Pages 127-161]
Metacognition 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]
Metacognitive strategies Investigating Iranian EFL Students’ Metacognitive Online Reading Strategies, Critical Thinking, and Their Relationship: A Mixed-Methods Study [Volume 9, Issue 1, 2020, Pages 151-182]
Metalinguistic The Effectiveness and Rank of Metalinguistic Corrective Feedback Strategies on Written Grammatical Performance: Monolingual Persian vis-à-vis Bilingual Turkmen EFL Learners [Volume 9, Issue 2, 2020, Pages 245-284]
Methodological rigor Navigating the Five Dimensions of Study Quality in the Age of AI: Iranian TESOL Researchers’ Experiences with Generative AI [(Articles in Press)]
Microgenesis Praxis-Based Grammar Instruction Using Social Media Networking: Mediational Feedback within ZPD [Volume 11, Issue 1, 2022, Pages 1-34]
Mindfulness Navigating the Mediating Role of Immunity, Buoyancy, and Emotion Regulation to L2 Grit and Mindfulness Among EFL Teachers [Volume 12, Issue 2, 2023, Pages 31-65]
Mindfulness Exploring the Interplay Between Mindfulness, Perceived Teacher Support, and Psychological Well-being Among EFL Learners: The Mediating Role of Student Engagement [Volume 14, Issue 2, 2025, Pages 1-37]
Mitigation Deconstructing the discourse: Mitigation in the Supervisory Discourse of Language Teacher Supervisors in Iran [Volume 8, Issue 2, 2019, Pages 137-162]
Mixed-method Design Construction and Validation of a Critical Pedagogy Questionnaire to Assess ELT Teachers: A Mixed-Method Study [Volume 8, Issue 1, 2019, Pages 333-375]
Mixed-Methods Investigating Iranian EFL Students’ Metacognitive Online Reading Strategies, Critical Thinking, and Their Relationship: A Mixed-Methods Study [Volume 9, Issue 1, 2020, Pages 151-182]
Mixed-Methods Study Iranian In-Service EFL Teachers’ Perceptions of Values Education: A Mixed Methods Study [Volume 12, Issue 1, 2023, Pages 295-336]
Model Quantifying Investment in Language Learning: Model and Questionnaire Development and Validation in the Iranian Context [Volume 7, Issue 1, 2018, Pages 25-56]
Monica Using AI Applications to Enhance EFL Learners’ Writing Skills: Empirical Evidence from “Monica” [Volume 14, Issue 2, 2025, Pages 253-301]
Moodle Exploring EFL Learners’ Autonomy in Reading Comprehension: Computer-Assisted versus Conventional Contexts [Volume 8, Issue 1, 2019, Pages 93-128]
Morphological Complexity Morphological Complexity Across Descriptive, Expository, and Narrative Text Types in Iranian Lower-Intermediate Language Learners [Volume 10, Issue 1, 2021, Pages 237-267]
Move 3 How do Writers Present Their Work in Introduction Sections? A Genre-based Investigation into Qualitative and Quantitative Research Articles [Volume 6, Issue 2, 2017, Pages 181-207]
Move-based Analysis Pre and Post-Islamic Revolution Obituaries in Iran: Did Ideology change the Move? [Volume 12, Issue 2, 2023, Pages 279-299]
Move recycling Exploring the Recycling of Objective Move Across RA Sections in Soft Science Disciplines [Volume 10, Issue 1, 2021, Pages 171-200]
Moves/steps 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]
Multifaceted Rasch Measurement (MFRM) Facet Variability in the Light of Rater Training in Measuring Oral Performance: A Multifaceted Rasch Analysis [Volume 11, Issue 2, 2022, Pages 255-290]
Multimedia Learning The Effect of Textually-Enhanced Dual Subtitles on Vocabulary Learning and Listening Comprehension of Iranian EFL Learners [Volume 14, Issue 2, 2025, Pages 149-177]

N

Narrative analysis Exploring the English Language Needs of EAP Students of Humanities and Social Sciences in Iran: A Triangulated Approach [Volume 7, Issue 1, 2018, Pages 135-164]
Narrative Paragraphs 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]
National Curriculum Iranian EFL Teachers’ Conceptions and Practices of Communicative Language Teaching Curriculum [Volume 10, Issue 2, 2021, Pages 171-202]
National Identity EFL Learning, EFL Motivation Types, and National Identity: In Conflict or in Coalition [Volume 2, Issue 2, 2013, Pages 85-111]
Native writer Citation Practices in Applied Linguistics Research Articles: Investigating Author’s L1 Writing Background Effect [Volume 13, Issue 2, 2024, Pages 325-355]
Natural methodology Does Interlanguage Pragmatic Measure Enhancement Change the Data Pattern? A Mixed Method Approach [Volume 11, Issue 2, 2022, Pages 1-32]
Natural methodology Representation of Politeness Markers across Different Measures of Pragmatic Knowledge [Volume 13, Issue 1, 2024, Pages 253-276]
Needs analysis Exploring the English Language Needs of EAP Students of Humanities and Social Sciences in Iran: A Triangulated Approach [Volume 7, Issue 1, 2018, Pages 135-164]
Needs analysis EFL Teachers Assessment Literacy Needs Inventory: A Case of Fulcher’s Assessment Literacy [Volume 11, Issue 1, 2022, Pages 131-156]
N-grams Developing a Corpus-Based Academic Word List for Welding Metallurgy ESP/EAP Courses [Volume 14, Issue 2, 2025, Pages 101-148]
Nonnative writer Citation Practices in Applied Linguistics Research Articles: Investigating Author’s L1 Writing Background Effect [Volume 13, Issue 2, 2024, Pages 325-355]

O

Obituaries Pre and Post-Islamic Revolution Obituaries in Iran: Did Ideology change the Move? [Volume 12, Issue 2, 2023, Pages 279-299]
Objective move. Research article Exploring the Recycling of Objective Move Across RA Sections in Soft Science Disciplines [Volume 10, Issue 1, 2021, Pages 171-200]
ODCT Representation of Politeness Markers across Different Measures of Pragmatic Knowledge [Volume 13, Issue 1, 2024, Pages 253-276]
OneNote Examining Speaking Self-Efficacy and Attitudes in a OneNote-Based Self-Regulatory E-Portfolio Implementation [Volume 14, Issue 2, 2025, Pages 403-439]
Online education Online EAP Courses amid COVID-19: On the Effectiveness of the Vocabulary, Grammar, & Reading Comprehension Components [Volume 9, Issue 2, 2020, Pages 219-244]
Online education Learning English Vocabulary through VOA News Lessons: Being Exposed to Authentic Material or Electronic Colonialism [Volume 10, Issue 1, 2021, Pages 67-103]
Online language teaching Stress and Safety in Virtual Classrooms A Qualitative Study of Affective Experiences in Online Teaching [(Articles in Press)]
Online Reading Investigating Iranian EFL Students’ Metacognitive Online Reading Strategies, Critical Thinking, and Their Relationship: A Mixed-Methods Study [Volume 9, Issue 1, 2020, Pages 151-182]
Oral Language comprehension Storytelling and Story Reading Impacts on Pre-intermediate English Language Learners’ Oral Language Production and Comprehension [Volume 10, Issue 1, 2021, Pages 335-354]
Oral language production Storytelling and Story Reading Impacts on Pre-intermediate English Language Learners’ Oral Language Production and Comprehension [Volume 10, Issue 1, 2021, Pages 335-354]
Oral proficiency The Effects of AI-Powered Chatbots vs. Synchronous CMC on Oral Proficiency and Self-Efficacy in Under-Resourced TESOL [(Articles in Press)]
Overgeneralization Complementiser Phrase: The Case of English Wh-Embedded Clauses [Volume 4, Issue 1, 2015, Pages 155-131]

P

PALS The Effect of Models of Reading Instruction on Reading Comprehension, Reading Self-efficacy, and Reading Anxiety [Volume 8, Issue 2, 2019, Pages 303-335]
Parental Involvement A Socio-linguistic Study on Relational Identity and Language Learning Performance within Iranian English Language Learners: A Focus on Parental Involvement [Volume 9, Issue 2, 2020, Pages 121-153]
Passive structures Focusing on the Comprehension Challenge of Different Passive Structure Types by EFL Learners [Volume 12, Issue 1, 2023, Pages 97-117]
Pedagogical Content Knowledge Exploring Iranian EAP Teachers' Pedagogical Content Knowledge and Their Professional Identity [Volume 3, Issue 1, 2014, Pages 35-1]
Perceived Behavioral Control Application of the Theory of Planned Behavior to the Adoption of English Computer-Mediated Courses by High School Teachers [Volume 14, Issue 1, 2025, Pages 275-307]
Perceived organizational support Modeling Structural Relationship Between Perceived Organizational Support and Quality of Work Life Among Secondary School Teachers of English as a Foreign Language [Volume 9, Issue 2, 2020, Pages 285-309]
Perceived teacher support Exploring the Interplay Between Mindfulness, Perceived Teacher Support, and Psychological Well-being Among EFL Learners: The Mediating Role of Student Engagement [Volume 14, Issue 2, 2025, Pages 1-37]
Perceptual VAK learning style The Effects of VAK Learning Style and Input Type on Causative Construction Development by Iranian EFL Learners [Volume 7, Issue 2, 2018, Pages 61-89]
Performance Assessment L1-Based Elicitation as a Valid Measure of L2 Classroom Performance Assessment: Multi-Method Mono-Trait Model of Validation [Volume 10, Issue 1, 2021, Pages 1-36]
Persian On the Efficacy of a Communicative Framework in Teaching English Phonological Features Absent in Persian to Iranian EFL Learners [Volume 9, Issue 1, 2020, Pages 57-91]
Persian-MIDAS-Adults Psychometric Properties of Multiple Intelligence Developmental Assessment Scales (MIDAS) for Adults in the Iranian Context [Volume 8, Issue 1, 2019, Pages 165-194]
Personal accomplishment (PA) An Investigation into Iranian EAP Teachers’ Burnout and its Variations in Relation to Their Demographic and Organizational Characteristics [Volume 9, Issue 1, 2020, Pages 93-116]
Personality traits The Relationship between English Language Teachers’ Personality Types and Attitudes toward Technology [Volume 14, Issue 2, 2025, Pages 39-72]
Phenomenology A Philosophical Problematisation of Research on EFL/ESL Teachers’ Cognition vs. Action: A Critical Interpretive Synthesis [Volume 12, Issue 2, 2023, Pages 67-118]
Phenomenology Stress and Safety in Virtual Classrooms A Qualitative Study of Affective Experiences in Online Teaching [(Articles in Press)]
Philosophy The Impact of Reflection-focused Teacher Education Course with and without Critical Orientation on Iranian In-service EFL Teachers’ Self-reported Reflective Teaching [(Articles in Press)]
Philosophy of education A Philosophical Problematisation of Research on EFL/ESL Teachers’ Cognition vs. Action: A Critical Interpretive Synthesis [Volume 12, Issue 2, 2023, Pages 67-118]
Planning Task Implementation and EFL Learners’ Attention to Form: Examining the Effects of Pre-Task Planning and Post-Task transcription [Volume 12, Issue 1, 2023, Pages 67-96]
Pls-SEM Hidden Curriculum Components, Learners’ National Identity, and Self-Efficacy: A Model for Iranian EFL Teachers [Volume 10, Issue 2, 2021, Pages 233-267]
Popular science subgenres Interactional Metadiscourse in Popular Science: A Comparative Analysis across Subgenres and Pedagogical Implications [Volume 13, Issue 2, 2024, Pages 295-324]
Portfolio-assessment 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]
Practicum Emotional experiences of pre-service EFL teachers in practicums: features and dynamics [Volume 13, Issue 2, 2024, Pages 215-252]
Pragmatic awareness Content Analysis of Iranian High School English Textbooks in terms of Politeness Markers, Speech Acts, and Language Functions [Volume 9, Issue 2, 2020, Pages 155-184]
Pragmatics 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]
Preemptive focus on form Pre-emption with or without Pre-task Planning: A Probe into L2 Lexical Diversity [Volume 7, Issue 1, 2018, Pages 1-24]
Pre-Intermediate EFL Learners Integrating Gamified Language Teaching into EFL Classes and Its Effects on Motivation and Writing: A Mixed-Methods Study [Volume 14, Issue 2, 2025, Pages 331-359]
Pre-service EFL teachers Emotional experiences of pre-service EFL teachers in practicums: features and dynamics [Volume 13, Issue 2, 2024, Pages 215-252]
Preservice English Teachers Factors Determining the Technological Pedagogical Content Knowledge (TPACK) of the Iranian Preservice English Teachers [Volume 12, Issue 2, 2023, Pages 1-30]
Print enhancement The Comparative Effects of Digitally vs. Print Enhanced Modalities on the Incidental Acquisition of English Prepositions through Extensive Reading [(Articles in Press)]
Procrastination Causes of EFL Learners’ Procrastination: A Classical Grounded Theory [Volume 11, Issue 1, 2022, Pages 35-65]
Production differences Request Speech Act Production Differences: A Case of Iranian EFLs and ESLs [Volume 12, Issue 1, 2023, Pages 237-270]
Productive Skills The Impact of Task-based Language Teaching on ESP Learners’ Productive Skills: From Task-based Instruction to Investigation of Learners’ and Instructors’ Attitudes toward the Course [Volume 7, Issue 2, 2018, Pages 1-28]
Professional Identity development Fostering Critical Thinking and Professional Identity in Iranian EFL Teachers: The Role of Dialogic Reflective Journals Integrated with Schön's and Korthagen's Models [Volume 14, Issue 1, 2025, Pages 309-335]
Pronunciation On the Efficacy of a Communicative Framework in Teaching English Phonological Features Absent in Persian to Iranian EFL Learners [Volume 9, Issue 1, 2020, Pages 57-91]
Pronunciation On the Efficacy of Employing Translanguaging in Teaching Problematic Pronunciation Features to Iranian EFL Learners [Volume 14, Issue 2, 2025, Pages 179-218]
Prospect and Vision series Content Analysis of Iranian High School English Textbooks in terms of Politeness Markers, Speech Acts, and Language Functions [Volume 9, Issue 2, 2020, Pages 155-184]
Prospect & Vision series Comparative Textbook Evaluation: Representation of Learning Objectives in Locally and Internationally Published ELT Textbooks [Volume 8, Issue 1, 2019, Pages 249-277]
Psychological well-being Resilience, Psychological Well-being and Professional Development of Iranian EFL Teachers: A Structural Equation Analysis [Volume 13, Issue 1, 2024, Pages 125-147]
Psychological well-being Exploring the Interplay Between Mindfulness, Perceived Teacher Support, and Psychological Well-being Among EFL Learners: The Mediating Role of Student Engagement [Volume 14, Issue 2, 2025, Pages 1-37]
Psychometric properties Psychometric Properties of Multiple Intelligence Developmental Assessment Scales (MIDAS) for Adults in the Iranian Context [Volume 8, Issue 1, 2019, Pages 165-194]
Public Self/Identity A Socio-linguistic Study on Relational Identity and Language Learning Performance within Iranian English Language Learners: A Focus on Parental Involvement [Volume 9, Issue 2, 2020, Pages 121-153]

R

Range A Corpus-driven Food Science and Technology Academic Word List [Volume 4, Issue 2, 2015, Pages 157-131]
RAP The Effect of Models of Reading Instruction on Reading Comprehension, Reading Self-efficacy, and Reading Anxiety [Volume 8, Issue 2, 2019, Pages 303-335]
Rasch Model Construction, Validation, and Application of a Teacher Status Scale (TSS): A Case of Iranian Junior High School Teachers [Volume 2, Issue 2, 2013, Pages 1-26]
Rasch rating scale model Life-wise Language Learning Textbooks: Construction and Validation of an Emotional Abilities Scale through Rasch Modeling [Volume 1, Issue 1, 2012, Pages 1-33]
RAs Conclusions 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]
Reader engagement Interactional Metadiscourse in Popular Science: A Comparative Analysis across Subgenres and Pedagogical Implications [Volume 13, Issue 2, 2024, Pages 295-324]
Reading self-efficacy The Effect of Models of Reading Instruction on Reading Comprehension, Reading Self-efficacy, and Reading Anxiety [Volume 8, Issue 2, 2019, Pages 303-335]
Recall Scaffolding Comprehension and Recall Gaps: Effects of Paratextual Advance Organizers [Volume 2, Issue 1, 2013, Pages 125-148]
Reflection Reflection, Resilience and Role Stress among Iranian EFL Teachers: A Mixed Methods Study [Volume 8, Issue 2, 2019, Pages 1-24]
Relational Context A Socio-linguistic Study on Relational Identity and Language Learning Performance within Iranian English Language Learners: A Focus on Parental Involvement [Volume 9, Issue 2, 2020, Pages 121-153]
Representatives Content Analysis of Iranian High School English Textbooks in terms of Politeness Markers, Speech Acts, and Language Functions [Volume 9, Issue 2, 2020, Pages 155-184]
Requests Mobile-assisted ACMC: Effects on EFL Learners' Pragmatic Competence of Apologies and Requests [Volume 14, Issue 2, 2025, Pages 361-402]
Request speech act Request Speech Act Production Differences: A Case of Iranian EFLs and ESLs [Volume 12, Issue 1, 2023, Pages 237-270]
Research Articles Tracing Metadiscursive Stance over Time and Across Disciplines: A Comparative Study of English Research Articles [Volume 5, Issue 1, 2016, Pages 106-83]
Research Articles How do Writers Present Their Work in Introduction Sections? A Genre-based Investigation into Qualitative and Quantitative Research Articles [Volume 6, Issue 2, 2017, Pages 181-207]
Research Articles Genre Variation in the Introduction of Scientific Papers in Iranian and International Computer Science Journals [Volume 8, Issue 2, 2019, Pages 51-82]
Research Articles Grammatical Complexity in Research Articles: Iranian Local Journals and International Journals [Volume 10, Issue 2, 2021, Pages 301-323]
Research Articles Citation Practices in Applied Linguistics Research Articles: Investigating Author’s L1 Writing Background Effect [Volume 13, Issue 2, 2024, Pages 325-355]
Resilience Reflection, Resilience and Role Stress among Iranian EFL Teachers: A Mixed Methods Study [Volume 8, Issue 2, 2019, Pages 1-24]
Resilience Resilience, Psychological Well-being and Professional Development of Iranian EFL Teachers: A Structural Equation Analysis [Volume 13, Issue 1, 2024, Pages 125-147]
Retention Input scheduling and L2 grammar learning: Investigating the delayed effect of spacing [(Articles in Press)]
Retrieval Studying the Effect of Retrieval Direction during Reading on Productive and Receptive Knowledge of Vocabulary [Volume 6, Issue 2, 2017, Pages 235-258]
Ripple Effect Approach Empowering EFL Learners’ Lexical Skills: Vocabulary Retrieval and Production Through Ripple Effect and Word Wall Approaches [Volume 14, Issue 1, 2025, Pages 33-66]
Role-play Representation of Politeness Markers across Different Measures of Pragmatic Knowledge [Volume 13, Issue 1, 2024, Pages 253-276]

S

Scale Development and Validation Iranian In-Service EFL Teachers’ Perceptions of Values Education: A Mixed Methods Study [Volume 12, Issue 1, 2023, Pages 295-336]
SCOBA Systemic Theoretical Instruction: The Impact of Three Types of Verbalization in L2 Learners’ Knowledge of Passive Voice [Volume 9, Issue 2, 2020, Pages 1-26]
SCOBA 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]
Secondary School Modeling Structural Relationship Between Perceived Organizational Support and Quality of Work Life Among Secondary School Teachers of English as a Foreign Language [Volume 9, Issue 2, 2020, Pages 285-309]
Second Language Teaching Conceptualization of Hope for EFL Teaching within the Iranian Context: A Grounded Theoretical Model [Volume 9, Issue 2, 2020, Pages 27-58]
Self-esteem Negative Labeling as a Crucial Psychological Variable in Teaching EFL Learners [Volume 4, Issue 2, 2015, Pages 129-103]
Sequencing The Effect of Task Familiarity Ordering on Listening Task Complexity [Volume 12, Issue 2, 2023, Pages 181-215]
Sequential mixed methods design Iranian EFL Teachers’ Cultural Identity in the Course of their Profession [Volume 7, Issue 1, 2018, Pages 111-134]
Severity/leniency Facet Variability in the Light of Rater Training in Measuring Oral Performance: A Multifaceted Rasch Analysis [Volume 11, Issue 2, 2022, Pages 255-290]
Simple prepositions The Comparative Effects of Digitally vs. Print Enhanced Modalities on the Incidental Acquisition of English Prepositions through Extensive Reading [(Articles in Press)]
Social actors Evaluating an Instructional Textbook: A Critical Discourse Perspective [Volume 1, Issue 1, 2012, Pages 123-158]
Social Capital A Social Quest for Language and Cultural Capital: Exploring Iranian English Language Majors’ Habitus [Volume 10, Issue 2, 2021, Pages 31-60]
Social Media Impoliteness Strategies Based on Culpeper’s (2011) Model: A Comprehensive Study on Gender Differences in Instagram’s broadcast pages Comments [Volume 14, Issue 1, 2025, Pages 97-125]
Societal value Navigating the Five Dimensions of Study Quality in the Age of AI: Iranian TESOL Researchers’ Experiences with Generative AI [(Articles in Press)]
Socio-emotional competence Emotional experiences of pre-service EFL teachers in practicums: features and dynamics [Volume 13, Issue 2, 2024, Pages 215-252]
Soft sciences Exploring the Recycling of Objective Move Across RA Sections in Soft Science Disciplines [Volume 10, Issue 1, 2021, Pages 171-200]
Soft sciences 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]
Soft sciences 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]
Speaking Ability L1-Based Elicitation as a Valid Measure of L2 Classroom Performance Assessment: Multi-Method Mono-Trait Model of Validation [Volume 10, Issue 1, 2021, Pages 1-36]
Speech Act Production Mobile-assisted ACMC: Effects on EFL Learners' Pragmatic Competence of Apologies and Requests [Volume 14, Issue 2, 2025, Pages 361-402]
Split-Plot ANOVA Using AI Applications to Enhance EFL Learners’ Writing Skills: Empirical Evidence from “Monica” [Volume 14, Issue 2, 2025, Pages 253-301]
Standard Language Ideology (SLI) User Responses to Linguistic Diversity in Instagram based on the Language Subordination Model Process [Volume 14, Issue 1, 2025, Pages 241-273]
Strategies The Relationship between High School Students’ Beliefs about Language Learning and Their Use of Language Learning Strategies [Volume 1, Issue 2, 2012, Pages 273-292]
Strategies Developing Learner Autonomy: Novice and Experienced EFL Teachers’ Beliefs and Strategies [Volume 12, Issue 2, 2023, Pages 217-242]
Structural Equation Modeling (SEM) Investigating Gender and Major DIF in the Iranian National University Entrance Exam Using Multiple-Indicators Multiple-Causes Structural Equation Modelling [Volume 8, Issue 1, 2019, Pages 33-61]
Structural Equation Modeling (SEM) Hidden Curriculum Components, Learners’ National Identity, and Self-Efficacy: A Model for Iranian EFL Teachers [Volume 10, Issue 2, 2021, Pages 233-267]
Structure Difficulty Examining L2 Learners' Performance on Implicit and Explicit Measures: The Role of Grammaticality and Structure Difficulty [Volume 13, Issue 1, 2024, Pages 1-33]
Student teacher readiness Developing an Instrument for the Evaluating the Implemented EFL Teacher Education Curriculum [(Articles in Press)]
Subjective norm Application of the Theory of Planned Behavior to the Adoption of English Computer-Mediated Courses by High School Teachers [Volume 14, Issue 1, 2025, Pages 275-307]
Summit Evaluating an Instructional Textbook: A Critical Discourse Perspective [Volume 1, Issue 1, 2012, Pages 123-158]
Supervision Using Clinical Supervision to Lower EFL Teachers’ Burnout [Volume 6, Issue 2, 2017, Pages 261-289]
Supportive moves 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]

T

Tailor-Made Teacher Education Developing Productive Teacher Immunity by Providing Tailor-Made Teacher Education: A Constructive Endeavor? [Volume 11, Issue 2, 2022, Pages 187-217]
Task The Effect of Task Repetition and Task Recycling on EFL Learners' Oral Performance [Volume 2, Issue 2, 2013, Pages 137-163]
Task Task Motivation and Transfer of Learning across Tasks: The Case of Learning the English Definite Article [Volume 10, Issue 2, 2021, Pages 203-232]
Task-based language teaching 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]
Task based Language Teaching The Impact of Task-based Language Teaching on ESP Learners’ Productive Skills: From Task-based Instruction to Investigation of Learners’ and Instructors’ Attitudes toward the Course [Volume 7, Issue 2, 2018, Pages 1-28]
Task based Language Teaching The Influence of Task Complexity Manipulation on Iranian EFL Learners’ Learning of Transitional Devices [Volume 12, Issue 1, 2023, Pages 173-204]
Task-based language teaching (TBLT) Evaluating Pragmatic Competence in EAP Students Through Authentic Task-Based Assessment in Academic Contexts [Volume 13, Issue 2, 2024, Pages 101-141]
Task complexity The Effects of Task Complexity on English Language Learners’ Listening Comprehension [Volume 1, Issue 2, 2012, Pages 225-250]
Task complexity EFL Learners’ Perception of Task Experience Through Flow Outlook: Task Complexity and Modality in Focus [Volume 10, Issue 1, 2021, Pages 301-334]
Task complexity The Impact of Sequencing Repeated Familiar Tasks on Listening Performance [Volume 10, Issue 2, 2021, Pages 325-350]
Task difficulty The Effects of Task Complexity on English Language Learners’ Listening Comprehension [Volume 1, Issue 2, 2012, Pages 225-250]
Task difficulty EFL Learners’ Perception of Task Experience Through Flow Outlook: Task Complexity and Modality in Focus [Volume 10, Issue 1, 2021, Pages 301-334]
Teacher Attitude The Relationship between English Language Teachers’ Personality Types and Attitudes toward Technology [Volume 14, Issue 2, 2025, Pages 39-72]
Teacher beliefs 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]
Teacher Characteristics Developing Productive Teacher Immunity by Providing Tailor-Made Teacher Education: A Constructive Endeavor? [Volume 11, Issue 2, 2022, Pages 187-217]
Teacher Cognition Iranian In-Service EFL Teachers’ Perceptions of Values Education: A Mixed Methods Study [Volume 12, Issue 1, 2023, Pages 295-336]
Teacher Cognition A Philosophical Problematisation of Research on EFL/ESL Teachers’ Cognition vs. Action: A Critical Interpretive Synthesis [Volume 12, Issue 2, 2023, Pages 67-118]
Teacher identity Development and Validation of an English Language Teacher Professional Identity Scale (ELTPIS) [Volume 10, Issue 1, 2021, Pages 201-237]
Teacher Immunity Developing Productive Teacher Immunity by Providing Tailor-Made Teacher Education: A Constructive Endeavor? [Volume 11, Issue 2, 2022, Pages 187-217]
Teacher learning Learning to Become L2 Teachers: Prospective Teachers’ Professional Identity Development [Volume 11, Issue 1, 2022, Pages 189-221]
Teacher mindfulness 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]
Teacher professional identity development Learning to Become L2 Teachers: Prospective Teachers’ Professional Identity Development [Volume 11, Issue 1, 2022, Pages 189-221]
Teacher professional practice Uncovering Domains of Novice Language Teachers’ Professional Decision Making and Pedagogical Reasoning [Volume 11, Issue 1, 2022, Pages 281-312]
Teachers' Behavior 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]
Teachers' cognitions and practices Exploring Iranian EAP Teachers' Pedagogical Content Knowledge and Their Professional Identity [Volume 3, Issue 1, 2014, Pages 35-1]
Teachers’ Conceptions Iranian EFL Teachers’ Conceptions and Practices of Communicative Language Teaching Curriculum [Volume 10, Issue 2, 2021, Pages 171-202]
Teachers' perception The Effects of Scaffolding Techniques on IELTS Candidates' Horizontal Grammatical Variability: A Mixed Method Study [Volume 13, Issue 1, 2024, Pages 35-60]
Teachers’ Practices Iranian EFL Teachers’ Conceptions and Practices of Communicative Language Teaching Curriculum [Volume 10, Issue 2, 2021, Pages 171-202]
Teaching motivations and perceptions Motivations for and Perceptions of Becoming an EFL Teacher: Adaptation and Validation of the Factors Influencing Teaching Choice Scale among English-Majoring Students in Iran [Volume 14, Issue 2, 2025, Pages 73-100]
Technology An Investigation of Iranian Intermediate EFL Learners’ L2 Motivation and Attitude in a Computer-Assisted Language Learning Environment [Volume 10, Issue 1, 2021, Pages 355-389]
Technology The Relationship between English Language Teachers’ Personality Types and Attitudes toward Technology [Volume 14, Issue 2, 2025, Pages 39-72]
Technology integration Predicting Technology Use in EFL Instruction: The Roles of Teacher Self-Efficacy and Technology Self-Efficacy [Volume 12, Issue 2, 2023, Pages 301-341]
Technology-mediated Intervention 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]
Technology self-efficacy Predicting Technology Use in EFL Instruction: The Roles of Teacher Self-Efficacy and Technology Self-Efficacy [Volume 12, Issue 2, 2023, Pages 301-341]
TEFL A Rhetorical Move Analysis of TEFL Thesis Abstracts: The Case of Allameh Tabataba’i University [Volume 5, Issue 1, 2016, Pages 23-1]
TEFL The Generic Structure of Book Acknowledgements [Volume 9, Issue 1, 2020, Pages 357-381]
Textbooks Evaluating an Instructional Textbook: A Critical Discourse Perspective [Volume 1, Issue 1, 2012, Pages 123-158]
Textbooks An Investigation into Cultural Representation in Interchange Textbooks [Volume 2, Issue 2, 2013, Pages 113-136]
Textbooks Pragmatic Competence Development: Demystifying the Impact of Task Types and EFL Students' Perceptions [Volume 8, Issue 1, 2019, Pages 279-302]
Text Messaging Mobile-assisted ACMC: Effects on EFL Learners' Pragmatic Competence of Apologies and Requests [Volume 14, Issue 2, 2025, Pages 361-402]
Text Types Morphological Complexity Across Descriptive, Expository, and Narrative Text Types in Iranian Lower-Intermediate Language Learners [Volume 10, Issue 1, 2021, Pages 237-267]
Theory The Impact of Reflection-focused Teacher Education Course with and without Critical Orientation on Iranian In-service EFL Teachers’ Self-reported Reflective Teaching [(Articles in Press)]
The revised model of L2 self-guides A Five-Factor Model of Motivational Self-Guides: A Structural Equation Modeling Approach [Volume 13, Issue 1, 2024, Pages 61-84]
THIEVES The Effect of Models of Reading Instruction on Reading Comprehension, Reading Self-efficacy, and Reading Anxiety [Volume 8, Issue 2, 2019, Pages 303-335]
TPACK Factors Determining the Technological Pedagogical Content Knowledge (TPACK) of the Iranian Preservice English Teachers [Volume 12, Issue 2, 2023, Pages 1-30]
Transparency Navigating the Five Dimensions of Study Quality in the Age of AI: Iranian TESOL Researchers’ Experiences with Generative AI [(Articles in Press)]

V

Validation Construction, Validation, and Application of a Teacher Status Scale (TSS): A Case of Iranian Junior High School Teachers [Volume 2, Issue 2, 2013, Pages 1-26]
Validation Validating an English Language Teacher Professional Development Scale in Iranian EFL Context [Volume 5, Issue 1, 2016, Pages 134-107]
Validation Developing and Validating a Questionnaire to Assess EFL Teachers` Classroom-Based Assessment Literacy [Volume 13, Issue 1, 2024, Pages 85-123]
Validation Motivations for and Perceptions of Becoming an EFL Teacher: Adaptation and Validation of the Factors Influencing Teaching Choice Scale among English-Majoring Students in Iran [Volume 14, Issue 2, 2025, Pages 73-100]
Values Education Iranian In-Service EFL Teachers’ Perceptions of Values Education: A Mixed Methods Study [Volume 12, Issue 1, 2023, Pages 295-336]
Virtual learning Motivational Fluctuations in Online Learning: Do Differences in Learning Module Make a Difference? [Volume 14, Issue 1, 2025, Pages 1-31]
Visual aids The Role of Visual Scaffolding in Enhancing Iranian EFL Students’ Writing Ability [Volume 8, Issue 2, 2019, Pages 187-211]
Vocabulary Production Empowering EFL Learners’ Lexical Skills: Vocabulary Retrieval and Production Through Ripple Effect and Word Wall Approaches [Volume 14, Issue 1, 2025, Pages 33-66]
Vocabulary Retrieval Empowering EFL Learners’ Lexical Skills: Vocabulary Retrieval and Production Through Ripple Effect and Word Wall Approaches [Volume 14, Issue 1, 2025, Pages 33-66]
Vocational resilience Emotional experiences of pre-service EFL teachers in practicums: features and dynamics [Volume 13, Issue 2, 2024, Pages 215-252]
Voice The Effect of Instruction on the Development of Voice in EFL Argumentative Writing [Volume 9, Issue 2, 2020, Pages 89-119]
Voice Messaging Mobile-assisted ACMC: Effects on EFL Learners' Pragmatic Competence of Apologies and Requests [Volume 14, Issue 2, 2025, Pages 361-402]
Vygotsky Examining Iranian EFL Learners' Knowledge of Grammar through a Computerized Dynamic Test [Volume 3, Issue 2, 2014, Pages 183-161]

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