Artificial IntelligenceUnboxing 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]
Assessment Literacy (AL)Developing and Validating a Questionnaire to Assess EFL Teachers` Classroom-Based Assessment Literacy [Volume 13, Issue 1, 2024, Pages 85-123]
Authentic task-based assessmentEvaluating Pragmatic Competence in EAP Students Through Authentic Task-Based Assessment in Academic Contexts [Volume 13, Issue 2, 2024, Pages 101-141]
Automatized Explicit KnowledgeExamining L2 Learners' Performance on Implicit and Explicit Measures: The Role of Grammaticality and Structure Difficulty [Volume 13, Issue 1, 2024, Pages 1-33]
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 ManagementEFL Teachers' Critical Discourse Analysis Practices and Their Classroom Management [Volume 13, Issue 1, 2024, Pages 219-252]
Communicative Language TeachingExploring Iranian EFL learners' Attitudes toward Classroom Practices of CLT [Volume 13, Issue 1, 2024, Pages 149-181]
ComplexityThe 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]
Conceptual metaphorsJustice and Injustice in English as a Foreign Language Classes: Analysis of Teachers’ Conceptual Metaphors [Volume 13, Issue 2, 2024, Pages 31-74]
Critical Discourse AnalysisEFL Teachers' Critical Discourse Analysis Practices and Their Classroom Management [Volume 13, Issue 1, 2024, Pages 219-252]
Critical pedagogyEFL Teachers' Critical Discourse Analysis Practices and Their Classroom Management [Volume 13, Issue 1, 2024, Pages 219-252]
D
Discipline-specific variationThe 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]
EFLA 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 teachersJustice and Injustice in English as a Foreign Language Classes: Analysis of Teachers’ Conceptual Metaphors [Volume 13, Issue 2, 2024, Pages 31-74]
ELTEFL Teachers' Critical Discourse Analysis Practices and Their Classroom Management [Volume 13, Issue 1, 2024, Pages 219-252]
ELT textbooksWelcomed 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 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 (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 Specific PurposesUsing Flipped Learning with Self-Regulated Learning Strategies to Develop Argumentative Writing [Volume 13, Issue 2, 2024, Pages 181-213]
ESASynthesizing 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 materialsInteractional Metadiscourse in Popular Science: A Comparative Analysis across Subgenres and Pedagogical Implications [Volume 13, Issue 2, 2024, Pages 295-324]
F
Flipped learningUsing 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]
G
GrammaticalityExamining L2 Learners' Performance on Implicit and Explicit Measures: The Role of Grammaticality and Structure Difficulty [Volume 13, Issue 1, 2024, Pages 1-33]
Higher educationA 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]
I
IELTSThe Effects of Scaffolding Techniques on IELTS Candidates' Horizontal Grammatical Variability: A Mixed Method Study [Volume 13, Issue 1, 2024, Pages 35-60]
Implicit KnowledgeExamining L2 Learners' Performance on Implicit and Explicit Measures: The Role of Grammaticality and Structure Difficulty [Volume 13, Issue 1, 2024, Pages 1-33]
Interactional metadiscourse markersInteractional Metadiscourse in Popular Science: A Comparative Analysis across Subgenres and Pedagogical Implications [Volume 13, Issue 2, 2024, Pages 295-324]
Interventionist DAThe 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]
J
Job SatisfactionA 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]
L
L2 learning experienceA Five-Factor Model of Motivational Self-Guides: A Structural Equation Modeling Approach [Volume 13, Issue 1, 2024, Pages 61-84]
L2 teacher educationJustice and Injustice in English as a Foreign Language Classes: Analysis of Teachers’ Conceptual Metaphors [Volume 13, Issue 2, 2024, Pages 31-74]
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 characteristicsInteractional Metadiscourse in Popular Science: A Comparative Analysis across Subgenres and Pedagogical Implications [Volume 13, Issue 2, 2024, Pages 295-324]
Learner beliefsWelcomed 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]
M
Medical StudentsUsing Flipped Learning with Self-Regulated Learning Strategies to Develop Argumentative Writing [Volume 13, Issue 2, 2024, Pages 181-213]
MetacognitionCreativity, 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]
Moves/stepsThe 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]
ODCTRepresentation of Politeness Markers across Different Measures of Pragmatic Knowledge [Volume 13, Issue 1, 2024, Pages 253-276]
P
Popular science subgenresInteractional Metadiscourse in Popular Science: A Comparative Analysis across Subgenres and Pedagogical Implications [Volume 13, Issue 2, 2024, Pages 295-324]
Portfolio-assessmentSynthesizing 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]
PracticumEmotional experiences of pre-service EFL teachers in practicums: features and dynamics [Volume 13, Issue 2, 2024, Pages 215-252]
Pre-service EFL teachersEmotional experiences of pre-service EFL teachers in practicums: features and dynamics [Volume 13, Issue 2, 2024, Pages 215-252]
Psychological well-beingResilience, Psychological Well-being and Professional Development of Iranian EFL Teachers: A Structural Equation Analysis [Volume 13, Issue 1, 2024, Pages 125-147]
R
RAs ConclusionsThe 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 engagementInteractional Metadiscourse in Popular Science: A Comparative Analysis across Subgenres and Pedagogical Implications [Volume 13, Issue 2, 2024, Pages 295-324]
Research ArticlesCitation Practices in Applied Linguistics Research Articles: Investigating Author’s L1 Writing Background Effect [Volume 13, Issue 2, 2024, Pages 325-355]
ResilienceResilience, Psychological Well-being and Professional Development of Iranian EFL Teachers: A Structural Equation Analysis [Volume 13, Issue 1, 2024, Pages 125-147]
Role-playRepresentation of Politeness Markers across Different Measures of Pragmatic Knowledge [Volume 13, Issue 1, 2024, Pages 253-276]
S
SCOBAExploring 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]
Socio-emotional competenceEmotional experiences of pre-service EFL teachers in practicums: features and dynamics [Volume 13, Issue 2, 2024, Pages 215-252]
Soft sciencesIntercultural 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 sciencesThe 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]
Structure DifficultyExamining L2 Learners' Performance on Implicit and Explicit Measures: The Role of Grammaticality and Structure Difficulty [Volume 13, Issue 1, 2024, Pages 1-33]
T
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]
Teacher beliefsWelcomed 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 mindfulnessA 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]
Teachers' perceptionThe Effects of Scaffolding Techniques on IELTS Candidates' Horizontal Grammatical Variability: A Mixed Method Study [Volume 13, Issue 1, 2024, Pages 35-60]
The revised model of L2 self-guidesA Five-Factor Model of Motivational Self-Guides: A Structural Equation Modeling Approach [Volume 13, Issue 1, 2024, Pages 61-84]
V
ValidationDeveloping and Validating a Questionnaire to Assess EFL Teachers` Classroom-Based Assessment Literacy [Volume 13, Issue 1, 2024, Pages 85-123]
Vocational resilienceEmotional experiences of pre-service EFL teachers in practicums: features and dynamics [Volume 13, Issue 2, 2024, Pages 215-252]
W
WDCTRepresentation of Politeness Markers across Different Measures of Pragmatic Knowledge [Volume 13, Issue 1, 2024, Pages 253-276]
