Abbasian, Gholam Reza
Implementation of Task-based Collaborative Dialogues in EFL Speaking Classes: Focus on Achievements and Perceptions [Volume 41, Issue 3, 2022, Pages 155-195]
Afhami, Malihe
The Effects of Different Explicit Syntactic Marker Types on Sentence Comprehension of EFL Learners [Volume 41, Issue 3, 2022, Pages 1-25]
Afzali, Katayoon
Iranian EFL Teachers’ and Policymakers’ Perceptions of Success in High-school Classes: A Critical Exploratory Study [Volume 41, Issue 1, 2022, Pages 133-173]
Ahmadian, Mehrshad
Review of Linguistic Inequality and Injustice in Academic Writing [Volume 41, Issue 4, 2022, Pages 173-188]
Ahmadi Safa, Mohammad
The Effect of Online Interaction on the Use of Discourse Markers: A Comparison of Two Flipped Classes [Volume 41, Issue 2, 2022, Pages 1-35]
Alavi, Sayyed Mohammad
Integration of Learning-oriented Assessment into Writing Instruction: A Case of IELTS Writing Preparation Class [Volume 41, Issue 3, 2022, Pages 57-87]
Alavi, Seyed Younes
A Gap Analysis between EFL Teachers' Assessment Literacy in Iranian Public Schools and Their Pre-service Assessment Curriculum [Volume 41, Issue 4, 2022, Pages 59-86]
Alemi, Minoo
English Language Teachers’ Autonomy for Professional Development: A Narrative Account of Self-direction, Capacity, and Freedom [Volume 41, Issue 1, 2022, Pages 175-212]
Aliakbari, Mohammad
A Model of EFL Teachers' Pedagogical Content Knowledge: A Data-Driven Approach [Volume 41, Issue 2, 2022, Pages 205-243]
Amerian, Majid
A Comparative Intercultural Analysis of Two English School Textbooks from Iran and Egypt [Volume 41, Issue 1, 2022, Pages 33-67]
Amin, Farvah
Assessing the Alignment among Learners’ Language Needs, Course Objectives, and Classroom Practice in an EFL Communicative Course [Volume 41, Issue 4, 2022, Pages 1-22]
Asadollahfam, Hassan
Iranian EFL Teachers’ Remotivational Strategies: The Integration of Ecological Systems Theory and Self-Determination Theory [Volume 41, Issue 4, 2022, Pages 87-112]
B
Baba Ahmadi, Hamid Reza
Types and Tokens of Lexical Bundles in Civil Engineering Students' Genre-Specific English Articles [Volume 41, Issue 2, 2022, Pages 37-74]
Babaie Shalmani, Hamed
Types and Tokens of Lexical Bundles in Civil Engineering Students' Genre-Specific English Articles [Volume 41, Issue 2, 2022, Pages 37-74]
Babaii, Esmat
A Social Semiotic Analysis of International Inflight Magazines as a Tourism Discourse: A Cross-cultural Study [Volume 41, Issue 4, 2022, Pages 23-57]
Bavali, Mohammad
The Effect of Augmented Reality on Adult EFL Learners’ Attitudes and Motivation: A Mixed Methods Study [Volume 41, Issue 1, 2022, Pages 103-132]
D
Dehghani, Hoora
The Impact of Collaborative In-service Training on EFL Teachers’ Language Assessment Literacy, Perceptions and Practices [Volume 41, Issue 3, 2022, Pages 89-115]
Divsar, Hoda
The Comparative Effect of Rehearsal, Strategic, and Online Planning on the Fluency, Accuracy, Complexity, Lexical Variety, and Attentional Allocation of EFL Learners’ Argumentative Writing [Volume 41, Issue 2, 2022, Pages 75-111]
Dowlatabadi, Hamid Reza
A Comparative Intercultural Analysis of Two English School Textbooks from Iran and Egypt [Volume 41, Issue 1, 2022, Pages 33-67]
E
Esmaeili, Amir
Validation of Spiritual and Emotional Intelligence questionnaire and Predictability Power of the Former for EFL Learners’ Performance [Volume 41, Issue 1, 2022, Pages 1-31]
G
Ghadiri, Momene
Validation of Spiritual and Emotional Intelligence questionnaire and Predictability Power of the Former for EFL Learners’ Performance [Volume 41, Issue 1, 2022, Pages 1-31]
Ghanbaran, Samira
Presenting a Profile of Flow Barriers in Modalities of Interaction during Covid-19 Pandemic among Iranian EFL Learners [Volume 41, Issue 3, 2022, Pages 27-55]
Ghanizadeh, Afsaneh
The Effect of Mindfulness-Cultivation Intervention on EFL Learners’ Reflective Thinking, Positive Orientation, and Language Achievement [Volume 41, Issue 1, 2022, Pages 69-101]
Ghasemi, Shima Sadat
A Social Semiotic Analysis of International Inflight Magazines as a Tourism Discourse: A Cross-cultural Study [Volume 41, Issue 4, 2022, Pages 23-57]
Ghonsooly, Behzad
The Effect of Mindfulness-Cultivation Intervention on EFL Learners’ Reflective Thinking, Positive Orientation, and Language Achievement [Volume 41, Issue 1, 2022, Pages 69-101]
H
Hamzelou, Zohre
Integration of Learning-oriented Assessment into Writing Instruction: A Case of IELTS Writing Preparation Class [Volume 41, Issue 3, 2022, Pages 57-87]
J
Jorfi, Leili
A Comparative Intercultural Analysis of Two English School Textbooks from Iran and Egypt [Volume 41, Issue 1, 2022, Pages 33-67]
K
Ketabi, Saeed
Presenting a Profile of Flow Barriers in Modalities of Interaction during Covid-19 Pandemic among Iranian EFL Learners [Volume 41, Issue 3, 2022, Pages 27-55]
Khaghaninejad, Mohammad Saber
The Effects of Different Explicit Syntactic Marker Types on Sentence Comprehension of EFL Learners [Volume 41, Issue 3, 2022, Pages 1-25]
Khosravian, Elham
Thinking Ability and its Impacting Factors among Graduate Iranian EFL Learners through Generating Types of Questions [Volume 41, Issue 3, 2022, Pages 117-153]
M
Marefat, Hamideh
Methodological Synthesis of Working Memory Capacity Measures in Relative Clause Attachment Ambiguity Resolution Studies [Volume 41, Issue 4, 2022, Pages 113-172]
Marzban, Amir
Review of Linguistic Inequality and Injustice in Academic Writing [Volume 41, Issue 4, 2022, Pages 173-188]
Mashhadi, Amir
The Impact of Collaborative In-service Training on EFL Teachers’ Language Assessment Literacy, Perceptions and Practices [Volume 41, Issue 3, 2022, Pages 89-115]
Mehranfar, Zahra
Investigating Investment for Teaching English in Iranian Upper Secondary Schools: A Critical Needs Analysis Approach [Volume 41, Issue 2, 2022, Pages 113-161]
Moghadam, Haniyeh
The Effect of Mindfulness-Cultivation Intervention on EFL Learners’ Reflective Thinking, Positive Orientation, and Language Achievement [Volume 41, Issue 1, 2022, Pages 69-101]
Mohseni, Ahmad
Implementation of Task-based Collaborative Dialogues in EFL Speaking Classes: Focus on Achievements and Perceptions [Volume 41, Issue 3, 2022, Pages 155-195]
N
Namaziandost, Ehsan
Developmental Potential of Self-Assessment Reports for High School Students' Writing Skills: A Qualitative Study [Volume 41, Issue 2, 2022, Pages 163-203]
Nemati, Majid
Integration of Learning-oriented Assessment into Writing Instruction: A Case of IELTS Writing Preparation Class [Volume 41, Issue 3, 2022, Pages 57-87]
Norouzifard, Aylar
The Effect of Augmented Reality on Adult EFL Learners’ Attitudes and Motivation: A Mixed Methods Study [Volume 41, Issue 1, 2022, Pages 103-132]
R
Rahimi, Mohammad
Assessing the Alignment among Learners’ Language Needs, Course Objectives, and Classroom Practice in an EFL Communicative Course [Volume 41, Issue 4, 2022, Pages 1-22]
Rahimi, Siamak
Developmental Potential of Self-Assessment Reports for High School Students' Writing Skills: A Qualitative Study [Volume 41, Issue 2, 2022, Pages 163-203]
Rashtchi, Mojgan
Implementation of Task-based Collaborative Dialogues in EFL Speaking Classes: Focus on Achievements and Perceptions [Volume 41, Issue 3, 2022, Pages 155-195]
Rassaei, Ehsan
The Effect of Augmented Reality on Adult EFL Learners’ Attitudes and Motivation: A Mixed Methods Study [Volume 41, Issue 1, 2022, Pages 103-132]
Rezai, Afsheen
Developmental Potential of Self-Assessment Reports for High School Students' Writing Skills: A Qualitative Study [Volume 41, Issue 2, 2022, Pages 163-203]
Rezvani, Reza
A Gap Analysis between EFL Teachers' Assessment Literacy in Iranian Public Schools and Their Pre-service Assessment Curriculum [Volume 41, Issue 4, 2022, Pages 59-86]
S
Sadeghi, Setayesh
A Model of EFL Teachers' Pedagogical Content Knowledge: A Data-Driven Approach [Volume 41, Issue 2, 2022, Pages 205-243]
Sadr Alavian, Hadis
Iranian EFL Teachers’ Remotivational Strategies: The Integration of Ecological Systems Theory and Self-Determination Theory [Volume 41, Issue 4, 2022, Pages 87-112]
Shahini, Gholamhossein
Thinking Ability and its Impacting Factors among Graduate Iranian EFL Learners through Generating Types of Questions [Volume 41, Issue 3, 2022, Pages 117-153]
Shahnazari, Mohammadtaghi
Presenting a Profile of Flow Barriers in Modalities of Interaction during Covid-19 Pandemic among Iranian EFL Learners [Volume 41, Issue 3, 2022, Pages 27-55]
Shareghi, Zahra
Iranian EFL Teachers’ and Policymakers’ Perceptions of Success in High-school Classes: A Critical Exploratory Study [Volume 41, Issue 1, 2022, Pages 133-173]
Shirazifard, Haniyeh
Implementation of Task-based Collaborative Dialogues in EFL Speaking Classes: Focus on Achievements and Perceptions [Volume 41, Issue 3, 2022, Pages 155-195]
T
Tahririan, Mohammad Hassan
Iranian EFL Teachers’ and Policymakers’ Perceptions of Success in High-school Classes: A Critical Exploratory Study [Volume 41, Issue 1, 2022, Pages 133-173]
Tahririan, Mohammad Hassan
Investigating Investment for Teaching English in Iranian Upper Secondary Schools: A Critical Needs Analysis Approach [Volume 41, Issue 2, 2022, Pages 113-161]
Tajeddin, Zia
English Language Teachers’ Autonomy for Professional Development: A Narrative Account of Self-direction, Capacity, and Freedom [Volume 41, Issue 1, 2022, Pages 175-212]
V
Vafaee Seresht, Karim
Methodological Synthesis of Working Memory Capacity Measures in Relative Clause Attachment Ambiguity Resolution Studies [Volume 41, Issue 4, 2022, Pages 113-172]
Y
Yasaei, Hasti
English Language Teachers’ Autonomy for Professional Development: A Narrative Account of Self-direction, Capacity, and Freedom [Volume 41, Issue 1, 2022, Pages 175-212]
Yasini, Ali
A Model of EFL Teachers' Pedagogical Content Knowledge: A Data-Driven Approach [Volume 41, Issue 2, 2022, Pages 205-243]
Yazdani, Hooshang
A Comparative Intercultural Analysis of Two English School Textbooks from Iran and Egypt [Volume 41, Issue 1, 2022, Pages 33-67]
Yazdani, Saeed
A Gap Analysis between EFL Teachers' Assessment Literacy in Iranian Public Schools and Their Pre-service Assessment Curriculum [Volume 41, Issue 4, 2022, Pages 59-86]
Yousefi, Mohammad Hossein
Iranian EFL Teachers’ Remotivational Strategies: The Integration of Ecological Systems Theory and Self-Determination Theory [Volume 41, Issue 4, 2022, Pages 87-112]
Z
Zamanian, Mostafa
The Effect of Augmented Reality on Adult EFL Learners’ Attitudes and Motivation: A Mixed Methods Study [Volume 41, Issue 1, 2022, Pages 103-132]
Zarei, Gholamreza
Validation of Spiritual and Emotional Intelligence questionnaire and Predictability Power of the Former for EFL Learners’ Performance [Volume 41, Issue 1, 2022, Pages 1-31]
Zareian, Nargess
The Effect of Online Interaction on the Use of Discourse Markers: A Comparison of Two Flipped Classes [Volume 41, Issue 2, 2022, Pages 1-35]
Zokaeieh, Siavash
Review of Linguistic Inequality and Injustice in Academic Writing [Volume 41, Issue 4, 2022, Pages 173-188]
