Evaluating Global EFL Coursebooks in the Iranian Context: A Multiliteracies Approach
Evaluating Global EFL Coursebooks in the Iranian Context: A Multiliteracies Approach

Amir Ali Mohammadkhani; Manoochehr Jafarigohar; Mahmood Reza Atai; Hassan Soleimani

Volume 40, Issue 2 , May 2021, , Pages 81-118

https://doi.org/10.22099/jtls.2021.39269.2925

Abstract
  Global EFL coursebooks are used in numerous educational contexts throughout the world based on the assumption that they are the optimal source of English educational input. Their widespread ...  Read More
Developing a Questionnaire for Assessing Iranian EFL Teachers’ Critical Cultural Awareness (CCA)
Developing a Questionnaire for Assessing Iranian EFL Teachers’ Critical Cultural Awareness (CCA)

Mahmood Reza Atai; Esmat Babaii; Davood Taghipour Bazargani

Volume 36, Issue 2 , July 2017, , Pages 1-38

https://doi.org/10.22099/jtls.2017.24678.2214

Abstract
  Critical cultural awareness as a component of intercultural competence (Byram, 1997, 2012) has received the extensive attention of scholars in the fields of language teaching, cultural ...  Read More
Task Condition and EFL Learners’ Individual Differences: The Mediation of Tolerance of Ambiguity and Self-efficacy
Task Condition and EFL Learners’ Individual Differences: The Mediation of Tolerance of Ambiguity and Self-efficacy

Mahmoud Reza Atai; Alireza Zaré Alanagh

Volume 35, Issue 4 , March 2017, , Pages 71-102

https://doi.org/10.22099/jtls.2017.3973

Abstract
  Drawing on Robinson’s cognition hypothesis, the study attempted to examine how task conditions influence EFL learners’ oral performance and whether learners’ individual ...  Read More