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A B C D E F G H I J K L M N O P Q R S T U V W X Y Z ALL

A

  • Academic degree Reliance on Student Engagement: Do Academic Degree and Teaching Experience Matter? [Volume 11, Issue 1, 2022, Pages 255-280]

  • 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]

  • 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]

B

  • Blended learning Synchronous-Asynchronous Blending or Fully Real-Time Course Delivery? Implications for Distance Language Education [Volume 11, Issue 1, 2022, Pages 157-187]

C

  • 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]

  • Classical Grounded Theory Causes of EFL Learners’ Procrastination: A Classical Grounded Theory [Volume 11, Issue 1, 2022, Pages 35-65]

  • 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 observation Teaching Quality of EFL Teachers: Do Years of Teaching Experience Matter? [Volume 11, Issue 2, 2022, Pages 161-186]

  • 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]

  • Concepts Causes of EFL Learners’ Procrastination: A Classical Grounded Theory [Volume 11, Issue 1, 2022, Pages 35-65]

  • Critical Cultural Awareness Iranian EFL Learners and Teachers’ Attitudes Toward Critical Cultural Awareness [Volume 11, Issue 1, 2022, Pages 67-93]

  • 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]

  • 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]

  • Dilatory Behavior Causes of EFL Learners’ Procrastination: A Classical Grounded Theory [Volume 11, Issue 1, 2022, Pages 35-65]

  • 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]

E

  • EFL learners Iranian EFL Learners and Teachers’ Attitudes Toward Critical Cultural Awareness [Volume 11, Issue 1, 2022, Pages 67-93]

  • 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 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 teachers Iranian EFL Learners and Teachers’ Attitudes Toward Critical Cultural Awareness [Volume 11, Issue 1, 2022, Pages 67-93]

  • 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]

F

G

  • 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]

  • GNMT GTALL: A GNMT Model for the Future of Foreign Language Education [Volume 11, Issue 2, 2022, Pages 129-159]

  • Grounded Theory GTALL: A GNMT Model for the Future of Foreign Language Education [Volume 11, Issue 2, 2022, Pages 129-159]

  • GTALL GTALL: A GNMT Model for the Future of Foreign Language Education [Volume 11, Issue 2, 2022, Pages 129-159]

I

  • 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]

  • Intercultural Communicative Competence Iranian EFL Learners and Teachers’ Attitudes Toward Critical Cultural Awareness [Volume 11, Issue 1, 2022, Pages 67-93]

  • Interlanguage Pragmatics (ILP) Does Interlanguage Pragmatic Measure Enhancement Change the Data Pattern? A Mixed Method Approach [Volume 11, Issue 2, 2022, Pages 1-32]

  • 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]

  • 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]

L

  • L2 initial teacher education program Learning to Become L2 Teachers: Prospective Teachers’ Professional Identity Development [Volume 11, Issue 1, 2022, Pages 189-221]

  • L2 prospective teachers Learning to Become L2 Teachers: Prospective Teachers’ Professional Identity Development [Volume 11, Issue 1, 2022, Pages 189-221]

  • 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]

  • 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]

M

  • Machine Translation GTALL: A GNMT Model for the Future of Foreign Language Education [Volume 11, Issue 2, 2022, Pages 129-159]

  • 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]

  • Mediational feedback Praxis-Based Grammar Instruction Using Social Media Networking: Mediational Feedback within ZPD [Volume 11, Issue 1, 2022, Pages 1-34]

  • Microgenesis Praxis-Based Grammar Instruction Using Social Media Networking: Mediational Feedback within ZPD [Volume 11, Issue 1, 2022, Pages 1-34]

  • 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]

N

  • 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]

  • Natural methodology Does Interlanguage Pragmatic Measure Enhancement Change the Data Pattern? A Mixed Method Approach [Volume 11, Issue 2, 2022, Pages 1-32]

  • Needs analysis EFL Teachers Assessment Literacy Needs Inventory: A Case of Fulcher’s Assessment Literacy [Volume 11, Issue 1, 2022, Pages 131-156]

P

  • 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]

  • Procrastination Causes of EFL Learners’ Procrastination: A Classical Grounded Theory [Volume 11, Issue 1, 2022, Pages 35-65]

Q

  • Quality teaching Teaching Quality of EFL Teachers: Do Years of Teaching Experience Matter? [Volume 11, Issue 2, 2022, Pages 161-186]

S

  • 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]

  • 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-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]

  • Teacher Characteristics Developing Productive Teacher Immunity by Providing Tailor-Made Teacher Education: A Constructive Endeavor? [Volume 11, Issue 2, 2022, Pages 187-217]

  • 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 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]

  • 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]

Z

  • ZPD. SMN Praxis-Based Grammar Instruction Using Social Media Networking: Mediational Feedback within ZPD [Volume 11, Issue 1, 2022, Pages 1-34]

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