Applied Research on English Language

126. Pinpointing the classifiers of English language writing ability: A discriminant function analysis approach

Volume 2, Issue 1, February 2013, Pages 45-60

10.22108/are.2013.15463

Reza Pishghadam; Mohammad Ali Shams

127. 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

128. 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

129. 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

130. 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

131. 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

132. Bringing Classroom-Based Assessment into the EFL classroom

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

10.22108/are.2012.15447

Andrew Finch

133. 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

134. 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

135. 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

136. 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

137. 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

138. 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

139. 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

140. 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

141. 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

142. 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

143. 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

144. 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

145. The Effect of Reading Strategy Instruction on Reading Self-efficacy and Reading Attitudes: A Case of Young Female Iranian EFL Learners

Volume 9, Issue 3, July 2020, Pages 382-408

10.22108/are.2019.116944.1461

Jalil Fathi; Habib Soleimani

146. 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

147. 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

148. 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

149. 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

150. 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

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)