Exploring the Effects of Semantic and Orthographic/Phonologic Priming on Reading and Listening Comprehension of EFL Learners
Exploring the Effects of Semantic and Orthographic/Phonologic Priming on Reading and Listening Comprehension of EFL Learners

Mohsen Veisi; Mohammad Saber Khaghaninezhad

Volume 43, Issue 2 , May 2024, , Pages 1-30

https://doi.org/10.22099/tesl.2024.49255.3256

Abstract
  This study examined the possible effects of orthographic/phonologic priming techniques on the receptive language skills of Iranian EFL learners with different proficiency levels. From ...  Read More
Cyclical Self-regulated Learning Strategies and EFL Learners’ Accurate Use of Grammatical Structures, and Emotion Regulation
Cyclical Self-regulated Learning Strategies and EFL Learners’ Accurate Use of Grammatical Structures, and Emotion Regulation

Roya Safari; Farid Ghaemi; Masood Siyyari

Volume 43, Issue 1 , February 2024, , Pages 95-119

https://doi.org/10.22099/tesl.2023.48035.3211

Abstract
  Language proficiency seems not to be realized without language learner’s engagement in terms of behavioral, emotional, cognitive, and metacognitive dimensions in the learning ...  Read More
Unpacking EFL Teachers’ Understandings and Strategies of Self-Awareness Competence in the Classroom
Unpacking EFL Teachers’ Understandings and Strategies of Self-Awareness Competence in the Classroom

Esmaeel Ali Salimi; Mona Najjarpour

Volume 42, Issue 4 , December 2023, , Pages 45-69

https://doi.org/10.22099/tesl.2023.47991.3203

Abstract
  The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines self-awareness competence as the ability to assess one's emotions, values, and skills realistically. Utilizing ...  Read More
The Role of Situational Interest and Personality Traits in Language Learners’ Transformative Engagement in Academic Reading
The Role of Situational Interest and Personality Traits in Language Learners’ Transformative Engagement in Academic Reading

Nouroddin Yousofi; Maryam Zandi

Volume 42, Issue 4 , December 2023, , Pages 99-114

https://doi.org/10.22099/tesl.2023.48209.3217

Abstract
  The current study primarily explored the link between EAP students’ L2 situational interest (SI) and academic reading transformative engagement (TE). Moreover, it explored SI ...  Read More
Modeling the Relationship between Revised L2 Motivational Self System, L2 Emotions, Motivated Learning Behavior, and L2 Proficiency
Modeling the Relationship between Revised L2 Motivational Self System, L2 Emotions, Motivated Learning Behavior, and L2 Proficiency

Davoud Amini; Hesam Najjar Hosseini; Abolfazl Ghasemzadeh

Volume 42, Issue 4 , December 2023, , Pages 115-136

https://doi.org/10.22099/tesl.2023.48079.3212

Abstract
  L2 Motivational Self System (Dörnyei, 2005, 2009) holds a remarkable potency in explaining the long-term routes to L2 acquisition. Meanwhile, due to the prevalence of dynamic systems ...  Read More
Effect of a Vision-Based Program on Willingness to Communicate among Iranian ADHD Adolescents Involved in Online English Learning
Effect of a Vision-Based Program on Willingness to Communicate among Iranian ADHD Adolescents Involved in Online English Learning

Amir Arsalan Sharifi; Hossein Heidari Tabrizi; Azizeh Chalak

Volume 42, Issue 2 , May 2023, , Pages 25-50

https://doi.org/10.22099/tesl.2023.45107.3158

Abstract
  Attention has been drawn to recent, expanding studies on Second Language (L2) online programs and problems with people with learning difficulties, including Attention Deficit Hyperactivity ...  Read More
Methodological Synthesis of Working Memory Capacity Measures in Relative Clause Attachment Ambiguity Resolution Studies
Methodological Synthesis of Working Memory Capacity Measures in Relative Clause Attachment Ambiguity Resolution Studies

Karim Vafaee Seresht; Hamideh Marefat

Volume 41, Issue 4 , November 2022, , Pages 113-172

https://doi.org/10.22099/tesl.2022.42703.3084

Abstract
  This synthesis reviews the methodological issues in empirical studies investigating the effect of working memory capacity (WMC) on relative clause ambiguity resolution where results ...  Read More
The Effects of Different Explicit Syntactic Marker Types on Sentence Comprehension of EFL Learners
The Effects of Different Explicit Syntactic Marker Types on Sentence Comprehension of EFL Learners

Malihe Afhami; Mohammad Saber Khaghaninejad

Volume 41, Issue 3 , August 2022, , Pages 1-25

https://doi.org/10.22099/tesl.2022.43083.3098

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
Presenting a Profile of Flow Barriers in Modalities of Interaction during Covid-19 Pandemic among Iranian EFL Learners

Samira Ghanbaran; Saeed Ketabi; Mohammadtaghi Shahnazari

Volume 41, Issue 3 , August 2022, , Pages 27-55

https://doi.org/10.22099/tesl.2022.43325.3103

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
Validation of Spiritual and Emotional Intelligence questionnaire and Predictability Power of the Former for EFL Learners’ Performance
Validation of Spiritual and Emotional Intelligence questionnaire and Predictability Power of the Former for EFL Learners’ Performance

Momene Ghadiri; Gholamreza Zarei; Amir Esmaeili

Volume 41, Issue 1 , February 2022, , Pages 1-31

https://doi.org/10.22099/jtls.2021.40684.3001

Abstract
  While the bulk of literature repletes with studies on emotional intelligence and its effect on teachers' performance and students' academic achievement, few have been released as to ...  Read More
Correspondence between EFL Teachers’ Cognitive and Behavioral Manifestations of Pedagogical Beliefs: The Moderating Role of Teacher Grit
Correspondence between EFL Teachers’ Cognitive and Behavioral Manifestations of Pedagogical Beliefs: The Moderating Role of Teacher Grit

Parisa Ashkani; Mohammad Bagher Shabani; Mohammad Nabi Karimi; Rajab Esfandiari

Volume 40, Issue 4 , November 2021, , Pages 35-60

https://doi.org/10.22099/jtls.2021.40121.2966

Abstract
  Previous evidence suggests that teachers’ practices are invariably inconsistent with their beliefs. Different factors have been cited as responsible for such a lack of correspondence. ...  Read More