Applied Research on English Language

126. The effect of reading purpose on incidental vocabulary learning and retention among elementary Iranian learners of English

Volume 3, Issue 1, January 2014, Pages 55-66

10.22108/are.2014.15477

Ahmad Reza Eghtesadi; Sakine Momeni

127. Investigating EFL learnersâ perception of narrative task difficulty

Volume 1, Issue 2, September 2012, Pages 57-70

10.22108/are.2012.15455

Shirin Rahimi Kazerooni; Masoud Saeedi

128. Testing a model of L2 communication among Iranian EFL learners: A path analysis framework

Volume 4, Issue 1, February 2015, Pages 59-78

10.22108/are.2015.15494

Nasser Fallah; Habibollah Mashhady

129. Mobile, L2 vocabulary learning, and fighting illiteracy: A case study of Iranian semi-illiterates beyond transition level

Volume 2, Issue 2, July 2013, Pages 65-80

10.22108/are.2013.15471

zohreh G.shooshtari; Alireza Jalilifar; Saeedi Kahzaei

130. The relationship between writing strategies and personality types of graduate Iranian EFL learners

Volume 3, Issue 2, August 2014, Pages 69-84

10.22108/are.2014.15487

Mohammad Reza Anani Sarab; Mohammad Amini Farsani

131. Bringing Classroom-Based Assessment into the EFL classroom

Volume 1, Issue 1, January 2012, Pages 73-86

10.22108/are.2012.15447

Andrew Finch

132. The Washback Effects of High School Third Grade Exam on EFL Teachers’ Methodology, Evaluation and Attitude

Volume 5, Issue 1, January 2016, Pages 77-98

10.22108/are.2016.20397

Mohammad Ahmadi Safa; Farhad Jafari

133. Examining University Students' Scholarly Publication in English Journals: A Case for Postgraduate Students' Written Literacy Practices

Volume 6, Issue 1, January 2017, Pages 85-116

10.22108/are.2017.21328

Marjan Vosoughi; Sue-San Ghahremani Ghajar; Atefeh Navarchi

134. An Exploration of Practices Adopted by EFL Teachers for Learners with ‎Low-Incidence Disabilities in Inclusive Classes

Volume 7, Issue 1, January 2018, Pages 89-110

10.22108/are.2018.110687.1283

Seyyed Ayatollah Razmjoo; Naser Sabourianzadeh

135. The effects of task complexity on Chinese learners’ language production: A synthesis and meta-analysis

Volume 4, Issue 2, August 2015, Pages 96-109

10.22108/are.2015.15505

Jiaxin Xing; Shaoqian Luo

136. Structural Equation Modeling of EFL Learners' Willingness to Communicate and Their Cognitive and Personality Traits

Volume 9, Issue 1, January 2020, Pages 103-136

10.22108/are.2019.116248.1451

Zahra Amirian; Zeinab Karamifar; Manijeh Youhanaee

137. The Role of Social Goals in Iranian Undergraduate Students' Cognitive, Emotional, and Behavioral Engagement

Volume 8, Issue 1, January 2019, Pages 115-138

10.22108/are.2019.114201.1383

Mostafa Hosseyni Ramshe; Mohammad Ghazanfari; Behzad Ghonsooly

138. Oral Presentation vs. Free Discussion: Iranian Intermediate EFL Learners’ Speaking Proficiency and Perception

Volume 5, Issue 2, July 2016, Pages 211-236

10.22108/are.2016.20427

Elaheh Sotoudehnama; Maryam Hashamdar

139. Exploring English Teachers' attitudes towards Pronunciation issues and varieties of English in three circles of world Englishes

Volume 6, Issue 2, April 2017, Pages 213-236

10.22108/are.2017.21349

Mohammad Khatib; Abbas Monfared

140. Classification of EFL Students: EFL Teachers’ Criteria and a Case Study

Volume 7, Issue 2, April 2018, Pages 237-272

10.22108/are.2018.105868.1167

Mahmood Rouhani; َA. Majid Hayati; AliReza Jalilifar

141. Academic-Scholarly Publications in the Iranian Applied Linguistics Journals (2008-2019): A Comprehensive Review

Volume 9, Issue 2, April 2020, Pages 253-276

10.22108/are.2019.118554.1484

Reza Jafari Harandi; Rasoul Mohammad Hosseinpur; Reza Bagheri Nevisi; Mahmood Safari

142. Beliefs about Non-Native Teachers in English as an International Language: A Positioning Analysis of Iranian Language Teachers’ Voices

Volume 8, Issue 2, April 2019, Pages 267-286

10.22108/are.2018.112979.1361

Zia Tajeddin; Samaneh Eslamdoost

143. A Putative Model of Transformative Teaching Self

Volume 6, Issue 3, July 2017, Pages 363-386

10.22108/are.2017.103311.1083

Seyyed Mohammad Ali Soozandehfar; Rahman Sahragard

144. Do Perceived Communication Behavior and International Posture Impact Iranian English Learners’ Communication in English?

Volume 7, Issue 3, July 2018, Pages 383-398

10.22108/are.2018.112098.1331

Mehdi Sarkhosh; Hassan Ali Lotfi

145. The Use of Self-Repair Strategies in Classroom Conversations: Does the Teacher’s Level of Reflection Make a Difference?

Volume 8, Issue 3, July 2019, Pages 423-448

10.22108/are.2019.114882.1404

Masoomeh Estaji; Melika Rajabi

146. High School EFL Teachers’ Professional Competencies: Content Knowledge and Pedagogical Content Knowledge

Volume 6, Issue 4, November 2017, Pages 499-522

10.22108/are.2018.107409.1191

Sadegh Shariatifar; Gholamreza kiany; Parivz Maftoon

147. Visual Representation of Social Actors in ELT Nursery Rhymes

Volume 7, Issue 4, November 2018, Pages 541-568

10.22108/are.2018.106533.1177

Mahmood Reza Atai; Esmat Babaii; Ebrahim Isavi

148. Exploring Authorial Identity in terms of Voice Intensity and Subject-Positioning in the Argumentative Writings of Male and Female Iranian Advanced EFL Learners

Volume 8, Issue 4, November 2019, Pages 559-584

10.22108/are.2019.116317.1453

Omid Mallahi

149. The use of microgenetic method in SLA research

Volume 2, Issue 1, February 2013, Pages 61-68

10.22108/are.2013.15464

Mohammad Javad Ahmadian

150. Pragmatic comprehension of apology, request and refusal: An investigation on the effect of consciousness-raising video-driven prompts

Volume 3, Issue 1, January 2014, Pages 67-86

10.22108/are.2014.15479

Parviz Birjandi; Ali Derakhshan

Journal Archive

Volume 9 (2020)

Volume 8 (2019)

Volume 7 (2018)

Volume 6 (2017)

Volume 5 (2016)

Volume 4 (2015)

Volume 3 (2014)

Volume 2 (2013)

Volume 1 (2012)