A

  • Academic Achievement EFL Learners’ Deployment of Motivational Self-Regulatory Strategies and their Academic Achievement [Volume 5, Issue 1, 2016, Pages 50-25]

  • 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]

  • 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]

  • 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]

  • 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]

  • 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]

  • Autonomy Relationship between EFL Teachers' Emotional Intelligence, Reflective teaching, Autonomy and their Students' L2 Learning [Volume 8, Issue 1, 2019, Pages 303-331]

  • 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]

  • 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]

  • 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]

  • 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]

  • 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]

  • Changes Global Coursebooks in the Course of Time: The Case of Interchange Level 2 [Volume 10, Issue 1, 2021, Pages 269-300]

  • Classical Grounded Theory Causes of EFL Learners’ Procrastination: A Classical Grounded Theory [(Articles in Press)]

  • 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]

  • Collaborative praxis-oriented grammar instruction Praxis-Based Grammar Instruction Using Social Media Networking: Mediational Feedback within ZPD [(Articles in Press)]

  • 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]

  • 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]

  • Complexity The Effect of Task Repetition and Task Recycling on EFL Learners' Oral Performance [Volume 2, Issue 2, 2013, Pages 137-163]

  • 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 [(Articles in Press)]

  • 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]

  • 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]

  • 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 [(Articles in Press)]

  • 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 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 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]

  • Cross-cultural diversities Pragmatic Competence Development: Demystifying the Impact of Task Types and EFL Students' Perceptions [Volume 8, Issue 1, 2019, Pages 279-302]

  • 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 [(Articles in Press)]

D

  • 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]

  • 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]

  • Dilatory Behavior Causes of EFL Learners’ Procrastination: A Classical Grounded Theory [(Articles in Press)]

  • 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]

  • Draft Specific Scoring Motivating the Unmotivated: Making Teacher Corrective Feedback Work [Volume 7, Issue 1, 2018, Pages 87-110]

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]

  • 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 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 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 [(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]

  • 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 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 [(Articles in Press)]

  • 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 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]

  • 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 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]

  • 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 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 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 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]

  • 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]

  • Evaluation Evaluating an Instructional Textbook: A Critical Discourse Perspective [Volume 1, Issue 1, 2012, Pages 123-158]

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]

  • 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]

  • 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]

G

  • 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]

  • 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]

  • Grammatical complexity Motivating the Unmotivated: Making Teacher Corrective Feedback Work [Volume 7, Issue 1, 2018, Pages 87-110]

  • 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]

  • Graphs The Role of Visual Scaffolding in Enhancing Iranian EFL Students’ Writing Ability [Volume 8, Issue 2, 2019, Pages 187-211]

  • Grounded Theory Conceptualization of Hope for EFL Teaching within the Iranian Context: A Grounded Theoretical Model [Volume 9, Issue 2, 2020, Pages 27-58]

H

  • Habitus A Social Quest for Language and Cultural Capital: Exploring Iranian English Language Majors’ Habitus [(Articles in Press)]

  • High School Students 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]

  • High School Students Difficulties Facing Iranian EFL Senior High School Learners and Strategies They Use to Understand English Idioms [Volume 7, Issue 2, 2018, Pages 121-146]

  • Hofstede Culture and Identity: Linking Iranian Identity Components and Cultural Dimensions [Volume 4, Issue 1, 2015, Pages 78-49]

  • Hofstede's cultural dimensions model Iranian EFL Teachers’ Cultural Identity in the Course of their Profession [Volume 7, Issue 1, 2018, Pages 111-134]

  • Hyland’s model The Generic Structure of Book Acknowledgements [Volume 9, Issue 1, 2020, Pages 357-381]

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]

  • 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]

  • 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]

  • 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 [(Articles in Press)]

  • 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]

  • 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]

  • 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 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 learners Examining Iranian EFL Learners' Knowledge of Grammar through a Computerized Dynamic Test [Volume 3, Issue 2, 2014, Pages 183-161]

J

  • Jigsaw Exploring EFL Learners’ Autonomy in Reading Comprehension: Computer-Assisted versus Conventional Contexts [Volume 8, Issue 1, 2019, Pages 93-128]

  • Job Satisfaction How Attitude, Self-efficacy, and Job Satisfaction Relate with Teaching Strategies? [Volume 1, Issue 1, 2012, Pages 189-224]

K

  • Keywords: collocations The primary and secondary effects of data-driven learning on high- and low-intermediate learners’ Knowledge of collocations [Volume 9, Issue 2, 2020, Pages 311-346]

  • Keywords: English for teacher reflection 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]

  • Keywords: Hope Conceptualization of Hope for EFL Teaching within the Iranian Context: A Grounded Theoretical Model [Volume 9, Issue 2, 2020, Pages 27-58]

  • Kurdish Construction of Evaluative Meanings by Kurdish-Speaking Learners of English: A Comparison of High- and Low-Graded Argumentative Essays [Volume 2, Issue 2, 2013, Pages 57-84]

L

  • 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 learning Relationship between EFL Teachers' Emotional Intelligence, Reflective teaching, Autonomy and their Students' L2 Learning [Volume 8, Issue 1, 2019, Pages 303-331]

  • 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 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 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 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 Development Concept-based Instruction and Teaching English Tense and Aspect to Iranian School Learners [Volume 6, Issue 1, 2017, Pages 179-145]

  • 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

  • Measurement Scale Conceptualization of Hope for EFL Teaching within the Iranian Context: A Grounded Theoretical Model [Volume 9, Issue 2, 2020, Pages 27-58]

  • Mediational feedback Praxis-Based Grammar Instruction Using Social Media Networking: Mediational Feedback within ZPD [(Articles in Press)]

  • 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]

  • Microgenesis Praxis-Based Grammar Instruction Using Social Media Networking: Mediational Feedback within ZPD [(Articles in Press)]

  • 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]

  • Model Quantifying Investment in Language Learning: Model and Questionnaire Development and Validation in the Iranian Context [Volume 7, Issue 1, 2018, Pages 25-56]

  • 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 recycling Exploring the Recycling of Objective Move Across RA Sections in Soft Science Disciplines [Volume 10, Issue 1, 2021, Pages 171-200]

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]

  • National Identity EFL Learning, EFL Motivation Types, and National Identity: In Conflict or in Coalition [Volume 2, Issue 2, 2013, Pages 85-111]

  • 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]

O

  • 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]

  • 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 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]

  • 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]

  • Pedagogical Content Knowledge Exploring Iranian EAP Teachers' Pedagogical Content Knowledge and Their Professional Identity [Volume 3, Issue 1, 2014, Pages 35-1]

  • 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]

  • 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]

  • 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]

  • 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]

  • Procrastination Causes of EFL Learners’ Procrastination: A Classical Grounded Theory [(Articles in Press)]

  • 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]

  • 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]

  • 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]

  • 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]

Q

  • Quality of Work life 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]

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]

  • 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]

  • 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]

  • Resilience Reflection, Resilience and Role Stress among Iranian EFL Teachers: A Mixed Methods Study [Volume 8, Issue 2, 2019, Pages 1-24]

  • Retrieval Studying the Effect of Retrieval Direction during Reading on Productive and Receptive Knowledge of Vocabulary [Volume 6, Issue 2, 2017, Pages 235-258]

S

  • 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]

  • 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]

  • Sequential mixed methods design Iranian EFL Teachers’ Cultural Identity in the Course of their Profession [Volume 7, Issue 1, 2018, Pages 111-134]

  • 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 [(Articles in Press)]

  • Soft sciences Exploring the Recycling of Objective Move Across RA Sections in Soft Science Disciplines [Volume 10, Issue 1, 2021, Pages 171-200]

  • 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]

  • 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]

  • 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]

  • 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]

T

  • Task The Effect of Task Repetition and Task Recycling on EFL Learners' Oral Performance [Volume 2, Issue 2, 2013, Pages 137-163]

  • 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 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 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 identity Development and Validation of an English Language Teacher Professional Identity Scale (ELTPIS) [Volume 10, Issue 1, 2021, Pages 201-237]

  • Teachers' cognitions and practices Exploring Iranian EAP Teachers' Pedagogical Content Knowledge and Their Professional Identity [Volume 3, Issue 1, 2014, Pages 35-1]

  • 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]

  • 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 Types Morphological Complexity Across Descriptive, Expository, and Narrative Text Types in Iranian Lower-Intermediate Language Learners [Volume 10, Issue 1, 2021, Pages 237-267]

  • 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]

U

  • Unitary Concept of Validity 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]

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]

  • Visual aids The Role of Visual Scaffolding in Enhancing Iranian EFL Students’ Writing Ability [Volume 8, Issue 2, 2019, Pages 187-211]

  • Voice The Effect of Instruction on the Development of Voice in EFL Argumentative Writing [Volume 9, Issue 2, 2020, Pages 89-119]

  • Vygotsky Examining Iranian EFL Learners' Knowledge of Grammar through a Computerized Dynamic Test [Volume 3, Issue 2, 2014, Pages 183-161]

W

  • Wh-Embedded Clause Complementiser Phrase: The Case of English Wh-Embedded Clauses [Volume 4, Issue 1, 2015, Pages 155-131]

  • Working memory L2 Learners’ Strategy Preference in Metaphorical Test Performance: Effects of Working Memory and Cognitive Style [Volume 1, Issue 2, 2012, Pages 297-321]

Z

  • Zone of Proximal Development The Effects of Computerized Dynamic Assessment on Promoting At-Risk Advanced Iranian EFL Students’ Reading Skills [Volume 4, Issue 2, 2015, Pages 26-1]

  • Zone of Proximal Development Diagnosing EFL Learners Development of Pragmatic Competence Implementing Computerized Dynamic Assessment [Volume 9, Issue 1, 2020, Pages 117-149]

  • ZPD. SMN Praxis-Based Grammar Instruction Using Social Media Networking: Mediational Feedback within ZPD [(Articles in Press)]