Volume 10 (2021)
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)
Number of Articles: 194
101. How textbooks (and learners) get it wrong: A corpus study of modal auxiliary verbs
Volume 2, Issue 1 , February 2013, , Pages 33-44
Abstract
Many elements contribute to the relative difficulty in acquiring specific aspects of English as a ... Read More
102. The effect of increase in task cognitive complexity on Iranian EFL learners’ accuracy and linguistic complexity: A test of Robinson’s Cognition Hypothesis
Volume 3, Issue 1 , January 2014, , Pages 41-54
Abstract
Designing a task with a reasonable level of cognitive complexity has always been important for syllabus designers, teachers, as well as researchers. This is because task manipulation ... Read More
103. Language learning and language culture in a changing world
Volume 1, Issue 2 , September 2012, , Pages 45-56
Abstract
To communicate effectively, learners have to become proficient in both the language and the culture of ... Read More
104. Individuality in Higher Education: The Use of the Multiple-Mnemonic Method to Enhance ESP Students' Vocabulary Development (Depth and Size) and Retention
Volume 4, Issue 1 , February 2015, , Pages 45-58
Abstract
Vocabulary learning is considered to be the most comprehensive and the most difficult part of language learning for all the students especially for ESP students. These students complain ... Read More
105. The effects of captioning texts and caption ordering on L2 listening comprehension and vocabulary learning
Volume 2, Issue 2 , July 2013, , Pages 51-64
Abstract
This study investigated the effects of captioned texts on second/foreign (L2) listening comprehension and vocabulary gains using a computer multimedia program. Additionally, it explored ... Read More
106. Complimenting Functions by Native English Speakers and Iranian EFL Learners: A Divergence or Convergence
Volume 5, Issue 1 , January 2016, , Pages 51-76
Abstract
The study of compliment speech act has been under investigation on many occasions in recent years. In this study, an attempt is made to explore appraisals performed by native English ... Read More
107. A confirmatory study of Differential Item Functioning on EFL reading comprehension
Volume 3, Issue 2 , August 2014, , Pages 55-68
Abstract
The present study aimed at investigating DIF sources on an EFL reading comprehension test. Accordingly, ... Read More
108. Crossing the threshold of Iranian TEFL
Volume 1, Issue 1 , January 2012, , Pages 57-71
Abstract
Teaching English in an Iranian and Islamic culture poses complex questions for both teachers and learners. ... Read More
109. Native and Non-native Teachers’ Pragmatic Criteria for Rating Request Speech Act: The Case of American and Iranian EFL Teachers
Volume 6, Issue 1 , January 2017, , Pages 67-84
Abstract
Abstract: Over the last few decades, several aspects of pragmatic knowledge and its effects on teaching and learning a second language (L2) ... Read More
110. The Effect of Task-induced Involvement Load on Unfamiliar L2 Vocabulary Learning: Sentence Writing, Summary Writing, Imaginary Story Writing and Creative Sentence Writing
Volume 7, Issue 1 , January 2018, , Pages 67-88
Abstract
The present study examined the effect of four types of post reading-based tasks with different index of task-induced involvement load (Laufer & Hulstijn, 2001) on EFL learners’ ... Read More
111. Contributions of Kumaravadivelu’s Language Teacher Education Modular Model (KARDS) to Iranian EFL Language Institute Teachers’ Professional Identity
Volume 9, Issue 1 , January 2020, , Pages 75-102
Abstract
This research aims to investigate the contributions of KARDS (knowing, analyzing, recognizing, doing, and seeing) to Iranian English as a foreign language (EFL) institute teachers’ ... Read More
112. Semantic Priming Effect on Relative Clause Attachment Ambiguity Resolution in L2
Volume 4, Issue 2 , August 2015, , Pages 78-95
Abstract
This study examined whether processing ambiguous sentences containing relative clauses (RCs) following a complex determiner phrase (DP) by Persian-speaking learners of L2 English with ... Read More
113. English Teachers' Perception of Critical Pedagogy: Any Discrepancy between Perception and Actual Classroom Implementation?
Volume 8, Issue 1 , January 2019, , Pages 78-114
Abstract
The study investigated the relationship between Iranian EFL teachers' perception of critical pedagogy (CP) and reflective teaching (RT), the possible effect of gender, academic degree, ... Read More
114. Factors Influencing Iranian Untrained EFL Raters' Rating Group Oral Discussion Tasks: A Mixed Methods Design
Volume 5, Issue 2 , July 2016, , Pages 191-210
Abstract
Using a mixed methods design, the present study attempted to identify the factors influencing Iranian untrained EFL raters in rating group oral discussion tasks. To fulfil this aim, ... Read More
115. Selective vs. comprehensive grammar correction in writing pedagogy: Counter evidence to Truscott’s view
Volume 6, Issue 2 , April 2017, , Pages 193-212
Abstract
To date, controversy among scholars exists on whether or not teachers should react to EFL learners' written grammar errors. This study investigated the effect of three feedback types ... Read More
116. Citation Behaviours of Applied Linguists in Discussion Sections of Research Articles
Volume 7, Issue 2 , April 2018, , Pages 215-236
Abstract
It is now generally accepted that academic writing is a social activity by which the authors negotiate with their audience to gain community acceptance for their findings. One of the ... Read More
117. A Triangulated Study of Professional English Needs of University Graduates in Business and Economics in Today’s Iranian Business Sectors
Volume 8, Issue 2 , April 2019, , Pages 227-260
Abstract
EAP courses for various disciplines are designed as a conduit between academic research and practical applications (Paltridge & Starfield, 2013, p. 175). On the other hand, one ... Read More
118. The Role of Corrective Feedback Timing in Task Engagement and Oral Performance
Volume 9, Issue 2 , April 2020, , Pages 229-252
Abstract
: Corrective Feedback (CF) provision on performance involves calling attention to learners' erroneous utterances, which stimulates classroom language learning. Despite widespread research ... Read More
119. Political Terms by APLL: Issues of Terminology Implantation and Acceptability
Volume 6, Issue 3 , July 2017, , Pages 339-362
Abstract
The present study investigates the implantation of political science terminology approved by the Academy of Persian Language and Literature (APLL) in the Hamshahri corpus made up of ... Read More
120. Iranian EFL Teachers' Language Assessment Literacy (LAL) under an Assessing Lens
Volume 7, Issue 3 , July 2018, , Pages 361-382
Abstract
Despite being trained in pre-service teacher education programs, most EFL teachers are underprepared when faced with language assessment-related activities. Part of the problem emanates ... Read More
121. Accounting for Change in Critical Thinking Components Mediated by Differential Effects of Paper-based vs. Web-assisted Feedback in Writing
Volume 9, Issue 3 , July 2020, , Pages 365-381
Abstract
Critical thinking has been a significant issue in the realm of EFL teaching and learning. This study aimed at investigating the contribution of paper-based and web-assisted feedback ... Read More
122. Comparing the Impact of Audio-Visual Input Enhancement on Collocation Learning in Traditional and Mobile Learning Contexts
Volume 8, Issue 3 , July 2019, , Pages 383-422
Abstract
: This study investigated the impact of audio-visual input enhancement teaching techniques on improving English as Foreign Language (EFL) learnersˈ collocation learning as well as ... Read More
123. An Investigation of Iranian EFL Teachers and Learners’ Preferences in the Selection of Different Types of Direct and Indirect Oral Corrective Feedback
Volume 6, Issue 4 , November 2017, , Pages 473-498
Abstract
This paper aimed at examining the Iranian EFL teachers and learners’ preferences for two types of direct oral corrective feedback, including explicit correction and metalinguistic ... Read More
124. The Effect of Argument Mapping Instruction on L2 Writing Achievement across Writing Tasks and Writing Components: A Case of Iranian EFL Learners
Volume 7, Issue 4 , November 2018, , Pages 515-540
Abstract
Argument maps as schematic representations of arguments and their logical and evidential relationships are effective diagrams for instruction in education as well as in L2 development. ... Read More
125. The Impact of Contextual Variables on Internal Intensification of Apology Speech Acts in Persian: Social Distance and Severity of Offense in Focus
Volume 8, Issue 4 , November 2019, , Pages 531-558