Number of Articles: 6
The Effects of Different Explicit Syntactic Marker Types on Sentence Comprehension of EFL Learners
Volume 41, Issue 3 , August 2022, Pages 1-25
Abstract
This study was designed to highlight the potential effects of different types of Explicit Syntactic Markers (ESMs) on the sentence comprehension of EFL learners of different age-range ... Read More
Presenting a Profile of Flow Barriers in Modalities of Interaction during Covid-19 Pandemic among Iranian EFL Learners
Volume 41, Issue 3 , August 2022, Pages 27-55
Abstract
Flow, introduced as one of the founding concepts in positive psychology by Csikszentmihalyi (1990), refers to the complete absorption in a challenging mental, emotional, or physical ... Read More
Integration of Learning-oriented Assessment into Writing Instruction: A Case of IELTS Writing Preparation Class
Volume 41, Issue 3 , August 2022, Pages 57-87
Abstract
Learning-oriented assessment (LOA) seeks to support instruction by providing information about students’ current learning conditions and their ultimate performance. This study ... Read More
The Impact of Collaborative In-service Training on EFL Teachers’ Language Assessment Literacy, Perceptions and Practices
Volume 41, Issue 3 , August 2022, Pages 89-115
Abstract
This mixed-methods study sought to examine any significant impact of Iranian English as a Foreign Language (EFL) teachers' collaboration in rating speaking tests and brainstorming theoretical ... Read More
Thinking Ability and its Impacting Factors among Graduate Iranian EFL Learners through Generating Types of Questions
Volume 41, Issue 3 , August 2022, Pages 117-153
Abstract
Since an effective technique to assess the level of thinking ability is to identify the types of questions one generates, the present research by employing a hybrid question framework, ... Read More
Implementation of Task-based Collaborative Dialogues in EFL Speaking Classes: Focus on Achievements and Perceptions
Volume 41, Issue 3 , August 2022, Pages 155-195