Ahmadi, Alireza
Exploring Novice Raters’ Textual Considerations in Independent and Negotiated Ratings [Volume 39, Issue 2, 2020, Pages 43-87]
Ahmadian, Moussa
A Postcolonial Perspective towards Prefaces of Iranian English Language Textbooks: The Cases of Graded, Right Path to English, and Prospect/Vision Series [Volume 39, Issue 1, 2020, Pages 1-44]
Ahmadi Safa, Mohammad
Effects of Audio-Visually Prompted Collaborative Dialogue on EFL Learners' Listening Comprehension Development [Volume 39, Issue 2, 2020, Pages 1-42]
Amerian, Majid
A Postcolonial Perspective towards Prefaces of Iranian English Language Textbooks: The Cases of Graded, Right Path to English, and Prospect/Vision Series [Volume 39, Issue 1, 2020, Pages 1-44]
Amerian, Majid
The Effect of Flipping a Foreign Language Writing Course on Writing Performance and Writing Motivation [Volume 39, 3.2, 2020, Pages 35-65]
Ansarin, Ali Akbar
The Role of Post-listening Vocabulary-focused Activities and Multimedia Presentation on Receptive and Productive Vocabulary Development [Volume 39, Issue 2, 2020, Pages 89-119]
B
Beheshti, Shima
Effects of Audio-Visually Prompted Collaborative Dialogue on EFL Learners' Listening Comprehension Development [Volume 39, Issue 2, 2020, Pages 1-42]
Bozorgian, Hossein
Exploring L1 use in English as Foreign Language Classrooms through Activity theory [Volume 39, 3.1, 2020, Pages 1-35]
C
Chamani, Fariba
Foreign Language Education Policy (FLEP) in Iran: Unpacking State Mandates in Major National Policy Documents [Volume 39, 3.1, 2020, Pages 185-215]
D
Derakhshan, Ali
Instructed Second Language English Pragmatics in the Iranian Context [Volume 39, Issue 1, 2020, Pages 201-252]
Dowlatabadi, Hamid Reza
The Effect of Flipping a Foreign Language Writing Course on Writing Performance and Writing Motivation [Volume 39, 3.2, 2020, Pages 35-65]
E
Esfandiari, Rajab
The Effects of Task Orientation and Involvement Load on Learning Collocations [Volume 39, Issue 1, 2020, Pages 71-114]
F
Faghih, Esmail
Investigating Iranian TEFL Ph.D. Candidates’ Professional Identity Development in the Course of their Doctoral Education [Volume 39, 3.1, 2020, Pages 131-184]
Fallahpour, Sedighe
Exploring L1 use in English as Foreign Language Classrooms through Activity theory [Volume 39, 3.1, 2020, Pages 1-35]
Fathi, Jalil
The Effect of Flipping a Foreign Language Writing Course on Writing Performance and Writing Motivation [Volume 39, 3.2, 2020, Pages 35-65]
G
Ghafoori, Nasser
The Effect of Multiple Intelligence-Oriented Thematic Clustering on Advanced EFL Learners’ Vocabulary Learning [Volume 39, Issue 2, 2020, Pages 169-201]
Gholami, Mina
Applying Cooperative and Individual Offline Planning in Speaking Classes: A Comparison of Impulsive and Reflective EFL Learners [Volume 39, 3.2, 2020, Pages 1-34]
Gooniband Shooshtari, Zohreh
Development and Validation of a Measure of Self-Regulated Capacity in Learning the Grammar of English as a Foreign Language [Volume 39, 3.2, 2020, Pages 111-142]
H
Hajiabdorrasouli, Leila
Exploring Novice Raters’ Textual Considerations in Independent and Negotiated Ratings [Volume 39, Issue 2, 2020, Pages 43-87]
Hosseinnezhad, Hedieh
The Development and Validation of Peer Support Questionnaire (PSQ) [Volume 39, 3.2, 2020, Pages 67-109]
K
Kargar, Ali Asghar
Using Graphic Markers to Highlight Syntactic and Emphatic Prosody and its Impact on ESP Readers' Foreign Language Reading Anxiety and Fluency [Volume 39, 3.1, 2020, Pages 37-88]
Karimabadi, Maedeh
The Efficacy of Classroom Flipping on Iranian Intermediate EFL Learners’ Engagement and their Perception of the Flipped Classroom Model [Volume 39, 3.2, 2020, Pages 143-180]
Kazemipour khabbazi, Salva
The Role of Post-listening Vocabulary-focused Activities and Multimedia Presentation on Receptive and Productive Vocabulary Development [Volume 39, Issue 2, 2020, Pages 89-119]
Khodabandeh, Farzaneh
Exploring the Impact of Blended, Flipped, and Traditional Teaching Strategies for Teaching Grammar on Iranian EFL Learners'''' through English Newspaper Articles [Volume 39, 3.1, 2020, Pages 89-129]
M
Marashi, Hamid
Applying Cooperative and Individual Offline Planning in Speaking Classes: A Comparison of Impulsive and Reflective EFL Learners [Volume 39, 3.2, 2020, Pages 1-34]
Mazandarani, Omid
Instructed Second Language English Pragmatics in the Iranian Context [Volume 39, Issue 1, 2020, Pages 201-252]
Mehri, Ehsan
A Postcolonial Perspective towards Prefaces of Iranian English Language Textbooks: The Cases of Graded, Right Path to English, and Prospect/Vision Series [Volume 39, Issue 1, 2020, Pages 1-44]
Meihami, Hussein
A Biographical Narrative Analysis of the Challenges of Applied Linguists across Different Research Abilities to Conduct Qualitative Studies [Volume 39, Issue 1, 2020, Pages 45-70]
Mirzaei, Azizullah
Investigating Foreign Language Enjoyment and Public Speaking Class Anxiety in the EFL Class: A Mixed Methods Study [Volume 39, Issue 1, 2020, Pages 115-152]
Moradi khazaee, Zeinab
The Effect of Flipping a Foreign Language Writing Course on Writing Performance and Writing Motivation [Volume 39, 3.2, 2020, Pages 35-65]
Mostafaei Alaei, Mahnaz
The Development and Validation of Peer Support Questionnaire (PSQ) [Volume 39, 3.2, 2020, Pages 67-109]
N
Naeini, Jila
Instructed Second Language English Pragmatics in the Iranian Context [Volume 39, Issue 1, 2020, Pages 201-252]
Naserpour, Azam
The Effects of Task Orientation and Involvement Load on Learning Collocations [Volume 39, Issue 1, 2020, Pages 71-114]
Nemati, Fatemeh
Investigating Foreign Language Enjoyment and Public Speaking Class Anxiety in the EFL Class: A Mixed Methods Study [Volume 39, Issue 1, 2020, Pages 115-152]
Nikmard, Fateme
Improving EFL Learners’ Performance on Receptive-Response and Productive-Response Listening Comprehension Items through Diagnostic vs. Dynamic Assessment [Volume 39, 3.1, 2020, Pages 217-252]
P
Parsiani, Mozhgan
CAPT and its Effect on English Language Pronunciation Enhancement: Evidence from Bilinguals and Monolinguals [Volume 39, Issue 2, 2020, Pages 121-167]
Q
Qaleshahzari, Armaghan
Investigating Iranian TEFL Ph.D. Candidates’ Professional Identity Development in the Course of their Doctoral Education [Volume 39, 3.1, 2020, Pages 131-184]
R
Ravand, Hamdollah
CAPT and its Effect on English Language Pronunciation Enhancement: Evidence from Bilinguals and Monolinguals [Volume 39, Issue 2, 2020, Pages 121-167]
Razavipour, Kioumars
Development and Validation of a Measure of Self-Regulated Capacity in Learning the Grammar of English as a Foreign Language [Volume 39, 3.2, 2020, Pages 111-142]
Rohani, Gholam reza
CAPT and its Effect on English Language Pronunciation Enhancement: Evidence from Bilinguals and Monolinguals [Volume 39, Issue 2, 2020, Pages 121-167]
Roohani, Ali
Investigating Foreign Language Enjoyment and Public Speaking Class Anxiety in the EFL Class: A Mixed Methods Study [Volume 39, Issue 1, 2020, Pages 115-152]
S
Saba, Mehdi
Examining the Association between T-unit and Pausing Length on the EFL Perception of Listening Comprehension [Volume 39, Issue 2, 2020, Pages 203-236]
Safaie, Ebrahim
Frequency Effects of Regular Past Tense Forms in English on Native Speakers’ and Second Language Learners’ Accuracy Rate and Reaction Time [Volume 39, Issue 1, 2020, Pages 153-199]
Safari Ardakani, Sara
Development and Validation of a Measure of Self-Regulated Capacity in Learning the Grammar of English as a Foreign Language [Volume 39, 3.2, 2020, Pages 111-142]
Salavatizadeh, Masumeh
The Effect of Blended Online Automated Feedback and Teacher Feedback on EFL Learners’ Essay Writing Ability and Perception [Volume 39, 3.2, 2020, Pages 181-225]
Salimi, Esmaeel Ali
The Efficacy of Classroom Flipping on Iranian Intermediate EFL Learners’ Engagement and their Perception of the Flipped Classroom Model [Volume 39, 3.2, 2020, Pages 143-180]
Savojbolaghchilar, Sanam
The Effect of Multiple Intelligence-Oriented Thematic Clustering on Advanced EFL Learners’ Vocabulary Learning [Volume 39, Issue 2, 2020, Pages 169-201]
Seifoori, Zohreh
The Effect of Multiple Intelligence-Oriented Thematic Clustering on Advanced EFL Learners’ Vocabulary Learning [Volume 39, Issue 2, 2020, Pages 169-201]
Shakki, Farzaneh
Instructed Second Language English Pragmatics in the Iranian Context [Volume 39, Issue 1, 2020, Pages 201-252]
Shooshtari, Zohreh Gooniband
Examining the Association between T-unit and Pausing Length on the EFL Perception of Listening Comprehension [Volume 39, Issue 2, 2020, Pages 203-236]
T
Tahriri, Abdorreza
The Effect of Blended Online Automated Feedback and Teacher Feedback on EFL Learners’ Essay Writing Ability and Perception [Volume 39, 3.2, 2020, Pages 181-225]
Tajeddin, Zia
Foreign Language Education Policy (FLEP) in Iran: Unpacking State Mandates in Major National Policy Documents [Volume 39, 3.1, 2020, Pages 185-215]
Tavassoli, Kobra
Improving EFL Learners’ Performance on Receptive-Response and Productive-Response Listening Comprehension Items through Diagnostic vs. Dynamic Assessment [Volume 39, 3.1, 2020, Pages 217-252]
Tharirian, Mohammad Hassan
Exploring the Impact of Blended, Flipped, and Traditional Teaching Strategies for Teaching Grammar on Iranian EFL Learners'''' through English Newspaper Articles [Volume 39, 3.1, 2020, Pages 89-129]
V
Vahdat, Sedigheh
Examining the Association between T-unit and Pausing Length on the EFL Perception of Listening Comprehension [Volume 39, Issue 2, 2020, Pages 203-236]
Y
Yazdani, Hooshang
A Postcolonial Perspective towards Prefaces of Iranian English Language Textbooks: The Cases of Graded, Right Path to English, and Prospect/Vision Series [Volume 39, Issue 1, 2020, Pages 1-44]
Yazdanimoghaddam, Massood
Investigating Iranian TEFL Ph.D. Candidates’ Professional Identity Development in the Course of their Doctoral Education [Volume 39, 3.1, 2020, Pages 131-184]
Z
Zandi, Ghazaleh
Improving EFL Learners’ Performance on Receptive-Response and Productive-Response Listening Comprehension Items through Diagnostic vs. Dynamic Assessment [Volume 39, 3.1, 2020, Pages 217-252]
Zarei, Abbas
The Effects of Task Orientation and Involvement Load on Learning Collocations [Volume 39, Issue 1, 2020, Pages 71-114]
