Keyword Index

A

  • Academic and journalistic texts From Academic to Journalistic Texts: A Qualitative Analysis of the Evaluative Language of Science [Volume 37, Issue 1, 2018-2019, Pages 127-158]

B

  • Bilingual context 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, 2018-2019, Pages 109-139]

C

  • CAF measures Focus on Lexis and L2 Learners' Development of Oral Complexity, Accuracy, and Fluency Measures [Volume 37, Issue 2, 2018-2019, Pages 91-123]
  • Classroom discourse 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, 2018-2019, Pages 109-139]
  • Code-switching 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, 2018-2019, Pages 109-139]
  • Collaborative learning The Effect of Summary Training on Intermediate EFL Learners’ Reading Comprehension in Individual and Collaborative Conditions [Volume 37, Issue 4, 2018-2019, Pages 47-70]
  • Collective teacher efficacy Collective teacher efficacy, teacher self-efficacy, and job satisfaction among Iranian EFL Teachers: The mediating role of teaching commitment [Volume 37, Issue 2, 2018-2019, Pages 33-64]

D

  • Direct feedback Comparison of the effects of Written Corrective Feedback and Task-complexity Manipulation on the Grammatical Accuracy of EFL Learners’ Writing [Volume 37, Issue 4, 2018-2019, Pages 167-194]

E

  • EFL Evaluating EFL Learners’ Philosophical Mentality through their Answers to Philosophical Questions: Using Smith’s Framework [Volume 37, Issue 3, 2018-2019, Pages 99-129]
  • EFL, language education policy, Iran Iranian EFL Teachers’ Sense-Making of Policy Reforms: The Case of the New Communicative-Based Curriculum [Volume 37, Issue 2, 2018-2019, Pages 169-193]
  • EFL learners Investment in L2 learning among Iranian English language learners [Volume 37, Issue 3, 2018-2019, Pages 131-168]
  • EFL teachers Developing a Model of Teachers’ Possible Selves for the Iranian Context [Volume 37, Issue 1, 2018-2019, Pages 73-96]
  • EFL teachers Iranian EFL Teachers’ Sources of Self-Efficacy in the Context of New English Curriculum: A Grounded Theory Approach [Volume 37, Issue 1, 2018-2019, Pages 37-72]
  • EFL teachers Collective teacher efficacy, teacher self-efficacy, and job satisfaction among Iranian EFL Teachers: The mediating role of teaching commitment [Volume 37, Issue 2, 2018-2019, Pages 33-64]
  • ELT EFL Teachers’ Adversity Quotient, Personal Growth Initiative, and Pedagogical Success [Volume 37, Issue 3, 2018-2019, Pages 51-97]
  • English for Academic Purposes (EAP) Perceptions of EAP for Business: Fresh Findings from Academia and Workplace [Volume 37, Issue 3, 2018-2019, Pages 1-49]
  • English for Occupational Purposes (EOP) Perceptions of EAP for Business: Fresh Findings from Academia and Workplace [Volume 37, Issue 3, 2018-2019, Pages 1-49]
  • Explicit teaching The Integration of Explicit Instruction and Implicit Meaning-Focused Experience for L2 Vocabulary Development: The Comparative Effect of Time Sequence [Volume 37, Issue 4, 2018-2019, Pages 71-108]

F

  • Formulaic Expressions Exploring EFL Learners’ Use of Formulaic Sequences in Pragmatically Focused Role-play Tasks [Volume 37, Issue 4, 2018-2019, Pages 141-165]

G

  • Grammatical accuracy Comparison of the effects of Written Corrective Feedback and Task-complexity Manipulation on the Grammatical Accuracy of EFL Learners’ Writing [Volume 37, Issue 4, 2018-2019, Pages 167-194]

H

  • High and low achievers 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, 2018-2019, Pages 109-139]

I

  • Implicit teaching The Integration of Explicit Instruction and Implicit Meaning-Focused Experience for L2 Vocabulary Development: The Comparative Effect of Time Sequence [Volume 37, Issue 4, 2018-2019, Pages 71-108]
  • Indirect feedback Comparison of the effects of Written Corrective Feedback and Task-complexity Manipulation on the Grammatical Accuracy of EFL Learners’ Writing [Volume 37, Issue 4, 2018-2019, Pages 167-194]
  • Individual learning The Effect of Summary Training on Intermediate EFL Learners’ Reading Comprehension in Individual and Collaborative Conditions [Volume 37, Issue 4, 2018-2019, Pages 47-70]
  • Investment Investment in L2 learning among Iranian English language learners [Volume 37, Issue 3, 2018-2019, Pages 131-168]
  • Iran Investment in L2 learning among Iranian English language learners [Volume 37, Issue 3, 2018-2019, Pages 131-168]
  • Iran Perceptions of EAP for Business: Fresh Findings from Academia and Workplace [Volume 37, Issue 3, 2018-2019, Pages 1-49]

L

  • Language Formula Exploring EFL Learners’ Use of Formulaic Sequences in Pragmatically Focused Role-play Tasks [Volume 37, Issue 4, 2018-2019, Pages 141-165]
  • Learners' narrative Employing Participatory Learning through the Use of Photovoice in Iranian EFL Learning Settings: The Case of Reflective Narratives [Volume 37, Issue 2, 2018-2019, Pages 65-90]
  • Lexical chunks Focus on Lexis and L2 Learners' Development of Oral Complexity, Accuracy, and Fluency Measures [Volume 37, Issue 2, 2018-2019, Pages 91-123]

M

  • Meaning-focused experience The Integration of Explicit Instruction and Implicit Meaning-Focused Experience for L2 Vocabulary Development: The Comparative Effect of Time Sequence [Volume 37, Issue 4, 2018-2019, Pages 71-108]
  • Metacognitive knowledge Exploring the Conceptions of Academic Reading Comprehension by Iranian Graduate Students of Applied Linguistics [Volume 37, Issue 2, 2018-2019, Pages 1-32]
  • Modal auxiliaries 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, 2018-2019, Pages 1-46]
  • Multimodal input 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, 2018-2019, Pages 1-46]

N

  • Needs analysis Perceptions of EAP for Business: Fresh Findings from Academia and Workplace [Volume 37, Issue 3, 2018-2019, Pages 1-49]

O

  • Online game The Effect of Online Learning Tools on L2 Reading Comprehension and Vocabulary Learning [Volume 37, Issue 3, 2018-2019, Pages 211-238]

P

  • Participatory learning Employing Participatory Learning through the Use of Photovoice in Iranian EFL Learning Settings: The Case of Reflective Narratives [Volume 37, Issue 2, 2018-2019, Pages 65-90]
  • Photovoice Employing Participatory Learning through the Use of Photovoice in Iranian EFL Learning Settings: The Case of Reflective Narratives [Volume 37, Issue 2, 2018-2019, Pages 65-90]
  • Pragmatic Routines Exploring EFL Learners’ Use of Formulaic Sequences in Pragmatically Focused Role-play Tasks [Volume 37, Issue 4, 2018-2019, Pages 141-165]
  • Proactive focus on form 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, 2018-2019, Pages 1-46]
  • Professional development Developing and Validating a Model for Exploring Iranian EFL Teachers’ Perception of Professional Development [Volume 37, Issue 3, 2018-2019, Pages 169-210]

R

  • Reactive focus on form 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, 2018-2019, Pages 1-46]
  • Reading comprehension The Effect of Online Learning Tools on L2 Reading Comprehension and Vocabulary Learning [Volume 37, Issue 3, 2018-2019, Pages 211-238]
  • Reading comprehension The Effect of Summary Training on Intermediate EFL Learners’ Reading Comprehension in Individual and Collaborative Conditions [Volume 37, Issue 4, 2018-2019, Pages 47-70]
  • Reflective narrative Employing Participatory Learning through the Use of Photovoice in Iranian EFL Learning Settings: The Case of Reflective Narratives [Volume 37, Issue 2, 2018-2019, Pages 65-90]

S

  • Socialization Language Socialization and Essay Writing: The Appropriation of Academic Discourse in an Iranian English L2 University Class [Volume 37, Issue 1, 2018-2019, Pages 1-35]
  • Sociocultural theory Language Socialization and Essay Writing: The Appropriation of Academic Discourse in an Iranian English L2 University Class [Volume 37, Issue 1, 2018-2019, Pages 1-35]
  • Sociocultural theory The Effect of Summary Training on Intermediate EFL Learners’ Reading Comprehension in Individual and Collaborative Conditions [Volume 37, Issue 4, 2018-2019, Pages 47-70]
  • Summary training The Effect of Summary Training on Intermediate EFL Learners’ Reading Comprehension in Individual and Collaborative Conditions [Volume 37, Issue 4, 2018-2019, Pages 47-70]
  • Summary writing The Impact of Sequence Map, Answering Question, and 3-2-1 Techniques on EFL Learners’ Summary Writing Ability [Volume 37, Issue 2, 2018-2019, Pages 125-167]

T

  • Task-induced involvement Inspecting Task-Induced Involvement from the Perspective of Sociocultural Theory [Volume 37, Issue 1, 2018-2019, Pages 159-192]
  • Task manipulation Comparison of the effects of Written Corrective Feedback and Task-complexity Manipulation on the Grammatical Accuracy of EFL Learners’ Writing [Volume 37, Issue 4, 2018-2019, Pages 167-194]
  • Teaching English as a Foreign Language Exploring EFL Learners’ Use of Formulaic Sequences in Pragmatically Focused Role-play Tasks [Volume 37, Issue 4, 2018-2019, Pages 141-165]

V

  • Vocabulary development The Integration of Explicit Instruction and Implicit Meaning-Focused Experience for L2 Vocabulary Development: The Comparative Effect of Time Sequence [Volume 37, Issue 4, 2018-2019, Pages 71-108]
  • Vocabulary retention The Integration of Explicit Instruction and Implicit Meaning-Focused Experience for L2 Vocabulary Development: The Comparative Effect of Time Sequence [Volume 37, Issue 4, 2018-2019, Pages 71-108]

W

  • Written corrective feedback Comparison of the effects of Written Corrective Feedback and Task-complexity Manipulation on the Grammatical Accuracy of EFL Learners’ Writing [Volume 37, Issue 4, 2018-2019, Pages 167-194]