Main Subjects = Any issues dealing with English language teaching and learning on grammar, vocabulary, and the four skills
Number of Articles: 24
Patiently-Drafted Titles: Focusing on Form and Content of Research Article Titles in Iranian Applied Linguistics Journals
Volume 43, Issue 1 , February 2024, , Pages 1-27
Abstract
Research article (RA) titles are one of the most important elements of a manuscript, influencing the reviewers’ decision and editors’ judgment, attracting the readers, and ... Read More
Enhancing Students' Growth in Productive Skills through Standardized Grading Procedures and Customized Constructive Feed-Forward
Volume 43, Issue 1 , February 2024, , Pages 59-93
Abstract
This research investigated the effects of applying standardized grading procedures and tailored constructive feedback on the development of students' productive skills, with a specific ... Read More
The Comparative Impacts of Modified Visual and Oral Input on the Vocabulary Retention of Iranian EFL Undergraduate Students
Volume 43, Issue 1 , February 2024, , Pages 121-150
Abstract
Poor vocabulary retention is one of the major difficulties experienced by English as a foreign (second) language (EFL/ESL) students. To tackle this problem, the current study explored ... Read More
The Contribution of Working Memory and Language Proficiency to Lexical Gain: Insights from the Involvement Load Hypothesis
Volume 42, Issue 3 , September 2023, , Pages 117-146
Abstract
This study investigated the interplay of working memory capacity and language proficiency in the context of vocabulary acquisition through word-focused tasks. The involvement load hypothesis ... Read More
Virtual Languaculture Task Implementation as a Mediator between EFL Teachers’ Digital Literacy and EFL Learners’ Speaking Fluency and Accuracy
Volume 42, Issue 2 , May 2023, , Pages 149-171
Abstract
COPYRIGHTS ©2021 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted ... Read More
Assessing the Alignment among Learners’ Language Needs, Course Objectives, and Classroom Practice in an EFL Communicative Course
Volume 41, Issue 4 , November 2022, , Pages 1-22
Abstract
A needs analysis (NA) study was carried out to determine how well course objectives and actual classroom activities aligned with the English language needs of learners enrolled in a ... 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
Abstract
Collaborative dialogue (CD) in developing L2 skills known as ‘knowledge-building dialogue’, in spite of its momentum in foreign language acquisition, has rarely been conjoined ... Read More
The Comparative Effect of Rehearsal, Strategic, and Online Planning on the Fluency, Accuracy, Complexity, Lexical Variety, and Attentional Allocation of EFL Learners’ Argumentative Writing
Volume 41, Issue 2 , May 2022, , Pages 75-111
Abstract
This study examined the effect of rehearsal, strategic, and online planning on the intermediate undergraduate EFL learners’ writing complexity, accuracy, fluency (CAF), lexical ... Read More
A Model of EFL Teachers' Pedagogical Content Knowledge: A Data-Driven Approach
Volume 41, Issue 2 , May 2022, , Pages 205-243
Abstract
Since its introduction in 1980, the concept of Pedagogical Content Knowledge (PCK) has attracted much attention. Although many studies have been conducted in science and mathematics, ... Read More
The Effect of Mindfulness-Cultivation Intervention on EFL Learners’ Reflective Thinking, Positive Orientation, and Language Achievement
Volume 41, Issue 1 , February 2022, , Pages 69-101
Abstract
The present article experimentally studied the impact of mindfulness-cultivating intervention on various dimensions of learning. The mindfulness-cultivation techniques employed in the ... Read More
Iranian EFL Teachers’ and Policymakers’ Perceptions of Success in High-school Classes: A Critical Exploratory Study
Volume 41, Issue 1 , February 2022, , Pages 133-173
Abstract
This study intended to explore the perceptions of Iranian high-school English teachers and the perspectives of policymakers on success in teaching English. Data were collected through ... Read More
The Effect of Instructor Feedback on Developing Iranian ELT Graduate Students’ Critical Academic Writing Skills
Volume 40, Issue 4 , November 2021, , Pages 91-120
Abstract
A major part of any graduate program concerns academic writing, but most students do not have sufficient skills pertaining to it. For non-native Ph.D. students who ... Read More
The Effect of Dictogloss vs. Debating on L2 Writing Proficiency: A Mixed-Methods Study
Volume 40, Issue 4 , November 2021, , Pages 121-160
Abstract
The use of task-based collaborative output activities in enhancing EFL students’ writing proficiency has been underrated in the Iranian context. To foster students’ writing ... Read More
Emergence Distance Education (EDE) role in the Learning of English Language Skills during COVID-19 Pandemic
Volume 40, Issue 3 , August 2021, , Pages 41-82
Abstract
During the COVID-19 pandemic, faculty members and students had to leave their face-to-face (FTF) classes and move into emergency distance education (EDE) contexts. Due to this drastic ... Read More
Evaluating Global EFL Coursebooks in the Iranian Context: A Multiliteracies Approach
Volume 40, Issue 2 , May 2021, , Pages 81-118
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
The Effect of Critical Thinking-Oriented Dynamic Assessment on Iranian EFL Learners' Learning Potential: A Study of Reading Comprehension Skill
Volume 40, Issue 2 , May 2021, , Pages 193-227
Abstract
The present study is part of a Ph.D. program that explores the possible effect of critical thinking-oriented dynamic assessment (CT-DA) on learners' learning potential in reading comprehension ... Read More
The Effect of Definition, Fill-in-the-Blank, and Sentence Writing Exercises on the Acquisition, Retention, and Production of Lexical vs. Grammatical Collocations
Volume 40, Issue 1 , January 2021, , Pages 33-82
Abstract
It is widely acknowledged that collocations play a crucial role in second or foreign language learning by enabling learners to know more about language chunks and lexical strings. Although ... Read More
Vocabulary Learning by Iranian Adult L2 Learners via Extensive Viewing of Subtitled and Captioned TV Series
Volume 40, Issue 1 , January 2021, , Pages 83-115
Abstract
Television can be considered a rich, helpful, and valuable source to expose L2 learners to huge amounts of comprehensible input so that they can improve their L2 knowledge and, in particular, ... Read More
The Effect of Post-teaching Techniques on the English Vocabulary Recall and Retention of Iranian Students with Learning Disability
Volume 40, Issue 1 , January 2021, , Pages 117-152
Abstract
One of the most important needs in learning a second or foreign language is vocabulary acquisition. Certainly, failure to keep vocabulary in mind is a problem for both typically-developing ... Read More
A Fuzzy TOPSIS Approach to Ranking the Effectiveness of Corrective Feedback Strategies: Monolingual Persian Versus Bilingual Turkmen EFL Learners
Volume 40, Issue 1 , January 2021, , Pages 153-186
Abstract
Corrective feedback (CF) as a multifaceted practice needs to be explored from different perspectives. Achieving relative consensus among language teachers and experts in a particular ... Read More
Applying Cooperative and Individual Offline Planning in Speaking Classes: A Comparison of Impulsive and Reflective EFL Learners
Volume 39, Issue 3.2 , November 2020, , Pages 1-34
Abstract
This study investigated the effect of two different types of offline planning, namely cooperative and individual, on the oral proficiency of impulsive and reflective EFL learners. Accordingly, ... Read More
The Effect of Blended Online Automated Feedback and Teacher Feedback on EFL Learners’ Essay Writing Ability and Perception
Volume 39, Issue 3.2 , November 2020, , Pages 181-225
Abstract
Applying both teacher- and computer-generated feedback to foster EFL learners’ writing remains a less explored issue. The purpose of this study was two-fold. Firstly, it examined ... Read More
Using Graphic Markers to Highlight Syntactic and Emphatic Prosody and its Impact on ESP Readers' Foreign Language Reading Anxiety and Fluency
Volume 39, Issue 3.1 , October 2020, , Pages 37-88
Abstract
The study aimed at examining the effects of scaffolding ESP readers, by using graphic markers and highlighting syntactic and emphatic prosody, on their Foreign Language Reading Anxiety ... Read More
Improving EFL Learners’ Performance on Receptive-Response and Productive-Response Listening Comprehension Items through Diagnostic vs. Dynamic Assessment
Volume 39, Issue 3.1 , October 2020, , Pages 217-252