Author Index

A

  • Adloo, Mahsa The Impact of Proactive and Reactive Focus on Form in Multimodal Settings on EFL Learners' Comprehension and Production of Modal Auxiliaries [Volume 37, Issue 4, 2019, Pages 1-46]
  • Afraz, Shahram A Qualitative Lnquiry into Perceptions and Practices of High and Low EFL Achievers towards the Limitations and Benefits of Code-Switching [Volume 37, Issue 4, 2019, Pages 109-139]
  • Amani, Maryam Asadi The Effect of Online Learning Tools on L2 Reading Comprehension and Vocabulary Learning [Volume 37, Issue 3, 2018, Pages 211-238]
  • Amerian, Majid Language Socialization and Essay Writing: The Appropriation of Academic Discourse in an Iranian English L2 University Class [Volume 37, Issue 1, 2018, Pages 1-35]
  • Amerian, Mohammad Perceptions of EAP for Business: Fresh Findings from Academia and Workplace [Volume 37, Issue 3, 2018, Pages 1-49]
  • Atai, Mahmood Reza Exploring the Conceptions of Academic Reading Comprehension by Iranian Graduate Students of Applied Linguistics [Volume 37, Issue 2, 2018, Pages 1-32]

B

  • Bagheri Nevisi, Reza The Impact of Sequence Map, Answering Question, and 3-2-1 Techniques on EFL Learners’ Summary Writing Ability [Volume 37, Issue 2, 2018, Pages 125-167]
  • Bahrani, Saeid The Impact of Sequence Map, Answering Question, and 3-2-1 Techniques on EFL Learners’ Summary Writing Ability [Volume 37, Issue 2, 2018, Pages 125-167]
  • Barabadi, Elyas Iranian EFL Teachers’ Sources of Self-Efficacy in the Context of New English Curriculum: A Grounded Theory Approach [Volume 37, Issue 1, 2018, Pages 37-72]
  • Barabadi, Hossein Ahmad Iranian EFL Teachers’ Sources of Self-Efficacy in the Context of New English Curriculum: A Grounded Theory Approach [Volume 37, Issue 1, 2018, Pages 37-72]
  • Bardideh, Ali From Academic to Journalistic Texts: A Qualitative Analysis of the Evaluative Language of Science [Volume 37, Issue 1, 2018, Pages 127-158]
  • Bayat, Mokarrameh Iranian EFL Teachers’ Sources of Self-Efficacy in the Context of New English Curriculum: A Grounded Theory Approach [Volume 37, Issue 1, 2018, Pages 37-72]
  • Beyzaei, Ashraf Focus on Lexis and L2 Learners' Development of Oral Complexity, Accuracy, and Fluency Measures [Volume 37, Issue 2, 2018, Pages 91-123]

C

  • Chalak, Azizeh Employing Participatory Learning through the Use of Photovoice in Iranian EFL Learning Settings: The Case of Reflective Narratives [Volume 37, Issue 2, 2018, Pages 65-90]

E

  • Ebrahimi, Seyed Foad Grammatical Subject in Results and Discussion Section of Research Articles: Disciplinary Variations [Volume 37, Issue 1, 2018, Pages 97-125]

F

  • Fathi, Jalil Collective teacher efficacy, teacher self-efficacy, and job satisfaction among Iranian EFL Teachers: The mediating role of teaching commitment [Volume 37, Issue 2, 2018, Pages 33-64]

G

  • Ghapanchi, Zargham Investment in L2 learning among Iranian English language learners [Volume 37, Issue 3, 2018, Pages 131-168]
  • Ghasemi, Shabnam Developing and Validating a Model for Exploring Iranian EFL Teachers’ Perception of Professional Development [Volume 37, Issue 3, 2018, Pages 169-210]
  • Golparvar, Seyyed Ehsan Iranian EFL Teachers’ Sources of Self-Efficacy in the Context of New English Curriculum: A Grounded Theory Approach [Volume 37, Issue 1, 2018, Pages 37-72]

H

  • Hashemi, Mohammad R. Exploring the Conceptions of Academic Reading Comprehension by Iranian Graduate Students of Applied Linguistics [Volume 37, Issue 2, 2018, Pages 1-32]
  • Heidari Tabrizi, Hossein Employing Participatory Learning through the Use of Photovoice in Iranian EFL Learning Settings: The Case of Reflective Narratives [Volume 37, Issue 2, 2018, Pages 65-90]
  • Heng, Chan Swee Grammatical Subject in Results and Discussion Section of Research Articles: Disciplinary Variations [Volume 37, Issue 1, 2018, Pages 97-125]

J

  • Jalilifar, Alireza From Academic to Journalistic Texts: A Qualitative Analysis of the Evaluative Language of Science [Volume 37, Issue 1, 2018, Pages 127-158]

K

  • Kaivanpanah, Shiva Inspecting Task-Induced Involvement from the Perspective of Sociocultural Theory [Volume 37, Issue 1, 2018, Pages 159-192]
  • Karimi, mahzad Employing Participatory Learning through the Use of Photovoice in Iranian EFL Learning Settings: The Case of Reflective Narratives [Volume 37, Issue 2, 2018, Pages 65-90]

M

  • Malmir, Ali The Integration of Explicit Instruction and Implicit Meaning-Focused Experience for L2 Vocabulary Development: The Comparative Effect of Time Sequence [Volume 37, Issue 4, 2019, Pages 71-108]
  • Marashi, Hamid EFL Teachers’ Adversity Quotient, Personal Growth Initiative, and Pedagogical Success [Volume 37, Issue 3, 2018, Pages 51-97]
  • Marefat, Fahimeh Perceptions of EAP for Business: Fresh Findings from Academia and Workplace [Volume 37, Issue 3, 2018, Pages 1-49]
  • Mehri, Ehsan Language Socialization and Essay Writing: The Appropriation of Academic Discourse in an Iranian English L2 University Class [Volume 37, Issue 1, 2018, Pages 1-35]
  • Miri, Mowla Inspecting Task-Induced Involvement from the Perspective of Sociocultural Theory [Volume 37, Issue 1, 2018, Pages 159-192]
  • Mirzaei, Azizullah Focus on Lexis and L2 Learners' Development of Oral Complexity, Accuracy, and Fluency Measures [Volume 37, Issue 2, 2018, Pages 91-123]
  • Mohammad Hosseinpur, Rasoul The Impact of Sequence Map, Answering Question, and 3-2-1 Techniques on EFL Learners’ Summary Writing Ability [Volume 37, Issue 2, 2018, Pages 125-167]
  • Mohammadi, Mohammad The Effect of Summary Training on Intermediate EFL Learners’ Reading Comprehension in Individual and Collaborative Conditions [Volume 37, Issue 4, 2019, Pages 47-70]
  • Mohammadi Salari, Zahra A Qualitative Lnquiry into Perceptions and Practices of High and Low EFL Achievers towards the Limitations and Benefits of Code-Switching [Volume 37, Issue 4, 2019, Pages 109-139]

N

  • Najjarbaghseyah, Rasool Exploring EFL Learners’ Use of Formulaic Sequences in Pragmatically Focused Role-play Tasks [Volume 37, Issue 4, 2019, Pages 141-165]
  • Nejadghanbar, Hassan Exploring the Conceptions of Academic Reading Comprehension by Iranian Graduate Students of Applied Linguistics [Volume 37, Issue 2, 2018, Pages 1-32]

P

  • Pishghadam, Reza Investment in L2 learning among Iranian English language learners [Volume 37, Issue 3, 2018, Pages 131-168]

R

  • Rashidian, Samira EFL Teachers’ Adversity Quotient, Personal Growth Initiative, and Pedagogical Success [Volume 37, Issue 3, 2018, Pages 51-97]
  • Rasti, Alireza Iranian EFL Teachers’ Sense-Making of Policy Reforms: The Case of the New Communicative-Based Curriculum [Volume 37, Issue 2, 2018, Pages 169-193]
  • Rohani, Gholam reza The Impact of Proactive and Reactive Focus on Form in Multimodal Settings on EFL Learners' Comprehension and Production of Modal Auxiliaries [Volume 37, Issue 4, 2019, Pages 1-46]
  • Roohani, Ali Focus on Lexis and L2 Learners' Development of Oral Complexity, Accuracy, and Fluency Measures [Volume 37, Issue 2, 2018, Pages 91-123]

S

  • Samimi, Fazlolah A Qualitative Lnquiry into Perceptions and Practices of High and Low EFL Achievers towards the Limitations and Benefits of Code-Switching [Volume 37, Issue 4, 2019, Pages 109-139]
  • Sarkhosh, Mehdi The Effect of Summary Training on Intermediate EFL Learners’ Reading Comprehension in Individual and Collaborative Conditions [Volume 37, Issue 4, 2019, Pages 47-70]
  • Savadi Rostami, Elaheh Collective teacher efficacy, teacher self-efficacy, and job satisfaction among Iranian EFL Teachers: The mediating role of teaching commitment [Volume 37, Issue 2, 2018, Pages 33-64]
  • Shahini, Gholamhossein Evaluating EFL Learners’ Philosophical Mentality through their Answers to Philosophical Questions: Using Smith’s Framework [Volume 37, Issue 3, 2018, Pages 99-129]
  • Shooshtari, Zohreh, From Academic to Journalistic Texts: A Qualitative Analysis of the Evaluative Language of Science [Volume 37, Issue 1, 2018, Pages 127-158]
  • Soltanian, Nahid Investment in L2 learning among Iranian English language learners [Volume 37, Issue 3, 2018, Pages 131-168]
  • Soodmand Afshar, Hassan Developing and Validating a Model for Exploring Iranian EFL Teachers’ Perception of Professional Development [Volume 37, Issue 3, 2018, Pages 169-210]

V

  • Vahdat, Sedigheh Comparison of the effects of Written Corrective Feedback and Task-complexity Manipulation on the Grammatical Accuracy of EFL Learners’ Writing [Volume 37, Issue 4, 2019, Pages 167-194]

Y

  • Yousof, Qutibaa M The Integration of Explicit Instruction and Implicit Meaning-Focused Experience for L2 Vocabulary Development: The Comparative Effect of Time Sequence [Volume 37, Issue 4, 2019, Pages 71-108]

Z

  • Zarei, Abbas Ali The Effect of Online Learning Tools on L2 Reading Comprehension and Vocabulary Learning [Volume 37, Issue 3, 2018, Pages 211-238]